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Johnson, Brianne J. McManness Linda M. "Foreign language learning : an exploratory study on the external and internal influences affecting success /". Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/3959.
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Guillory, Helen E. (Helen Elizabeth). "Computer Applications to Second Language Acquisition". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.
Testo completoAbstract (sommario):
This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.
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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.
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Thacker, Josie Eileen. "The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8759.
Testo completoAbstract (sommario):
The purpose of this study was to examine how motivation and anxiety within learners studying a foreign language are affected by a participant's language requirement (whether a participant has a language requirement as part of their education), language class level, and language learning environment (those with traditional classroom verses significant in- country experience). The current study surveyed and analyzed the responses of 124 students currently enrolled in a language class at Brigham Young University. Self- reported survey results demonstrate the relationship between motivation and anxiety with relation to language class level, language learning experience, and language requirement fulfillment. Further analyses were done in order to explore the interaction of different types of motivation (instrumental, integrative, intrinsic and resultative) and different types of anxiety (classroom, text anxiety and fear of negative evaluation) on the three factors examined in this study. Results indicated that there was a significant difference in motivation for participants whose major required taking foreign language courses and those whose major did not require a foreign language. Specifically, the results of the sub types of motivation (integrative, intrinsic, instrumental, and resultative) indicated that those that were required to take the language as a requirement had higher instrumental motivation than those that were not required to take a foreign language. The second significant finding of this study is that there was no effect on motivation and anxiety levels of participants with regard to language class level with one exception. Students at the 200 level had greater language class anxiety and lower resultative motivation than the other levels did. The third significant finding was that significant in- country experience did not affect motivation or anxiety. These results demonstrate that several factors may influence students' motivation and anxiety levels when learning a foreign language.
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Lyu, Yeonhwan. "Simulations and Second / Foreign Language Learning: Improving communication skills through simulations". See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.
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Knudsen, Lina. "Dyslexia and Foreign Language Learning". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.
Testo completoAbstract (sommario):
This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.
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Zhao, Huajing. "Gender construction and its negotiation in the course of second language learning : a case study of Chinese students learning English as a foreign language in a state secondary school". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609067.
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Kim, Joo-hae. "Foreign language listening anxiety : a study of Korean students learning English /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.
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金裕璟 e You-kyong Kim. "The learning experience of Koreans learning Cantonese as a second language". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945041.
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Yang, Li. "A web-based approach to learning expressions of gratitude in Chinese as a foreign language". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2425.
Testo completoAbstract (sommario):
This study investigates the effects of instruction delivered via a learner-centered, self-access website on the learning of expressions of gratitude by L2 Chinese learners across proficiency levels. Three research questions are addressed: (1) whether the web-based instruction facilitates students' learning of Chinese expressions of gratitude, (2) whether the effects of instruction vary across proficiency levels, and (3) how L2 learners regard the use of the website as a learning tool.
Based on the noticing hypothesis and the pragmatic consciousness-raising approach, a pragmatics website was developed that provided explicit instruction on how to appropriately express gratitude in Chinese and offered awareness-raising exercises and activities for practice. It was structured in eight instructional units and two review sessions.
To address the three research questions, this study adopted a pretest-posttest design to include two groups of learners who differed in their proficiency in the Chinese language. The two groups of learners received pragmatics instruction delivered via the self-access website over five weeks. Two weeks prior to the instruction, all learners were asked to complete (1) the language contact profile (LCP) for eliciting their demographic information and their contact with Chinese outside the classroom, (2) a local standardized Chinese proficiency test (CPT) for assessing their proficiency in Chinese, (3) discourse completion tasks/tests (DCT) for soliciting their production of Chinese expressions of gratitude, (4) metapragmatic assessment tasks (MAT) for eliciting their metapragmatic assessment of thanking responses provided, and (5) retrospective interviews for soliciting learners' explanations of their assessments in the MAT. On a weekly basis during the treatment period, learners wrote reflective e-journals in response to prompt questions provided by the researcher, which helped track learners' self-access study progress and their on-going perceptions of the website. One week after the online instruction, all learners were also asked to complete the same types of questionnaires (i.e., the DCT and the MAT) and retrospective interviews for assessing their pragmatic development.
