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You searched for +publisher:"University of Texas – Austin" +contributor:("Blyth, Carl S."). Showing records 1 – 19 of 19 total matches.

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University of Texas – Austin

1. Kim, Hoonmil 1971-. Writing, peer feedback, and revision : a comparison of l1 and l2 college freshmen with longitudinal analyses.

Degree: Foreign Language Education, 2012, University of Texas – Austin

 Peer feedback is one of the most popular and widely adopted methods used for writing instruction in both the L1 and L2 classrooms. Previous studies… (more)

Subjects/Keywords: Composition; Peer feedback; Revision; Second language

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APA (6th Edition):

Kim, H. 1. (2012). Writing, peer feedback, and revision : a comparison of l1 and l2 college freshmen with longitudinal analyses. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28468

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kim, Hoonmil 1971-. “Writing, peer feedback, and revision : a comparison of l1 and l2 college freshmen with longitudinal analyses.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/28468.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kim, Hoonmil 1971-. “Writing, peer feedback, and revision : a comparison of l1 and l2 college freshmen with longitudinal analyses.” 2012. Web. 21 Feb 2019.

Vancouver:

Kim H1. Writing, peer feedback, and revision : a comparison of l1 and l2 college freshmen with longitudinal analyses. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/28468.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim H1. Writing, peer feedback, and revision : a comparison of l1 and l2 college freshmen with longitudinal analyses. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/28468

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

2. -8792-725X. Let's grab coffee sometime! : enhancing pragmatic consciousness-raising tasks through metapragmatic discussions.

Degree: Foreign Language Education, 2015, University of Texas – Austin

 As perspectives on second language teaching and learning evolved throughout the decades, SLA specialists are reconsidering the traditional ways of teaching languages. Since languages are… (more)

Subjects/Keywords: Focus on language usage; Instructional pragmatics; Metapragmatic discussions; Pragmatic consciousness-raising tasks

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APA (6th Edition):

-8792-725X. (2015). Let's grab coffee sometime! : enhancing pragmatic consciousness-raising tasks through metapragmatic discussions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32342

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-8792-725X. “Let's grab coffee sometime! : enhancing pragmatic consciousness-raising tasks through metapragmatic discussions.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/32342.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-8792-725X. “Let's grab coffee sometime! : enhancing pragmatic consciousness-raising tasks through metapragmatic discussions.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8792-725X. Let's grab coffee sometime! : enhancing pragmatic consciousness-raising tasks through metapragmatic discussions. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/32342.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-8792-725X. Let's grab coffee sometime! : enhancing pragmatic consciousness-raising tasks through metapragmatic discussions. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32342

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

3. McBride, Adam Frank. The denasalization of French nasal vowels in liaison.

Degree: French and Italian, 2017, University of Texas – Austin

 Traditional descriptions have characterized nasal vowels in Northern Metropolitan French (NMF) as either maintaining nasality or denasalizing completely in position of liaison. However, while research… (more)

Subjects/Keywords: French; Phonetics; Phonology; Liaison; Nasality; Denasalization

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APA (6th Edition):

McBride, A. F. (2017). The denasalization of French nasal vowels in liaison. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McBride, Adam Frank. “The denasalization of French nasal vowels in liaison.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/62080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McBride, Adam Frank. “The denasalization of French nasal vowels in liaison.” 2017. Web. 21 Feb 2019.

Vancouver:

McBride AF. The denasalization of French nasal vowels in liaison. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/62080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McBride AF. The denasalization of French nasal vowels in liaison. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

4. Yang, Yi-Chun Christine. Recasts in the EFL classroom : a comparison of native and nonnative teachers.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 Recasting (i.e., corrective feedback in which the teacher paraphrases a learner's incorrect utterance without explicitly labeling it as erroneous) is a frequent phenomenon in classroom… (more)

Subjects/Keywords: Recasts; Recasting; Corrective feedback; Interaction; Teacher; Socio-cognitive factors

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APA (6th Edition):

Yang, Y. C. (2010). Recasts in the EFL classroom : a comparison of native and nonnative teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yang, Yi-Chun Christine. “Recasts in the EFL classroom : a comparison of native and nonnative teachers.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yang, Yi-Chun Christine. “Recasts in the EFL classroom : a comparison of native and nonnative teachers.” 2010. Web. 21 Feb 2019.

