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You searched for subject:( French as a Second Language FSL ). Showing records 1 – 30 of 86791 total matches.

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University of Toronto

1. Biggar, Beverley. French as a Second Language: A Publisher's Perspective.

Degree: 2010, University of Toronto

This study examines French-as-a-second-language (FSL) learning in Canada through the lens of an educational publisher. The fields of language and policy planning, second language learning,… (more)

Subjects/Keywords: French as a second language; education stakeholders; FSL; education stakeholders; 0282

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APA (6th Edition):

Biggar, B. (2010). French as a Second Language: A Publisher's Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24223

Chicago Manual of Style (16th Edition):

Biggar, Beverley. “French as a Second Language: A Publisher's Perspective.” 2010. Masters Thesis, University of Toronto. Accessed November 17, 2019. http://hdl.handle.net/1807/24223.

MLA Handbook (7th Edition):

Biggar, Beverley. “French as a Second Language: A Publisher's Perspective.” 2010. Web. 17 Nov 2019.

Vancouver:

Biggar B. French as a Second Language: A Publisher's Perspective. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1807/24223.

Council of Science Editors:

Biggar B. French as a Second Language: A Publisher's Perspective. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24223


University of Toronto

2. Kipp-Ferguson, Sarah. Attitudes Towards Native and Non-native French Speaking Teachers in Ontario.

Degree: 2013, University of Toronto

Through the implementation of a closed and open-item questionnaire, parents’ (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of… (more)

Subjects/Keywords: French as a Second Language; Native Speaker; Non-native Speaker; FSL; Teacher

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APA (6th Edition):

Kipp-Ferguson, S. (2013). Attitudes Towards Native and Non-native French Speaking Teachers in Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42630

Chicago Manual of Style (16th Edition):

Kipp-Ferguson, Sarah. “Attitudes Towards Native and Non-native French Speaking Teachers in Ontario.” 2013. Masters Thesis, University of Toronto. Accessed November 17, 2019. http://hdl.handle.net/1807/42630.

MLA Handbook (7th Edition):

Kipp-Ferguson, Sarah. “Attitudes Towards Native and Non-native French Speaking Teachers in Ontario.” 2013. Web. 17 Nov 2019.

Vancouver:

Kipp-Ferguson S. Attitudes Towards Native and Non-native French Speaking Teachers in Ontario. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1807/42630.

Council of Science Editors:

Kipp-Ferguson S. Attitudes Towards Native and Non-native French Speaking Teachers in Ontario. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42630


University of Ottawa

3. Durepos, Jessica. The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context .

Degree: 2016, University of Ottawa

 A focal concern amid Canadian French immersion students upon completion of their secondary school studies is a shared belief and feeling that they are limited… (more)

Subjects/Keywords: Bilingualism in Canada; French Immersion; Second Language Education; French as a Second Language (FSL); Post-Secondary Education; Linguistic Identity; Positioning

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APA (6th Edition):

Durepos, J. (2016). The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35379

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):

Durepos, Jessica. “The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context .” 2016. Thesis, University of Ottawa. Accessed November 17, 2019. http://hdl.handle.net/10393/35379.

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

MLA Handbook (7th Edition):

Durepos, Jessica. “The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context .” 2016. Web. 17 Nov 2019.

Vancouver:

Durepos J. The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10393/35379.

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

Council of Science Editors:

Durepos J. The Linguistic Positionings of the French Immersion Speaker: A Post-Secondary Context . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35379

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


Queens University

4. de Lira e Silva, Taciana. PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY .

Degree: Education, 2014, Queens University

 This qualitative study was guided by the framework of Intercultural Communicative Competence (ICC). In Canada, although researchers recognize that learning French through a cultural context… (more)

Subjects/Keywords: Attitude toward learning French; Culture in language education; Culture exchange; language learning; Core French; The Savoirs; acceptance of otherness; French as a Second Language; cultural diversity; Second Language learning; ICC model; Elementary students; Grade 4 French; FSL Curriculum; Intercultural education; Perception of French community

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APA (6th Edition):

de Lira e Silva, T. (2014). PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12070

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):

de Lira e Silva, Taciana. “PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY .” 2014. Thesis, Queens University. Accessed November 17, 2019. http://hdl.handle.net/1974/12070.