Results showed that after receiving the web-based instruction, all learners produced more appropriate expressions of gratitude and used more varied thanking strategies in their responses, regardless of their proficiency. Learners' assessments of Chinese expressions of gratitude became more target-like and their metapragmatic awareness was also promoted. However, higher-level learners seemed to have benefited more from the instruction in their production of Chinese expressions of gratitude than lower-level participants, and the higher-level group demonstrated an overall higher level of pragmatic awareness than the lower-level group after the online instruction. But no significant difference was found between the two groups in terms of learners' metapragmatic assessments. In addition, participants responded positively to the website and put forward constructive suggestions to improve it.
Finally, this study interpreted the findings based on cognitive processing theories, proposed both theoretical and pedagogical implications, and discussed the limitations of this study and directions for future research.
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Jones, Adam. "Emerging Lexical Organization from Intentional Vocabulary Learning". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1949.
Testo completoAbstract (sommario):
The role that vocabulary learning plays in second language acquisition has been receiving increased attention from both teachers and researchers. However, there is still much that is not known about the processes through which new words become functioning components of the mental lexicon. This study used a word association test (WAT) to investigate how new words are initially integrated into the lexicon immediately after being studied for the first time. This initial lexical organization of new words was compared with the existing lexical organization of well-known items. In addition, this study investigated how sentence writing, thought to encourage deeper levels of processing, affected how the new words were initially integrated into the lexicon.
The participants in this study were 16 volunteers from an Intensive English Language Program. The participants first completed a vocabulary knowledge scale to assess if they knew the new vocabulary words. Then, the participants spent 20 minutes learning the words--either through writing sentences with the words or through choosing their own method of study. Immediately after the 20 minute learning period, the WAT was administered. The results of the WAT indicated that the new words were being organized into the lexicon through meaning-based connections just as the well-known words were. The majority of the meaning-based lexical organization was based on equivalent meaning connections such as synonymy or superordination. The sentence writing condition correlated with a decrease in meaning-based WAT associations for the new words, which indicated that sentence writing may have affected the lexical integration in unexpected ways. Finally, unanticipated WAT response patterns indicated that other contextual factors may have also influenced the responses.
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Benmansour, Naima. "Motivation and learning preferences of Moroccan high school learners of English as a foreign language". Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4270/.
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Postica, Adina M. "Changing Focus: From Second / Foreign Language Teaching to Communication Learning". See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147275010.
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Tsai, Yau. "Intercultural learning in the context of study abroad : a role in second foreign language acquisition". Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2155/.
