Rozprawy doktorskie: „Oral language”

1

Mooneyham, John C. "Oral Language Development Workshops". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.

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Adkins, Sarah Mae. "Investigating Oral Language within Reading Recovery". Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1469021776.

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3

George, May. "Teacher Scaffolding of Oral Language Production". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.

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This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.

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4

Ballinger, Susan. "Oral language use in dual immersion classrooms". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

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5

Maciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. "Bantu oral narratives in the training of EFL teachers in Mozambique". Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.

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6

Amodeo, Gloria. "Scoring oral communicative competence in second-language classrooms". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ52872.pdf.

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7

Church, Kristine. "Effective oral communication in the foreign language classroom". Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.

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8

Hale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.

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9

Chang, Yuh-Fang. "Topic familiarity and second language learners' oral performance". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241177927.

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10

Cipriani, Fabiana de Fátima. "Oral participation strategies in the foreign language classroom". Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79579.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
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Este estudo ilustra e analisa alguns padrões de estratégias de participação oral identificados no discurso da professora e dos alunos em uma classe de iniciantes em língua estrangeira. Os padrões de estratégias de participação oral foram observados a ajudar os alunos e o professor a iniciar e ampliar a conversação em Inglês na sala de aula. O presente estudo seguiu o método etnográfico de pesquisa. Sendo assim, dados foram coletados tomando-se em consideração o contexto onde os dados foram coletados e o ponto de vista dos participantes da pesquisa em observação. No total, dezesseis aulas foram observadas, gravadas, filmadas e analisadas. No capítulo 1, eu revisei um número de estudos na área de interação. No capítulo 2, eu descrevi como eu realizei a pesquisa passo a passo, explicando também a perspectiva metodológica etnográfica usada neste estudo. No capítulo 3, eu descrevi e analisei os padrões de estratégias de participação oral identificados e finalizei a dissertação fazendo um resumo dos achados, oferecendo algumas implicações pedagógicas e fazendo sugestões para futuras pesquisas na área.

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11

Kremer, Marcelo Martins. "Oral development in english as a foreign language". Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96166.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês
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In 2009/2, the Universidade Federal de Santa Catarina (UFSC) establishes a new program entitled Curso de Licenciatura em Letras - Inglês, via distance learning (DL), having as objective the education of future English teachers. The present research aims at investigating how students of the program, taking the courses Compreensão e Produção Oral em Língua Inglesa IV and Compreensão e Produção Oral em Língua Inglesa V perceive the use of the resources and activities aiming at the development of their linguistic skills in English. The data were collected from 25 students of those courses who answered an online questionnaire, which was composed by closed questions and, mostly, by closed questions with justification. Among those 25 participants, 5 were chosen to participate in a second data collection process, a semi-structured interview. The data analysis consisted of careful reflection and interpretation of that data. That analysis reveals that the participants perceive both main resources, and the activities developed with them, to be adequate for developing their oral production skill in different aspects. The participants perceived the Final Projects as an opportunity for them to focus on matters related to accuracy, such as the opportunity of working on grammar and pronunciation. On the other hand, the Skype Chats, were perceived by the participants as positive as they give them the opportunity to formulate sentences quickly and spontaneously in the target language.
No segundo semestre de 2009, o Departamento de Língua e Literatura Estrangeira da UFSC abre um novo programa chamado "Curso de Licenciatura em Letras - Inglês", na modalidade a distância, tendo como objetivo a formação de futuros professores de inglês. Essa pesquisa busca investigar como alunos do curso, matriculados nas disciplinas Compreensão e Produção Oral em Língua Inglesa IV e Compreensão e Produção Oral em Língua Inglesa V percebem o uso dos recursos e das atividades que objetivam desenvolver suas habilidades linguísticas em Inglês. Os dados foram coletados com 25 alunos dessas disciplinas que responderam um questionário online composto por questões fechadas e, na sua maioria, questões fechadas com espaço para justificativas. Desses 25 participantes, 5 foram escolhidos para participar de uma segunda coleta de dados em forma de entrevista semi-estruturada. A análise dos dados consiste em uma reflexão e interpretação cuidadosa dos dados. A análise revelou que os participantes percebem os dois recursos principais, e as atividades desenvolvidas com eles, como adequadas para o desenvolvimento da habilidade de produção oral em diferentes aspectos. Os participantes perceberam os Final Projects como uma oportunidade para focar em aspectos relacionados a precisão, como a oportunidade de trabalhar gramática e pronúncia. Por outro lado, com os Skype Chats, foi percebido como positivo pelos participantes a oportunidade que o recurso trás de formular frases rapidamente e espontaneamente na língua alvo.

