Rozprawy doktorskie na temat „Language acquisition”
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Claire, Anita. "Language acquisition". Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/34018.
Pełny tekst źródłaChoi, Myong Hee. "The acquisition of wh-in-situ constructions in second language acquisition". Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899150/viewonline.
Pełny tekst źródłaDe, Marcken Carl Gustave. "Unsupervised language acquisition". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10640.
Pełny tekst źródłaIncludes bibliographical references (p. 125-133).
by Carl G. de Marcken.
Ph.D.
Reshetniak, Maryna Valeriivna, Марина Валеріївна Решетняк i Марина Валерьевна Решетняк. "A Foreign Language Acquisition". Thesis, Publishing house Education and Science, 2010. http://essuir.sumdu.edu.ua/handle/123456789/50985.
Pełny tekst źródłaСтаття розкриває історично сформовані підходи до вивчення іноземних мов, а також надає додаткову інформацію щодо нового дослідження, яке може внести революційні зміни до вивчення будь-якої мови. Основні методи навчання іноземним мовам, що будуть проаналізовані в даній статті, наступні: метод граматичного перекладу, аудіально-лінгвістичний метод, комунікативний метод, прямий метод та послідовний (серійний) метод. І сучасне дослідження доктора філософії з Нової Зеландії оглянуто нижче.
Статья раскрывает исторически сформировавшиеся подходы к изучению иностранных языков, а также предоставляет дополнительную информацию про новое исследование, которое может революционно перевернуть изучение языков. Основные методы преподавания иностранных языков, которые будут проанализированы в данной статье, следующие: метод грамматического перевода, аудиально-лингвистический метод, коммуникативный метод, прямой метод и последовательный (серийный) метод. И современное исследование доктора философии из Новой Зеландии рассмотрено ниже.
Estigarribia, Bruno. "Asking questions language variation and language acquisition /". May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Pełny tekst źródłaPrévost, Philippe. "Truncation in second language acquisition". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44557.pdf.
Pełny tekst źródłaGreene-Havas, Maia. "Acquisition of social language register". Connect to resource, 2008. http://hdl.handle.net/1811/32184.
Pełny tekst źródłaPrévost, Philippe 1966. "Truncation in second language acquisition". Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34766.
Pełny tekst źródłaPredictions based on the Truncation Hypothesis were tested against longitudinal spontaneous production data from child and adult L2 learners. There were two child and two adult learners of L2 French (whose L1s were English and Arabic) and two child two adult learners of L2 German (native speakers of Romance pro-drop languages). The findings suggest that the distribution of finite and nonfinite verbs is structurally determined in L2 child grammar, i.e. tenseless verbs only appear when VP is the root, while finite verbs are found when functional categories are projected. This in turn means that children project truncated structures in early L2 acquisition. I argue that no other theory of the nature of early L2 grammars is able to account for the full range of properties of the child L2 data.
The adult data are less conclusive concerning the possibility of truncation in adult L2 grammars. In particular, the learners seem to use infinitival markers as substitutes for finite inflections, which means that nonfinite verbs are found in contexts which are not predicted by the Truncation Hypothesis. The difference between the child and adult learners is attributed to problems that adults may have in mapping the syntactic and morphological systems (Lardiere, 1996), and not to a discrepancy in syntactic knowledge.
Pate, John Kenton. "Predictability effects in language acquisition". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8235.
Pełny tekst źródłaWaegner, Nicholas Paul. "Stochastic models for language acquisition". Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309214.
Pełny tekst źródłaRandall, Janet H. "Morphological structure and language acquisition". New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/12237695.html.
Pełny tekst źródłaLacerda, Adriana Campbell Santos de. "Teenagers'motivation in second language acquisition". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/95741.