Testo completoAbstract (sommario):
This study aims to explore the effects of intercultural learning on SLA (Second/Foreign Language Acquisition) by drawing upon quantitative and qualitative research. It is conducted at a university in the United States to compare the experiences of intercultural learning in which one often communicates with native speakers and negotiates the differences between his or her own culture and the target culture by using English as a shared language among international students coming from Asian countries. The researcher assumes that social and psychological factors such as motivation, attitudes and cross-cultural adaptation can reflect the effects of intercultural learning on SLA and that the effects of intercultural learning reflected in those factors can also be predicted by the length of residence. The findings, on the one hand, show that intercultural learning indeed affects students' motivation, attitudes and cross-cultural adaptation during their studying abroad. On the other hand, however, the results of the present study find that students' motivation, attitudes and cross-cultural adaptation cannot be predicted by the length of their residence. While communication and interaction with native speakers are commonly recognized by students studying abroad in the present study as a good strategy to acquire the target langue and culture, the researcher concludes that the willingness in communication and interaction with native speakers might replace the role of the length of residence in predicting how the variables of motivation, attitudes and cross-cultural adaptation are demonstrated under the effects of intercultural learning in the context of study abroad. The more willing to communicate and interact with native speakers students' motivation, attitudes and cross-cultural adaptation. Secondly, it is claimed that under the effects of intercultural learning the three variables of motivation, attitudes and cross-cultural adaptation are correlated to each other and can be predicted by the frequency of communication and interaction with native speakers. Thirdly, the model further claims that due to the effects of intercultural learning the changes in motivation, attitudes and cross-cultural adaptation can further enable students studying abroad to make a change in their learning modes and thinking systems which lead to SLA. While providing SLA researchers with a new model to draw their attention to the fact that intercultural learning is a trend which the younger generations in the twenty-first century very likely experience and that this kind of learning definitely plays a role in one’s intellectual growth and SLA, the researcher suggests that all the teachers of teaching English as a second or foreign language across the world should rethink a new direction of English teaching by integrating either intercultural learning or culture learning into second or foreign language education
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Ahmed, Hussein Ali. "The role of attitudes and motivation in teaching and learning foreign languages : a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools". Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/2133.
Testo completoAbstract (sommario):
Attitude and motivation, two central concepts in the domain of educational psychology, have not been attended to as required in the literature on English language teaching and learning in Iraq. Consequently, the current study aims at launching a theoretical and empirical investigation into the role of both concepts in bringing about the current discouraging situation of teaching and learning English as a foreign language in Iraq. The theoretical part of the work subsumes the first four chapters. Chapter One is the introduction where the problem to be investigated, the hypotheses, the aims of the research, and the reasons behind the choice of this topic for research have been stated. Chapter Two describes the educational system and the current situation of English language teaching and learning in Iraq. Worth mentioning in this respect are the different pre- and in-service training establishments, English textbooks and tests, and the supervision of teachers of English. Chapter Three is on attitude. The concept has been initially considered from a purely psychological viewpoint with focus on the historical review of attitude development, definition, basic components, main characteristics, formation, and change. Attitude in education forms a second point of departure with emphasis being laid on the role of the concept in teaching and learning foreign languages. Chapter Three ends with attitude measurement. Motivation, the topic of study of Chapter Four, is tackled in terms of its historical development, definition, and different theories. Reference is also made to the role of motivation in education in general, and in foreign language teaching and learning in particular. Accordingly, types of motivation, factors affecting pupils' and teachers' motivation, and teachers' role in motivating pupils form main subjects of discussion. Chapter Four ends with two sections; the first of which tackles the facets of difference between attitude and motivation, while the second deals with the differences between interest on the one hand, and attitude and motivation on the other. Chapter Five is on the method of research adopted to gather the data for the current study. It also contains the analysis of the Pupils' and Teachers' Attitudes and Motivation Questionnaires. Finally, some general remarks about the empirical part of the work are also made. Chapter Six presents the statistical analysis and survey results. It also contains some hypotheses on pupils' and teachers' attitudes and motivation. There is further analysis of some responses made by pupils and teachers which could not be hypothesized. This chapter ends with the analysis of headteachers' and supervisors' perceptions of English language teaching and learning in Iraq. The final chapter titled 'conclusion' contains the general conclusions arrived at by the researcher, followed by some implications for future work.
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Fu, I.-Ping P. "Student Approaches to Learning Chinese Vocabulary". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.
Testo completoAbstract (sommario):
This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL).
The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience.Ph. D.
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Enkin, Elizabeth Bella. "The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning". Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.