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12

Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.

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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.

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13

De, Jong Kenneth John. "The oral articulation of English stress accent /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393644.

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Dawes, Emily Catherine. "The hidden language skill: oral inferential comprehension in children with developmental language disorder". Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/56528.

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Children with developmental language disorder (DLD) experience significant difficulty with inferential comprehension, a skill which is essential for effective communication and reading comprehension. The first study created a profile of the language and cognitive skills which significantly contribute to oral inferential comprehension in 5 to 6 year old children with DLD. The second study was a randomised controlled trial of a novel inferential comprehension intervention which was effective at improving the skill in this population.

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15

Brough, Mollie Paige. "A Large-Scale Clustered Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Oral and Written Narratives and Oral Expository Language". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8270.

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The purpose of the current study was to examine the effects of a multi-tiered oral narrative language intervention on kindergarteners’ oral and written narrative and oral expository skills. The participants included 686 kindergarten students from four school districts in the upper Midwest. They were randomly assigned at the classroom level to a treatment or control condition. The treatment group received large group (tier-1) oral narrative language instruction led by classroom teachers and followed the Story Champs procedures. Students whose oral narrative retell skills did not improve after one month of large group instruction were placed in small groups and received more intense oral narrative language instruction in addition to Tier 1 instruction. Tier 2 instruction followed the Story Champs small groups producers and was administered by speech-language pathologists. At posttest, students’ narrative retell, personal story generation, narrative writing, and expository retell scores were analyzed. The treatment and control groups were compared across all measures. The Tier 2 treatment group was also compared across all measures to matched samples of at-risk, average, and advanced students in the control group. The results indicate that the treatment group made significant improvements across all measures when compared to the control group. Tier 2 students consistently performed similarly to or significantly outperformed their at-risk, average, and advanced peers across all measures with the exception of expository retell. This study demonstrates the effectiveness of a multi-tiered oral narrative language intervention in improving the narrative and expository language skills of kindergarten students. Future research is needed to determine the effects of implementing an explicit expository oral language intervention on kindergarten students’ language skills.

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16

Lapointe, Fernand. "Quelques grammaires françaises pour anglophones et quelques problèmes d'expression orale chez les étudiants anglophones de niveau très avancé /". Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1993. http://theses.uqac.ca.

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17

Yuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.

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18

Lau, Arthur Chunip. "Written representation of oral features in Cantonese Chinese /". Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791603.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).

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19

Krohn, Matilda, i Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.

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The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.

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20

Derksen, Harold Kenneth. "The role of oral language in the practicum classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.

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O'Sullivan, Barry. "Towards a model of performance in oral language testing". Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312577.

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Thompson, Colin. "Guided planning, task complexity and second language oral development". Thesis, University of Central Lancashire, 2014. http://clok.uclan.ac.uk/10568/.

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This thesis reports on a mixed methods experimental research study carried out at a university in Japan. The study investigated the effectiveness of two types of guided planning treatment towards specific language forms. Specifically, English relative clause types OS and OPREP as well as 3rd person singular and plural. Two groups of Japanese second year intermediate level learners performed a series of oral narrative tasks that increased in complexity over a three week period. Both groups were placed under different planning conditions. One condition involved ‘guided planning’ which consisted of continuous guidance towards English relative clauses and 3rd person singular and plural. The other condition ‘guided and unguided planning’ consisted of initial guidance towards the target forms and then the learners received unguided planning during the rest of the task sequence. During the treatment, both groups were interviewed about their planning strategies. It was hypothesized that the guided planning group would produce greater developmental gains in accuracy compared to the guided and unguided planning group. Learners’ L2 speech was measured in terms of fluency, accuracy and complexity. The results showed that the guided planning group produced significantly greater gains in fluency and accuracy compared to the guided and unguided planning group. In addition, both groups focused on form during the task sequencing treatment. No previous studies have appeared to investigate the effects of guided and unguided planning with tasks that are sequenced over time. As a result, the findings of this study appear unique in reporting the benefits that guided planning and task complexity produces on L2 oral development in terms of fluency, accuracy and complexity.

