Rozprawy doktorskie na temat „Oral language”
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Mooneyham, John C. "Oral Language Development Workshops". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.
Pełny tekst źródłaAdkins, Sarah Mae. "Investigating Oral Language within Reading Recovery". Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1469021776.
Pełny tekst źródłaGeorge, May. "Teacher Scaffolding of Oral Language Production". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.
Pełny tekst źródłaBallinger, 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.
Pełny tekst źródłaMaciel, 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.
Pełny tekst źródłaTitle 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.
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.
Pełny tekst źródłaChurch, Kristine. "Effective oral communication in the foreign language classroom". Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.
Pełny tekst źródłaHale, 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.
Pełny tekst źródłaChang, Yuh-Fang. "Topic familiarity and second language learners' oral performance". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241177927.
Pełny tekst źródłaCipriani, 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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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.
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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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.
Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
Pełny tekst źródłaDe, Jong Kenneth John. "The oral articulation of English stress accent /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393644.
Pełny tekst źródłaDawes, 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.
Pełny tekst źródłaBrough, 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.
Pełny tekst źródłaLapointe, 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.
Pełny tekst źródłaYuen, 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.
Pełny tekst źródłaLau, 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.
Pełny tekst źródłaIncludes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).
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.
Pełny tekst źródłaDerksen, 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.
Pełny tekst źródłaO'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.
Pełny tekst źródłaThompson, Colin. "Guided planning, task complexity and second language oral development". Thesis, University of Central Lancashire, 2014. http://clok.uclan.ac.uk/10568/.
Pełny tekst źródłaBanks, Michelle L. "Instructional Practices To Support Oral Language In Young Learners". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594121750823262.
Pełny tekst źródłaGolledge, Elaine Diana. "Aesthetic scanning: Refining critical thinking through oral language activities". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3231.
Pełny tekst źródłaChan, 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.
Pełny tekst źródłaHinch, 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.
Pełny tekst źródłaDaily, 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.
Pełny tekst źródłaFullilove, 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.
Pełny tekst źródłaBurleson, 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.
Pełny tekst źródłaTitle 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.
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.
Pełny tekst źródłaBate, 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/.
Pełny tekst źródłaBarra, 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/.
Pełny tekst źródłaPicpican-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.
Pełny tekst źródłaJeong, 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.
Pełny tekst źródłaTitle 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).
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.
Pełny tekst źródłaMacchi, 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.
Pełny tekst źródłaThis 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
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.
Pełny tekst źródłaTse, 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.
Pełny tekst źródłaOthman, 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.
Pełny tekst źródłaBERRE, 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.
Pełny tekst źródłaO 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.
Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.
Pełny tekst źródłaBoggs, 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.
Pełny tekst źródłaAbid. "Oral communication strategies instruction: Voices from Indonesian English language lecturers". Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54090.
Pełny tekst źródłaTakoff, 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.
Pełny tekst źródłaWoodson, Nancy Potter. "Oral and textual composing patterns of beginning writers /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553056954.
Pełny tekst źródłaMeyer, David Francis. "Computationally-assisted analysis of early Tahitian oral poetry". Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5984.
Pełny tekst źródłaKellermeier, 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.
Pełny tekst źródłaID: 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
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.
Pełny tekst źródłaTypescript. 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.
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.
Pełny tekst źródłaPh.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
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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