Thèses sur le sujet « Learn languages »
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Odryna, Andrii. « Programming languages a successful software developer should learn ». Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13107.
Texte intégralHanna, Atheer H. « Students' Preferences for Mobile Technology to Learn Foreign Languages ». Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707358/.
Texte intégralChuk, Yim-ping Joanne. « Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development / ». Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.
Texte intégralPulfer, Charles E. « A comparison of the ability of novices and experienced third generation language programmers to learn fourth generation languages ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26111.
Texte intégralBusiness, Sauder School of
Graduate
Chuk, Yim-ping Joanne, et 祝艷萍. « Learning to teach, teaching to learn : a longitudinal study of student teachers' autonomous development ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4401417X.
Texte intégralVelykozhon, V. A. « Learn languages in the fastest, easiest and most fun way : by listening to podcasts ». Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12975.
Texte intégralPickett, Martin Douglas. « In a situation where enormous numbers learn English for international communication, what are the motivations for English mother-tongue speakers to learn other languages ? » Thesis, University of Portsmouth, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523585.
Texte intégralKohler, D. Brian. « Learning to Learn : the Training of Missionaries in Language Learning Strategies at the Missionary Training Center ». Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTGM,19192.
Texte intégralMaby, Mark. « How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.
Texte intégral48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translations of the sense of over and for variation in the correct translations. A MANOVA analysis showed that core senses were translated significantly more correctly than extended senses. A negative correlation was shown between variation in translation and correctness of translation. Following Krzeszowski, T. (1990), the study confirms that the theory of prototypicality offers an effective way of explaining language transfer.
Lundström, Anna. « Processbarhet i ett läromedel : Why don’t learners learn what teachers teach ? » Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34410.
Texte intégralHawkes, Rachel. « Learning to talk and talking to learn : how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning ». Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610676.
Texte intégralReinholdsson, Tommy. « Learning non-Swedish speech sounds : A study of Swedish students’ pronunciation and ability to learn English phonemes ». Thesis, Karlstads universitet, Centrum för språk- och litteraturdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31658.
Texte intégralStajic, Sandra. « Motivational orientations among Swedish Year-9 learners of English : A quantitative study on what motivates students to learn English in school ». Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152732.
Texte intégralLi, Yao. « Time Changes Ideology Changes : Differences in What Children Can Learn From Little Women and Harry Potter and the Philosopher's Stone ». Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-970.
Texte intégralPethman, Estliden Karin. « ” Why is it important to learn English?” : A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school ». Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23699.
Texte intégralSteyn, Anna. « Where do Swedish Senior High School students learn most of the English that they know ? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom ». Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
Texte intégralHansson, Josefine, et Rebecca Lind. « ”De får helt andra kunskaper när man djuplodar såhär” : En kvalitativ studie om hur lågstadielärare tillämpar metodiken Reading to Learns strategier i undervisningen ». Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29810.
Texte intégralGottarp, Rickard. « What Can We Learn from Contemporary Research into Dyslexia ? : A Didactic Study of Recommendations and Successful Ways to Work With Textbook Material in Teaching English to Second Language Learners With Reading and Writing Disorders in Grade 4-6 ». Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37332.
Texte intégralBjelke, Johan. « Video games in English class : What are some Swedish students’ and teachers’ attitudes toward using video games as a means to teach and learn L2 English ». Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49045.
Texte intégralDelaney, Jo-Ann. « Learning to do, doing to learn : an exploration of teacher knowledge and learning through the narratives of trainees on a CELTA (Cambridge English Certificate in Teaching English to Speakers of Other Languages) course ». Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/15043/.
Texte intégralMarques, Rute Isabel Nunes. « Relatório correspondente à unidade curricular prática de ensino supervisionada : ensino do português no 3º ciclo do ensino básico e ensino secundário do português e de espanhol nos ensinos básico e secundário ». Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/12052.
Texte intégralAhlkvist, Fanny. « Traditionellt eller digitalt ? : En kvalitativ studie om för- och nackdelar med traditionell skrivinlärning och ASL ». Thesis, Högskolan i Jönköping, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44748.
Texte intégralThe purpose of the study is to investigate how teachers describe opportunities and barriers with traditional writing acquisition through WTR. The goal is to provide knowledge about how the methods can be used in teaching. Four research questions were asked based on the aim: How do teachers describe that they work with traditional writing acquisition? How do teachers describe that they work with WTR? What are the advantages of the methodes according to teachers? What are the disadvantages of the methodes according to teachers? The study is based on the socio-cultural perspective. A qualitative method has been used to collect data through semi-structured interviews. The respondents were of five teachers who work in primary schools. The collected material was analyzed with the help of a thematic analysis method in which the collected material was color-coded according to how it respondse to the questions of the study. The findings shows how teachers work with traditional writing and digital writing in school, as well as what there are for opportunities and barriers there are in connection with the two methodes.
Мурдза, Анна Павлівна, et І. Я. Бурлака. « Listening as a way to learn a language ». Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18284.