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23

Banks, Michelle L. "Instructional Practices To Support Oral Language In Young Learners". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594121750823262.

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Golledge, Elaine Diana. "Aesthetic scanning: Refining critical thinking through oral language activities". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3231.

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This study examines the use of aesthetics in the art education curriculum as a strategy for building oral language skills and critical thinking skills. In this study reproduced artworks were used to stimulate discussion; students learned to scan paintings using a technique called aesthetic scanning during which they learn how to look at a painting orally through guided questioning by the classroom teacher. It was concluded that providing oral language opportunities through the implementation of the aesthetic scanning program was an effective way to promote oral language skills and critical thinking skills in the kindergarten classroom. Arts, as a core subject can be taught through Disciplined Based Art Education (DBAE). With DBAE all students are given the oppportunity to actively engage in oral language activites as they aesthetically view works of art.

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Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency". Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.

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Hinch, Melinda A. "A comparison of two oral language facilitation programs for kindergarten children with language impairments". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ30957.pdf.

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Daily, Stacy Lynn 1967. "Oral bound-morpheme skills of school-age, language-learning disabled and normal language children". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278328.

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This study tested the hypothesis that oral bound-morpheme impairment is characteristic of school-age children with a language-based learning disorder. Ten school-age children (Mean age: 10:3) classified as language-learning disabled and ten controls (Mean age: 9:9) classified as "normal language" were presented with four tasks that assessed oral bound-morpheme skills. A two-way analysis of variance revealed significant group and task differences. Fisher a priori tests indicated significant group differences on three tasks: a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound morphemes, and a measure of ability to learn novel bound morphemes. The findings suggest that the core deficit underlying the oral bound-morpheme impairment does not resolve with maturation and experience.

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28

Fullilove, John Pope III. "Examining oral English proficiency some factors affecting rater reliability in the use of English oral examination /". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B4389334X.

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Burleson, Deborah. "Training segmental productions for second language intelligibility". [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:3255507.

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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2007.
Title from PDF t.p. (viewed Nov. 19, 2008). Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0977. Advisers: Robert Port; Kenneth de Jong.

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30

Kwok, Wing-ki Judy. "The relationship between students' self-monitoring and performance on oral tasks". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160740.

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Bate, Chloë C. "Relationships between oral language, oral narrative, spelling and writing development in 7-9 year old children". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15946/.

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Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /". Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.

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Picpican-Bell, Anne. "Developing oral proficiency through poem recitation in elementary English as a second language". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2932.

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Jeong, Tae-Young. "Assessing and interpreting students' English oral proficiency using d-VOCI in an EFL context". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1045462461.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).

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35

Mackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy". Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.

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Macchi, Lucie. "Facteurs prédictifs et caractéristiques des capacités de lecture d'enfants présentant des troubles du langage oral". Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30023.

