Дисертації з теми "Second level students"
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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.
Повний текст джерелаThe purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.
The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.
In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.
McDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.
Повний текст джерелаKoptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.
Повний текст джерелаMatsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.
Повний текст джерелаYoung, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.
Повний текст джерелаOxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.
Повний текст джерелаMogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.
Повний текст джерелаKan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.
Повний текст джерелаGentry, Heather France. "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407569.
Повний текст джерелаTurner, Carolyn E. (Carolyn Elizabeth) 1951. "The underlying factor structure of L2 cloze test performance in francophone, university-level students : causal modeling as an approach to construct validation." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75848.
Повний текст джерелаKraft, Sharmila Sohl. "Second year teachers perceptions of induction program training and support and their level of teacher efficacy when working with diverse students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2515.
Повний текст джерелаPimsarn, Pratin. "The Reading and Writing Relationship: A Correlational Study of English as a Second Language Learners at the Collegiate Level." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331480/.
Повний текст джерелаKan, Mei, and 簡微. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL)learning activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38709156.
Повний текст джерелаBonemery, Anne M. "Influences on the retention of students from the first to the second semester of foreign language study at the community college level." Thesis, American International College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583475.
Повний текст джерелаStudies on the retention of students from one semester to another semester or one year to another year in foreign language study are scant in higher education. Furthermore, these studies are limited to research at four-year colleges and universities. This mixed methods study of first and second semester foreign language students at three community colleges in New England seeks to discover the factors that influence students to continue or not to continue to a second semester of foreign language study upon completion of the first at the two-year schools. Variables such as student gender, age, and race/ethnicity are explored to determine if they influence student decisions to continue to a second semester of foreign language study. Other variables, including curriculum design, teaching materials, and instructional strategies used in first semester foreign language classes, are investigated to determine if they are factors in student decisions to continue to a second semester of foreign language study at the community college level.
Colby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.
Повний текст джерелаDans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.
Louw, Alexander. "Examining the level of Empathy of second-year Bachelors of Social Work Students at a South African University making use of the Empathy Assessment Index." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30524.
Повний текст джерелаGreenfield, Roseanne. "A collaborative e-mail exchange for teaching English as a second language to intermediate-level ESL students : a case study in a Hong Kong secondary school." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30972.
Повний текст джерелаAbukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.
Повний текст джерелаBenson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.
Повний текст джерелаAli, Bader Nader. "The Influence of Computer Electronic Mail (CEM) on the Performance and Competence of Middle Level English as a Second Language (ESL) Students in the State of Kuwait." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27389.
Повний текст джерелаPh. D.
Riley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.
Повний текст джерелаPark, Heenam. "Second language reading the interrelationships among text adjuncts, students' proficiency levels and reading strategies /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011351.
Повний текст джерелаKreamalmeyer, Corbin. "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863416.
Повний текст джерелаEnglish second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.
Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.
Повний текст джерелаThis study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.
Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.
Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.
Dunn, Suzanna. "Validating the Vocabulary Levels Test with fourth and fifth graders to identify students at-risk in vocabulary development using a quasiexperimental single group design." Thesis, Argosy University/Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577320.
Повний текст джерелаThis quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year.
Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students.
Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.
Повний текст джерелаMhlongo, Goodfriday Johannes. "The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo." Thesis, North West University, 2014. http://hdl.handle.net/10394/13174.
Повний текст джерелаMA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014
Tutu, Ruth Dikeledi. "Difficulties experienced by African students with English textbooks at secondary level." Thesis, 2012. http://hdl.handle.net/10210/6452.
Повний текст джерелаThe language and learning problems experienced by the majority of African pupils at Secondary level are constantly in the public eye. The cause of many of these problems lies in the primary schOol system, where English is introduced as the language of learning from Grade 5 onwards. At this stage pupils are expected to learn a large volume of vocabulary to cope with all the subjects in English. This paper offers a framework for analysing language teaching issues and problems. It explores the relationship between education and the language of learning, language ability and cognitive skills, teaching styles, classroom materials and the learning process. Arising out of these investigations are a set of guidelines as to the major factors that affect the readability and comprehensibility of textbooks. The paper ends with a set of guiding principles for a language policy aimed at providing maximum learning opportunities for all children. The ultimate hope is that the suggested approach would in the long help in overcoming some of the century old frustrations and failures and contribute to the improvement and greater effectiveness of language teaching that we all strive to achieve.
Clement, Jeanette. "The impact of teaching explicit listening strategies to adult intermediate-- and advanced-level ESL university students." 2007. http://etd1.library.duq.edu/theses/available/etd-03282007-222301/.
Повний текст джерелаDemana, Ndishunwani Vincent. "A study of the English reading comprehension strategies utilised by level-one students at the University of Venda." Diss., 2017. http://hdl.handle.net/11602/710.
