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Degree: MA  Dept: Applied Linguistics

You searched for subject:( Accounting Study AND teaching Higher ). Showing records 1 – 30 of 57 total matches.

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Portland State University

1. Russell, Margo K. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students.

Degree: MA, Applied Linguistics, 2014, Portland State University

  Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching (Higher)  – Foreign speakers; Academic writing  – Study and teaching (Higher)  – Foreign speakers; English language  – Grammar  – Study and teaching (Higher)  – Foreign speakers; Applied Linguistics; First and Second Language Acquisition; Rhetoric and Composition

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APA (6th Edition):

Russell, M. K. (2014). A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2023

Chicago Manual of Style (16th Edition):

Russell, Margo K. “A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students.” 2014. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

MLA Handbook (7th Edition):

Russell, Margo K. “A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students.” 2014. Web. 22 Nov 2019.

Vancouver:

Russell MK. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. [Internet] [Masters thesis]. Portland State University; 2014. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2023.

Council of Science Editors:

Russell MK. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. [Masters Thesis]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2023


Portland State University

2. Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal <i>Would</i> in the Academic Writing of Advanced English Language Learners.

Degree: MA, Applied Linguistics, 2016, Portland State University

  As more international students who are not expert users of English come to the United States to study at university, the field of teaching(more)

Subjects/Keywords: English language  – Grammar  – Study and teaching (Higher)  – Foreign speakers; English language  – Rhetoric  – Study and teaching (Higher)  – Foreign speakers; Academic writing  – Study and teaching (Higher)  – Foreign speakers; Applied Linguistics; First and Second Language Acquisition; Rhetoric and Composition

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APA (6th Edition):

Bailey, A. (2016). The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal <i>Would</i> in the Academic Writing of Advanced English Language Learners. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3203

Chicago Manual of Style (16th Edition):

Bailey, Audrey. “The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal <i>Would</i> in the Academic Writing of Advanced English Language Learners.” 2016. Masters Thesis, Portland State University. Accessed November 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/3203.

MLA Handbook (7th Edition):

Bailey, Audrey. “The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal <i>Would</i> in the Academic Writing of Advanced English Language Learners.” 2016. Web. 22 Nov 2019.

Vancouver:

Bailey A. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal <i>Would</i> in the Academic Writing of Advanced English Language Learners. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Nov 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3203.

Council of Science Editors:

Bailey A. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal <i>Would</i> in the Academic Writing of Advanced English Language Learners. [Masters Thesis]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3203


Portland State University

3. Van Dan Acker, Sara Marie. The Role of Expectations on Nonnative English Speaking Students' Wrtiting.

Degree: MA, Applied Linguistics, 2013, Portland State University

  This study centered on the expectations of a non-native English-speaking undergraduate student and her teacher in a general education course at Portland State University… (more)

Subjects/Keywords: English language  – Study and teaching (Higher)  – Foreign speakers  – Evaluation; English language  – Composition and exercises  – Study and teaching (Higher)  – Foreign speakers  – Evaluation; Second language acquisition  – Research; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition

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APA (6th Edition):

Van Dan Acker, S. M. (2013). The Role of Expectations on Nonnative English Speaking Students' Wrtiting. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/1110

Chicago Manual of Style (16th Edition):

Van Dan Acker, Sara Marie. “The Role of Expectations on Nonnative English Speaking Students' Wrtiting.” 2013. Masters Thesis, Portland State University. Accessed November 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/1110.

MLA Handbook (7th Edition):

Van Dan Acker, Sara Marie. “The Role of Expectations on Nonnative English Speaking Students' Wrtiting.” 2013. Web. 22 Nov 2019.

Vancouver:

Van Dan Acker SM. The Role of Expectations on Nonnative English Speaking Students' Wrtiting. [Internet] [Masters thesis]. Portland State University; 2013. [cited 2019 Nov 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1110.

Council of Science Editors:

Van Dan Acker SM. The Role of Expectations on Nonnative English Speaking Students' Wrtiting. [Masters Thesis]. Portland State University; 2013. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1110


Portland State University

4. Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom.