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Cette thèse porte sur les capacités de lecture des enfants souffrant de troubles spécifiques du langage oral (TSLO). Elle tente de préciser les processus à l’oeuvre lors de la lecture de mots isolés chez ces enfants, en analysant leurs compétences langagières écrites en lien avec leurs compétences orales. Dans un premier temps, nous présentons les principaux acquis de la littérature à ce propos. Puis nous exposons quatre études expérimentales réalisées auprès d’enfants avec un TSLO ainsi qu’auprès d’enfants au développement typique, sur les sujets suivants : (1) la reconnaissance de mots écrits isolés en lecture à voix haute, (2) la reconnaissance de mots écrits isolés en lecture silencieuse, (3) la compréhension de mots écrits, (4) et les facteurs prédictifs de la lecture. Les résultats les plus marquants indiquent qu’en reconnaissance de mots écrits, les enfants avec un TSLO présentent un retard d’un peu plus de trois ans, en lecture à voix haute comme en lecture silencieuse. En tant que groupe, leur procédure de lecture phonologique apparaît moins efficiente que leur procédure orthographique. L’hétérogénéité interindividuelle demeure toutefois importante. Les enfants qui souffrent des troubles phonologiques expressifs les plus sévères sont ceux dont la procédure phonologique est la plus altérée. Quant à la compréhension de mots écrits isolés, elle apparaît coûteuse en termes de ressources de traitement. Enfin, les facteurs prédictifs de la lecture des enfants avec un TSLO sont identiques à ceux des enfants au développement typique, à l’exception d’un facteur original : chez les enfants avec un TSLO, l’instabilité phonologique est prédictive des capacités de lecture, contrairement aux enfants contrôles. Ce facteur mériterait de plus amples recherches
This thesis is concerned with the reading abilities in children with specific language impairment (SLI). It aims to precise the process involved when these children read isolated words, by analyzing their written language abilities in relation to their spoken language abilities. Firstly, the main findings of the literature on this topic are presented. Then, four experimental studies conducted both in children with SLI and typically developing children are described. These studies deal with: (1) identification of isolated written words in reading aloud, (2) identification of isolated written words in silent reading, (3) written word comprehension, (4) and predictive factors of reading. The striking results of these studies indicate that, in written word identification in reading aloud, as well as in silent reading, children with SLI show an average delay of about three years, compared to reading control children. As a group, their phonological procedure is less efficient than their orthographic procedure. However, interindividual heterogeneity remains high. The children with the most severe impairment in language production at the phonological level are those with the greatest deficit in the phonological reading procedure. Isolated word comprehension, as for it, appears to be costly in terms of processing abilities. Finally, children with SLI display the same predictive factors of reading as typically developing children, with the exception of inconsistency in speech production, which is a reading predictor specific to children with SLI. Further research about this inconsistency would be useful

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37

Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.

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38

Tse, Luk Siu Ping Miranda, i 謝陸兆平. "The development of oral language skills in preschool learning environments". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31232012.

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39

Othman, Juliana. "The effect of topic knowledge on language learners' oral performance". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362222.

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BERRE, CARLA CHIAPPETTA LE. "DIRECTIVES SPEECH ACTS, IN ORAL LANGUAGE, IN THE BRAZILIAN PORTUGUESE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11177@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O tema desta pesquisa é a realização dos atos diretivos, em língua oral, na cultura brasileira. A partir de pressupostos da teoria dos atos de fala, da sociolingüística interacional, do interculturalismo e da antropologia social, descrevemos e analisamos as formulações dos atos diretivos assim como as estratégias discursivas que atenuam ou reforçam o teor de imposição implicado na realização desses atos. Também classificamos os tipos de pedidos e ordens encontrados em nosso corpus de acordo com o nível de diretividade e identificamos os motivos sociais/contextuais e culturais que influenciam as construções desses enunciados. Mostramos, ainda, a relevância desta pesquisa para o ensino/aprendizagem do português como segunda língua para estrangeiros.
The theme of our research is the use of the directives speech acts, in oral language, in the brazilian portuguese. On the basis of theoretical assumptions of speech-act theory, interactional sociolinguistics, interculturalism and cultural anthropology, we describe and analyze the formulations of the directives speech acts and also the strategies that soften or intensify the imposition implied in the use of those acts. We also classified the types of requests and orders found in our corpus according to the level of directness and identified the social /contextual and cultural reasons which influence the construction of those utterances. We showed, as well, the importance of this research in the teaching/learning process of portuguese as a second language.

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41

Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.

