Thèses sur le sujet « Language »
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Maciá, Fábrega Josep. « Natural language and formal languages ». Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.
Texte intégralDiallo, Ibrahima. « Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal ». Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.
Texte intégralThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Full Text
Cook, Jonathan J. « Language interoperability and logic programming languages ». Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/725.
Texte intégralWolf, Göran. « Language contact, change of language status : ‘Celtic’ national languages in the British Isles and Ireland ». Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1936/.
Texte intégralMeyer, Hans Joachim. « A global language or a world of languages ». Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.
Texte intégralService, Elisabet. « Phonological coding in working memory and foreign-language learning ». Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.
Texte intégralKopetzki, Dawid [Verfasser], Bernhard [Akademischer Betreuer] Steffen et Sven [Gutachter] Jörges. « Generation of domain-specific language-to-language transformation languages / Dawid Kopetzki ; Gutachter : Sven Jörges ; Betreuer : Bernhard Steffen ». Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1217843558/34.
Texte intégralLivingstone, Daniel Jack. « Computer models of the evolution of language and languages ». Thesis, University of the West of Scotland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398331.
Texte intégralLoza, Christian. « Cross Language Information Retrieval for Languages with Scarce Resources ». Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12157/.
Texte intégralBotha, Gerrti Reinier. « Text-based language identification for the South African languages ». Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-090942008-133715/.
Texte intégralLoza, Christian E. Mihalcea Rada F. « Cross language information retrieval for languages with scarce resources ». [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12157.
Texte intégralLee, Feng-Yuh. « Martian language : an alien language or an international language ? / ». Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1467899081&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Texte intégralSugrañes, Ernest Caterina. « A plurilingual approach to language teaching and learning in Catalonia : Using heritage languages in the additional language classroom ». Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.
Texte intégralEsta tesis estudia los efectos de la adopción de un enfoque plurilingüe de la enseñanza y el aprendizaje de lenguas en un aula de lengua adicional de una escuela pública de Barcelona con 45 alumnos de 10 y 11 años. Un período de observación inicial conduce a la hipótesis de que el reconocimiento y el uso de las lenguas de origen de los alumnos es relevante para su identidad plurilingüe. El estudio tiene como objetivo evaluar si promover la identidad plurilingüe puede afectar la motivación y las actitudes hacia las lenguas, por un lado, y el rendimiento académico (catalán, castellano e inglés) de la otra. Finalmente, también se plantea la hipótesis de que la adopción de un enfoque plurilingüe puede afectar las actitudes de la maestra de lengua hacia las lenguas y su enseñanza y aprendizaje. Basado en un Enfoque Plurilingüe Integrado (EPI) (Esteve y González Davies, 2016), se emplean dos herramientas pedagógicas de translanguaging: TOLC (Traducción para otros contextos de aprendizaje), (González Davies, 2012, 2014) y LITS (Textos de identidad de lengua), una adaptación de los textos de identidad de Cummins (2001, 2009) con el fin de crear cuentos en inglés y traducirlos en las diferentes lenguas presentes en el aula. Siguiendo un enfoque mixto de la Grounded Theory (Teoría fundamentada en datos), se recogen datos cuantitativos y cualitativos. Las principales conclusiones del estudio son que la adopción de un enfoque plurilingüe hacia la enseñanza y aprendizaje de lenguas es relevante para la identidad plurilingüe. A su vez, la identidad plurilingüe afecta significativamente la motivación del alumno y su deseo hacia el aprendizaje de lenguas. Además, el rendimiento académico no se ve afectado por la adopción de un enfoque plurilingüe y la conciencia lingüística de los alumnos y su actitud hacia las lenguas y su aprendizaje aumenta. Finalmente, también se concluye que la maestra de lenguas ha tener una competencia plurilingüe para enseñar lenguas.
This thesis studies the effects of adopting a plurilingual approach to teaching and learning languages in an additional language classroom of state primary school of Barcelona with 45 pupils aged 10 and 11. An initial observation period leads to the hypothesis that acknowledging and using the heritage languages of pupils is relevant to their plurilingual identity. The study aims to assess whether plurilingual identity encouragement may affect motivation and attitudes towards languages on the one hand, and academic achievement (Catalan, Spanish and English) on the other. Finally, it is also hypothesised that adopting a plurilingual approach may affect the language teacher’s attitudes towards languages and language teaching and learning. Based on an Integrating Plurilingual Approach (IPA) (Esteve & González Davies, 2016), two translanguaging pedagogical tools are employed, namely TOLC (Translation for Other Learning Contexts), (González Davies, 2012, 2014) and LITS (Language Identity Texts), an adaptation of Cummins’s identity texts (2001, 2009) in order to create storybooks in English and translate them into the different languages present in the classroom. Following a Grounded Theory and mixed-method approach, quantitative and qualitative data are collected. The main conclusions of the study are that adopting a plurilingual approach to language teaching and learning is relevant to plurilingual identity. In turn plurilingual identity significantly affects pupil’s motivation and desire towards learning languages. Also, the academic performance is not affected by adopting a plurilingual approach and the pupils' linguistic awareness and attitude towards languages and language learning increases. Finally, it is also concluded that the language teacher must be plurilingualy competent in order to teach languages.