Degree: MA, Applied Linguistics, 2016, Portland State University

  Despite the growing number of L2 studies examining digitally-mediated collaborative writing, the vast majority of these studies have focused on academic writing tasks. This… (more)

Subjects/Keywords: Creative writing (Higher education)  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Foreign speakers; Wikis (Computer science); Students  – Attitudes; Second language acquisition; Group work in education; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Elabdali, R. (2016). Wiki-based Collaborative Creative Writing in the ESL Classroom. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3378

Chicago Manual of Style (16th Edition):

Elabdali, Rima. “Wiki-based Collaborative Creative Writing in the ESL Classroom.” 2016. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3378.

MLA Handbook (7th Edition):

Elabdali, Rima. “Wiki-based Collaborative Creative Writing in the ESL Classroom.” 2016. Web. 22 Nov 2019.

Vancouver:

Elabdali R. Wiki-based Collaborative Creative Writing in the ESL Classroom. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3378.

Council of Science Editors:

Elabdali R. Wiki-based Collaborative Creative Writing in the ESL Classroom. [Masters Thesis]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3378


Portland State University

5. Pierce, Robert D. Phrasal verbs in academic lectures.

Degree: MA, Applied Linguistics, 1990, Portland State University

  Phrasal verbs are a pervasive and distinctly Germanic part of the spoken English language that has been alive for centuries. They have preceded American… (more)

Subjects/Keywords: English language  – Verb phrase; Lecture method in teaching; English language  – Study and teaching (Higher)  – Foreign speakers; Applied Linguistics

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APA (6th Edition):

Pierce, R. D. (1990). Phrasal verbs in academic lectures. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4140

Chicago Manual of Style (16th Edition):

Pierce, Robert D. “Phrasal verbs in academic lectures.” 1990. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4140.

MLA Handbook (7th Edition):

Pierce, Robert D. “Phrasal verbs in academic lectures.” 1990. Web. 22 Nov 2019.

Vancouver:

Pierce RD. Phrasal verbs in academic lectures. [Internet] [Masters thesis]. Portland State University; 1990. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4140.

Council of Science Editors:

Pierce RD. Phrasal verbs in academic lectures. [Masters Thesis]. Portland State University; 1990. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4140


Portland State University

6. Dunn, Linda Carol Andrews. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University.

Degree: MA, Applied Linguistics, 1990, Portland State University

  Many programs exist across the United States to prepare non-native English speaking students for academic work. The effectiveness of these programs has been the… (more)

Subjects/Keywords: Portland State University; English language  – Study and teaching (Higher)  – Oregon  – Portland  – Foreign speakers; English language  – Study and teaching (Higher)  – Oregon  – Portland  – Evaluation; Academic achievement  – Oregon  – Portland; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Dunn, L. C. A. (1990). An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3969

Chicago Manual of Style (16th Edition):

Dunn, Linda Carol Andrews. “An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University.” 1990. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3969.

MLA Handbook (7th Edition):

Dunn, Linda Carol Andrews. “An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University.” 1990. Web. 22 Nov 2019.

Vancouver:

Dunn LCA. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. [Internet] [Masters thesis]. Portland State University; 1990. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3969.

Council of Science Editors:

Dunn LCA. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. [Masters Thesis]. Portland State University; 1990. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3969


Portland State University

7. Ragsdale, Ronald Andrew. Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session.

Degree: MA, Applied Linguistics, 1993, Portland State University

  All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity… (more)

Subjects/Keywords: English language  – Study and teaching (Higher)  – Foreign speakers; Foreign Students  – Attitudes; College teachers  – Attitudes; Applied Linguistics; Language and Literacy Education

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APA (6th Edition):

Ragsdale, R. A. (1993). Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3567

Chicago Manual of Style (16th Edition):

Ragsdale, Ronald Andrew. “Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session.” 1993. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3567.

MLA Handbook (7th Edition):

Ragsdale, Ronald Andrew. “Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session.” 1993. Web. 22 Nov 2019.

Vancouver:

Ragsdale RA. Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session. [Internet] [Masters thesis]. Portland State University; 1993. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3567.