Texte intégralYao, Michelle. « How English speakers learn Chinese characters ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31601790.
Texte intégralJohansson, Christina. « Learning to Learn : Multiple intelligences in the language classroom ». Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32042.
Texte intégralBazalgette, Cary. « Some secret language : how toddlers learn to understand movies ». Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041767/.
Texte intégralYao, Michelle, et 姚君霓. « How English speakers learn Chinese characters ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31601790.
Texte intégralPasovic, Petrovic Ema. « Games in the Language Classroom-To Play is to Learn ». Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32839.
Texte intégralWatkins, Megan. « Discipline and learn : theorising the pedagogic body / ». View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.154138/index.html.
Texte intégral"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.
Barbir, Monica. « The way we learn ». Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE019.
Texte intégralTo learn is to extract and distill pertinent information from a set of evidence. Yet, the evidence a learner has, or could have, at hand may seem insufficient for what she is aiming to acquire. The insufficiency of the evidence is often evoked in respect to language acquisition: the word meanings and grammar that individuals know appear to require more evidence than that to which they have access in their environments. While the brunt of research has focused on identifying overlooked sources of evidence and widening the evidence set, here we switch gears and probe what exactly it is that the evidence set needs to support. We propose that the evidence a learner has may be insufficient to provide her with the knowledge competent language users think they have; however, the very same evidence may be sufficient to provide a learner with the information needed for cognitive processing of language. Very broadly, there may be a gap between what we think we acquire and what we really acquire. In the introductory section of this dissertation, we begin by presenting evidence of a gap between what we feel words mean and how meanings are processed in the mind. We frame this gap in the broader context of how minds, with finite access to evidence, make sense the external world. Then, in the first chapter, we investigate how comparably little evidence can fuel acquisition of grammar in an ecologically valid setting. Our results reveal that just a handful of words can spur a virtuous cycle of grammar and vocabulary acquisition in infants. Next, in the second chapter, we examine whether the same set of evidence gives rise to productive knowledge or generalization (i.e., the capacity to use prior knowledge to interpret novel situations) across development, from infancy into childhood and through to adulthood. Our data show that infants and adults generalize a novel grammatical context to new words, but pre-school children do not. We interpret our results within the extant literature, pointing to the live possibility that what counts as knowledge may depend on where an individual places her ‘knowledge threshold’ rather than an immutable ideal. Finally, in the third chapter, we probe whether evidence that reflects a knowledge state (e.g., explicitly hearing a direct translation: ‘Bamoule’ means ‘cat’) is inherently more informative, or merely more appealing, for a learner. Our results demonstrate that pre-packaged knowledge-state evidence boosts confidence, but has variable effects on performance. Across three chapters and ten experiments, we build up a set of fundamental features about what it is ‘to know’: (1) a little evidence can go a long way, (2) how much evidence is considered to be enough may depend on a modifiable threshold, and (3) the mind may crave certainty. We advance the conclusion that the set of evidence available to an individual can be sufficient to foster knowledge. It may just not be sufficient to foster the kind of knowledge we think we have. Therefore, to better understand the way we learn, we need to investigate what is ‘to know’ from the point of view of the learner
Watkins, Megan. « Discipline and learn : theorising the pedagogic body ». Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/23481.
Texte intégralLi, Chung-keung Alain, et 李仲強. « Motivating students to learn English through language arts activities : an exploratory study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27051274.
Texte intégralLin, Xiao. « Leveraging Multimodal Perspectives to Learn Common Sense for Vision and Language Tasks ». Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79521.
Texte intégralPh. D.
Nebohina, O. D. « Learn tense forms with schemes-sticks ». Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45088.
Texte intégralSowers, Sarah Jane. « A theoretically-based curriculum incorporating reading to learn and writing to learn in sixth-grade social studies ». Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49900.
Texte intégralEd. D.
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Boggs, Teresa. « Teaching Me the Bible : Helping All Children Learn ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1525.
Texte intégralMataka, Tawanda Wallace. « Language and literacy development for a Grade 10 English first additional language classroom : a reading to learn case study ». Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/249.
Texte intégralKanero, Junko Kanero. « Where Linguistics Meets Psychology : Can Talmy's Categories of Motion Events Explain How Children Learn Verbs ? » Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/398534.
Texte intégralPh.D.
