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IWASAKI, Junko, i junkoi@student ecu edu au. "The acquisition of Japanese as a second language and Processability Theory: A longitudinal study of a naturalistic child learner". Edith Cowan University. Community Services, Education And Social Sciences: School Of International, Cultural And Community Studies, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0022.html.
Pełny tekst źródłaIwasaki, Junko. "The Acquisition of Japanese as a Second Language and Processability Theory: A Longitudinal Study of a Naturalistic Child Learner". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/73.
Pełny tekst źródłaChan, Cecilia Yuet Hung. "The aquisition of restrictive relative clauses by Chinese L1 learners of L2 English". Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282526.
Pełny tekst źródłaNoe, Kelly Dawn. "Incidental lexical acquisition and the modification of glosses in intermediate Spanish". Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091560569.
Pełny tekst źródłaGrondin, Nathalie D. "Functional projections in child second language acquisition of French". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61279.
Pełny tekst źródłaThe purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earliest months of child L2 development. The implications of this finding for L1 and L2 acquisition theories are discussed.
Current, Daniel C. "Language Learning Through Contextual Input in a Virtual Reality Enviroment". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341613840.
Pełny tekst źródłaJin, Jongdo. "Child second language acquisition : acquisition of English functional categories by Korean child L2 learners". Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422776.
Pełny tekst źródłaHaznedar, Belma. "Child second language acquisition of English : a longitudinal case study of a Turkish-speaking child". Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1634/.
Pełny tekst źródłaPark, Hyeson. "Child second language acquisition and grammatical theories: The Minimalist Program and optimality theory". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/252897.
Pełny tekst źródłaMcEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2 un estudio de los modelos bia y bia+ /". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1248105154.
Pełny tekst źródłaHorner, David. "On the aquisition of grammar and meaning in instructed second language learning : a case study of the development of past verb forms by adult French learners of English as a foreign language". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021533/.
Pełny tekst źródłaVan, der Merwe Kristin Catherine. "The comprehension of figurative language by Afrikaans-speaking children with and without specific language impairment and by child second language speakers of Afrikaans". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21912.
Pełny tekst źródłaENGLISH ABSTRACT: Children experiencing language disorders have often been noted to have difficulty in comprehending figurative language, to a greater or lesser degree. The present study examined and compared the comprehension of figurative language, namely idioms and similes, in three groups of boys between the ages of 8 and 10. These three groups included (i) typically developing Afrikaans first language speakers, (ii) typically developing Afrikaans second language speakers (L2) and (iii) Afrikaans first language speakers with specific language impairment (SLI). A total of 18 participants were studied. The participants were interviewed individually and tests were conducted verbally. 25 idioms and 25 similes obtained from Die Afrikaanse Semantiese Taalevaluering (AST) were used. No contexts were provided for the idioms initially, but if the participant produced an incorrect or literal answer for the idiom, the idiom was placed in context. The use of context proved to be beneficial to all groups. Similes were read to the participant, who had to provide the final word as a response. The similes proved easier for all groups to comprehend, possibly due to their greater explicitness. The data were analysed statistically, but due to the small sample size, the participants were also examined individually as case studies, which provided further insight into the results obtained and revealed the non-homogeneity within the SLI group. The performance of the SLI group proved to be slightly inferior to that of the other two groups, but no statistically significant differences were found among the three groups. The L2 participants were asked to translate the idioms and similes into English. It was found that the Afrikaans idioms and similes were seldom likened to their English equivalents. Idioms which were semantically and syntactically similar or identical to the Afrikaans sentences often incited literal interpretations. Incorrect phonological transfers also appeared to create confusion and to obscure meaning. The L2 speakers’ difficulties possibly arose from (i) a lack of familiarity with figurative language, (ii) an inability to grasp figurative language, and/or (iii) a lack of proficiency in Afrikaans. Pedagogical implications and recommendations are discussed, and comments are made regarding future research on this topic.