Council of Science Editors:

Ragsdale RA. Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session. [Masters Thesis]. Portland State University; 1993. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3567


Portland State University

8. Lindenmeyer, Susan. Study of referential and display questions and their responses in adult ESL reading classes.

Degree: MA, Applied Linguistics, 1990, Portland State University

  The technique of asking questions in the classroom has prevailed in first language classes for many years. This teaching technique has also been widely… (more)

Subjects/Keywords: Questioning; English language  – Study and teaching (Higher)  – Foreign speakers; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Lindenmeyer, S. (1990). Study of referential and display questions and their responses in adult ESL reading classes. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4070

Chicago Manual of Style (16th Edition):

Lindenmeyer, Susan. “Study of referential and display questions and their responses in adult ESL reading classes.” 1990. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4070.

MLA Handbook (7th Edition):

Lindenmeyer, Susan. “Study of referential and display questions and their responses in adult ESL reading classes.” 1990. Web. 22 Nov 2019.

Vancouver:

Lindenmeyer S. Study of referential and display questions and their responses in adult ESL reading classes. [Internet] [Masters thesis]. Portland State University; 1990. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4070.

Council of Science Editors:

Lindenmeyer S. Study of referential and display questions and their responses in adult ESL reading classes. [Masters Thesis]. Portland State University; 1990. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4070

9. Roos, Lyndsey. The Cognitive Development of Expertise in an ESL Teacher: A Case Study.

Degree: MA, Applied Linguistics, 2015, Portland State University

  This case study investigated how an English as a Second Language (ESL) teacher's cognition has both changed and stayed constant over a period of… (more)

Subjects/Keywords: English teachers  – Training of  – Case studies; English teachers  – Self-rating of  – Case studies; English language  – Study and teaching (Higher)  – Foreign speakers; Higher Education and Teaching

teaching experience were examined and analyzed. Case study research has been shown to have great… …study is a senior IELP instructor who started teaching ESL in the U.S. in 1997. She started… …CHAPTER 1: INTRODUCTION The purpose of this study is to add to the body of research on… …teacher cognition by conducting a qualitative case study of an academic English as a Second… …approximately two-thirds of teachers will change their conceptual views of teaching over the course of… 

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APA (6th Edition):

Roos, L. (2015). The Cognitive Development of Expertise in an ESL Teacher: A Case Study. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2395

Chicago Manual of Style (16th Edition):

Roos, Lyndsey. “The Cognitive Development of Expertise in an ESL Teacher: A Case Study.” 2015. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/2395.

MLA Handbook (7th Edition):

Roos, Lyndsey. “The Cognitive Development of Expertise in an ESL Teacher: A Case Study.” 2015. Web. 22 Nov 2019.

Vancouver:

Roos L. The Cognitive Development of Expertise in an ESL Teacher: A Case Study. [Internet] [Masters thesis]. Portland State University; 2015. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2395.

Council of Science Editors:

Roos L. The Cognitive Development of Expertise in an ESL Teacher: A Case Study. [Masters Thesis]. Portland State University; 2015. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2395


Portland State University

10. Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals.

Degree: MA, Applied Linguistics, 2011, Portland State University

  The primary focus of this research was to investigate the emotion language and emotion narratives of Turkish-English late bilinguals who have been living in… (more)

Subjects/Keywords: Late bilinguals; Emotion words; Labovian narrative; Turkish language  – Study and teaching  – English speakers; English language  – Study and teaching  – Turkish speakers; Language and emotions  – Study and teaching; Bilingualism

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APA (6th Edition):

Yücel Koç, M. (2011). Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/208

Chicago Manual of Style (16th Edition):

Yücel Koç, Melike. “Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals.” 2011. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/208.

MLA Handbook (7th Edition):

Yücel Koç, Melike. “Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals.” 2011. Web. 22 Nov 2019.

Vancouver:

Yücel Koç M. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/208.

Council of Science Editors:

Yücel Koç M. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. [Masters Thesis]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/208


Portland State University

11. Park, Micah William. Teaching Intonation Patterns through Reading Aloud.

Degree: MA, Applied Linguistics, 2011, Portland State University

  This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after… (more)

Subjects/Keywords: Language and languages  – Study and teaching  – Methodology; English language  – Study and teaching  – Asian speakers; Intonation (Phonetics)  – Study and teaching  – Asian speakers; Oral reading

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APA (6th Edition):

Park, M. W. (2011). Teaching Intonation Patterns through Reading Aloud. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/267

Chicago Manual of Style (16th Edition):

Park, Micah William. “Teaching Intonation Patterns through Reading Aloud.” 2011. Masters Thesis, Portland State University. Accessed November 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/267.

