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You searched for +publisher:"Victoria University of Wellington" +contributor:("Boers, Frank"). Showing records 1 – 10 of 10 total matches.

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Victoria University of Wellington

1. Richards, Munogaree. Do all students understand the same message? High school teachers' use of non-literal expressions.

Degree: 2017, Victoria University of Wellington

 Studies about neuro-typical, second language (L2) learners’ understanding of non-literal (e.g., metaphoric) expressions and its relationship to academic tasks are numerous. However, there are few… (more)

Subjects/Keywords: Figurative language; Asperger Syndrome; Comprehension; Teacher cognition; Metaphor; Irony; Language awareness; Reflective practice

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APA (6th Edition):

Richards, M. (2017). Do all students understand the same message? High school teachers' use of non-literal expressions. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6678

Chicago Manual of Style (16th Edition):

Richards, Munogaree. “Do all students understand the same message? High school teachers' use of non-literal expressions.” 2017. Masters Thesis, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/6678.

MLA Handbook (7th Edition):

Richards, Munogaree. “Do all students understand the same message? High school teachers' use of non-literal expressions.” 2017. Web. 08 Dec 2019.

Vancouver:

Richards M. Do all students understand the same message? High school teachers' use of non-literal expressions. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/6678.

Council of Science Editors:

Richards M. Do all students understand the same message? High school teachers' use of non-literal expressions. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6678


Victoria University of Wellington

2. Strong, Brian. Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning.

Degree: 2017, Victoria University of Wellington

 Although phrasal verbs are perhaps the most challenging type of verb phrase for L2 students to learn, only a handful of studies have looked into… (more)

Subjects/Keywords: Retrieval; Generation; Phrasal verbs; Errors; Error-free; Trial-and-error; Memory; Interference; Testing; Exercises

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APA (6th Edition):

Strong, B. (2017). Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6815

Chicago Manual of Style (16th Edition):

Strong, Brian. “Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/6815.

MLA Handbook (7th Edition):

Strong, Brian. “Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning.” 2017. Web. 08 Dec 2019.

Vancouver:

Strong B. Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/6815.

Council of Science Editors:

Strong B. Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6815


Victoria University of Wellington

3. Gharibi, Khadijeh. Incomplete Acquisition, Attrition and Maintenance of Heritage Speakers’ Family Language: Iranians in New Zealand.

Degree: 2016, Victoria University of Wellington

 This dissertation is composed of a quantitative investigation of Incomplete Heritage Language Acquisition and Attrition in heritage speakers’ vocabulary knowledge. This portion is followed by… (more)

Subjects/Keywords: Heritage speakers; Incomplete acquisition; Language attritions

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APA (6th Edition):

Gharibi, K. (2016). Incomplete Acquisition, Attrition and Maintenance of Heritage Speakers’ Family Language: Iranians in New Zealand. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5561

Chicago Manual of Style (16th Edition):

Gharibi, Khadijeh. “Incomplete Acquisition, Attrition and Maintenance of Heritage Speakers’ Family Language: Iranians in New Zealand.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/5561.

MLA Handbook (7th Edition):

Gharibi, Khadijeh. “Incomplete Acquisition, Attrition and Maintenance of Heritage Speakers’ Family Language: Iranians in New Zealand.” 2016. Web. 08 Dec 2019.

Vancouver:

Gharibi K. Incomplete Acquisition, Attrition and Maintenance of Heritage Speakers’ Family Language: Iranians in New Zealand. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/5561.

Council of Science Editors:

Gharibi K. Incomplete Acquisition, Attrition and Maintenance of Heritage Speakers’ Family Language: Iranians in New Zealand. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5561


Victoria University of Wellington

4. Vale, Mireille. Folk Definitions as a Model for Sign Language Dictionary Definitions: A User-Focused Study of the Online Dictionary of New Zealand Sign Language.

Degree: 2017, Victoria University of Wellington

 This thesis addresses the question whether signed definitions, made possible by advances in electronic lexicography, should be introduced to sign language dictionaries. The thesis comprises… (more)

Subjects/Keywords: Sign language; Lexicography; Folk definitions

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APA (6th Edition):

Vale, M. (2017). Folk Definitions as a Model for Sign Language Dictionary Definitions: A User-Focused Study of the Online Dictionary of New Zealand Sign Language. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6253

Chicago Manual of Style (16th Edition):

Vale, Mireille. “Folk Definitions as a Model for Sign Language Dictionary Definitions: A User-Focused Study of the Online Dictionary of New Zealand Sign Language.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/6253.

MLA Handbook (7th Edition):

Vale, Mireille. “Folk Definitions as a Model for Sign Language Dictionary Definitions: A User-Focused Study of the Online Dictionary of New Zealand Sign Language.” 2017. Web. 08 Dec 2019.

Vancouver:

Vale M. Folk Definitions as a Model for Sign Language Dictionary Definitions: A User-Focused Study of the Online Dictionary of New Zealand Sign Language. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/6253.