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Learning to speak a foreign language (L2) can be a challenging feat, made all the more challenging when done in only 50 minute, daily increments in class. Oral asynchronous computer-mediated communication (ACMC) provides learners with opportunities to practice spoken communication and evaluate their practice outside the classroom. In this dissertation, I explore methods for classroom integration of oral ACMC, linguistic traits developed in previous oral ACMC studies, methods for determining the effectiveness of oral ACMC, learner beliefs about the effectiveness of oral ACMC activities, and the effects of learners' deliberate practice in a series of oral ACMC activities on 3 measures of L2 fluency. In my first article, a literature review, I found that most studies on this topic focus on the linguistic traits of accuracy, fluency, and pronunciation, and determine L2 growth from oral ACMC activities through learner perceptions of L2 growth not relying on objective measures. In my second article, I analyzed the fluency change of learners who participated in a series of video recording and feedback activities. I found that, although there were few significant results, the activities may be of some benefit to learners in improving their spoken fluency. I also found that structural equational modelling may be of more value for researching classroom-based activities than t tests and regression models. In my third article, I investigated the experiences of several learners who participated in the video recording activities described in article two. Based on these learner experiences, I provided key considerations for designing asynchronous video recording assignments. The three articles included in this dissertation will be valuable in highlighting key factors related to the design, development, research, and effective use of oral ACMC activities in foreign language classrooms.

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42

Boggs, Teresa. "Book Reading as a Means for Increasing Oral Language Skills". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1508.

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43

Abid. "Oral communication strategies instruction: Voices from Indonesian English language lecturers". Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54090.

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This present study investigated the perspectives of Indonesian English lecturers of oral communication strategies instruction on the English Education Program in the Province of Gorontalo, Indonesia. Data were collected using interviews with lecturers and pre-service teachers majoring in the program, and from teaching syllabuses and classroom observations. Informed by a constructivist paradigm and a thematic analysis approach, the study sought to inform English language lecturers in the English Education Program.

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44

Takoff, Danielle. "Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39109.

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This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are students with providing and receiving OCF to and from their peers (both higher & lower proficiency)? A pre- & post-test, and questionnaire, format was used, and detailed analysis of participants in L2 interaction was carried out. The results indicated that the target structures and the OCF techniques may have been too cumbersome to elicit any improvement, or to elicit much peer OCF. However the conversation analysis indicated that in certain circumstances intermediate FI students could participate in sustained L2 interaction, and that within their interactions there were many openings for other forms of active assistance between learners.

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45

Woodson, Nancy Potter. "Oral and textual composing patterns of beginning writers /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553056954.

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46

Meyer, David Francis. "Computationally-assisted analysis of early Tahitian oral poetry". Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5984.

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A computationally-assisted analysis was undertaken of Tahitian oral poetry transcribed in the early 19th century, with the aim of discovering its poetic organization. An automated pattern detection process attempted to recognize many of the organizational possibilities for poetry that have been documented in the literature, as well as be open to unanticipated varieties. Candidate patterns generated were subjected to several rounds of manual review. Some tasks that would have proved difficult to automate, such as the detection of semantic parallelism, were pursued fully manually. Two distinct varieties of meter were encountered: A syllabic counting meter based upon a colon line, and a much less common word stress counting meter based upon a colon line or a list item. The use of each meter was ubiquitous in the corpus, but somewhat sporadic. Word stress counting meter was typically applied to lists, and generally co-occurred with patterns of syllabic counting meter; perhaps in order to enhance metrical effect through an addition of rhythm. For both meters, counts were regulated by an external pattern, wherein they were observed to repeat, increment, form inverted structures, or group into alternating sequences. There appeared to be few limitations as to the possibilities for a pattern‟s starting count or length. Patterns were found to juxtapose freely, as well as alongside unpatterned counts. According to Nigel Fabb and Morris Halle, syllabic counting meter is only otherwise encountered in a style of Hebrew poetry from the Old Testament (Fabb and Halle 2008:268, 271, 283). Word stress counting meter may be unique to Tahitian poetry. The colon also functioned as poetic line for purposes of sound parallelism, which manifested itself in patterns of simple assonance, simple consonance, and complex patterns that combined simpler ones of assonance, consonance, and parallel strings of phonemes. Although sound patterns most often spanned lines, they were sometimes constrained to within a line. Occasionally, they were arranged into inverted structures, somewhat analogous to those noted for counting meter. Some sound patterns were contained within names and epithets, and perhaps served as recurring islands of parallelism. Syntactic parallelism was common, especially in the organization of lists. Occasionally, its application was suggestive of canonical parallelism. Items of syntactic frame lists were often arranged so as to assist patterns of counting meter. A syntactic frame‟s variable elements often belonged to a single semantic category for which there seemed to be no restriction, and which could represent any taxonomic level. There appeared to be complete freedom in regards to the arrangement of syntactic frame patterns, and it was common for several to follow one another in unbroken succession. There is evidence that some of the corpus poetry was memorized. Other evidence suggests that a capacity existed, and perhaps continues to exist, of poetic composition-in-performance.