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

MLA Handbook (7th Edition):

de Lira e Silva, Taciana. “PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY .” 2014. Web. 17 Nov 2019.

Vancouver:

de Lira e Silva T. PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1974/12070.

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

Council of Science Editors:

de Lira e Silva T. PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12070

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


University of Ottawa

5. Cloutier, Amanda. Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers .

Degree: 2018, University of Ottawa

 This study adopted the theoretical lens of instructional leadership to investigate how Ontario school administrators support their FSL teachers, as well as the impact that… (more)

Subjects/Keywords: French as a second language; FSL; school administrator; school principal; instructional leadership; emotional support; physical support; français langue seconde; FLS; administrateur scolaire; leadership pédagogique; soutien émotionnel; soutien physique

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APA (6th Edition):

Cloutier, A. (2018). Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37763

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):

Cloutier, Amanda. “Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers .” 2018. Thesis, University of Ottawa. Accessed November 17, 2019. http://hdl.handle.net/10393/37763.

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

MLA Handbook (7th Edition):

Cloutier, Amanda. “Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers .” 2018. Web. 17 Nov 2019.

Vancouver:

Cloutier A. Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10393/37763.

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

Council of Science Editors:

Cloutier A. Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37763

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

6. Kister Paul, Stéphanie. L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire : The teaching of French as a second language (FSL) and French as the language of schooling at allophone pupils recently arrived in France and included into ordinary classes in elementary school.

Degree: Docteur es, Sciences du langage, 2016, Université de Strasbourg

Cette thèse a pour objet l’étude des représentations des professeurs des écoles relatives aux spécificités du français en usage à l’école afin d’orienter et d’optimiser… (more)

Subjects/Keywords: Élèves allophones nouvellement arrivés en France; École élémentaire; Français langue seconde (FLS); Français langue de scolarisation (FLSco); Représentations des professeurs des écoles; Allophone pupils recently arrived in France; Elementary school; French as a second language (FSL); French as the language of schooling; Representations of school teachers.; 372.6

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APA (6th Edition):

Kister Paul, S. (2016). L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire : The teaching of French as a second language (FSL) and French as the language of schooling at allophone pupils recently arrived in France and included into ordinary classes in elementary school. (Doctoral Dissertation). Université de Strasbourg. Retrieved from http://www.theses.fr/2016STRAC008

Chicago Manual of Style (16th Edition):

Kister Paul, Stéphanie. “L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire : The teaching of French as a second language (FSL) and French as the language of schooling at allophone pupils recently arrived in France and included into ordinary classes in elementary school.” 2016. Doctoral Dissertation, Université de Strasbourg. Accessed November 17, 2019. http://www.theses.fr/2016STRAC008.

MLA Handbook (7th Edition):

Kister Paul, Stéphanie. “L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire : The teaching of French as a second language (FSL) and French as the language of schooling at allophone pupils recently arrived in France and included into ordinary classes in elementary school.” 2016. Web. 17 Nov 2019.

Vancouver:

Kister Paul S. L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire : The teaching of French as a second language (FSL) and French as the language of schooling at allophone pupils recently arrived in France and included into ordinary classes in elementary school. [Internet] [Doctoral dissertation]. Université de Strasbourg; 2016. [cited 2019 Nov 17]. Available from: http://www.theses.fr/2016STRAC008.

Council of Science Editors:

Kister Paul S. L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire : The teaching of French as a second language (FSL) and French as the language of schooling at allophone pupils recently arrived in France and included into ordinary classes in elementary school. [Doctoral Dissertation]. Université de Strasbourg; 2016. Available from: http://www.theses.fr/2016STRAC008

7. Vandeventer Faltin, Anne. Syntactic error diagnosis in the context of computer assisted language learning.

Degree: 2003, Université de Genève

 La problématique du diagnostic d'erreurs de grammaire dans le cadre de l'enseignement des langues assisté par ordinateur (ELAO) est présentée dans l'introduction de la thèse.… (more)

Subjects/Keywords: Computer assisted language learning (CALL); Natural language processing (NLP); Diagnosis; Error; French as a second language (FSL)

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APA (6th Edition):

Vandeventer Faltin, A. (2003). Syntactic error diagnosis in the context of computer assisted language learning. (Thesis). Université de Genève. Retrieved from http://doc.rero.ch/record/3107

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):

Vandeventer Faltin, Anne. “Syntactic error diagnosis in the context of computer assisted language learning.” 2003. Thesis, Université de Genève. Accessed November 17, 2019. http://doc.rero.ch/record/3107.