Vancouver:

Yang YC. Recasts in the EFL classroom : a comparison of native and nonnative teachers. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yang YC. Recasts in the EFL classroom : a comparison of native and nonnative teachers. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

5. Choi, Eunjeong. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This dissertation is a report of an investigation of intercultural communication and learning in online tandem exchanges between two groups of foreign language learners: college… (more)

Subjects/Keywords: Telecollaboration; Intercultural communication; Computer-mediated communication; Dyadic relationship; Perceptions of experiences; Language functions; Stancetaking; Peer feedback exchange; Discourse analysis; EFL learners; Learners of Korean as a heritage language

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APA (6th Edition):

Choi, E. (2016). Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Choi, Eunjeong. “Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/39248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Choi, Eunjeong. “Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.” 2016. Web. 21 Feb 2019.

Vancouver:

Choi E. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/39248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Choi E. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

6. -8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.

Degree: Foreign Language Education, 2018, University of Texas – Austin

 This study examines an asynchronous online intercultural exchange between Hindi language learners (the HLLs) in the United States and English language learners (the ELLs) in… (more)

Subjects/Keywords: Language education; Intercultural communication; Discourse analysis; Activity theory; Internet-mediated communication

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APA (6th Edition):

-8675-4660. (2018). Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63373

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-8675-4660. “Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63373.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-8675-4660. “Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.” 2018. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63373.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63373

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

7. Donohue-Bergeler, Devon Johanna. Is the drama worth it? : foreign language graduate student instructors’ experiences with drama-based pedagogy: Foreign language graduate student instructors’ experiences with drama-based pedagogy.

Degree: Foreign Language Education, 2018, University of Texas – Austin

 Required teacher training for graduate student instructors (GSIs) teaching in foreign language (FL) departments is often limited to a front-loaded, one-semester methods course that largely… (more)

Subjects/Keywords: Graduate student development; Drama-based pedagogy; German; Foreign language education; Multiliteracies; Teaching development; Qualitative; Grounded theory; Formative experiment

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APA (6th Edition):

Donohue-Bergeler, D. J. (2018). Is the drama worth it? : foreign language graduate student instructors’ experiences with drama-based pedagogy: Foreign language graduate student instructors’ experiences with drama-based pedagogy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Donohue-Bergeler, Devon Johanna. “Is the drama worth it? : foreign language graduate student instructors’ experiences with drama-based pedagogy: Foreign language graduate student instructors’ experiences with drama-based pedagogy.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/68080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Donohue-Bergeler, Devon Johanna. “Is the drama worth it? : foreign language graduate student instructors’ experiences with drama-based pedagogy: Foreign language graduate student instructors’ experiences with drama-based pedagogy.” 2018. Web. 21 Feb 2019.

Vancouver:

Donohue-Bergeler DJ. Is the drama worth it? : foreign language graduate student instructors’ experiences with drama-based pedagogy: Foreign language graduate student instructors’ experiences with drama-based pedagogy. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/68080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Donohue-Bergeler DJ. Is the drama worth it? : foreign language graduate student instructors’ experiences with drama-based pedagogy: Foreign language graduate student instructors’ experiences with drama-based pedagogy. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Park, Minjung. An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean.

Degree: Foreign Language Education, 2014, University of Texas – Austin

 This study investigates Korean and American students’ online discussion for intercultural learning in a class-to-class telecollaborative project from an ecological research perspective. The study addresses… (more)

Subjects/Keywords: Foreign language telecollaboration; Intercultural competence

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APA (6th Edition):

Park, M. (2014). An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Park, Minjung. “An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/26946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Park, Minjung. “An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean.” 2014. Web. 21 Feb 2019.

Vancouver:

Park M. An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/26946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Park M. An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Megharbi, Nora. The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction.

Degree: French and Italian, 2007, University of Texas – Austin

 The effect of grammar instruction on second language acquisition continues to be a source of debate in SLA research. Previous studies have shown that input-based… (more)

Subjects/Keywords: Second language acquisition; French language; English-speakers; Output-based instruction; Processing instruction; Perfective imperfective aspectual distinction; Grammar instruction

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APA (6th Edition):

Megharbi, N. (2007). The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/14640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Megharbi, Nora. “The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction.” 2007. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/14640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Megharbi, Nora. “The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction.” 2007. Web. 21 Feb 2019.

Vancouver:

Megharbi N. The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/14640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Megharbi N. The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/14640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Lemoine, Florence Marie. Using multimedia to teach French language and culture.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

 In order for the study of French to survive in American higher education, it will be necessary to adopt a pedagogy that motivates learners as… (more)

Subjects/Keywords: French language teaching; French movies; Authentic multimedia documents; French culture; Languaculture

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APA (6th Edition):

Lemoine, F. M. (2012). Using multimedia to teach French language and culture. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19912

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lemoine, Florence Marie. “Using multimedia to teach French language and culture.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/19912.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lemoine, Florence Marie. “Using multimedia to teach French language and culture.” 2012. Web. 21 Feb 2019.