Testo completoAbstract (sommario):
The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to "weave" their way through sentences, choosing the correct grammatical alternative from two choices. This task can also offer insight into the processing strategies of L2 learners. Thus, whether or not this task can be used as an effective training program for beginning L2 learners is the topic of this current investigation. The maze task is therefore transformed into the "story maze", which contextualizes sentences for learners. Because the task provides immediate feedback regarding the precise location of an error, learners can efficiently tune their L2 processing strategies, which echoes VanPatten (2004) and his objective with processing instruction. In effect, connections made in the classroom through explicit instruction can be reinforced and strengthened through implicit maze task training. Using L2 Spanish learners, the efficacy of training types is tested in order to investigate whether the maze task can assist learners in altering their processing strategies of complex, L2 structures that are not found in the L1. Furthermore, the task's generalizing capability with respect to building the implicit and explicit knowledge bases is examined. Lastly, because the task speaks to students' identity as learners in a technologically advanced world, the likability of this task is evaluated through qualitative data, and pedagogical implications are discussed.
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Melouk, Mohammed. "The acquisition of modal auxiliaries in English as a foreign language : the case of Moroccan learners". Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276833.
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Yin, Chengbin. "Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /". College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.
Testo completoAbstract (sommario):
Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Danuwong, Chayada. "The role of metacognitive strategies in promoting learning English as a foreign language independently". Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0001.html.
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Álvarez, Valencia José Aldemar. "Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316461.
Testo completoAbstract (sommario):
Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for novel applications in language learning, namely, social networking. Social networking has challenged the area of Computer Mediated Communication (CMC) to expand its research palette in order to account for the way individuals engage in processes of learning and socialization, the way they interact, and the way they construct and perform their identities. With this in mind, it is necessary to examine the new material conditions, social arrangements, and the communicational landscape of Social Networking Sites (SNS). This study focuses on SNSs for language learning (SNSLL) and examines the particular case of Busuu. Drawing on theoretical tenets of sociocultural and ecological approaches combined with multimodal social semiotics, this research aims to analyze the views of language and learning that are enacted through the semiotic design of Busuu. It also purports to examine the types of identities wherein users are positioned through the compositional elements of this participatory online environment. The research design is informed by the principles of a qualitative case study and autoethnographic research. The data collected for this study consist of documentary information obtained from Busuu and the autoethnographic accounts of the researcher, who participated as a member of the Busuu community for 10 weeks. Results indicate that overall Busuu is an ecological system composed of sub-systems of nested views about language, learning, and users in which multiple timescales, spatiotemporal, and discursive resonances of various theories work in synergy. Thus, the semiotic spaces of Busuu combine structural, interactional and ecological views of language. Similarly, Busuu crystalizes views of learning that echo behaviorist, cognitivist, and constructivist theories. The website enacts different identities, positioning users as learners and teachers/tutors who are members of an imagined community. The study draws implications about the need for theoretical coherence and pedagogical alignment among the different components of the language curriculum (e.g. language and learning views, instructional activities) of Social Networking Sites for Language Learning.
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Zhu, Jia. "Weaving language and culture together : the process of culture learning in a chinese as a foreign language classroom". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3418.
Testo completoAbstract (sommario):
This dissertation is a qualitative case study exploring the process of culture learning in a Chinese as a foreign language (CFL) classroom. Guided by a socioculturally based theoretical perspective and adopting the stance of the National Standards, which says that language students "cannot truly master the language until they have also mastered the cultural contexts in which the language occurs" (1996, p. 27), this study describes how culture learning is tied to class practices aimed at developing students' language proficiency by exploring how culture and language are integrated in spoken discourse and interactions in the classroom.
The research questions of the study focus on both the instructor's and the students' perspectives towards the interrelationship between language learning and culture learning and their actual practices in the dynamic, complex, and emerging speech community of classroom contexts. Through analysis of student questionnaires, classroom observations, instructor interview, and stimulated-recall sessions with students, this study examines the contexts of culture learning, illustrates how language classroom contexts shape and are shaped by all the class members, including both the instructor and the students, and describes how the classroom spoken discourse in the current advanced-level undergraduate CFL course provides opportunities for culture learning and how culture learning actually happens in this language classroom.