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

MLA Handbook (7th Edition):

Vandeventer Faltin, Anne. “Syntactic error diagnosis in the context of computer assisted language learning.” 2003. Web. 17 Nov 2019.

Vancouver:

Vandeventer Faltin A. Syntactic error diagnosis in the context of computer assisted language learning. [Internet] [Thesis]. Université de Genève; 2003. [cited 2019 Nov 17]. Available from: http://doc.rero.ch/record/3107.

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

Council of Science Editors:

Vandeventer Faltin A. Syntactic error diagnosis in the context of computer assisted language learning. [Thesis]. Université de Genève; 2003. Available from: http://doc.rero.ch/record/3107

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


University of Ottawa

8. McGregor, Jessica. Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL .

Degree: 2016, University of Ottawa

 This exploratory case study investigated the role secondary school guidance counsellors believed they played in the course selection process, especially regarding the continuation of French(more)

Subjects/Keywords: guidance counsellor; course selection; French as a second language; retention; attrition

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APA (6th Edition):

McGregor, J. (2016). Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35580

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):

McGregor, Jessica. “Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL .” 2016. Thesis, University of Ottawa. Accessed November 17, 2019. http://hdl.handle.net/10393/35580.

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

MLA Handbook (7th Edition):

McGregor, Jessica. “Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL .” 2016. Web. 17 Nov 2019.

Vancouver:

McGregor J. Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10393/35580.

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

Council of Science Editors:

McGregor J. Guiding Students to Pursue French: The Guidance Counsellor’s Perspective in the Decision to Continue FSL . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35580

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


University of Toronto

9. Gour, Rochelle. Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum.

Degree: 2015, University of Toronto

The implementation of the revised French as a Second Language (FSL) curriculum, inspired by the Common European Framework of Reference for Languages (CEFR) was mandatory… (more)

Subjects/Keywords: core-french; curriculum implementation; elementary school; French as a Second Language; Ontario; 0515

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APA (6th Edition):

Gour, R. (2015). Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70346

Chicago Manual of Style (16th Edition):

Gour, Rochelle. “Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum.” 2015. Masters Thesis, University of Toronto. Accessed November 17, 2019. http://hdl.handle.net/1807/70346.

MLA Handbook (7th Edition):

Gour, Rochelle. “Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum.” 2015. Web. 17 Nov 2019.

Vancouver:

Gour R. Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1807/70346.

Council of Science Editors:

Gour R. Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70346


University of Victoria

10. Blackstone, Pam. An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives.

Degree: Department of Linguistics, 2019, University of Victoria

 This qualitative study has investigated a month-long French-as-a-foreign-language summer program. Its goal was to compare teacher (n=4) and student (n=6) perspectives regarding learning objectives, challenges,… (more)

Subjects/Keywords: French; L2 French; French as a Second Language; Language Teaching; French Language Teaching; Language Teaching Approaches and Methods; French university foreign language teaching

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APA (6th Edition):

Blackstone, P. (2019). An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11206

Chicago Manual of Style (16th Edition):

Blackstone, Pam. “An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives.” 2019. Masters Thesis, University of Victoria. Accessed November 17, 2019. http://hdl.handle.net/1828/11206.

MLA Handbook (7th Edition):

Blackstone, Pam. “An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives.” 2019. Web. 17 Nov 2019.

Vancouver:

Blackstone P. An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1828/11206.