MLA Handbook (7th Edition):

Park, Micah William. “Teaching Intonation Patterns through Reading Aloud.” 2011. Web. 22 Nov 2019.

Vancouver:

Park MW. Teaching Intonation Patterns through Reading Aloud. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Nov 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/267.

Council of Science Editors:

Park MW. Teaching Intonation Patterns through Reading Aloud. [Masters Thesis]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/267

12. Carrigan, Abigail Bennett. "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class.

Degree: MA, Applied Linguistics, 2016, Portland State University

  To determine learner attitudes toward an alternative assessment, additional washback effects, and possible relationships between cultures of learning and learner attitudes, a mixed methods… (more)

Subjects/Keywords: Educational tests and measurements; English language  – Ability testing; Foreign students  – Attitudes; English language  – Study and teaching (Higher)  – Foreign speakers; Academic language  – Study and teaching (Higher)  – Foreign speakers; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

…relevance teachers’ attitudes toward an assessment had in this washback study on teaching… …Consequently, I grew up with poor study habits. During the course of my graduate studies, I was… …teaching to prepare learners for practical language use in an increasingly globalized world (… …560). For the purpose of this study, alternative assessment will be used to describe… …American systems was different from their home-country. Students were surprised by a higher… 

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APA (6th Edition):

Carrigan, A. B. (2016). "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/2994

Chicago Manual of Style (16th Edition):

Carrigan, Abigail Bennett. “"That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class.” 2016. Masters Thesis, Portland State University. Accessed November 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/2994.

MLA Handbook (7th Edition):

Carrigan, Abigail Bennett. “"That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class.” 2016. Web. 22 Nov 2019.

Vancouver:

Carrigan AB. "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Nov 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/2994.

Council of Science Editors:

Carrigan AB. "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class. [Masters Thesis]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/2994

13. Dodson, Eric Dean. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom.

Degree: MA, Applied Linguistics, 2014, Portland State University

  This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order… (more)

Subjects/Keywords: English language  – Study and teaching (Higher)  – Foreign speakers  – Case studies; Vocabulary  – Study and teaching (Higher)  – Case studies; Vocabulary  – Word frequency  – Case studies; Second language acquisition  – Case studies; Applied Linguistics; First and Second Language Acquisition

…95 5.2 Implications for EAP teaching… …x29;. Students in many EAP programs study AWL items, either as part of their classes, or as… …self-study. However, the focused study of new words using 2 dictionaries, vocabulary… …students tackle the demands of academic vocabulary study, primarily through my experience… …who began to study the AWL were already familiar with some of the words or word families in… 

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APA (6th Edition):

Dodson, E. D. (2014). Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1639

Chicago Manual of Style (16th Edition):

Dodson, Eric Dean. “Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom.” 2014. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1639.

MLA Handbook (7th Edition):

Dodson, Eric Dean. “Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom.” 2014. Web. 22 Nov 2019.

Vancouver:

Dodson ED. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. [Internet] [Masters thesis]. Portland State University; 2014. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1639.

Council of Science Editors:

Dodson ED. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. [Masters Thesis]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1639

14. Hutter, Jo-Anne. A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics.

Degree: MA, Applied Linguistics, 2015, Portland State University

  Previous research has established the importance of the nouns and noun modification in academic writing because of their commonness and complexity. However, little is… (more)

Subjects/Keywords: Academic writing  – Study and teaching (Graduate)  – Research; English language  – Grammar  – Study and teaching (Graduate)  – Research; Corpora (Linguistics)  – Research; Grammar; Comparative and general  – Noun  – Research; Higher Education; Rhetoric and Composition; Technical and Professional Writing

…x28;2015), with marks for the current study… …students learning English for entry to university study, I have noticed that my students often… …1999). More specifically, in my program of study, the MA TESOL program at Portland State… …1999, pp. 14, 41-4). 1.2 The Current Study While previous research has described the… …role of macro-structure and sections. This study will investigate the use of noun… 

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APA (6th Edition):

Hutter, J. (2015). A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2211

Chicago Manual of Style (16th Edition):

Hutter, Jo-Anne. “A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics.” 2015. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/2211.