This dissertation uses Talmy’s linguistic analysis to evaluate the Typological Prevalence Hypothesis – the idea that concepts that are consistently lexicalized across languages are easier to learn than less-consistently-lexicalized concepts, especially for young language learners (Gentner & Bowerman, 2009). We predicted that, for 2-year-olds, who have just begun verb acquisition, mapping a novel verb onto its referent should be easiest for categories that are consistently represented in the world’s verb systems (PATH of motion), followed by less consistently-represented concepts (MANNER of motion), and then concepts that are never represented (COLOR of an actor) (Research Question 1). We also evaluated whether this mapping pattern was predicted by age (Research Question 2) or individual differences in vocabulary levels (Research Question 3). Largely confirming our prediction, 2-year-olds were better at mapping verbs for PATH and MANNER than COLOR. Thus, at the early stage of verb acquisition, children are already equipped with basic knowledge of what verbs should encode. Later into development, 4-year-olds showed the language-specific verb-to-MANNER bias. Further, adults were most likely to associate a novel verb with MANNER, followed by PATH, and then COLOR, exactly mirroring the way the English verb system encodes motion events. Individual differences in language skills predicted the verb learning patterns in adults but not in children. Taken together, this dissertation provides an important step towards understanding how the semantic organization of language may relate to the process of verb acquisition.
Temple University--Theses
Gere, Anna Ruggles, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty et Emily Wilson. « A Tale of Two Prompts : New Perspectives on Writing-to-Learn Assignments ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3669.
Texte intégralYang, Juan. « Teacher and pupil beliefs about beginning to learn Chinese language in English secondary schools ». Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77662/.
Texte intégralLewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams et Danielle Py. « An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development ». Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.
Texte intégralJelena, Stanković. « Model upravljanja procesima brendiranja primenom lean koncepta ». Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=107698&source=NDLTD&language=en.
Texte intégralThe general aim of the research in this PhD thesis is the development of a pragmatic model that will enable more efficient management of branding processes by applying lean concept in marketing. The research subject are attitudes and customer satisfaction about the attributes of products/services which are both the result of implementing lean and basis for building brands, with special emphasis on customer loyalty to the given product/service ie. brand. The dissertation examines the assumed cause-and-effect relations between the application of lean principles in business operations and the management of branding processes, as well as the intensity of this (co)relations. An overview of the governing attitudes in relevant literature relates to areas of marketing, management of branding processes, application of lean concept, quality dimension, customer satisfaction and customer loyalty concept.
Mawela, Rethabile Rejoice. « Using reading to learn pedagogy to enhance the English first additional language teachers’ classroom practice ». Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63415.
Texte intégralDonzelli, Giovanna. « Young learners and foreign language learning : the words they hear and the words they learn ». Thesis, Swansea University, 2009. https://cronfa.swan.ac.uk/Record/cronfa42634.
Texte intégralSuccar, Christiana C. « A New Literacy Coach and Two English Language Arts Teachers Learn Together : A Narrative Inquiry ». Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7960.
Texte intégralDragan, Dragičević. « Metoda za projektovanje i optimizaciju sistema za montažu zasnovanih na lean konceptu ». Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=106907&source=NDLTD&language=en.
Texte intégralResearch in this PhD thesis is focused on development of method foroptimization and design of assembly systems based on lean concept. Existinginstruments of lean are analysed especially their impact on development ofassembly system and key parameters analysis. Based on previous research aselection of lean instruments was made and they were implemented in methodfor optimization and design of assembly sustems. Verification of proposedmethod was realized on case study where existing assembly system wasoptimized. In adition to the above completely new assembly system wasdesigned using proposed method.
So, Sufumi. « Writing to make meaning or to learn the language?, a descriptive study of multi-ethnic adults learning Japanese as a foreign language ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27729.pdf.
Texte intégralAdams, Betony. « Rhyming youth with death : what we might learn from HIV/AIDS fiction in South Africa ». Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12631.
Texte intégralThat the interpretation of disease, its fictionalisation, might prompt negative responses is an issue that has been addressed by various people. Of which one of the better known examples is Susan Sontag's Illness as Metaphor & Aids and its Metaphors. In South Africa the negative effects of reading HIV/AIDS as metaphoric are borne out by the shame and stigma which make acknowledging and treating the disease difficult. While recognising the relevance of being against the interpretation of disease this thesis is an attempt to argue for what we can learn from considering the metaphors that constitute what might be called the official fiction, that is, literary fiction, about HIV/AIDS in South Africa. I will focus generally on how metaphor might offer a singular way of communicating the experience of the diseased body in the context of the abstracting expertise of modem medicine. And I will also examine two instances in which metaphor and fiction might give specific insight into the experience of HIV/AIDS in South Africa.
Mežek, Špela. « Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University ». Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.
Texte intégralAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.
Jovan, Mandić. « Razvoj modela za unapređenje proizvodnog procesa i smanjenje uticaja gubitaka neuravnoteženosti i preopterećenja - Lean 3M ». Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110883&source=NDLTD&language=en.
Texte intégralDoctoral dissertation research involves the develepment of a model for improving production processes and reducing the impact of waste unevenness and overburden losses that occurs in a system. Based on the literature review, the shortcomings of the existing models were identified and a new model was created. It has been applied in the real company environment and the results of its implementation are shown. It is also pointed to the existence of caus-related relationships between muda mura and muri, showing the impact of their influences. Results contributes to the reduction of 3M losses and will create the basis for further continuous development and improvement of the production processes and the system as a whole.