AFRIKAANSE OPSOMMING: Kinders met taalversteurings blyk dikwels ook tot 'n minder of meerdere mate probleme te hê met die begrip van figuurlike taal. Hierdie studie ondersoek en vergelyk die begrip van figuurlike taal, naamlik idiome en vergelykings, in drie groepe seuns tussen die ouderdomme van 8 en 10 jaar. Hierdie drie groepe sluit in (i) tipies-ontwikkelende Afrikaans eerstetaalsprekers, (ii) tipies ontwikkelende Afrikaans tweedetaalsprekers, en (iii) Afrikaans eertetaalsprekers met spesifieke taalgestremdheid (STG). 'n Totaal van 18 deelnemers is bestudeer. Onderhoude is individueel met elke deelnemer gevoer en toetse is verbaal uitgevoer. 25 idiome van Die Afrikaanse Semantiese Taalevaluering (AST) is gebruik. Aanvanklik is geen konteks gegee nie, maar indien die deelnemer 'n verkeerde of letterlike antwoord vir 'n idioom gegee het, is die idioom in konteks geplaas. Die gebruik van konteks het in alle groepe 'n positiewe effek gehad. Vergelykings is aan deelnemers gelees, waar hulle as respons die laaste woord moes verskaf. Die vergelykings was vir alle groepe makliker vir begrip, moontlik weens hulle hoër vlak van eksplisiteit. Die data is statisties geanaliseer, maar weens die klein aantal deelnemers is elkeen ook individiueel as 'n gevallestudie ondersoek, wat verdere insigte in die resultate gelewer het, en die nie-homogeniteit van die STG groep aangedui het. Die prestasie van die deelnemers met STG was effens onder dié van die ander twee groepe, maar geen statisties-beduidende verskille is onder die drie groepe gevind nie. Die tweedetaal-deelnemers is gevra om die idiome en vergelykings in Engels te vertaal. Daar is gevind dat die Afrikaanse idiome en vergelykings selde aan hulle Engelse ekwivalente gekoppel is. Letterlike interpretasies is dikwels gegee vir idiome wat sintakties en semanties eenders is as die Afrikaanse sin. Verkeerde fonologiese oordragte het ook verwarring veroorsaak en betekenis verduister. Die probleme van die tweedetaal-deelnemers is moontlik as gevolg van (i) onvoldoende vertroudheid met figuurlike taal, (ii) onvermoë om figuurlike taal te interpreteer, en/of (iii) onvoldoende vaardigheid in Afrikaans. Pedagogiese implikasies en aanbevelings word bespreek, en kommentaar word gelewer oor verdere ondersoek op hierdie gebied.
Rocca, Sonia. "Child second language acquisition of tense-aspect morphology : a bi-directional study of English and Italian". Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/25128.
Pełny tekst źródłaClayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.
Pełny tekst źródłaMcEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2: Un estudio de los modelos BIA y BIA+". Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248105154.
Pełny tekst źródłaParrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.
Pełny tekst źródłaKu, Wei. "Acquisition of the syntax and interpretation of Chinese null arguments : an investigation of child and adult second language and native language development". Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/5216/.
Pełny tekst źródłaIbaraki, Ursula H. "Understanding and being understood negotiation in English and Japanese native and nonnative child interaction /". Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/22637.
Pełny tekst źródłaBibliography: 269-288.
Introduction -- Literature review -- Methodology/theoretical considerations -- Negotiation as a choice -- Initiating negotiation sequences -- The response and final turns in negotiation sequences -- Repetition in negotiation of understanding -- Management of talk through pauses -- Observations and conclusion.
The role of negotiation has been investigated in the field of second language acquisition for over twenty years, however, limited attention has been given to negotiated peer interaction with younger learners. Moreover, related studies sometimes include baseline data of the English native speaker in native and nonnative dyads, but negotiation and its relevance to the nonnative speaker's first language is usually not examined. This study investigates how children negotiate partial or non-understanding in their first as well as in a second language (LI and L2), allowing an identification of similarities and differences in intra- and inter-language negotiation. -- Drawing on a mainly qualitative analysis of task-based interaction by 24 Australian-English and 24 Japanese school children (11-12 year olds), this cross-sectional study looks in a comprehensive way at functions and forms of negotiated interaction in their LI and between LI and L2 speakers of English. It establishes a framework, which permits understanding of the negotiation process and its contribution to language learning. In addition, the study teases out the role of Same-speaker and Other-speaker repetition, showing that all repetition can facilitate the learner's language development. Another innovative contribution of the research is that it addresses pragmatic features such as silent and voiced pauses and their impact on negotiation. -- This investigation advances our understanding in regard to analyses of specific negotiation features that have received little consideration so far. Furthermore, comparisons of LI patterns and norms allow for a grounded and informed approach when addressing L1/L2 interactions. The findings reveal that LI interactions can vary quite considerably from L1/L2 interactions, which raises issues relevant to language learners, teachers and linguists.
Mode of access: World Wide Web.