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Considerando que a motivação é um fator de grande importância no processo de aquisição de uma segunda língua/língua estrangeira por gerar interesse em iniciar a aprendizagem da mesma e também por mantê-la durante todo o processo (Dornyei, 2005), o objetivo da pesquisa aqui proposta foi investigar a motivação dos alunos adolescentes em relação às suas aulas de Inglês e verificar a opinião dos seus professores em relação à motivação dos mesmos e seus comportamentos em sala de aula. A pesquisa foi realizada com duas coordenadoras, quatro professoras de Inglês e duzentos e trinta e sete alunos, de uma escola pública e de uma escola particular de Joinville, Santa Catarina, Brasil. O estudo procurou oferecer uma visão geral de alguns aspectos teóricos da motivação que são relevantes no processo de aquisição de uma segunda língua para os adolescentes, buscando discutir a relação existente entre o processo de aquisição de uma segunda língua, a adolescência e o impacto desta relação em tal aprendizado, considerando as diferenças individuais e os fatores afetivos, principalmente a motivação. O método utilizado na pesquisa consistiu de entrevistas semi-estruturadas, feitas com as coordenadoras e professoras, e de questionários, aplicados aos alunos. Os resultados sugerem que há uma dissonância entre o pensamento da maioria dos professores de Inglês, que acreditam que seus alunos normalmente se mostram desmotivados durante as suas aulas, e o que foi relatado pelos alunos. A análise dos dados também indica que o meio sócio-econômico e cultural dos alunos pode influenciar a motivação dos mesmos, uma vez que os alunos da escola particular, os de classe média, mostraram ter uma motivação extrínseca em relação ao aprendizado da língua inglesa, enquanto os da escola pública, os menos privilegiados, demonstraram ter uma motivação intrínseca. Tais resultados corroboram a hipótese de Dornyei (2001b) de que a motivação para aprender uma segunda língua é uma situação complexa, já que a aprendizagem de uma língua não é somente uma atividade educacional, mas também envolve questões sociais e culturais.
Considering that motivation is of great importance in the process of acquiring a second/foreign language, whereas it is responsible for providing the primary interest in initiating L2 learning and also for maintaining it throughout the process (Dornyei, 2005), the aim of the research here proposed was to investigate the teenagers# motivation towards their EFL classes and their teachers# opinions about their motivation and overall behavior in class. The research was carried out with two coordinators, four English teachers and two hundred and thirty-seven students from a public and a private school in Joinville, Santa Catarina, Brazil. The study attempted to provide an overview of some theoretical aspects of motivation that seem to be particularly relevant in the adolescent learners# process of learning a foreign language, discussing the relation between SLA, the adolescence and its impact in the SLA process, considering individual differences and affective factors, especially motivation. The method used in the research consisted of semi-structured interviews with the coordinators and teachers, and questionnaires administered to the students. The results suggest that there is a mismatch between the teachers# thoughts about adolescent students# motivation and the way they really feel in their EFL classes. Although English teachers, in general, usually believe that teenagers seem not to be motivated, the data collected showed that most of the participants of this study like their English classes and feel motivated towards them. The study also indicates that the socio-economic and cultural milieu of the students may influence their overall motivation, since the students from the private school, so the middle-class ones, showed extrinsic motivation for learning English, while the ones from the public school, the less privileged ones, showed intrinsic motivation. These findings corroborate Dornyei#s (2001b) assumption that motivation to learn a language is a complex situation, as language learning is not only an educational activity, but also involves social and cultural issues.
Chan, Mei-lan, i 陳美蘭. "Notions of language dominance, language preference and language choicein the study of bilingual first language acquisition (BFLA)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45163893.
Pełny tekst źródłaJohnson, 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.
Pełny tekst źródłaRichard, Erin. "Individual differences and second language acquisition among low-income preschoolers". Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2957.
Pełny tekst źródłaTitle from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 65. Includes bibliographical references (p. 58-64). Also available in print.
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/.
Pełny tekst źródłaTrent, Kenneth F. "Learning Languages Through the Media: Toward an Understanding of the Mediated Language Acquisition Process and the Motivation Cycle of Mediated Language Acquisition". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2712.
Pełny tekst źródłaSlabakova, Roumyana. "Zero acquisition : second language acquisition of the parameter of aspect". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ44589.pdf.
Pełny tekst źródłaSnyder, William Brandon. "Language acquisition and language variation : the role of morphology". Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11130.
Pełny tekst źródłaTaylor, Annelies. "Languages : computation of communication : gender issues in curricular foreign language acquisition". Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526901.
Pełny tekst źródłaMatsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography". Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.
Pełny tekst źródłaButtery, P. J. "Computational models for first language acquisition". Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597195.
Pełny tekst źródła張少能 i Siu-nang Bruce Cheung. "A theory of automatic language acquisition". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31233521.
Pełny tekst źródłaSchuwerk, Timothy Andrew. "MORPHEME ACQUISITION IN SECOND LANGUAGE LEARNERS". Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4451.
Pełny tekst źródłaM.A.
Department of Foreign Languages and Literatures
Arts and Sciences
Foreign Languages and Literatures
Clark, Alexander Simon. "Unsupervised language acquisition : theory and practice". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394288.
Pełny tekst źródłaGoodman, Julie Marianne. "Acquisition and transfer of language function". Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293183.