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47

Kellermeier, Grace Kerr. "Foreign language oral assessment practices in Florida middle and high schools". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4588.

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Current foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify how much of a typical class period is dedicated to each of the five skills, and how much of a typical unit test is dedicated to the same five skills. The findings showed that only the instruction and assessment of writing were aligned. Instruction and assessment of the other skills were unequal. A comparison of the means revealed that listening was actually instructed much more than assessed. The other means were similar, including writing. Reading was found to be the only skill that was assessed more than instructed. The variables examined in this study included the level of fluency, level of education, and amount of experience of the teacher, available resources, amount of the target language used in the classroom, as well as demographic information. The interaction of the level of education and experience of the teacher was significant. Teacher gender was also significant, although the disparate gender groups made it difficult to compare means. The other variables revealed no statistical significance. Slightly less than half of the respondents stated that they do not believe that they include enough oral assessment as a part of instruction. They reported a lack of time, student resistance, class size and unreliable technology as reasons for not including what they perceived to be enough oral assessment.
ID: 030423347; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 127-145).
Ed.D.
Doctorate
Education

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48

Bridges, Carolyn la von. "Effects of Readers' Theatre on English language learners : a strategy for oral language and reading improvement /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=0&did=1147186211&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176310854&clientId=11238.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 71-75). Also available for download via the World Wide Web; free to University of Oregon users.

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Swasey, Washington Patricia Ann-Marie. "FACTORS AFFECTING NORMING: A DEVELOPMENTAL STUDY OF ORAL LANGUAGE MEASURES IN SPANISH-SPEAKING ENGLISH LANGUAGE LEARNERS". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66505.

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Communication Sciences
Ph.D.
The Latino population of which English Language Learners (ELLs) is a subset, has demonstrated substantial growth in recent years (U.S Census Bureau, 2008), highlighting the need for normative information regarding their language skills. However, requisite to obtaining normative information is determining appropriate norming methods. The principal purpose of the present study was to ascertain appropriate norming procedures for the language variables: Mean Length of Utterance (MLU), Number of Different Words (NDW) and Words Per Minute (WPM) in English and Spanish narratives of Spanish-speaking ELLs. The issues were 1) whether age or grade norms should be used as an index of language development, 2) whether cross-sectional or longitudinal data should be utilized, and 3) whether the inclusion or exclusion of children with missing data or grade repeats affects the language measures. It was hypothesized that due to the syntactic and lexical differences that are present across languages, there would be a different developmental schedule of development for the language variables in the English and Spanish of ELLs. Participants were typically developing kindergarten to second grade Spanish speaking ELLs enrolled in transitional bilingual programs. A total of 605 children comprised the cross-sectional dataset and a total of 679 children were included in the longitudinal dataset. From these initial datasets, additional datasets were created to provide separate age and grade groups (for the cross-sectional and longitudinal datasets) as well as three different longitudinal datasets. Narratives in English and Spanish were elicited from each child using a story retell procedure. Analyses were carried out using Multivariate Analysis of Variance (MANOVA), Univariate Analysis of Variance (ANOVA) and Repeated Measures Analysis of Variance procedures. Results of both cross-sectional and longitudinal analyses indicated that age and grade are comparable indices of time for studying MLU, NDW, and WPM. Results also indicated that longitudinal data is superior to cross-sectional data for examining the language variables and that including or excluding subjects with missing data or grade repeaters does not significantly affect MLU, NDW, and WPM scores. Additionally, results confirm the findings from the research literature that MLU, NDW, and WPM are valid variables for studying narrative development.
Temple University--Theses

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Ford, M., i Alissa A. Lange. "Preliminary Psychometrics for a Spanish-Language Version of an Early Oral Language Tool Using Narrative Retell". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4685.

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