Council of Science Editors:

Blackstone P. An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11206

11. Newman, Alexis. Investigating the links between TBLT, oral competence, and student retention in FSL.

Degree: 2017, University of Western Ontario

 Through a survey, interviews, and document analysis, this mixed-methods research study involving 751 Ontario university students and a French professor investigated the issue of decreasing… (more)

Subjects/Keywords: French as a Second Language; FSL; Task-Based Language Teaching; TBLT; tasks in FSL; oral fluency; motivation; L2 acquisition; SLA; French; oral skills in FSL; language learning motivation; action-oriented; Bilingual, Multilingual, and Multicultural Education

…experiences studying French as a Second Language (FSL) in Core French programs in… …Piccardo, 2014). FSL: Acronym for French as a Second Language L2: Acronym for second… …rounded skills in the language. As an FSL teacher now, I would call my current level of French… …any fun activity or topic can be adapted to a French lesson, as long as the language is… …perceptions about learning French (e.g. as a feminine language or endeavour). Investment… 

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APA (6th Edition):

Newman, A. (2017). Investigating the links between TBLT, oral competence, and student retention in FSL. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4751

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):

Newman, Alexis. “Investigating the links between TBLT, oral competence, and student retention in FSL.” 2017. Thesis, University of Western Ontario. Accessed November 17, 2019. https://ir.lib.uwo.ca/etd/4751.

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

MLA Handbook (7th Edition):

Newman, Alexis. “Investigating the links between TBLT, oral competence, and student retention in FSL.” 2017. Web. 17 Nov 2019.

Vancouver:

Newman A. Investigating the links between TBLT, oral competence, and student retention in FSL. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Nov 17]. Available from: https://ir.lib.uwo.ca/etd/4751.

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

Council of Science Editors:

Newman A. Investigating the links between TBLT, oral competence, and student retention in FSL. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4751

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


University of Zululand

12. Ntshangase, Nelisiwe Dolly. The negative impact of learning in English on the cognitive development of second language learners of English .

Degree: 2011, University of Zululand

 This study focuses on the negative impact of English on the cognitive development of second language learners of English. The study was conducted in Empangeni… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Ntshangase, N. D. (2011). The negative impact of learning in English on the cognitive development of second language learners of English . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1098

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):

Ntshangase, Nelisiwe Dolly. “The negative impact of learning in English on the cognitive development of second language learners of English .” 2011. Thesis, University of Zululand. Accessed November 17, 2019. http://hdl.handle.net/10530/1098.

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

MLA Handbook (7th Edition):

Ntshangase, Nelisiwe Dolly. “The negative impact of learning in English on the cognitive development of second language learners of English .” 2011. Web. 17 Nov 2019.

Vancouver:

Ntshangase ND. The negative impact of learning in English on the cognitive development of second language learners of English . [Internet] [Thesis]. University of Zululand; 2011. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10530/1098.

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

Council of Science Editors:

Ntshangase ND. The negative impact of learning in English on the cognitive development of second language learners of English . [Thesis]. University of Zululand; 2011. Available from: http://hdl.handle.net/10530/1098

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


University of Minnesota

13. Willms, Mary Katherine. Learner language in dyadic telecollaborative reciprocal language exchange.

Degree: MA, English as a second language, 2011, University of Minnesota

University of Minnesota M.A. thesis. August 2011. Major: English as a second language. Advisor: Elaine Tarone. 1 computer file (PDF)vii, 117 pages, appendices A-D.

This… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Willms, M. K. (2011). Learner language in dyadic telecollaborative reciprocal language exchange. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/117237

Chicago Manual of Style (16th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed November 17, 2019. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 17 Nov 2019.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2019 Nov 17]. Available from: http://purl.umn.edu/117237.

Council of Science Editors:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117237


University of Kansas

14. Bozan, Emrah. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.

Degree: MA, Curriculum and Teaching, 2015, University of Kansas

 This study examined the effects of extensive listening for pleasure on the improvement of the global proficiency levels of learners of English as a foreign… (more)

Subjects/Keywords: English as a second language

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

APA (6th Edition):

Bozan, E. (2015). The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21594

Chicago Manual of Style (16th Edition):

Bozan, Emrah. “The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.” 2015. Masters Thesis, University of Kansas. Accessed November 17, 2019. http://hdl.handle.net/1808/21594.

MLA Handbook (7th Edition):

Bozan, Emrah. “The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.” 2015. Web. 17 Nov 2019.