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Wistrand, Ida. "Analysis of the English language produced by a Swedish 4-year-old child in the light of the innatist perspective : A case study". Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84410.
Pełny tekst źródłaStölten, Katrin. "The Effects of Age of Onset on VOT in L2 Aquisition and L1 Attrition : A Study of the Speech Production and Perception of Advanced Spanish-Swedish Bilinguals". Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94887.
Pełny tekst źródłaAt the time of doctoral defence the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: In press. Paper 3: Manuscript.
Age of onset and ultimate attainment in second language acquisition, The Bank of Sweden Tercentenary Foundation, grant no. 1999-0383:01
First language attrition in advanced second language speakers, Swedish Research Council, grant no. 421-2004-1975
Kuo, Li-Hui. "Improving Implicit Learning and Explicit Instruction of Adult and Child Learners of Chinese". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3635.
Pełny tekst źródłaPladevall, Ballester Elisabet. "Child and Adult Non-Native Subject Development: A Bi-directional Study of English and Spanish as L2s". Doctoral thesis, Universitat Autònoma de Barcelona, 2007. http://hdl.handle.net/10803/4912.
Pełny tekst źródłaLa tesi s'estructura al voltant de sis preguntes de recerca, les respostes de les quals representen els descobriments més rellevants:
1. L'estadi inicial de la L2 està caracteritzat per la "clustered" transferència de les propietats del subjecte associades amb els valors paramètrics de la L1?
2. El desenvolupament de la L2 està caracteritzat per la "clustered" adquisició de les propietats del subjecte associades amb els valors paramètrics de la L2?
3. Quines implicacions teòriques es deriven dels resultats d'aquest estudi per les teories de L2A "Partial/Full Transfer" i "Partial/Full UG Access" ?
4. Podem mantenir el mateix enfocament teòric cap a L2A per nens i adults?
5. Podem mantenir el concepte tradicional de "Paràmetre del Subjecte Nul" entès com a la L1 en la L2?
6. Hi ha efectes de direccionalitat d'adquisició entre L2 anglès (per castellanoparlants) i L2 castellà (per angloparlants)?
Les dades indiquen presència de "clustered" transferència de les propietats del subjecte des de la L1 en la L2 anglès i castellà de nens i adults. No obstant, la "clustered" adquisició de les propietats del subjecte en la L2 només la trobem en la L2 anglès i castellà dels nens, ja que en els adults, el desenvolupament de la L2 no presenta refixació del tret de la L1 al valor del tret de la L2 i per tant no presenta efectes de "clustering". Pel que fa al desenvolupament del subjecte, els resultats d'aquesta tesi donen suport a la teoria de Full UG Access i Full L1 Transfer (Schwartz and Sprouse, 1996; Schwartz, 1998, 2003, 2004) pel que fa a L2A en els nens, mentre que els resultats dels adults donen suport a la teoria de Partial UG Access i Full L1 Transfer per la L2A adulta (Liceras, 1996, 1998, 2003; Liceras and Díaz, 1999; Hawkins and Chan, 1997 and Tsimpli and Roussou, 1991). Un descobriment final de la tesi fa referència a l'existència d'efectes de direccionalitat d'adquisició, és a dir, el fet que tant en L2A infantil com adulta, les propietats del subjecte s'adquireixen abans en la L2 castellà (pels angloparlants) que en la L2 anglès (pels castellanoparlants), encara que, en el cas dels nens, les diferències són significatives i propiciades lingüísticament, mentre que en el cas dels adults, les diferències responen a causes no lingüístiques.
En definitiva, aquesta tesi presenta un estudi complet i bidireccional de les propietats sintàctiques i discursives del subjecte tradicionalment associades al "Paràmetre del Subjecte Nul" i en determina la seva relació i rellevància en el desenvolupament de la L2.
The present study explores the non-native English and Spanish acquisition of subject properties in Spanish and English-speaking children and adults who are not in the L2-speaking country and thus contributes to the amount of research produced in the field by providing new data and findings. Under a Generative Grammar approach to L2A, the effects of UG in subject development in both child and adult L2A, the existence of L1 Transfer effects and the cluster of properties of the traditional Null Subject Parameter in L2A remain unresolved and need to be analysed under more recent theoretical proposals. The study will be carried out by means of cross-sectional data obtained through comprehension experimental tasks conducted on children and adults in two different acquisition contexts. Child L2A is examined in an immersion context of an American school in Barcelona and a Spanish school in London and adult L2A is explored in an institutional classroom setting. The same experimental method will be used for both children and adults, although an oral version of the task will be provided to the youngest groups of informants, namely grammaticality judgement and correction tasks for L2 English informants and grammaticality judgement and preference tasks for L2 Spanish informants. Three age groups per language in the case of child L2A and three level groups per language in the case of adult L2A together with their corresponding control monolingual groups will be tested.