The findings suggest that as the instructor and the students interact in the language classroom, it is not so much the particular pieces of cultural and linguistic information under discussion that delineate the actual culture learning process, but rather the active exchanges and sometimes disagreements between the instructor and the students that provide opportunities for interactive cultural dialogues and discussions. In other words, cultural knowledge and understanding are situated in actual contexts of language use. Language learning is also embedded in the same interactive and collaborative discussion of texts. By exploring the complexity of the culture learning process in the language classroom setting, this study adds theoretical and pedagogical support to the premise that culture learning should be an integral part of language instruction at different levels throughout the language curriculum.
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Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.
Testo completoAbstract (sommario):
The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.
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Whelpton, John Francis. "The other side of the hill : learning cantonese as a second language in Hong Kong /". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883018.
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Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Testo completoAbstract (sommario):
This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
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Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.
Testo completoAbstract (sommario):
There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements.
The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research.
The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.
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Steves, Karen L. "A case study of children in second and third grades learning Spanish as a foreign language". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117102.
Testo completoAbstract (sommario):
The case studies offered in this ethnography describe the learning experiences of 13 second and third grade students, six girls and seven boys, living in a medium-sizemidwestern town in the United States, who are taught Spanish as a foreign language once a week in 30 minute sessions during the 1995-6 school year. None of the children had any prior exposure to Spanish nor any additional exposure to Spanish outside the class I taught.The research investigates several areas of individual variety, including motivation, learning style, approach to vocabulary learning, classroom behavior, expectations, and listening and pronunciation skills.The study also investigates the impact of age and gender, as well as associations between the individuals' basic skills and L2 learning success.In addition, the study documents the teacher's experiences, observations, and insights during these classroom sessions. The researcher functioned as a participant-observer by teaching, recording, transcribing, and analyzing.The material for this study comes from hours of classroom teaching which were video- and audio-taped and from careful notes. The tapes and notes were transcribed and analyzed for patterns of learning behavior.A large number of observations resulted from this indepth study. One of the main findings of the study was that classroom management, emotional climate, and peer group influence are very closely interconnected. Learning was strongly related to cooperativeness and supportiveness in the two groups of girls but not seem to be so with the boys. There was no conclusive evidence that any one personality trait was more important than another in the long run. Overall scores on the CTBS were positively related to success in second language learning and were not negatively affected from one year to the next from the time taken out to study Spanish. There was no one area in the CTBS battery that could successfully predict foreign language aptitude; the best predictor seemed to be overall classroom success. Learning a foreign language was not particularly easy or automatic with this group; however, they did seem to have an aptitude and a willingness for repeating unfamiliar sounds.Department of English
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Buregeya, Alfred. "Language production, grammaticality judgements, and rule verbalisations in second language acquisition : a study of the interlanguage knowledge of English wh-questions by EFL Rwandan learners". Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239485.
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Yu, Xiao Ping (Amy). "CHINESE CHARACTER CHALLENGER 汉 字 挑 战 者 Supplementary courseware for assisting students learning Chinese characters". Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2680.
Testo completoAbstract (sommario):
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005.In this thesis, I pinpoint the challenge of character learning as my research problem, which is the subsequent motivation to explain the background and rationale of my research. I also discuss the theoretical concepts of Computer Assisted Language Learning (CALL) in relation to cognitive psychology, the constructivist learning theory and Second Language Acquisition theories. This leads to the presentation of my considerations regarding design principles, strategic approach and other relevant decisions. The multimedia project I designed, named the “Chinese Character Challenger”, a “supplementary courseware for assisting students learning characters”, is an informational and educational-oriented website. It provides learners with the necessary knowledge, hints, tips and sources to cope with their specific learning problems and to achieve their learning potential. It also introduces external resources of learning if learners need further research. The purpose of the website is to assist, to motivate and to further guide students’ learning. To conclude, I have discussed some open issues with regards to adding value in the learning environment.