MLA Handbook (7th Edition):

Hutter, Jo-Anne. “A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics.” 2015. Web. 22 Nov 2019.

Vancouver:

Hutter J. A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics. [Internet] [Masters thesis]. Portland State University; 2015. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2211.

Council of Science Editors:

Hutter J. A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics. [Masters Thesis]. Portland State University; 2015. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2211


Portland State University

15. Crosby, Christiane Fleur. L1 Influence on L2 Intonation in Russian Speakers of English.

Degree: MA, Applied Linguistics, 2013, Portland State University

  This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six… (more)

Subjects/Keywords: English language  – Study and teaching  – Russian speakers  – Longitudinal studies; Adult education  – Study and teaching  – Longitudinal studies; English language  – Intonation  – Study and teaching  – Longitudinal studies; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Crosby, C. F. (2013). L1 Influence on L2 Intonation in Russian Speakers of English. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1070

Chicago Manual of Style (16th Edition):

Crosby, Christiane Fleur. “L1 Influence on L2 Intonation in Russian Speakers of English.” 2013. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1070.

MLA Handbook (7th Edition):

Crosby, Christiane Fleur. “L1 Influence on L2 Intonation in Russian Speakers of English.” 2013. Web. 22 Nov 2019.

Vancouver:

Crosby CF. L1 Influence on L2 Intonation in Russian Speakers of English. [Internet] [Masters thesis]. Portland State University; 2013. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1070.

Council of Science Editors:

Crosby CF. L1 Influence on L2 Intonation in Russian Speakers of English. [Masters Thesis]. Portland State University; 2013. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1070


Portland State University

16. Amburgey, Brent Harrison. Informal Learning Choices of Japanese ESL Students in the United States.

Degree: MA, Applied Linguistics, 2012, Portland State University

  This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the… (more)

Subjects/Keywords: ESL; Beliefs; Japanese; English language  – Study and teaching  – Foreign speakers; Language and languages  – Study and teaching; Non-formal education; Second language acquisition

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APA (6th Edition):

Amburgey, B. H. (2012). Informal Learning Choices of Japanese ESL Students in the United States. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/755

Chicago Manual of Style (16th Edition):

Amburgey, Brent Harrison. “Informal Learning Choices of Japanese ESL Students in the United States.” 2012. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/755.

MLA Handbook (7th Edition):

Amburgey, Brent Harrison. “Informal Learning Choices of Japanese ESL Students in the United States.” 2012. Web. 22 Nov 2019.

Vancouver:

Amburgey BH. Informal Learning Choices of Japanese ESL Students in the United States. [Internet] [Masters thesis]. Portland State University; 2012. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/755.

Council of Science Editors:

Amburgey BH. Informal Learning Choices of Japanese ESL Students in the United States. [Masters Thesis]. Portland State University; 2012. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/755


Portland State University

17. Aleeva, Daria. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners.

Degree: MA, Applied Linguistics, 2012, Portland State University

  This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a… (more)

Subjects/Keywords: Negative transfer; Writing; English as a second language; Heritage language speakers; Second language acquisition  – Study and teaching; Russian language  – Rhetoric  – Study and teaching  – United States

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APA (6th Edition):

Aleeva, D. (2012). Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/507

Chicago Manual of Style (16th Edition):

Aleeva, Daria. “Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners.” 2012. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/507.

MLA Handbook (7th Edition):

Aleeva, Daria. “Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners.” 2012. Web. 22 Nov 2019.

Vancouver:

Aleeva D. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. [Internet] [Masters thesis]. Portland State University; 2012. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/507.

Council of Science Editors:

Aleeva D. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. [Masters Thesis]. Portland State University; 2012. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/507


Portland State University

18. Sowers, Andrew Michael. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition.

Degree: MA, Applied Linguistics, 2017, Portland State University

  Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known… (more)

Subjects/Keywords: Cognate words; Vocabulary  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Foreign speakers; Japanese students; Second language acquisition; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Sowers, A. M. (2017). Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3970

Chicago Manual of Style (16th Edition):

Sowers, Andrew Michael. “Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition.” 2017. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3970.

