Tesis sobre el tema "English as a Second Language"
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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.
Texto completoLawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading". Diss., UMK access, 2005.
Buscar texto completo"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
Schmitt, Melanie. "Studies in second fronting". Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.
Texto completoMPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
Heinonen, Elisabeth. "Writing in English as a Second Language". Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-834.
Texto completoThe aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language.
Throught the course of my research I have come to understand how important it is to choose subjects which inspire all pupils to write. They should also have the opportunity to choose subjects which interests them. It is the content which is important not the layout or spelling.
In my study I have found that pupils take writing in English seriously. However, I have also found that without an encouraging teacher, it is hard to engage pupils in writing. One could say that it is the teacher who directs the writing process. Moreover, the pupils need to be motivated and interested to write well. This includes having varied lessons and considering the pupils'explicit needs.
Hirakawa, Makiko. "Unaccusativity in second language Japanese and English". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.
Texto completoExperimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
Wright, Anthony David. "Critical moments in the second language classroom : towards an understanding of second language classroom culture". Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333857.
Texto completoKing, James Edward. "Silence in the second language classroom". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13498/.
Texto completoAbalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language". Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.
Texto completoThesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.
Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.
Texto completoEstrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.
Texto completoAs the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
Li, Juan. "Revision strategies in English-second-language academic writing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0007/MQ45284.pdf.
Texto completoSatter, Thomas O. "English as a second language issues and strategies /". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/TSatter2007.pdf.
Texto completoNesbitt, Perez Susan L. "Use of subordination in English second language texts". Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588149.
Texto completoThis study investigates features of high-level academic writing in English with the aim of understanding the development of L2 English learners’ academic writing skills as they follow a course of study in an English-speaking country. The study focuses on L2 writers’ text quality and use of clause subordinators as a measure of writing complexity. The typology of the writers’ L1s provides the organizational framework for the study, with three language typology groupings determined by a writer’s L1 word order tendency: (1) configurational languages, (2) nonconfigurational languages, and (3) Asian languages.
The corpus analyzed included written work collected at the beginning, the middle, and the end of a semester from 19 international graduate-level students enrolled in a semester-long academic writing course specifically for international students. The principal features examined in the corpus of texts collected were writers’ use and frequency of subordinators, and text comprehensibility. To provide a comparative reference for the academic writing course findings, a separate dataset composed of 240 TOEFL® iBT independent essays was also examined for evidence of similar features.
The results revealed that (1) writers from configurationally different L1s write texts in English that are significantly different in quality and complexity, and; (2) the analysis of the significant differences between groups—sentence length, sentence complexity, comprehensibility, total subordinator frequency, and specific subordinator usage—shows the groups are distinct in their text construction and use of subordination, and that the configurational group’s texts are most different from other groups. Writers’ self-reflections on the progression of their writing skills during the study abroad context add insights to the quantitative findings. The study’s findings suggest directions for future research in L2 writing development, inform EFL pedagogy and L2 English learners’ preparation for study abroad, and underscore the importance of colleges and universities providing comprehensive writing support to incoming international students.
Pliatsikas, Christos. "Grammatical processing in second language learners of English". Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533754.
Texto completoWallis, Karen Ann. "Instructional Practices of English as Second Language Teachers". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1234.
Texto completoMorris, Judith. "Science education and the english second language learner". Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1062.
Texto completoSlocum, Sheryl. "First language status and second language writing". Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.
Texto completoIn spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, others may have basic L1 literacy, others may have studied their L1 as a school subject, while others may have studied in the medium of their L1, either in their family's home country or in a bilingual education program in the US. The purpose of this study is to determine which kind of English learning support and which kind of L1 education are more likely to prepare bilingual learners to write English successfully at college.
This study uses three sources of data: a survey on language background, a writing sample, and an optional interview. Twenty-nine college undergraduate bilingual learners participated. Their survey responses develop a profile of the varied kinds of English and L1 education they received. Each participant's communication course placement composition, written as she was applying to college, is analyzed with 12 different measures: six for surface features, four for discourse/rhetorical features, and two for coherence. The writing analysis scores are correlated with the survey data and enriched with interview excerpts to discover which forms of English and L1 education correlate with high or low writing analysis scores.
The results for this group of participants show that bilingual education and ESL support correlate most often with highly-rated communication placement compositions. Moreover, formal education in the L1 explains the writing analysis scores more accurately than the kind of language learning education the participants received. Interview data suggests that bilingual education and formal L1 education may assist students' English composition skills by helping them develop metalinguistic awareness.
Durrant, Philip Lee. "High frequency collocations and second language learning". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10622/.
Texto completoSidorova, Vladislava. "Corrective Feedback in English Language Learners' Writing". University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001.
Texto completoBakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.
Texto completoRandolph, 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.
Texto completoPen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
Texto completoChe, Lah Salasiah. "Language attitudes towards English and language proficiency in English among Malaysian students : a sociolinguistic study of Penang Island". Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319259.
Texto completoCaissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.
Texto completoHart-Rawung, Pornpimon y n/a. "Internationalising English language education in Thailand: English language program for Thai engineers". RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
Texto completoSon, Sun Ah. "The acquisition of English obstruents by Korean speakers of English as a second language /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 235 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3182629.
Texto completoWezowicz, Kimberly A. "Writing instruction for second language learners : a project in effective practices /". Click for abstract, 1997. http://library.ctstateu.edu/ccsu%5Ftheses/1511.html.