Vancouver:

Lemoine FM. Using multimedia to teach French language and culture. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/19912.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lemoine FM. Using multimedia to teach French language and culture. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19912

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Cody, Karen. Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio.

Degree: French and Italian, 2003, University of Texas – Austin

 In this dissertation, I describe the ethnic identities reported by three generations of two families, one a Mexican American family in San Antonio, Texas, the… (more)

Subjects/Keywords: French language – Social aspects – Québec (Province); Spanish language – Social aspects – Texas – San Antonio; French-Canadians – Québec (Province) – Ethnic identity; Mexican Americans – Texas – San Antonio – Ethnic identity

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APA (6th Edition):

Cody, K. (2003). Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cody, Karen. “Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio.” 2003. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cody, Karen. “Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio.” 2003. Web. 21 Feb 2019.

Vancouver:

Cody K. Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio. [Internet] [Thesis]. University of Texas – Austin; 2003. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cody K. Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio. [Thesis]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Hirsh, Timothy William. Degrees of abstraction in French and English generic nouns : an analysis of word association tasks.

Degree: French and Italian, 2010, University of Texas – Austin

 In language, there exists a distinction between abstract words and concrete words. It can be said that abstract words refer to generic concepts, while concrete… (more)

Subjects/Keywords: French; English; Abstraction; Concreteness; Abstract nouns; Concrete nouns; Computer mediated communication

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APA (6th Edition):

Hirsh, T. W. (2010). Degrees of abstraction in French and English generic nouns : an analysis of word association tasks. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hirsh, Timothy William. “Degrees of abstraction in French and English generic nouns : an analysis of word association tasks.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hirsh, Timothy William. “Degrees of abstraction in French and English generic nouns : an analysis of word association tasks.” 2010. Web. 21 Feb 2019.

Vancouver:

Hirsh TW. Degrees of abstraction in French and English generic nouns : an analysis of word association tasks. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hirsh TW. Degrees of abstraction in French and English generic nouns : an analysis of word association tasks. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

13. Carbon, Susan Elizabeth. Conversational narrative: a meta-analysis of narrative analysis.

Degree: French and Italian, 2003, University of Texas – Austin

 This dissertation is a meta-analysis of the narrative analysis methodologies of Labov and Waletzky (1967), Labov (1972, 1997, 2001, 2002), Polanyi (1985) and Ochs and… (more)

Subjects/Keywords: Conversation analysis; Narration (Rhetoric)

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APA (6th Edition):

Carbon, S. E. (2003). Conversational narrative: a meta-analysis of narrative analysis. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carbon, Susan Elizabeth. “Conversational narrative: a meta-analysis of narrative analysis.” 2003. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carbon, Susan Elizabeth. “Conversational narrative: a meta-analysis of narrative analysis.” 2003. Web. 21 Feb 2019.

Vancouver:

Carbon SE. Conversational narrative: a meta-analysis of narrative analysis. [Internet] [Thesis]. University of Texas – Austin; 2003. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carbon SE. Conversational narrative: a meta-analysis of narrative analysis. [Thesis]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Shariat, Mehrak. Linguistic politeness in Medieval French.

Degree: French and Italian, 2012, University of Texas – Austin

 Thus far, politeness in Old and Middle French and in older languages in general has not been closely examined. This dissertation therefore presents a detailed… (more)

Subjects/Keywords: Linguistic politeness; Medieval French

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shariat, M. (2012). Linguistic politeness in Medieval French. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shariat, Mehrak. “Linguistic politeness in Medieval French.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/19591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shariat, Mehrak. “Linguistic politeness in Medieval French.” 2012. Web. 21 Feb 2019.

Vancouver:

Shariat M. Linguistic politeness in Medieval French. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/19591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shariat M. Linguistic politeness in Medieval French. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

15. Mak, King Tong. The dynamics of collocation: a corpus-based study of the phraseology and pragmatics of the introductory-it construction.

Degree: Curriculum and Instruction, 2005, University of Texas – Austin

 Through corpus linguistics, words are found to co-occur in regular patterns, and such collocational behavior turns out to be an essential aspect of meaning itself.… (more)

Subjects/Keywords: English language – Discourse analysis – Data processing; Collocation (Linguistics); Computational linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mak, K. T. (2005). The dynamics of collocation: a corpus-based study of the phraseology and pragmatics of the introductory-it construction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mak, King Tong. “The dynamics of collocation: a corpus-based study of the phraseology and pragmatics of the introductory-it construction.” 2005. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/1776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mak, King Tong. “The dynamics of collocation: a corpus-based study of the phraseology and pragmatics of the introductory-it construction.” 2005. Web. 21 Feb 2019.