Alang, Jaapar. « The effect of language contact and language use on second language competence and language attitude ». Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296186.
Texte intégralConnell, Professor T. J. « Languages (in particular Spanish) : language teaching and learning & ; languages for the professions ». Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.
Texte intégralBarra, 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/.
Texte intégralYu, Yuanfang. « Foreign language learning : a comparative study of Australian and Chinese University students / ». St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.
Texte intégralManning, Patricia. « Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning ». n.p, 1994. http://ethos.bl.uk/.
Texte intégralWinn, Tiffany Rose, et winn@infoeng flinders edu au. « LDPL : A Language Designer's Pattern Language ». Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.123254.
Texte intégralMcGarry, Theresa. « Language Ideology and Second Language Learning ». Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.
Texte intégralWoodall, Billy Ray. « Language-switching in second language writing / ». Thesis, Connect to this title online ; UW restricted, 2000. http://hdl.handle.net/1773/7545.
Texte intégralLiando, Nihta V. F. « Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia / ». Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
Texte intégralChan, Mei-lan, et 陳美蘭. « Notions of language dominance, language preference and language choicein the study of bilingual first language acquisition (BFLA) ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45163893.
Texte intégralHenry, Patricia (Patricia Mary) 1947. « Language function in the adult language addressed to young language-delayed children ». Monash University, Dept. of Linguistics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8640.
Texte intégralFellin, Luciana. « Language ideologies, language socialization and language revival in an Italian alpine community ». Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279819.
Texte intégralPetersen, Kenneth A. « Implicit corrective feedback in computer-guided interaction does mode matter ? / ». Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/642826969/viewonline.
Texte intégralRichard, Erin. « Individual differences and second language acquisition among low-income preschoolers ». Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2957.
Texte intégralTitle from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 65. Includes bibliographical references (p. 58-64). Also available in print.
Itani-Adams, Yuki. « One child, two languages : bilingual first language acquisition in Japanese and English ». Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Texte intégralDijk, Wilhelmina Van, et Lori Jean Marks. « English Language Learners with Learning Disabilities and the Language in Mathematics : Inclusive Instruction to Support the Acquisition of Both Languages ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.
Texte intégralWong, Chin Han. « An analysis of factors predicting graduation of students at Defense Language Institute Foreign Language Center ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FWong.pdf.
Texte intégralLawrence, Tracee Ann Lang Adler Susan A. « First language literacy and second language reading ». Diss., UMK access, 2005.
Trouver le texte intégral"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.
Melander, Linda. « Language attitudes : Evaluational Reactions to Spoken Language ». Thesis, Högskolan Dalarna, Engelska, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2282.
Texte intégralEdelstam, Johannes. « Language Assessment of anN Interoperability Assessment Language ». Thesis, KTH, Industriella informations- och styrsystem, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-81478.
Texte intégralYin, Bo Electrical Engineering & Telecommunications Faculty of Engineering UNSW. « Language identification with language and feature dependency ». Awarded By:University of New South Wales. Electrical Engineering & ; Telecommunications, 2009. http://handle.unsw.edu.au/1959.4/44045.
Texte intégralSlocum, Sheryl. « First language status and second language writing ». Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.
Texte intégralIn 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.
Breuer, Esther [Verfasser]. « First Language versus Foreign Language / Esther Breuer ». Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/1048086259/34.
Texte intégralBruckert, Lisa. « Is language laterality related to language abilities ? » Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5.
Texte intégralMurray, Neil Langdon. « Communicative language teaching and language teacher education ». Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
Texte intégralRisner, Kevin. « A First Language in Second Language Writing ». University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.
Texte intégralEstigarribia, Bruno. « Asking questions language variation and language acquisition / ». May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Texte intégralSchneider, Allison Frances. « NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING ». Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.
Texte intégralGadacha, Ali. « Language planning and language conflict : the case of multilingual Tunisia : aspects of status, function and structure of the languages and language varieties used and sociolinguistic implications of the language shift on the new century's eve : thèse ». Nice, 1998. http://www.theses.fr/1998NICE2030.
Texte intégralEichmann, Hanna. « "Hands off our language!" : deaf sign language teachers' perspectives on sign language standardisation ». Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21824/.
Texte intégralSchmidt, Christina D. « My church – my language ? : Language attitudes and language policiy in South African church ». Universität Leipzig, 2006. https://ul.qucosa.de/id/qucosa%3A33610.
Texte intégralLuebbering, Candice Rae. « The Cartographic Representation of Language : Understanding language map construction and visualizing language diversity ». Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37543.
Texte intégralPh. D.
Cru, Josep. « From language revalorisation to language revitalisation ? : discourses of Maya language promotion in Yucatán ». Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2662.
Texte intégralLian, Chaoqun. « Language planning and language policy of Arabic language academies in the twentieth century ». Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708632.
Texte intégralPerez, Ambar A. « LANGUAGE CULTURE WARS : EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS ». CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.
Texte intégralTaylor, Annelies. « Languages : computation of communication : gender issues in curricular foreign language acquisition ». Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526901.
Texte intégralBarr, John Davidson. « An investigation into computer-based language-learning environments for foreign languages ». Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274111.
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