Pełny tekst źródłaVilkaitė, Laura. "Formulaic language : distribution, processing, and acquisition". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35442/.
Pełny tekst źródłaMedina, Erica. "Individual Differences in Second Language Acquisition". Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871585.
Pełny tekst źródłaSecond language acquisition can be defined as the process in which language learning occurs through the formal study of rules, patterns, and conventions which enable one to talk about and consciously or unconsciously apply the knowledge gained. Individual differences, along with linguistic input, play a key part in the process of second language acquisition. Studies such as the VILLA Project focus on the exposure conditions and the content of the input leading to initial contact in the process of second language acquisition. Participants’ individual differences in the categories of motivation and individual learning style for Francophone students served as the control variables, and the form-based versus meaning-based input as the experimental variable. In comparison to their German and Dutch counterparts, neither the Francophone meaning nor form based groups presented any significant results based on these specific individual differences in their acquisition of Polish in the word formation tasks. Further study should be conducted on other individual differences and their role in the acquisition process.
Ionin, Tania. "Article semantics in second language acquisition". Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/7963.
Pełny tekst źródłaIncludes bibliographical references (p. 311-318).
This thesis examines article choice and parameter-setting in second language (L2) acquisition. It argues, on the basis of L2-English elicitation and production data, that L2- learners have access to UG-based semantic distinctions governing article choice, but do not know which distinction is appropriate for English. A Fluctuation Hypothesis (FH) is proposed, according to which L2-learners fluctuate between different parameter settings until the input leads them to set the parameter to the target value. The thesis proposes that articles cross-linguistically may encode definiteness or specificity. The definition of specificity that is adopted is based on Fodor and Sag's (1982) view of specificity as speaker intent to refer. The behavior of referential this, a specificity marker in colloquial English, is examined, and it is proposed that the definition of specificity incorporates the concept of noteworthy property. An Article Choice Parameter is next proposed, which governs whether articles in a given language are distinguished on the basis of definiteness or on the basis of specificity. While English has the Definiteness setting of this parameter, it is suggested, on the basis of data from Mosel and Hovdhaugen (1992), that Samoan has the Specificity setting. It is hypothesized, in accordance with the FH, that L2-learners fluctuate between the two settings of the Article Choice Parameter. This hypothesis leads to the prediction that L2- English errors of article use should come in two types: overuse of the with specific indefinites and overuse of a with non-specific definites. These predictions are examined in a series of studies with adult speakers of Russian and Korean, two languages with no
(cont.) articles. The empirical data confirm the predictions, and show that L2-English article choice is not random but reflects access to the two settings of the Article Choice Parameter. The same patterns of results are found for L-Russian and L-Korean speakers, and it is shown that the results are not attributable to LI-transfer. On the basis of these findings, it is concluded that L2-learners have direct UG-access to semantic distinctions underlying article choice. The data also provide evidence for the existence of a specificity distinction which cross-cuts the definiteness distinction.
bu Tania Ruth Ionin.
Ph.D.
Lei, Tao Ph D. Massachusetts Institute of Technology. "Domain knowledge acquisition via language grounding". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82412.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (p. 54-60).
This thesis addresses the language grounding problem at the level of word relation extraction. We propose methods to acquire knowledge represented in the form of relations and utilize them in two domain applications, high-level planning in a complex virtual world and input parser generation from input format specifications. In the first application, we propose a reinforcement learning framework to jointly learn to predict precondition relations from text and to perform high-level planning guided by those relations. When applied to a complex virtual world and text describing that world, our relation extraction technique performs on par with a supervised baseline, and we show that a high-level planner utilizing these extracted relations significantly outperforms a strong, text unaware baseline. In the second application, we use a sampling framework to predict relation trees and to generate input parser code from those trees. Our results show that our approach outperforms a state-of-the-art semantic parser on a dataset of input format specifications from the ACM International Collegiate Programming Contest, which were written in English for humans with no intention of providing support for automated processing.
by Tao Lei.
S.M.
Jordan, Geoffrey. "Theory construction in second language acquisition". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020474/.
Pełny tekst źródłaCheung, Siu-nang Bruce. "A theory of automatic language acquisition /". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671601.
Pełny tekst źródłaMeek, Barbra Allyn. "Kaska language socialization, acquisition and shift". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290390.
Pełny tekst źródłaItani-Adams, Yuki. "One child, two languages : bilingual first language acquisition in Japanese and English". Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Pełny tekst źródłaBrown, Cynthia A. 1967. "Acquisition of segmental structure : consequences for speech perception and second language acquisition". Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34704.