Council of Science Editors:

Vale M. Folk Definitions as a Model for Sign Language Dictionary Definitions: A User-Focused Study of the Online Dictionary of New Zealand Sign Language. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6253


Victoria University of Wellington

5. Nguyễn, Chí Đức. Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension.

Degree: 2017, Victoria University of Wellington

 This research project explores various factors that may influence the rate of incidental foreign/second language (L2) vocabulary acquisition from audio-visual materials, with a special focus… (more)

Subjects/Keywords: Incidental vocabulary uptake; Audio-visual input; Interaction; Pushed output; TED Talks

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APA (6th Edition):

Nguyễn, C. . (2017). Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6395

Chicago Manual of Style (16th Edition):

Nguyễn, Chí Đức. “Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/6395.

MLA Handbook (7th Edition):

Nguyễn, Chí Đức. “Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension.” 2017. Web. 08 Dec 2019.

Vancouver:

Nguyễn C. Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/6395.

Council of Science Editors:

Nguyễn C. Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6395

6. Hoàng, Đoan Hạ Thị. Metaphorical language in second language learners' essays: Products and processes.

Degree: 2015, Victoria University of Wellington

 This two-phase project investigated metaphorical language use in second language learners’ essays from both perspectives of products and processes. The first phase relied on text… (more)

Subjects/Keywords: Metaphorical language; Second language writing; Second language acquisition; Metaphor production; Metaphoricity; Metaphor processing; Writing proficiency; Phraseology; Cognitive linguistics

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APA (6th Edition):

Hoàng, . H. T. (2015). Metaphorical language in second language learners' essays: Products and processes. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4195

Chicago Manual of Style (16th Edition):

Hoàng, Đoan Hạ Thị. “Metaphorical language in second language learners' essays: Products and processes.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/4195.

MLA Handbook (7th Edition):

Hoàng, Đoan Hạ Thị. “Metaphorical language in second language learners' essays: Products and processes.” 2015. Web. 08 Dec 2019.

Vancouver:

Hoàng HT. Metaphorical language in second language learners' essays: Products and processes. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/4195.

Council of Science Editors:

Hoàng HT. Metaphorical language in second language learners' essays: Products and processes. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4195


Victoria University of Wellington

7. Bui, Thi Bich Thuy. Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners.

Degree: 2019, Victoria University of Wellington

 This classroom-based study was motivated by the call for effective pedagogical paths to help learners of English as a Foreign Language (EFL) acquire multiword expressions… (more)

Subjects/Keywords: Multiword expressions; Reading; Class-room based

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APA (6th Edition):

Bui, T. B. T. (2019). Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8270

Chicago Manual of Style (16th Edition):

Bui, Thi Bich Thuy. “Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners.” 2019. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/8270.

MLA Handbook (7th Edition):

Bui, Thi Bich Thuy. “Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners.” 2019. Web. 08 Dec 2019.

Vancouver:

Bui TBT. Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2019. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/8270.

Council of Science Editors:

Bui TBT. Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners. [Doctoral Dissertation]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8270

8. Tegge, Friederike Anna Gerda. Investigating song-based language teaching and its effect on lexical learning.

Degree: 2015, Victoria University of Wellington

 The present thesis addresses the following question: Can popular songs as they are currently used in second and foreign language classrooms benefit lexical learning? Lexical… (more)

Subjects/Keywords: Vocabulary; Second language acquisition; Song

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APA (6th Edition):

Tegge, F. A. G. (2015). Investigating song-based language teaching and its effect on lexical learning. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4577

Chicago Manual of Style (16th Edition):

Tegge, Friederike Anna Gerda. “Investigating song-based language teaching and its effect on lexical learning.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/4577.

MLA Handbook (7th Edition):

Tegge, Friederike Anna Gerda. “Investigating song-based language teaching and its effect on lexical learning.” 2015. Web. 08 Dec 2019.

Vancouver:

Tegge FAG. Investigating song-based language teaching and its effect on lexical learning. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/4577.

Council of Science Editors:

Tegge FAG. Investigating song-based language teaching and its effect on lexical learning. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4577

9. Manning, Shaun Justin. The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes.

Degree: 2014, Victoria University of Wellington

 The implementation of language learning tasks in EFL settings has been questioned for a number of reasons: limited use of L2, student overuse of a… (more)

Subjects/Keywords: Values clarification tasks; Classroom research; Task implementation

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APA (6th Edition):

Manning, S. J. (2014). The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3403

Chicago Manual of Style (16th Edition):

Manning, Shaun Justin. “The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes.” 2014. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/3403.

MLA Handbook (7th Edition):

Manning, Shaun Justin. “The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes.” 2014. Web. 08 Dec 2019.

Vancouver:

Manning SJ. The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2014. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/3403.

Council of Science Editors:

Manning SJ. The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes. [Doctoral Dissertation]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3403

10. Reid, Robin David. Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan.

Degree: 2015, Victoria University of Wellington

 Task-based learning and teaching (TBLT) has garnered growing interest from educators in EFL contexts around the world, particularly in East Asian classroom contexts such as… (more)

Subjects/Keywords: Theatre; Tasks; TBLT; Task-based learning and teaching

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APA (6th Edition):

Reid, R. D. (2015). Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4165

Chicago Manual of Style (16th Edition):

Reid, Robin David. “Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed December 08, 2019. http://hdl.handle.net/10063/4165.

MLA Handbook (7th Edition):

Reid, Robin David. “Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan.” 2015. Web. 08 Dec 2019.

Vancouver:

Reid RD. Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10063/4165.

Council of Science Editors:

Reid RD. Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4165

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