Vancouver:

Bozan E. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1808/21594.

Council of Science Editors:

Bozan E. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21594

15. Nurmukhamedov, Ulugbek. An evaluation of collocation tools for second language writers.

Degree: 2015, Northern Arizona University

  Collocations, two or more words that co-occur (e.g., <i>extensive research, conduct a study),</i> are linked with native-like lexical accuracy and fluency. Yet even advanced-level… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Nurmukhamedov, U. (2015). An evaluation of collocation tools for second language writers. (Thesis). Northern Arizona University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

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):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Thesis, Northern Arizona University. Accessed November 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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

MLA Handbook (7th Edition):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Web. 17 Nov 2019.

Vancouver:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2019 Nov 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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

Council of Science Editors:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Thesis]. Northern Arizona University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

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


The Ohio State University

16. Yang, Hsiu-Hui. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

  Within the field of teacher education, there has been an on-going debate about what constitutes a professional knowledge base. However, comparatively few language teaching… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Yang, H. (2011). Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768

Chicago Manual of Style (16th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Doctoral Dissertation, The Ohio State University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

MLA Handbook (7th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Web. 17 Nov 2019.

Vancouver:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

Council of Science Editors:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768


University of Toledo

17. Jahanyfard, Asieh. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.

Degree: MA, English (English as a Second Language), 2015, University of Toledo

 These day teachers try to find the best ways for teaching English to their students. They use variety of materials to improve their students’ skills.… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Jahanyfard, A. (2015). The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739

Chicago Manual of Style (16th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Masters Thesis, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

MLA Handbook (7th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Web. 17 Nov 2019.

Vancouver:

Jahanyfard A. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. [Internet] [Masters thesis]. University of Toledo; 2015. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

Council of Science Editors:

Jahanyfard A. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. [Masters Thesis]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739


University of Toledo

18. MacBride, Claire Ann, MacBride. Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.

Degree: MA, English (as a Second Language), 2018, University of Toledo

 An Abstract of Mental Imagery as a Substitute for Parallel Sensory InputbyClaire Ann MacBrideSubmitted to the Graduate Faculty as partial fulfillment of the requirements for… (more)

Subjects/Keywords: English As A Second Language

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

APA (6th Edition):

MacBride, Claire Ann, M. (2018). Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044

Chicago Manual of Style (16th Edition):

MacBride, Claire Ann, MacBride. “Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.” 2018. Masters Thesis, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044.

MLA Handbook (7th Edition):

MacBride, Claire Ann, MacBride. “Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.” 2018. Web. 17 Nov 2019.

Vancouver:

MacBride, Claire Ann M. Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044.

Council of Science Editors:

MacBride, Claire Ann M. Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044


University of Toledo

19. Mustafa Ali, Duaa Mohamed. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.

Degree: MA, English (as a Second Language), 2018, University of Toledo

 The purpose of this study is to investigate the properties within a linkage that lead to code-switching among bilingual speakers using the Hard Science Linguistics… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Mustafa Ali, D. M. (2018). Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435

Chicago Manual of Style (16th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Masters Thesis, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

MLA Handbook (7th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Web. 17 Nov 2019.

Vancouver:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

Council of Science Editors:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435

20. Russell, Ella. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.

Degree: 2018, Northcentral University

  With the significant increase in the number of immigrants entering the United States, schools and adult programs must prepare teachers to teach English Language(more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Russell, E. (2018). Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

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):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Thesis, Northcentral University. Accessed November 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

MLA Handbook (7th Edition):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Web. 17 Nov 2019.

Vancouver:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Internet] [Thesis]. Northcentral University; 2018. [cited 2019 Nov 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

Council of Science Editors:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Thesis]. Northcentral University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

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

21. Huang, Yu-Chun. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.

Degree: 2018, California State University, Long Beach

  The purpose of this research is to determine whether speech shadowing influences the values of voice onset time (VOT) of word-initial consonants, /b/, /p/,… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Huang, Y. (2018). The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

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):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Thesis, California State University, Long Beach. Accessed November 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

MLA Handbook (7th Edition):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Web. 17 Nov 2019.