Pełny tekst źródłaThree related areas of research are explored and integrated in this work: first, a theoretical study explores the feature-geometric representation of sonorant and non-sonorant laterals, based on their behavior in a variety of phonological processes cross-linguistically, and suggests that [lateral] is not a phonological feature, but rather that laterality is a phonetic property that derives from a specific feature-geometric representation; second, an experimental study investigates the acquisition of phonemic contrasts by English children and demonstrates that segmental representations are acquired in a uniform order that is consistent with properties of Feature Geometry; finally, a series of experimental studies examines the perception and acquisition of the English /l-r/, /b-v/, /p-f/, /f-v/ and /s-theta/ contrasts by native speakers of Japanese, Mandarin Chinese and Korean.
The findings from each of these studies are synthesized to obtain a comprehensive picture of how segmental representations are acquired and how this L1 knowledge impinges on the acquisition of L2 phonemes: it is argued that the monotonic acquisition of feature-geometric structure by young children restricts their sensitivity to particular non-native contrasts, and the continued operation of this existing feature geometry in adult speech perception constrains which non-native contrasts adult learners will be sensitive to in the L2 input and, therefore, capable of acquiring; the circumstances in which the native grammar facilitates perception of non-native contrasts and in which acquisition is possible are also discussed.
Linford, Bret Gene. "The acquisition of subject pronouns in second language Spanish". Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05292009-154201.
Pełny tekst źródła"Major Subject: Modern and Classical Languages and Literatures" Contents viewed on November 11, 2009. Title from author supplied metadata. Includes bibliographical references.
Goro, Takuya. "Language-specific constraints on scope interpretation in first language acquisition". College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7345.
Pełny tekst źródłaThesis research directed by: Linguistics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Gardner, Eliza Racquel. "Language Acquisition with English Language Learners Who Have Developmental Delays". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6725.
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 źródłaItani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Pełny tekst źródłaA thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Woodall, Billy Ray. "Language-switching in second language writing /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.
Pełny tekst źródłaBarlow, John Stephen. "Intonation and second language acquisition : a study of the acquisition of English intonation by speakers of other languages". Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:3873.
Pełny tekst źródłaSwanson, Kimberly Anne Bankart. "Acquisition versus suppression of phonological processes in the second language acquisition of French and English". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243793.
Pełny tekst źródłaTitle from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4529. Advisers: Daniel A. Dinnsen; Albert Valdman.
Falsanisi, Giulia. "Linguistic relativity and second language acquisition: can languages affect how we think?" Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23998/.
Pełny tekst źródłaCharters, Areta Helen. "The second language acquisition of Mandarin nominal syntax". Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/2405.
Pełny tekst źródłaBrown, Cynthia A. "Acquisition of segmental structure, consequences for speech perception and second language acquisition". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ44371.pdf.
Pełny tekst źródłaSchmiedtova, Barbara. "At the same time ... the expression of simultaneity in learner varieties /". Berlin ; New York : Mouton de Gruyter, 2004. http://site.ebrary.com/id/10197197.
Pełny tekst źródłaKayama, Yuhko. "Second language acquisition of Japanese relative clauses". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100636.
Pełny tekst źródłaExperimental studies were conducted with high-intermediate and advanced learners of Japanese (15 English speakers and 18 Korean speakers). Tests examined the learners' knowledge of the two grammatical properties in Japanese---namely, the lack of wh-movement and the presence of pro. Korean is different from English but similar to Japanese with respect to the parameters in question. Following FTFA, it is hypothesized that English-speaking learners initially transfer their L1 values, and that eventually they are able to switch parameters to the L2 values by accessing UG. The results of several tasks (including interpretation tasks and judgment tasks) confirm this hypothesis; while Korean speakers generally performed well irrespective of proficiency levels, English-speaking intermediate learners transferred their L1 values, failing to accept grammatical Japanese sentences that are not possible in English. English-speaking advanced learners, on the other hand, performed better than intermediate learners, and exhibited evidence that they had acquired the two properties of Japanese, supporting FTFA.
Kliegl, Reinhold, Doris Philipp, Matthias Luckner i Ralf T. Krampe. "Face Memory Skill Acquisition". Universität Potsdam, 2001. http://opus.kobv.de/ubp/volltexte/2011/5706/.
Pełny tekst źródłaYamada, Yoshiko. "Automaticity and effects of language proficiency on syntactic processing /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=null&did=1115121031&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1166636580&clientId=11238.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 235-258). Also available for download via the World Wide Web; free to University of Oregon users.