Повний текст джерелаDepartment of English
The purpose of this study was to investigate the English reading strategies utilised by level-one students at the University of Venda. The respondents in this study were three hundred and nine level-one students from various Schools in the University of Venda who were doing English Communication Skills (ECS) course in the 2016 academic year. The study adopted a mixed methods research design (quantitative and qualitative research approaches). Data were collected by means of a self-completion questionnaire of the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey. The researcher employed descriptive statistics to analyse frequency use of each reading strategy using frequency, percentage, mean, standard deviation, and usage level. Open-ended data were summarised by using grouping technique. The results of the study revealed that the participants in this study were, to a large extent, aware of what they were doing when reading as they reported utilising English reading strategies with different frequencies and with the high and moderate levels of reading strategy usage. The highest mean frequency with which the respondents used a given category of strategies when reading English academic materials was 3.98 (high) which was derived from the category of problem-solving strategies, while the category of support reading strategies and global reading strategies were reported being used with the relative mean of 3.79 (high) and 3.57 (high) respectively. The findings can be helpful to students in increasing their awareness of reading strategies while reading, improving their understanding of the reading process, and enhancing confidence in their own reading ability and to teachers and lecturers in helping their students learn to become constructively responsive and thoughtful readers, which will promote academic reading skills and ultimately enhance academic achievement.
"Attitudes and motivation in the learning of English by Chinese EFL students at the tertiary level." Chinese University of Hong Kong, 1989. http://library.cuhk.edu.hk/record=b5886171.
Повний текст джерелаKotecha, Piyushi. "Factors influencing the design and implementation of EAP content-based courses for second-language underprepared students at tertiary level : a Southern African perspective." Thesis, 1993. https://hdl.handle.net/10539/26358.
Повний текст джерелаThis study explores the factors which influence the design and implementation of EAP content-based courses for second language learners at tertiary level. It draws upon international experience in this area, information from a case study of an adjunct EAP, content-based engineering course at the University of the Witwatersrand and the experience of other EAP practitioners in Soutllern Africa. A set of key, comprehensive factors which affect the success and effectiveness of EAP content-based courses are identified.
Andrew Chakane 2019
Poto, Magdeline. "Perceptions of pupil nurses at their second year level towards clinical support at a private hospital in the Limpopo Province, South Africa." Diss., 2016. http://hdl.handle.net/10500/22056.
Повний текст джерелаHealth Studies
M.A. (Nursing Science)
Smith, Julien Clifford. "The teaching of second level calculus at South African technikons : a didactical analysis of specific learning problems." Diss., 1994. http://hdl.handle.net/10500/16069.
Повний текст джерелаCurriculum and Instructional Studies
M. Ed. (Didactics)
LIN, YA-HUI, and 林雅惠. "Acquisition Research of Taiwanese Learners of Japanese Language-from second half of lower intermediate to first half of upper intermediate levels of students-." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89685034587231789129.
Повний текст джерела東吳大學
日本語文學系
95
The research purpose of this thesis intends to give suggestions for the improvement of Japanese language teaching. This thesis focuses on Taiwan’s Japanese language learners’ difficulties, which are features on demonstratives acquisition、 acquisition orders and common acquisition process. The data are collected from interviews and Japanese learners’ compositions of lower intermediate to upper intermediate levels of students. Longitudinal study is applied in this research. Research findings from 17 data colleted : (1)Demonstratives common development orders are SO>KO>DO>A。 (2)Demonstratives easy learning order in composition is: context demonstratives “SO”> continue expression>character.feature>context demonstrative “KO”>idiomatic expression >context “A” (3)Usage order of demonstratives showed easily in conversation: idiomatic expression>site demonstratives>place demonstratives> character.feature> continue expression> direction demonstratives>level.quantity. (4)Spot test grades progress is not related directly with demonstratives application. (5)The Ratio of Correct and incorrect application of demonstratives is 92% to 8%. (6)This thesis proves language development’s U-shaped behavior Hypothesis. (7)Since Chinese language has two demonstratives of this and that, however, in Japanese language, on the contrary, has three demonstratives of「KO」、「SO」、「A」. This thesis mainly focuses on Japanese language learners of Taiwan, this study has no way to prove whether demonstratives use is affected by learners’ mother tongue or not. (8)Occurrence of Incorrect use of demonstratives among Taiwanese learners attaches no importance compare to incorrect use of nouns、verbs、and adjectives. (9)Twelve learners out of seventeen present obvious language acquisition mechanism.
Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.
Повний текст джерелаLinguistics and Modern Languages
M.A. (Applied Linguistics)
Barata, Rui Miguel Leitão. "Políticas de integração de alunos que têm o português como língua não materna Projeto de Intervenção Contributo para a integração dos alunos de PLNM no 1ºCiclo." Master's thesis, 2012. http://hdl.handle.net/10400.26/8764.
Повний текст джерелаThe changes in Portuguese society in recent decades, pose constant challenges to schools. In an additional effort, these institutions seek to make cultural diversity a factor of cohesion and integration. Increasingly PLNM3 is part of everyday life for some schools of our country and as such, the integration factor reveals itself not only as an agent of inclusion, as well as an agent of great influence on the educational success of students in which Portuguese is not their mother language. This research project seeks to meet an educational need, felt by the teaching staff of the horizontal group X, in what concerns the processes and mechanisms of integration of foreign students in elementary school. This project was conceived based on the analysis of questionnaires from teachers in school group X, as regards the integration of students, training and teaching practices at the level of PLNM. This assignment, seeks to suggest proposals for activities not only having in mind the integration of students who have PLNM, but also meet the education needs of teachers and teaching practices or other individual problems, identified from the diagnosis. It was decided, therefore, a methodology for design work of a qualitative nature, divided into two phases: the first stage of diagnosis, which consisted of a questionnaire to all teachers in the group and document analysis, the second phase, resulting from analysis of data collected through the diagnosis, made by creating a project that would allow to address the problems identified in the previous phase. After analyzing the results, it became crucial to design a project that would meet the initial question: What educational policies and activities should group X take, in order to integrate students who have PLNM?