Texto completoThesis advisor: Dr. Diane Truscott. "... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves 91-94).
Miller-Cornell, Carol Ann. "Error feedback in second language writing". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.
Texto completoBarnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.
Texto completoHamp-Lyons, E. M. "Testing second language writing in academic settings". Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.
Texto completoMpoche, Kizitus Nformi. "Anaphors in English and Limbum : acquisition of English as a second language". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614737.
Texto completoWennerstrom, Ann K. "Discourse intonation and second language acquisition : three genre-based studies /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9493.
Texto completoGordon, Leslie S. "Factors affecting English speakers' perception of L2 Spanish vowels". Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436442802/viewonline.
Texto completoWood, David. "Formulaic language in speech fluency development in English as a second language". Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29274.
Texto completoKhojah, Aishah. "Saudi Second Language Learners’ Receptive and Productive Skills in English Figurative Language". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9828.
Texto completoHoffmann, Leatrice Neves. "An accelerative psycholinguistic aproach to second language acquisition applied to english language". reponame:Repositório Institucional da UFSC, 1990. https://repositorio.ufsc.br/xmlui/handle/123456789/157638.
Texto completoMade available in DSpace on 2016-01-08T16:45:13Z (GMT). No. of bitstreams: 1 81455.pdf: 2415574 bytes, checksum: 199d8ba8fdc459f824c28982ea1ef387 (MD5) Previous issue date: 1990
Trata de uma abordagem psicolingüística para o ensino/aprendizagem de línguas estrangeiras. Através de estudos lingüísticos e teorias cognitivas, um modelo simplificado foi desenvolvido para acelerar a aquisição da língua inglesa através do ensino das estruturas verbais. Neste estudo o modelo foi testado através de dois experimentos, quando a eficiência acelerativa desta metodologia foi investigada e comparada à metodologia comunicativa. Os resultados favoreceram a abordagem psicolingüística em termos de eficiência de ensino os estudantes submetidos a metodologia psicolingüística obtiveram melhores resultados nos aspectos da competência lingüística testados.
Risner, Kevin. "A First Language in Second Language Writing". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.
Texto completoNie, Junshan. "Teaching English as a second language, a phenomenological study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.
Texto completoGroot, Ingeborg. "Note-taking in English as a second language acquisition". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.
Texto completoDepartment of English
Griswold, Olga V. "Becoming a U.S. citizen second language socialization in adult citizenship classrooms /". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1417799071&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completoUrponen, Marja Inkeri. "Ultimate attainment in postpuberty second language acquisition". Thesis, Boston University, 2004. https://hdl.handle.net/2144/32846.
Texto completoPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The study examined ultimate attainment m postpuberty second language acquisition and the Critical Period Hypothesis as an explanation for non-nativeness. A grammaticality judgment task acted as an assessment instrument; a subject was considered to be native-like if the individual's subtest score was greater than or equal to the mean ratings of 90% of the control group members. The native-like subtests were totaled into a nativeness score. The study consisted of 6 research questions and followup interviews with the highest scoring and lowest scoring subjects. As a methodological innovation, the selection of Finnish-born spouses of native English speakers (N=104) as subjects controlled background variables (amount and quality ofL2 exposure, amount ofL2 and Ll use, education and language learning); 80% had studied EFL. 55 subjects had age on arrival of 2:16 years and had lived in USA/Canada for 20-60 years. 88% of the control group (N=40) obtained the nativeness score 6 or 5. The grammaticality judgments of 38% of Finnish-born subjects were indistinguishable from the judgments of the control group and contradicted the Critical Period Hypothesis as an only explanation for native-like ultimate attainment. The findings also indicate that Age on Arrival and Age English as a Foreign Language Began are separate age of exposure measures. The best logistic regression model with 11 binary variables predicted nativelikeness with 76.9% accuracy; the significant predictors were Age English as a Foreign Language Began, US Education, and Length of Exposure, but not Age on Arrival. However, the youngest age on arrival group (12-15 years) outperformed all other subject groupings. Their performance did not decline with aging; the nativeness scores of other subjects declined as Age at Testing increased after the peak performance age. ANOV As for Age English as a Foreign Language Began, Length of Exposure, Total Years of Education, and Age at Testing were significant for the 104 and 55 subject groupings. The n-shaped relationship between the nativeness score and Length of Exposure explains their low correlation. Age at Testing impacted on ultimate attainment by confounding with education and other background variables (prior foreign language study, second language proficiency on arrival, multilingualism, etc.).
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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.
Texto completoMcGinnis, Amanda Marie. "The role of attention in second language development implications for language classrooms /". CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05312007-125934/.
Texto completoPartington, Ann. "Storage and retrieval of English words by Hong Kong Cantonese speakers of English". Thesis, London School of Economics and Political Science (University of London), 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308699.
Texto completoHuennekens, Mary Ellen. "ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION". VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1899.
Texto completoZhang, Mingjian 1958. "Syntactic features of the English interlanguage of learners of English as a second language". Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/7730.
Texto completoStack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.
Texto completoCallies, Marcus. "Information highlighting in advanced learner English : the syntax-pragmatics interface in second language acquisition /". Amsterdam : John Benjamins Publishing Company, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789027254313.
Texto completoMohammed-Ali, Ahmed Shakir. "Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English". Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.
Texto completoNtete, Susan. "Case studies of second language learners who excel at writing in English". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003310.
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