The thesis is guided by and built around six research questions, whose answers represent its major findings:
1. Is the L2 initial state characterised by clustered transfer of subject properties associated with L1 parameter values?
2. Is L2 development characterised by clustered acquisition of subject properties associated with the L2 parameter values?
3. What are the theoretical implications of the results of the present research for the Partial/Full Transfer and Partial/Full UG Access positions to L2A?
4. Can the same theoretical approach to L2A be maintained for both children and adults?
5. Can the notion of "Null Subject Parameter" as in L1A be maintained in L2A?
6. Are there any directionality of acquisition differences between English L2A (by Spanish speakers) and Spanish L2A (by English speakers)?
Our data reveal that clustered L1 Transfer of the subject properties examined is present in both child and adult L2 English and Spanish. Yet clustered acquisition of L2 subject properties is only found in child L2 English and Spanish, as adult L2 English and Spanish development indicates no resetting of the L1 to the L2 feature value and hence absence of any clustering effects. As far as subject development is concerned, the results of this thesis generally give support to a Full UG Access and Full L1 Transfer position (Schwartz and Sprouse, 1996; Schwartz, 1998, 2003, 2004) for child L2A, whereas results from adult L2A point towards a Partial UG Access and Full L1 Transfer approach to adult L2A (Liceras, 1996, 1998, 2003; Liceras and Díaz, 1999; Hawkins and Chan, 1997 and Tsimpli and Roussou, 1991). A final finding relates to the observation of "directionality of acquisition effects", namely the fact that both in child and adult L2, subject properties are acquired earlier in L2 Spanish (by English speakers) than in L2 English (by Spanish speakers), although in the case of child L2A, differences are significant and linguistically motivated, whereas in the case of adult L2A, differences respond to non-linguistic factors.
On the whole, the present thesis provides a thorough and bi-directional syntactic and discursive study of all the subject properties traditionally associated with the Null Subject Parameter and determines their relationship and relevance in L2 development.
Long, Kelsey B., Kelsey C. Rookstool, Lauren P. Driggers-Jones i Wallace Jr Dixon. "Effects of Birth Order on Temperament and Language". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/210.
Pełny tekst źródłaOnorato, Patricia G. "Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4600.
Pełny tekst źródłaMendoza, Guillermo I. "Exploring Gesturing as a Natural Approach to Impact Stages of Second Language Development: A Multiple Baseline, Single Case Study of a Head Start Child". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3121.
Pełny tekst źródłaTravieso-Parker, Lourdes Lucia. "Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26593.
Pełny tekst źródłaPh. D.
Perdigão, Ana Margarida Lobo. "Relatório da prática de ensino supervisionada em educação pré-escolar: desenvolvimento da linguagem oral e da escrita emergente". Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12972.
Pełny tekst źródłaLipp, Amanda KR. "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact". TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1604.
Pełny tekst źródłaBeteinaki, Eleftheria. "Structures, processes and outcomes in preschool units with high and low proportions of second language learners of Swedish : A Comparative Study". Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49627.
Pełny tekst źródłaNichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.
Pełny tekst źródłaAgerberg, Alexandra. "Im Zwiegespräch mit dem Computer : ICT und digitale Kompetenzen zur Förderung und zur Motivation der Sprachentwicklung von Lernern einer Fremdsprache mit Focus auf die mündliche Sprachentwicklung". Thesis, Högskolan Dalarna, Tyska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28000.
Pełny tekst źródłaClancy, Charlotte M. "Reading recovery : investigating differential effects on the literacy development of young children for whom English is an additional language in comparison with their native speaking peers". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:cad85100-4bfc-4348-91d0-9a0fa7d3a216.
Pełny tekst źródłaChan, Lydia L. S. "The development of L2 emergent literacy in Hong Kong kindergarten children". Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:98c42993-96ec-469e-bbcd-daf9d3bd2fc1.
Pełny tekst źródłaGazda, Emily. "Los niños que se quedan atrás: la doble moral sobre el bilingüismo de los niños de lengua minoritaria en las escuelas públicas estadounidenses = The children left behind: the double standard of bilingualism for minority language c". Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1336696910.
