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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "200303 English as a Second Language"

1

Sharma, Dr Disha. "English as a Second Language." International Journal of English Literature and Social Sciences 4, no. 1 (2019): 140–42. http://dx.doi.org/10.22161/ijels.4.1.28.

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2

Lueck, Janet. "English as a Second Language." English Journal 86, no. 2 (February 1997): 9. http://dx.doi.org/10.2307/819659.

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3

Kendler, Helene. "English as a Second Language." Women's Review of Books 11, no. 1 (October 1993): 21. http://dx.doi.org/10.2307/4021632.

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4

Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE." ETERNAL (English, Teaching, Learning and Research Journal) 2, no. 2 (December 30, 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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5

Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (March 2019): e00414. http://dx.doi.org/10.1002/tesj.414.

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6

Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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7

Paradis, Johanne, and Anna Kirova. "English second-language learners in preschool." International Journal of Behavioral Development 38, no. 4 (June 4, 2014): 342–49. http://dx.doi.org/10.1177/0165025414530630.

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The objectives of this study were twofold: (1) Determine the English proficiency of English second-language learners (ELLs) at the end of preschool as referenced to monolingual norms, and in particular, to determine if they showed an asynchronous profile, that is, approached monolingual norms more closely for some linguistic sub-skills than others; (2) Investigate the role of home language environment in predicting individual differences in children’s English proficiency. Twenty-one ELL children (mean age = 58 months) from low socio-economic status (SES) backgrounds with diverse first-language backgrounds participated in the study. Children’s English proficiency was measured using a standardized story-telling instrument that yielded separate scores for their narrative, grammatical and vocabulary skills. A parent questionnaire was used to gather information about children’s home language environments. The ELL children displayed an asynchronous profile in their English development, as their standard scores varied in terms of proximity to monolingual norms; narrative story grammar was close to the standard mean, but mean length of utterance was below 1 standard deviation from the standard mean. No differences were found between the story-telling scores of the Canadian-born and foreign-born children, even though Canadian-born children were exposed to more English at home. Implications of the findings for clinicians and educators working with young ELLs are discussed.
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8

Chapelle, Carol A. "Call–English as a Second Language." Annual Review of Applied Linguistics 16 (March 1996): 138–57. http://dx.doi.org/10.1017/s0267190500001483.

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CALL for English as a second language1 is an interdisciplinary area of inquiry which has been influenced primarily by educational technology (Reiser, 1987) but also by fields such as computational linguistics2 and recently by applied linguistics as well. These related fields contribute diverse epistemologies which shape CALL research questions and methods. The diversity in CALL research can also be explained in party be the current variety of approaches to CALL development and use. Through the 1970s and early 1980s, pedagogical objectives in CALL were focused primarily, although not exclusively, on improving specified areas of learner's grammatical knowledge through approaches borrowed from educational technology (Hart 1981, Hope, Taylor and Pusack 1984, Wyatt 1984). Today, in contrast, CALL is used for a variety of pedagogical objectives through many different types of software such as microworlds (Coleman 1985, Papert 1980), grammar checkers (Hull, Ball, Fox, Levin and McCutchen 1987), pronunciation feedback systems (Anderson-Hseih 1994, Pennington 1991), intelligent tutoring systems (Chanier, Pengelly, Twidale and Self 1992), concordancer programs (Johns 1986, Tribble and Jones 1990), word processing (Pennington 1993), and software for computer-mediated communication (Kaye 1992). These diverse approaches to CALL are predicated on different beliefs about teaching and learning (Higgins 1995, Kenning and Kenning 1990, Sanders and Kenner 1983, Stevens 1992). Rather than reviewing these “CALL philosophies,” this article will focus on the evolution of research traditions dedicated to the empirical study of CALL use for ESL. Accordingly, the term CALL research is employed to refer to empirical research on the use of CALL.
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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.

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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.
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Дисертації з теми "200303 English as a Second Language"

1

Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.

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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
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2

Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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3

Schmitt, Melanie. "Studies in second fronting." Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.

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Thesis (MPhil(R)) - University of Glasgow, 2008.
MPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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4

Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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5

Heinonen, Elisabeth. "Writing in English as a Second Language." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-834.

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The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language.

Throught the course of my research I have come to understand how important it is to choose subjects which inspire all pupils to write. They should also have the opportunity to choose subjects which interests them. It is the content which is important not the layout or spelling.

In my study I have found that pupils take writing in English seriously. However, I have also found that without an encouraging teacher, it is hard to engage pupils in writing. One could say that it is the teacher who directs the writing process. Moreover, the pupils need to be motivated and interested to write well. This includes having varied lessons and considering the pupils'explicit needs.

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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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7

Wright, Anthony David. "Critical moments in the second language classroom : towards an understanding of second language classroom culture." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333857.

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8

King, James Edward. "Silence in the second language classroom." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13498/.

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This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-by-minute sampling strategy which resulted in some startling results. Learners were found to be responsible for less than one percent of initiated talk within their classes, while over a fifth of total class time observed was characterised by no oral participation by any participants. Complementing the COPS' quantitative evidence of a robust national trend of silence in Japan's universities, a parallel qualitative phase of the investigation gave students a voice about their silences by drawing on over seventy-thousand words of transcribed data collected during a series of semi-structured interviews. This phase of the research provided a valuable individual-level analysis of learners' fundamental beliefs about and personal experiences of not speaking in L2 educational contexts. The final phase of the project adopted an event-specific focus on classroom silence by utilising a stimulated recall methodology to uncover what students were actually thinking and feeling whilst silent episodes were in progress during lessons. Using Dynamic Systems Theory (DST) as its conceptual background, the investigation moves away from reductionist, single-cause explanations for learner reticence to suggest that silence actually emerges through multiple, concurrent routes. These routes (termed attractors in DST) are so abundant, and appear to be so well supported both educationally and culturally in the Japanese context, that silence has fossilised into a semi-permanent attractor state within university language classrooms.
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Abalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.
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Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.