MLA Handbook (7th Edition):

Sowers, Andrew Michael. “Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition.” 2017. Web. 22 Nov 2019.

Vancouver:

Sowers AM. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition. [Internet] [Masters thesis]. Portland State University; 2017. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3970.

Council of Science Editors:

Sowers AM. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition. [Masters Thesis]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3970


Portland State University

19. Caruso, Gina Christina. The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development.

Degree: MA, Applied Linguistics, 2014, Portland State University

  Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on… (more)

Subjects/Keywords: Wikis (Computer science); English language  – Writing  – Study and teaching  – Computer-assisted instruction  – Case studies; Second language acquisition  – Study and teaching  – Computer-assisted instruction  – Case studies; First and Second Language Acquisition

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APA (6th Edition):

Caruso, G. C. (2014). The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2004

Chicago Manual of Style (16th Edition):

Caruso, Gina Christina. “The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development.” 2014. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/2004.

MLA Handbook (7th Edition):

Caruso, Gina Christina. “The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development.” 2014. Web. 22 Nov 2019.

Vancouver:

Caruso GC. The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development. [Internet] [Masters thesis]. Portland State University; 2014. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2004.

Council of Science Editors:

Caruso GC. The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development. [Masters Thesis]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2004


Portland State University

20. Fernandez, Gustavo Javier. A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play.

Degree: MA, Applied Linguistics, 2010, Portland State University

  The present study analyzed the language in the script of the bilingual play Mi Vida Gitana `My Gypsy Life' (Malán, 2006) in order to… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Code switching (Linguistics); Spanish language  – Discourse analysis

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APA (6th Edition):

Fernandez, G. J. (2010). A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/397

Chicago Manual of Style (16th Edition):

Fernandez, Gustavo Javier. “A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play.” 2010. Masters Thesis, Portland State University. Accessed November 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/397.

MLA Handbook (7th Edition):

Fernandez, Gustavo Javier. “A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play.” 2010. Web. 22 Nov 2019.

Vancouver:

Fernandez GJ. A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2019 Nov 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/397.

Council of Science Editors:

Fernandez GJ. A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play. [Masters Thesis]. Portland State University; 2010. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/397


Portland State University

21. Jones, Adam. Emerging Lexical Organization from Intentional Vocabulary Learning.

Degree: MA, Applied Linguistics, 2014, Portland State University

  The role that vocabulary learning plays in second language acquisition has been receiving increased attention from both teachers and researchers. However, there is still… (more)

Subjects/Keywords: Second language acquisition; Vocabulary  – Study and teaching  – Foreign speakers; First and Second Language Acquisition

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APA (6th Edition):

Jones, A. (2014). Emerging Lexical Organization from Intentional Vocabulary Learning. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1949

Chicago Manual of Style (16th Edition):

Jones, Adam. “Emerging Lexical Organization from Intentional Vocabulary Learning.” 2014. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1949.

MLA Handbook (7th Edition):

Jones, Adam. “Emerging Lexical Organization from Intentional Vocabulary Learning.” 2014. Web. 22 Nov 2019.

Vancouver:

Jones A. Emerging Lexical Organization from Intentional Vocabulary Learning. [Internet] [Masters thesis]. Portland State University; 2014. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1949.

Council of Science Editors:

Jones A. Emerging Lexical Organization from Intentional Vocabulary Learning. [Masters Thesis]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1949


Portland State University

22. Huang, Ching-chih Christine. The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students.

Degree: MA, Applied Linguistics, 1992, Portland State University

  For Chinese EFL learners, the skill of vocabulary learning is one of the most essential elements in their English learning process. Many Chinese students… (more)

Subjects/Keywords: Word recognition  – Study and teaching; Vocabulary  – Study and teaching; English language  – Graphemics; English language  – Study and teaching  – Chinese speakers; Applied Linguistics

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APA (6th Edition):

Huang, C. C. (1992). The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4324

Chicago Manual of Style (16th Edition):

Huang, Ching-chih Christine. “The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students.” 1992. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4324.

MLA Handbook (7th Edition):

Huang, Ching-chih Christine. “The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students.” 1992. Web. 22 Nov 2019.