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Kojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
Testo completoAbstract (sommario):
In Japan, English education in elementary schools is still in the process of innovation. The purpose of this project is to seek the most appropriate and effective way for elementary-level students to acquire listening skills in a computer-assisted language learning (CALL) environment.
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Díaz, Granado Miriam. "L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/225892.
Testo completoAbstract (sommario):
This dissertation explores the potential differences in the acquisition of the sound system of a second language (L2) versus a third language (L3), building on recent research on adult L2 speech learning and testing the hypothesis that new category acquisition is available across the lifespan. On the one hand, recent influential theories of L2 speech learning predict that new sound categories will be difficult to acquire due to complex interactions among the phonetic categories residing in one same perceptual space. On the other, there exists the common assumption that the more sound categories one’s native language contains, the less difficult it will be to acquire new ones in a native-like fashion. My work provides additional evidence to this discussion, while providing speech data from the following five different speaker groups: (1) native speakers of American English; (2) native speakers of Mexican Spanish; (3) native speakers of Brazilian Portuguese; (4) native speakers of English learning Portuguese as their L2, and (5) native speakers of English learning Portuguese as their L3, who speak Spanish as their L2.The dissertation consists of three content chapters. The first of the content chapters describes the vowel systems of Mexican Spanish, American English and Brazilian Portuguese as informed by production data of the three native speaker groups above (1, 2 and 3). The second and third chapters describe and contrast the vowel system(s) of the two learner groups (4 and 5) as informed by their production and perception of Portuguese vowels respectively. The results from the analysis of the data from the various production and perception experiments performed as part of this dissertation provide evidence for (a) phonetic category assimilation and dissimilation processes in post-L1 speech learning and phonetic category interactions in general; (b) the relevance of quality and quantity of input in language learning; (c) the discussion on the relation between perception and production in post-L1 speech learning; and (d) the need for an extension of current models of L2 speech learning and cross-linguistic speech perception in order for these to address post-L2 speech learning processes, among other topics.
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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
Testo completoAbstract (sommario):
The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).
33
Trent, John. "Learning Cantonese in the community: an exploration of the role of social activity in language learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31945338.
Testo completo
34
Jenison, Priscilla Beth. "The role of motivation within an activity system for adults learning English as a second language". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/46.
Testo completoAbstract (sommario):
This project attempts to conceptualize the relationship between the language learner and the social world, developing a comprehensive theory of identity that integrates the language learner and the language learning context, while trying to keep motivation high.
35
Boswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
Testo completoAbstract (sommario):
The critical period hypothesis for second language learning, which states that young children learn additional languages better than adults, lacks unambiguous empirical support as well as a coherent theoretical model. An experimental study was conducted which analyzed child-adult differences in difficulty of acquisition and long-term retention for rules of syntax and words in Japanese, a language unfamiliar to the subjects. The results of this study found no advantage for children over adults either in acquisition or long-term memory. However, relative to the difficulty of acquisition, the children had lower forgetting rates for words than for rules when both materials were learned completely. In the lexical study, the children's performance at retention was closer to the adults' than at acquisition, whereas in the syntax study, the opposite was the case. These results confirm the existence of developmental differences in the forgetting rates of different materials. Such results imply that, if there is an advantage for learning language at an early age, it might be localized in lexical retention.
36
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.
Testo completo
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Kotze, Tanja. "Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language". Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2373.
Testo completoAbstract (sommario):
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.This research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.
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Chien, Ya Chi. "Effects of computer-assisted language learning (CALL) instruction on the acquisition of passive grammatical forms by post-secondary English as a second language (ESL) students". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4869.
Testo completoAbstract (sommario):
The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.ID: 030422720; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 176-187).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Curriculum and Instruction
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Ananth, Priya. "Acquisition of tense and aspect in Toki 'when' clauses in Japanese as a second/foreign language". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187208767.
Testo completo
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Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.
Testo completoAbstract (sommario):
The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; TESOL
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Smith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
Testo completoAbstract (sommario):
Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
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歐美恩 e Mei-yan Florence Au. "Investigating gender in students' English learning beliefs in an English as a second language (ESL) class". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262050.