Vancouver:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2019 Nov 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

Council of Science Editors:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

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


George Mason University

22. Eqab, Sarah. Long-Term English Learners' Perceptions of Academic Challenges .

Degree: 2016, George Mason University

 Long term English Learners (LTELs) at the high school level face many academic challenges. Some researchers attribute LTELs’ academic difficulties to a gap in academic… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Eqab, S. (2016). Long-Term English Learners' Perceptions of Academic Challenges . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10575

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):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Thesis, George Mason University. Accessed November 17, 2019. http://hdl.handle.net/1920/10575.

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

MLA Handbook (7th Edition):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Web. 17 Nov 2019.

Vancouver:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1920/10575.

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

Council of Science Editors:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10575

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


Washington State University

23. [No author]. Making Text Features Salient To Graduate Student Writers .

Degree: 2015, Washington State University

 In the genre-based approach, models are of critical importance because they function as a learning tool that assists students to be familiar with genre specifics.… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

author], [. (2015). Making Text Features Salient To Graduate Student Writers . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/6256

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):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Thesis, Washington State University. Accessed November 17, 2019. http://hdl.handle.net/2376/6256.

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

MLA Handbook (7th Edition):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Web. 17 Nov 2019.

Vancouver:

author] [. Making Text Features Salient To Graduate Student Writers . [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2376/6256.

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

Council of Science Editors:

author] [. Making Text Features Salient To Graduate Student Writers . [Thesis]. Washington State University; 2015. Available from: http://hdl.handle.net/2376/6256

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


University of Minnesota

24. Willms, Mary Katherine. Learner language in dyadic telecollaborative reciprocal language exchange.

Degree: MA, English as a second language, 2011, University of Minnesota

 This is a small-scale, qualitative study describing the learner language found in interaction between two learners working in telecollaborative reciprocal language exchange via Skype. A… (more)

Subjects/Keywords: English as a second language

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

APA (6th Edition):

Willms, M. K. (2011). Learner language in dyadic telecollaborative reciprocal language exchange. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/117237

Chicago Manual of Style (16th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed November 17, 2019. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 17 Nov 2019.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2019 Nov 17]. Available from: http://purl.umn.edu/117237.

Council of Science Editors:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117237

25. Bonifacius, Hannah. Responding to Mental Well-being Concerns in the Adult ESL Classroom.

Degree: 2018, Northeastern Illinois University

  This study aims to investigate programmatic and curricular support systems in place for ESL instructors to readily and appropriately address mental well-being concerns amongst… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Bonifacius, H. (2018). Responding to Mental Well-being Concerns in the Adult ESL Classroom. (Thesis). Northeastern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

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):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Thesis, Northeastern Illinois University. Accessed November 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

MLA Handbook (7th Edition):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Web. 17 Nov 2019.

Vancouver:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Internet] [Thesis]. Northeastern Illinois University; 2018. [cited 2019 Nov 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

Council of Science Editors:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Thesis]. Northeastern Illinois University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

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


Arizona State University

26. Diehl, Dana. Science as Myth.

Degree: English, 2015, Arizona State University

 The goals of science and myth go hand in hand. Both seek to see beyond the senses. Both seek to understand the environment and the… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Diehl, D. (2015). Science as Myth. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/30066

Chicago Manual of Style (16th Edition):

Diehl, Dana. “Science as Myth.” 2015. Masters Thesis, Arizona State University. Accessed November 17, 2019. http://repository.asu.edu/items/30066.

MLA Handbook (7th Edition):

Diehl, Dana. “Science as Myth.” 2015. Web. 17 Nov 2019.

Vancouver:

Diehl D. Science as Myth. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2019 Nov 17]. Available from: http://repository.asu.edu/items/30066.

Council of Science Editors:

Diehl D. Science as Myth. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/30066


University of Victoria

27. Perry, Bernadette. Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas.

Degree: Department of French, 2015, University of Victoria

 This research explores gamification as a means to motivate and engage second-language learners. Gamification uses game-based mechanics, and game thinking to engage people, motivate action,… (more)

Subjects/Keywords: Second language acquisition; French as a second language (FL2); gamification; augmented reality; quest-based learning; ARIS; mobile learning

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APA (6th Edition):

Perry, B. (2015). Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6090

Chicago Manual of Style (16th Edition):

Perry, Bernadette. “Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas.” 2015. Masters Thesis, University of Victoria. Accessed November 17, 2019. http://hdl.handle.net/1828/6090.