Vancouver:

Huang CC. The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students. [Internet] [Masters thesis]. Portland State University; 1992. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4324.

Council of Science Editors:

Huang CC. The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students. [Masters Thesis]. Portland State University; 1992. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4324


Portland State University

23. DuBois, Kristi Allyn. The importance of phonological practice and other strategies for vocabulary recall and comprehension.

Degree: MA, Applied Linguistics, 1991, Portland State University

  This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related… (more)

Subjects/Keywords: Vocabulary  – Study and teaching; Word recognition  – Study and teaching; English language  – Study and teaching  – Foreign speakers; Applied Linguistics

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APA (6th Edition):

DuBois, K. A. (1991). The importance of phonological practice and other strategies for vocabulary recall and comprehension. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4275

Chicago Manual of Style (16th Edition):

DuBois, Kristi Allyn. “The importance of phonological practice and other strategies for vocabulary recall and comprehension.” 1991. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4275.

MLA Handbook (7th Edition):

DuBois, Kristi Allyn. “The importance of phonological practice and other strategies for vocabulary recall and comprehension.” 1991. Web. 22 Nov 2019.

Vancouver:

DuBois KA. The importance of phonological practice and other strategies for vocabulary recall and comprehension. [Internet] [Masters thesis]. Portland State University; 1991. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4275.

Council of Science Editors:

DuBois KA. The importance of phonological practice and other strategies for vocabulary recall and comprehension. [Masters Thesis]. Portland State University; 1991. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4275


Portland State University

24. Bergmann, Dennis L. Metaphoric extension as a basis for vocabulary teaching in English as a second language.

Degree: MA, Applied Linguistics, 1991, Portland State University

  This thesis addresses the problem of teaching and learning vocabulary in English as a Second Language (ESL), and proposes that a vocabulary based on… (more)

Subjects/Keywords: Vocabulary  – Study and teaching; Metaphor  – Study and teaching; English language  – Study and teaching  – Foreign speakers; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Bergmann, D. L. (1991). Metaphoric extension as a basis for vocabulary teaching in English as a second language. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4209

Chicago Manual of Style (16th Edition):

Bergmann, Dennis L. “Metaphoric extension as a basis for vocabulary teaching in English as a second language.” 1991. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4209.

MLA Handbook (7th Edition):

Bergmann, Dennis L. “Metaphoric extension as a basis for vocabulary teaching in English as a second language.” 1991. Web. 22 Nov 2019.

Vancouver:

Bergmann DL. Metaphoric extension as a basis for vocabulary teaching in English as a second language. [Internet] [Masters thesis]. Portland State University; 1991. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4209.

Council of Science Editors:

Bergmann DL. Metaphoric extension as a basis for vocabulary teaching in English as a second language. [Masters Thesis]. Portland State University; 1991. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4209


Portland State University

25. Juveland, Sara Racheal. Foreign Language Students' Beliefs about Homestays.

Degree: MA, Applied Linguistics, 2011, Portland State University

  Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the… (more)

Subjects/Keywords: Homestay; Student beliefs; Housing abroad; Language and languages  – Study and teaching  – Foreign speakers; Foreign study  – Research; Host families of foreign students; College students  – Attitudes

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APA (6th Edition):

Juveland, S. R. (2011). Foreign Language Students' Beliefs about Homestays. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/289

Chicago Manual of Style (16th Edition):

Juveland, Sara Racheal. “Foreign Language Students' Beliefs about Homestays.” 2011. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/289.

MLA Handbook (7th Edition):

Juveland, Sara Racheal. “Foreign Language Students' Beliefs about Homestays.” 2011. Web. 22 Nov 2019.

Vancouver:

Juveland SR. Foreign Language Students' Beliefs about Homestays. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/289.

Council of Science Editors:

Juveland SR. Foreign Language Students' Beliefs about Homestays. [Masters Thesis]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/289


Portland State University

26. Perea-Hernandez, Jose Luis. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment.

Degree: MA, Applied Linguistics, 2010, Portland State University

  An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers  – Evaluation; Language and languages  – Ability testing; Second language acquisition  – Ability testing

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APA (6th Edition):

Perea-Hernandez, J. L. (2010). Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/436

Chicago Manual of Style (16th Edition):

Perea-Hernandez, Jose Luis. “Teacher Evaluation of Item Formats for an English Language Proficiency Assessment.” 2010. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/436.