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Книги з теми "200303 English as a Second Language"

1

Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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2

Services, Alberta Alberta Education Language. English as a second language. [Edmonton], Alta: Alberta Education, Language Services, 1986.

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3

Lucantoni, Peter. English as a second language. 3rd ed. Cambridge: Cambridge University Press, 2009.

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4

Lucantoni, Peter. English as a second language. 3rd ed. Cambridge: Cambridge University Press, 2009.

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5

Lucantoni, Peter. English as a second language. 3rd ed. Cambridge: Cambridge University Press, 2009.

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6

Lucantoni, Peter. English as a second language. 3rd ed. Cambridge: Cambridge University Press, 2009.

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7

Maignant, Eugenia. English as a second language. Coconut Creek, FL: Educa Vision, 2003.

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8

Crane, Megan. English as a second language. New York: Warner Books, 2004.

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9

Samelson, William. English as a second language. 2nd ed. Laurel, MD: Elstreet Educational, 2007.

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10

University of Cambridge. Local Examinations Syndicate. International Examinations., ed. English as a second language. 3rd ed. Cambridge: Cambridge University Press, 2009.

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Частини книг з теми "200303 English as a Second Language"

1

Trudgill, Peter, and Jean Hannah. "Second-language varieties of English." In International English, 128–45. Sixth edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315192932-8.

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2

Murray, Denise E., and MaryAnn Christison. "Second Language Acquisition and Second Language Pedagogy." In What English Language Teachers Need to Know Volume I, 216–32. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-15.

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Arnold, Lisa R. "Weighing English." In Reconciling Translingualism and Second Language Writing, 189–98. New York ; Abingdon, Oxon : Routledge, 2021. | Series: ESL and applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9781003003786-20.

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4

Chacko, Elizabeth. "English as a Second Language." In Encyclopedia of Immigrant Health, 611–13. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_245.

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Gramley, Stephan, Vivian Gramley, and Kurt-Michael Pätzold. "English as a Second Language." In A Survey of Modern English, 335–66. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429300356-15.

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Davydova, Julia. "Language Ideologies, Language Policies, and English-Language Teaching in Russia." In Second Handbook of English Language Teaching, 135–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_10.

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Foote, Jennifer A., and Pavel Trofimovich. "Second language pronunciation learning." In The Routledge Handbook of Contemporary English Pronunciation, 75–90. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-6.

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Willis, Dave. "Conversational English: Teaching Spontaneity." In Second Language Learning and Teaching, 3–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_1.

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Connor, Ulla, Kristen Precht, and Thomas A. Upton. "Business English." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Eslami, Zohreh R. "Enhancing Your English Language Proficiency." In Second Language Learning and Teaching, 141–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_11.

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Тези доповідей конференцій з теми "200303 English as a Second Language"

1

Halatsyn, Kateryna, and Alla Feshchuk. "TEACHING ENGLISH AS A SECOND LANGUAGE (ESL)." In RICERCHE SCIENTIFICHE E METODI DELLA LORO REALIZZAZIONE: ESPERIENZA MONDIALE E REALTÀ DOMESTICHE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-14.05.2021.v2.14.

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2

Tariq, Junaid, Umar Nauman, and Muhammad Umair Naru. "α-Soft: An English Language OCR." In 2010 Second International Conference on Computer Engineering and Applications. IEEE, 2010. http://dx.doi.org/10.1109/iccea.2010.112.

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3

Xia, Meng Xuan, and Jackie Chi Kit Cheung. "Accurate Pinyin-English Codeswitched Language Identification." In Proceedings of the Second Workshop on Computational Approaches to Code Switching. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-5809.

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Kyle, Kristopher, Masaki Eguchi, Aaron Miller, and Theodore Sither. "A Dependency Treebank of Spoken Second Language English." In Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.bea-1.7.

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5

Zhao, Yuanyuan, Weiwei Sun, junjie cao, and Xiaojun Wan. "Semantic Parsing for English as a Second Language." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.606.

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6

Zhao, Yanmei. "Enlightenment of Second Language Acquisition from Language Thinking in English Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.68.

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7

Deng, Yun. "English Acquisition as Second Language by Two English Major Students in China." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.81.

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8

Afonina, Elena, Eleonora Chugunova, Marina Lukoyanova, and Nailya Batrova. "PROBLEMS OF ENGLISH AS A SECOND LANGUAGE STUDENTS’ MOTIVATION FOR LEARNING ENGLISH." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0548.

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9

Mustapha, Siti Maziha, and Fadhil Tahar M. Mahmoud. "Autonomous Learning Readiness and English Language Performance of English as a Foreign Language (EFL) Libyan Secondary School Students." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009060301090116.

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10

Lissar, H. P. "Computer training for english-as-a-second-language speakers." In the 17th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/73760.73822.

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Звіти організацій з теми "200303 English as a Second Language"

1

Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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2

Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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3

Rosenbaum, Harvey, Susan C. Stoddart, and Clifford P. Hahn. Evaluation of the Functional Pre-Basic-Training English-as-a-Second- Language Course. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada173908.

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4

Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

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5

Goldman, Susan R., and John Murray. Knowledge of Connectors as Cohesion in Text: A Comparative Study of Native English and ESL (English as a Second Language) Speakers. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada213269.

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6

O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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7

Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

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8

Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

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9

Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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10

Binford, Susan. Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6588.

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