Vancouver:

Mak KT. The dynamics of collocation: a corpus-based study of the phraseology and pragmatics of the introductory-it construction. [Internet] [Thesis]. University of Texas – Austin; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/1776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mak KT. The dynamics of collocation: a corpus-based study of the phraseology and pragmatics of the introductory-it construction. [Thesis]. University of Texas – Austin; 2005. Available from: http://hdl.handle.net/2152/1776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Hardy, Jacques Wilburn. An activity theory interpretation of university ESL students’ experiences of classroom group work.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 This study investigated the experiences of university-level ESL students engaged in classroom group projects. Using the lens of Activity Theory (Engeström, 1987, 2001; Leont’ev, 1976)… (more)

Subjects/Keywords: ESL; Group work; Activity theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hardy, J. W. (2011). An activity theory interpretation of university ESL students’ experiences of classroom group work. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hardy, Jacques Wilburn. “An activity theory interpretation of university ESL students’ experiences of classroom group work.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hardy, Jacques Wilburn. “An activity theory interpretation of university ESL students’ experiences of classroom group work.” 2011. Web. 21 Feb 2019.

Vancouver:

Hardy JW. An activity theory interpretation of university ESL students’ experiences of classroom group work. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hardy JW. An activity theory interpretation of university ESL students’ experiences of classroom group work. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Keating, Kelle Lyn. Le Centre culturel Aberdeen : minority Francophone discourses and social space.

Degree: French and Italian, 2011, University of Texas – Austin

 This study investigates Discourses of language use (Gee, 2005) in a community of artists and artistic promoters associated with the Centre culturel Aberdeen in Moncton,… (more)

Subjects/Keywords: Canadian French; Acadie; Discourse; Social space; Social actors; Linguistic marketplace; Digossia; Moncton; New Brunswick; Canada; Acadie

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APA (6th Edition):

Keating, K. L. (2011). Le Centre culturel Aberdeen : minority Francophone discourses and social space. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2919

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keating, Kelle Lyn. “Le Centre culturel Aberdeen : minority Francophone discourses and social space.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2919.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keating, Kelle Lyn. “Le Centre culturel Aberdeen : minority Francophone discourses and social space.” 2011. Web. 21 Feb 2019.

Vancouver:

Keating KL. Le Centre culturel Aberdeen : minority Francophone discourses and social space. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2919.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keating KL. Le Centre culturel Aberdeen : minority Francophone discourses and social space. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2919

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Adel, Shahla. Is all culture learning created equal : students' perceptions of Persian language and culture.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 This study explores how cultural inquiry was integrated into a third-year Persian class via printed texts, film, WebQuests and PowerPoint presentations, and how that cultural… (more)

Subjects/Keywords: Persian culture; Cultural inquiry; Cultural education; Foreign language education; Teaching culture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adel, S. (2010). Is all culture learning created equal : students' perceptions of Persian language and culture. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adel, Shahla. “Is all culture learning created equal : students' perceptions of Persian language and culture.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adel, Shahla. “Is all culture learning created equal : students' perceptions of Persian language and culture.” 2010. Web. 21 Feb 2019.

Vancouver:

Adel S. Is all culture learning created equal : students' perceptions of Persian language and culture. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adel S. Is all culture learning created equal : students' perceptions of Persian language and culture. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Burnett, Elizabeth Ann. Bourdieu’s linguistic market and the spread of French in protectorate Morocco.

Degree: French and Italian, 2012, University of Texas – Austin

 The French colonizer from 1912–1956 brought not only the French language to Morocco but also a colonial administration that reinforced divisions between various indigenous social… (more)

Subjects/Keywords: Bourdieu; Multilingualism; Morocco; Impact of French colonialism on language; Impact of education on language; Language dominance and dominant languages

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burnett, E. A. (2012). Bourdieu’s linguistic market and the spread of French in protectorate Morocco. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5244

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Burnett, Elizabeth Ann. “Bourdieu’s linguistic market and the spread of French in protectorate Morocco.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5244.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burnett, Elizabeth Ann. “Bourdieu’s linguistic market and the spread of French in protectorate Morocco.” 2012. Web. 21 Feb 2019.

Vancouver:

Burnett EA. Bourdieu’s linguistic market and the spread of French in protectorate Morocco. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5244.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burnett EA. Bourdieu’s linguistic market and the spread of French in protectorate Morocco. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5244

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.