MLA Handbook (7th Edition):

Perea-Hernandez, Jose Luis. “Teacher Evaluation of Item Formats for an English Language Proficiency Assessment.” 2010. Web. 22 Nov 2019.

Vancouver:

Perea-Hernandez JL. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/436.

Council of Science Editors:

Perea-Hernandez JL. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. [Masters Thesis]. Portland State University; 2010. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/436


Portland State University

27. Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation.

Degree: MA, Applied Linguistics, 2011, Portland State University

  The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985),… (more)

Subjects/Keywords: Late Learners; Self-Determination Theory; Japanese language  – Study and teaching  – English speakers; Second language acquisition; Motivation in education; Japanese language  – Pronunciation

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APA (6th Edition):

Guinn-Collins, S. (2011). Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/191

Chicago Manual of Style (16th Edition):

Guinn-Collins, Shannon. “Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation.” 2011. Masters Thesis, Portland State University. Accessed November 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/191.

MLA Handbook (7th Edition):

Guinn-Collins, Shannon. “Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation.” 2011. Web. 22 Nov 2019.

Vancouver:

Guinn-Collins S. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Nov 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/191.

Council of Science Editors:

Guinn-Collins S. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. [Masters Thesis]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/191


Portland State University

28. Moe, Cailey Catherine. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America.

Degree: MA, Applied Linguistics, 2017, Portland State University

  Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Identity (Psychology); Multilingualism; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Moe, C. C. (2017). Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4059

Chicago Manual of Style (16th Edition):

Moe, Cailey Catherine. “Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America.” 2017. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4059.

MLA Handbook (7th Edition):

Moe, Cailey Catherine. “Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America.” 2017. Web. 22 Nov 2019.

Vancouver:

Moe CC. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. [Internet] [Masters thesis]. Portland State University; 2017. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4059.

Council of Science Editors:

Moe CC. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. [Masters Thesis]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4059


Portland State University

29. Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction.

Degree: MA, Applied Linguistics, 1988, Portland State University

  Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go… (more)

Subjects/Keywords: English language  – Study and teaching  – China; English language  – Study and teaching  – Chinese speakers; English language  – Study and teaching  – United States  – Foreign speakers; Reading; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Wang, C. (1988). A comparative study of Chinese EFL reading instruction and American ESL reading instruction. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3861

Chicago Manual of Style (16th Edition):

Wang, Changhua. “A comparative study of Chinese EFL reading instruction and American ESL reading instruction.” 1988. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

MLA Handbook (7th Edition):

Wang, Changhua. “A comparative study of Chinese EFL reading instruction and American ESL reading instruction.” 1988. Web. 22 Nov 2019.

Vancouver:

Wang C. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. [Internet] [Masters thesis]. Portland State University; 1988. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3861.

Council of Science Editors:

Wang C. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. [Masters Thesis]. Portland State University; 1988. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3861


Portland State University

30. Yoo, Soyung. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach.

Degree: MA, Applied Linguistics, 2013, Portland State University

  This study analyzed hypothetical would-clauses presented in Korean high school English textbooks from two perspectives: real language use and Focus on Form approach. Initiated… (more)

Subjects/Keywords: English language  – Study and teaching  – Korean speakers; English language  – Textbooks for foreign speakers  – Korean; Corpora (Linguistics); English language  – Discourse analysis.; Bilingual, Multilingual, and Multicultural Education; International and Comparative Education

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

APA (6th Edition):

Yoo, S. (2013). Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/911

Chicago Manual of Style (16th Edition):

Yoo, Soyung. “Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach.” 2013. Masters Thesis, Portland State University. Accessed November 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/911.

MLA Handbook (7th Edition):

Yoo, Soyung. “Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach.” 2013. Web. 22 Nov 2019.

Vancouver:

Yoo S. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. [Internet] [Masters thesis]. Portland State University; 2013. [cited 2019 Nov 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/911.

Council of Science Editors:

Yoo S. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. [Masters Thesis]. Portland State University; 2013. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/911

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