Pełny tekst źródłaColin, Catherine. "Construction du bi-plurilinguisme en français langue de scolarisation : apprentissage d'une L2 en enseignement bilingue précoce". Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00808409.
Pełny tekst źródłaARMSTRONG, ALEXANDER. "Essays on the Economics of Language and Language Policy". Thesis, 2013. http://hdl.handle.net/1974/8070.
Pełny tekst źródłaThesis (Ph.D, Economics) -- Queen's University, 2013-06-06 12:06:34.747
Matis, Anna Flora. "The art of saving a language : heritage language learning in America". Thesis, 2013. http://hdl.handle.net/2152/24063.
Pełny tekst źródłatext
Jao, Tse-chun, i 饒策群. "The Reflection of Language Acquisition – A Case Study of Child Second Language Attrition". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/52509831819141317786.
Pełny tekst źródła國立台北師範學院
兒童英語教育研究所
94
Language attrition usually accompanies migration and the differences between language contexts can make it worse. Since 1980, the issue of language attrition has received attention from many researchers (Bahrick, 1984; Edwards, 1976; Tomiyama, 1999; Tomiyama, 2000; Welten et al., 1986). Their efforts have provided useful answers to parts of the issue and given helpful advice in the teaching and learning of second language. However, the attrition process between different language contexts may be varied and little attention has been given to the impact on native Mandarin speakers. This study aims to examine English attrition in the Mandarin context, providing some baseline data to countries such as Taiwan, Japan and Korea for their EFL policy and education. This paper aims to examine the process of natural second language (English) attrition in the first language (Mandarin) environment. The following are the purpose of this study: 1. examining subject’s lexicon and syntax attrition, 2. investigating subject’s change in fluency, 3. finding the compensatory strategies which subject employs during the attrition process. By applying the methods of literature review, story telling, interview and discourse analysis along with the tool of “General English Proficiency Test” as pre and post test, this case study aims at examining the changes of lexicon and syntax during the process of natural second language (English) attrition in the first language (Mandarin) environment since the sixth month of the subject’s return to the eighteenth month. The subject was a boy who spent two years in the United States and came back to Taiwan at the age of 8;10. The experimenter visited the subject bimonthly, 7 times in total. At each visit, the child was asked to tell the stories of two books. The data was tape recorded and analyzed using the CHILDES system. The results show that some phenomena existed, including 1. 31.7% attritions or changes in the usage of vocabulary, 2. increasing errors in use of morphemes, including the past tense, plurals, third person and copulas, 3. errors in the usage of prepositions, especially the misuse of in and on, 4. changes in the expression of possessive case, from item of to possessive morpheme ’s then the multiple noun modification, 5. modification of nouns, from post-nominal to pre-nominal, 6. increasing errors in the usage of tense, 7. lower fluency, especially the increasing time of pause, and, 8. evidences for use of compensation strategies, including “interlingual transfer”, “using a circumlocution or synonym” and “simplification”. The results above suggest attrition in the child's English proficiency. Language attrition might be attributed to availability reduction and language interference. Discussions and implications of this study were provided.
Zdorenko, Tatiana. "Constructions in child second language acquisition: exploring the role of first language and usage". Phd thesis, 2011. http://hdl.handle.net/10048/1709.
Pełny tekst źródłaSaneka, Nora. "Barriers and bridges : child participation, second-language learning and the cognitive development of the young child". Diss., 2014. http://hdl.handle.net/10500/13891.
Pełny tekst źródłaPsychology of Education
M. Ed. (Educational Psychology)
Li, Yin-Fang, i 李胤芳. "The influence of infusing Film into teaching on Child Second Language Writing Acquisition Achievement". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/60905439777479740817.