Testo completo
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Pretorius, Rentia. "The language learning strategy use of isiXhosa-speaking adolescents in the second language acquisition of English". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4132.
Testo completoAbstract (sommario):
Thesis (MA (General Linguistics))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Research to date on language learning strategy (LLS) use and its influence on second language (L2) acquisition and proficiency has produced variable results. While many researchers feel that LLSs have an important role to play in L2 learning and teaching, a clear definition and classification of LLSs, as well as clear guidelines for LLS application and training, have yet to be established. LLS use and preference seem to be influenced by various factors such as culture, age, level of L2 proficiency and level of education. Therefore, results of specific studies are not necessarily applicable to different groups of L2 learners. This thesis reports on an investigation into the LLS use of first language (L1) isiXhosa adolescents in the acquisition of English. Using the Strategy Inventory for Language Learning (SILL), the study examines the relationship between LLS use as well as LLS preference and L2 proficiency, with an assessment of the gender differences in LLS use. The study found no significant relationship between LLS use or LLS preference and English proficiency. Also, no significant difference was found between the reported preferred LLSs of female and male participants, although male participants reported significantly more high-frequency LLS use, whereas female participants reported significantly more low-frequency LLS use. Conclusions drawn from the results of the study are discussed, followed by suggestions for future research and a brief discussion of the implications of these results for L2 teaching and learning, specifically in a South African context.
AFRIKAANSE OPSOMMING: Navorsing oor die gebruik van taalleerstrategieë (TLSe) en die invloed daarvan op tweedetaal(T2-)verwerwing het tot dusver uiteenlopende resultate opgelewer. Terwyl baie navorsers van mening is dat TLSe 'n belangrike rol het om te speel in die leer en onderrig van 'n T2, moet 'n duidelike definisie en klassifikasie van TLSe, asook duidelike riglyne vir TLS-aanwending en -opleiding, nog daargestel word. Die gebruik en voorkeur van TLSe word klaarblyklik deur verskeie faktore beïnvloed, insluitend kultuur, ouderdom, vlak van T2-vaardigheid en vlak van opvoeding. Resultate van spesifieke studies is derhalwe nie noodwendig bruikbaar vir verskillende groepe T2-leerders nie. Hierdie tesis lewer verslag oor ‘n ondersoek na die gebruik van TLSe deur T1 isiXhosa adolessente in die verwerwing van Engels. Die studie stel ondersoek in na die verhouding tussen TLS-gebruik asook -voorkeur, gemeet deur die Strategy Inventory for Language Learning (SILL), en T2-vaardigheid, met 'n beoordeling van die geslagsverskille in TLS-gebruik. Die studie het geen beduidende verhouding tussen TLS-gebruik of TLS-voorkeur en Engelse vaardigheid gevind nie. Daar is ook geen beduidende verskil tussen die aangeduide TLS-voorkeur van vroulike en manlike deelnemers nie, hoewel manlike deelnemers beduidend meer hoë-frekwensie TLS-gebruik aangedui het, en vroulike deelnemers beduidend meer lae-frekwensie TLS-gebruik aangedui het. Gevolgtrekkings wat op grond van die studie gemaak is, word bespreek, gevolg deur voorstelle vir verdere navorsing en 'n kort bespreking van die implikasies van die resultate van hierdie studie vir T2-onderrig, veral in 'n Suid- Afrikaanse konteks.
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Yen, Alvin Charles. "The intelligences of creative English-as-a-foreign-language learning". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.
Testo completoAbstract (sommario):
This project provides a model for incorporating creativity in teaching English as a foreign language (EFL). It includes an instructional unit comprised of six lessons followed by accompanying assessments. Culture and language cannot be separated as students learn a foreign language.