MLA Handbook (7th Edition):

Perry, Bernadette. “Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas.” 2015. Web. 17 Nov 2019.

Vancouver:

Perry B. Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1828/6090.

Council of Science Editors:

Perry B. Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6090


University of Western Ontario

28. Brown, Crystal. Student Programming and Identity in French Language Studies at an Ontario College.

Degree: 2016, University of Western Ontario

 This research set out to investigate the following questions: Why do students enroll in French, and in what ways do the students position themselves to… (more)

Subjects/Keywords: Multilingualism; second language motivation; affective factors of second language acquisition; bilingualism; French as a Second Language; identity and language; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Brown, C. (2016). Student Programming and Identity in French Language Studies at an Ontario College. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4199

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):

Brown, Crystal. “Student Programming and Identity in French Language Studies at an Ontario College.” 2016. Thesis, University of Western Ontario. Accessed November 17, 2019. https://ir.lib.uwo.ca/etd/4199.

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

MLA Handbook (7th Edition):

Brown, Crystal. “Student Programming and Identity in French Language Studies at an Ontario College.” 2016. Web. 17 Nov 2019.

Vancouver:

Brown C. Student Programming and Identity in French Language Studies at an Ontario College. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Nov 17]. Available from: https://ir.lib.uwo.ca/etd/4199.

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

Council of Science Editors:

Brown C. Student Programming and Identity in French Language Studies at an Ontario College. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4199

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


University of Illinois – Urbana-Champaign

29. Gaillard, Stephanie. The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings.

Degree: PhD, 0304, 2014, University of Illinois – Urbana-Champaign

 This doctoral research investigates the validity of an Elicited Imitation Task (EIT) for evaluating French proficiency assessment in both research and classroom settings. The goal… (more)

Subjects/Keywords: Language assessment; Second Language Proficiency Measure in L2 French; Validity in language testing; Elicited Imitation Task (EIT) as a measure of L2 French; French Proficiency Assessment

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

APA (6th Edition):

Gaillard, S. (2014). The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50562

Chicago Manual of Style (16th Edition):

Gaillard, Stephanie. “The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/50562.

MLA Handbook (7th Edition):

Gaillard, Stephanie. “The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings.” 2014. Web. 17 Nov 2019.

Vancouver:

Gaillard S. The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2142/50562.

Council of Science Editors:

Gaillard S. The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50562


University of Lethbridge

30. University of Lethbridge. Faculty of Arts and Science. The development of voice onset time in French immersion children .

Degree: 2013, University of Lethbridge

 This thesis sought to examine the acquisition of French stop consonants assessed through the acoustic measure of voice onset time (VOT) in French immersion students… (more)

Subjects/Keywords: French language  – Study and teaching as a second language  – Immersion method; Second language acquisition  – Study and teaching; Second language acquisition  – Research; French language  – Phonology; French language  – Phonetics; English language  – Phonology; English language  – Phonetics; Dissertations, Academic

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

APA (6th Edition):

Science, U. o. L. F. o. A. a. (2013). The development of voice onset time in French immersion children . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/3466

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):

Science, University of Lethbridge. Faculty of Arts and. “The development of voice onset time in French immersion children .” 2013. Thesis, University of Lethbridge. Accessed November 17, 2019. http://hdl.handle.net/10133/3466.

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

MLA Handbook (7th Edition):

Science, University of Lethbridge. Faculty of Arts and. “The development of voice onset time in French immersion children .” 2013. Web. 17 Nov 2019.

Vancouver:

Science UoLFoAa. The development of voice onset time in French immersion children . [Internet] [Thesis]. University of Lethbridge; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10133/3466.

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

Council of Science Editors:

Science UoLFoAa. The development of voice onset time in French immersion children . [Thesis]. University of Lethbridge; 2013. Available from: http://hdl.handle.net/10133/3466

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

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