Pełny tekst źródła國立臺灣師範大學
應用華語文學系
103
With the ethnic Chinese population increases year by year, the Chineseteaching has become increasingly important. In learning aspect, due to the influence of growth environment background, generally the listening and speaking abilities are higher than reading and writing abilities.How to improve the balanced development of these four abilities is a great task, and now there are many researches related to reading, but compared to the related research of writing is less.And when the students having writing class, complaints are heard everywhere, so this study will aim to explore the Chinese writing teaching. Writing abilities must contain "thinking ability", "expression ability" and "language ability", in the current Chinese teaching method, based on the existing thinking ability, expression ability and their own native language ability of learners are the same, so there is more emphasis on "expression ability" and "language ability" training, but less "thinking ability" is mentioned.For children who are learning writing, they are lack of life experience, and hard to convert their only experience into ideas, and to express orderly. Therefore, for the second language children, apart fromthe "language ability" training in writing teaching, "thinking ability” and "expression ability"are also contained. And films applied to teaching can improve the learning interest, realize images and sound combined effect, teaching material authenticity with presence allows students to observe. Also to transfer film learning experience to life,enhance the understanding,create common experience, increase information diversity, shorten the teaching time and space and have flexibility. Therefore this study intends to explore film combined into Chinese writing teaching, and the effects on students' academic performance as well as their attitudestowards this teaching method. This study adopted"pre-experimental design", and took 26 Grade Six students in Surabaya Taipei International Schoolas research object, total of three weeks of the experiment teaching.Research tools are the quantitative writing evaluation scale and the questionnaireson films integrated with writing teaching. The results show that after using the films integrated with writing teaching method, it’s contributed to students’ academic performance,especially on “theme choosing and being relevant to the topic”, “innovative ideas" and "coherence" on the part of the "thinking ability".And students take the opinions that this teaching method helps them in writing learning, and by using this method, they’ve improved their interests and liked it.
Rauner, Diana Mendley. "The language environments of child care homes and their relation to language development in the second and third years of life /". 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3048415.
Pełny tekst źródłaStewart, John Mark Southern Mark R. V. "The fundamental difference between child and adult language acquisition a longitudinal, naturalistic study of parameter resetting in Swedish interlanguage /". 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3122797.
Pełny tekst źródłaStewart, John Mark. "The fundamental difference between child and adult language acquisition: a longitudinal, naturalistic study of parameter resetting in Swedish interlanguage". Thesis, 2003. http://hdl.handle.net/2152/964.
Pełny tekst źródłaYu, Chun-Li, i 游春麗. "How learner's agency affects second language learning: A case study of a six-year-old child". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4ngj4m.
Pełny tekst źródła實踐大學
應用外語學系英語溝通碩士班
103
ABSTRACT Learning English as a foreign language is a protracted process and children in Taiwan gradually start learning English from the early ages of 4 or 5. The learning agency of children and adults is not identical. The same may be said of the process of acquiring native languages and learning foreign languages. This thesis relies on social cognitive theory as a conceptual framework. The objective of this research was to study how potential capabilities residing in children’s minds could be evoked, sustained and executed. This work also explored the role of behavioral, personal and environmental factors in language development. The duration of this study was four months. The qualitative data research involved the observation of a six-year-old boy, who was attending the senior class of a private kindergarten. The data collection included this child’s engagement in language learning with multiple resources, such as peers, teachers, parents and technological instruments, as well as his learning in different learning contexts. The instruments used for data collection were observations, documents, interviews and audio-recordings in order to meet the validity and reliability for triangulation. The results of qualitative data analysis suggested that the emergence of agency resulted from a sense of interest and affection. Once the agency was activated, it would either sustain or combine with varieties of capacity, varied types of behavior and diverse external environmental influences and stimulations. Eventually, different degrees of agency, from static to dynamic, would be elicited and presented.
Wei, Yuyan. "Acquisition of English morphosyntax : evidence from a Chinese-speaking child". 2011. http://liblink.bsu.edu/uhtbin/catkey/1660965.
Pełny tekst źródłaAccess to thesis permanently restricted to Ball State community only
Department of English
Bruce, Marian Elsie. "The simultaneous acquisition of a second and third language". Diss., 1998. http://hdl.handle.net/10500/16079.
Pełny tekst źródłaPsychology of Education
M. Ed. (with specialisation in Guidance and Counselling)
Han, Jiayun. "Second language acquisition of temporality and passive voice a case study of a Chinese child learning English in mainstream classrooms in the United States /". 2007. http://purl.galileo.usg.edu/uga%5Fetd/han%5Fjiayun%5F200708%5Fphd.
Pełny tekst źródłaKim, Kwangok. "The role of oral language interactions in English literacy learning : a case study of a first grade Korean child". 2011. http://liblink.bsu.edu/uhtbin/catkey/1637945.
Pełny tekst źródłaDepartment of Elementary Education
Gosselin-Lavoie, Catherine. "Lecture de livres bilingues par six duos parent-enfant allophones du préscolaire : description des lectures et des interactions et relations avec l’acquisition du vocabulaire". Thèse, 2016. http://hdl.handle.net/1866/16439.
Pełny tekst źródła