45
Tamimi, Mohammed Husni Mohammed. "Teaching Culture In Arabic: Perspectives On The Use Of Blended Learning And Hypermedia". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/565886.
Testo completoAbstract (sommario):
In contemporary foreign language pedagogy, effective teaching of intercultural communicative competence cannot be separated from the use of technology. Web 2.0, social media, mobile devices, online and blended learning, and wearing technology have made it nearly impossible to develop effective courses without basing them on the target culture. Teaching culture, however, is not salient in foreign language teaching; it is the most neglected part (Sercu, 2005) and culture has to defend its legitimacy to be integrated in teaching languages, just as Kramsch (1995) put it "...culture, in order to be legitimate, has always had to justify itself" (p. 85). As a result, teachers devote around 20% of their teaching time to teaching culture (Castro, Sercu & García, 2004). In recent years, nevertheless, there has been a shift in understanding, implementing and integrating teaching culture in foreign language settings (Bayyurt, 2006, Chamberlin-Quinlisk, 2012; Gonen & Aglam, 2012; Castro, et. al., 2004; Byram, 2002), but at a slow pace (Castro et al., 2004; Sercu, García, & Castro, 2005). The situation of teaching culture using technology in Arabic is not as advanced as for other foreign languages and the attempts to remedy the problems are limited. Although interest in learning Arabic has noticeably increased in the last twenty years, educational institutions are far from ready to absorb the new enrollments. The lack of the integration of culture and technology in the Arabic teaching context has led to conducting three interrelated studies in this dissertation which investigated: teaching culture in Arabic: Teachers' and learners perspectives; teaching culture in Arabic: learners' perspectives on blended learning setting; and teaching culture in Arabic: Learners' affect of Arabic Hypermedia. The results of the three studies showed that the teachers and the learners understand the important role that culture plays, but statistically significant differences exist between teachers' and learners' views of some of the aspects of culture teaching. The results also show that learners had positive feelings towards the blended setting and the Arabic Hypermedia. Finally, in a call for teaching language as culture using technology, the dissertation suggests practical pedagogical implications for teaching foreign language and Arabic language.
46
Cole, Jason. "Foreign language learning in the age of the internet : a comparison of informal acquirers and traditional classroom learners in central Brazil". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:db80473a-2075-4e91-bb07-a706bb6a433f.
Testo completoAbstract (sommario):
Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives.
47
Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students". Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.
Testo completoAbstract (sommario):
This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.
48
Green, James T. "The Relationship Between Technology Support and Extent of Technology Integration Into College-Level Foreign Language Curricula". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3547.
Testo completoAbstract (sommario):
Although computer use has become widespread throughout foreign language (FL) education, availability of computers alone is not sufficient for increasing their use. Integration requires rich and varied technology support, which includes instructional as well as technical support. To date, in the field of adult FL learning no quantitative examination of the relationship between the different aspects of technology support and computer integration into the curricula has been attempted.
This study explores the direction and strength of the relationships among the different types of technology support and the integration of computers into the curricula of college and university FL programs. The investigation was conducted by means of an online survey instrument developed and pilot tested by the researcher and disseminated nationwide to teachers in U.S. college and university foreign language departments. It probes the extent and nature of computer integration within FL curricula as well as the extent and nature of the technology support available. It also examines the relationships between the different types of technology support and the extent and nature of integration to determine which, if any, were the strongest.
The study found that technology support in the form of professional development that enables teachers to understand and create ways to seamlessly integrate computers into their teaching is needed more than any other type of technology support, including the provision of new, updated, stat-of-the art computers. The findings provide a broader understanding of technology support and its role in increased technology integration among college-level foreign language teachers. Further, the findings potentially provide guidelines for FL program directors as to the areas of technology support in which their expenditure of resources will best benefit their institute.
49
Zhang, 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.
Testo completo
50
Amburgey, Brent Harrison. "Informal Learning Choices of Japanese ESL Students in the United States". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.
Testo completoAbstract (sommario):
This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.