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Degree: MA

You searched for subject:( Language learning). Showing records 1 – 30 of 189 total matches.

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University of Hong Kong

1. Tse, Siu-ching. Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish.

Degree: MA, 2012, University of Hong Kong

The current study aims to investigate the source(s)of cross linguistic influence(CLI)on the production of future encoding strategies by L1 Cantonese learners of L3 Swedish who… (more)

Subjects/Keywords: Language acquisition.; Language transfer (Language learning)

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APA (6th Edition):

Tse, S. (2012). Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish. (Masters Thesis). University of Hong Kong. Retrieved from Tse, S. [謝兆政]. (2012). Cross linguistic influence in polyglots : encoding of the future by L3 learners of Swedish. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4842187 ; http://dx.doi.org/10.5353/th_b4842187 ; http://hdl.handle.net/10722/177300

Chicago Manual of Style (16th Edition):

Tse, Siu-ching. “Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish.” 2012. Masters Thesis, University of Hong Kong. Accessed August 24, 2019. Tse, S. [謝兆政]. (2012). Cross linguistic influence in polyglots : encoding of the future by L3 learners of Swedish. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4842187 ; http://dx.doi.org/10.5353/th_b4842187 ; http://hdl.handle.net/10722/177300.

MLA Handbook (7th Edition):

Tse, Siu-ching. “Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish.” 2012. Web. 24 Aug 2019.

Vancouver:

Tse S. Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Aug 24]. Available from: Tse, S. [謝兆政]. (2012). Cross linguistic influence in polyglots : encoding of the future by L3 learners of Swedish. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4842187 ; http://dx.doi.org/10.5353/th_b4842187 ; http://hdl.handle.net/10722/177300.

Council of Science Editors:

Tse S. Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish. [Masters Thesis]. University of Hong Kong; 2012. Available from: Tse, S. [謝兆政]. (2012). Cross linguistic influence in polyglots : encoding of the future by L3 learners of Swedish. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4842187 ; http://dx.doi.org/10.5353/th_b4842187 ; http://hdl.handle.net/10722/177300


University of Connecticut

2. Kelty, Emma C. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.

Degree: MA, Psychology, 2011, University of Connecticut

  Most English descriptions of motion events express manner in the main verb and path in a prepositional phrase, as in “She skips out of… (more)

Subjects/Keywords: psychology; language development; word learning

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APA (6th Edition):

Kelty, E. C. (2011). Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/144

Chicago Manual of Style (16th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Masters Thesis, University of Connecticut. Accessed August 24, 2019. https://opencommons.uconn.edu/gs_theses/144.

MLA Handbook (7th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Web. 24 Aug 2019.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Aug 24]. Available from: https://opencommons.uconn.edu/gs_theses/144.

Council of Science Editors:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/144


California State University – Sacramento

3. Cameron, Leanne Marie. Pride and powerlessness: exploring second language selection in Poland.

Degree: MA, Teaching English to Speakers of Other Languages, 2010, California State University – Sacramento

 In the past two hundred years, Poland twice labored under the brutal occupation of its stronger, militaristic neighbors, promoting anti-German and anti-Russian sentiment still visible… (more)

Subjects/Keywords: Second language selection; Language learning in Poland; Language attitudes; Motivation historical bias; Language learning motivation

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APA (6th Edition):

Cameron, L. M. (2010). Pride and powerlessness: exploring second language selection in Poland. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/380

Chicago Manual of Style (16th Edition):

Cameron, Leanne Marie. “Pride and powerlessness: exploring second language selection in Poland.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 24, 2019. http://hdl.handle.net/10211.9/380.

MLA Handbook (7th Edition):

Cameron, Leanne Marie. “Pride and powerlessness: exploring second language selection in Poland.” 2010. Web. 24 Aug 2019.

Vancouver:

Cameron LM. Pride and powerlessness: exploring second language selection in Poland. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10211.9/380.

Council of Science Editors:

Cameron LM. Pride and powerlessness: exploring second language selection in Poland. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/380


Florida Atlantic University

4. Ribot, Krystal M. Language production and comprehension in bilingual children.

Degree: MA, 2012, Florida Atlantic University

Summary: Many adults who have dual language experience describe themselves as "passive bilinguals," able to understand two languages, but speak only one. The aim of… (more)

Subjects/Keywords: Bilingualism in children; Second language acquisition; Cognitive learning; Language transfer (Language learning)

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APA (6th Edition):

Ribot, K. M. (2012). Language production and comprehension in bilingual children. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3358962

Chicago Manual of Style (16th Edition):

Ribot, Krystal M. “Language production and comprehension in bilingual children.” 2012. Masters Thesis, Florida Atlantic University. Accessed August 24, 2019. http://purl.flvc.org/FAU/3358962.

MLA Handbook (7th Edition):

Ribot, Krystal M. “Language production and comprehension in bilingual children.” 2012. Web. 24 Aug 2019.

Vancouver:

Ribot KM. Language production and comprehension in bilingual children. [Internet] [Masters thesis]. Florida Atlantic University; 2012. [cited 2019 Aug 24]. Available from: http://purl.flvc.org/FAU/3358962.

Council of Science Editors:

Ribot KM. Language production and comprehension in bilingual children. [Masters Thesis]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3358962

5. Cavaletto, Benjamin Jared. Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages.

Degree: MA, Linguistics, 2015, University of North Dakota

  Deaf people have as great or greater need and desire to learn foreign languages as their hearing peers. Currently it is difficult for these… (more)

Subjects/Keywords: Computer-Assisted Language Learning; Computer-Assisted Vocabulary Learning; Deaf; Foreign Sign Language; Second Language Acquisition; Sign Language

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APA (6th Edition):

Cavaletto, B. J. (2015). Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1753

Chicago Manual of Style (16th Edition):

Cavaletto, Benjamin Jared. “Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages.” 2015. Masters Thesis, University of North Dakota. Accessed August 24, 2019. https://commons.und.edu/theses/1753.

MLA Handbook (7th Edition):

Cavaletto, Benjamin Jared. “Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages.” 2015. Web. 24 Aug 2019.

Vancouver:

Cavaletto BJ. Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages. [Internet] [Masters thesis]. University of North Dakota; 2015. [cited 2019 Aug 24]. Available from: https://commons.und.edu/theses/1753.

Council of Science Editors:

Cavaletto BJ. Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages. [Masters Thesis]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1753


University of Alberta

6. Moroz, Ashley J. App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps.

Degree: MA, Humanities Computing, 2013, University of Alberta

 Computer Assisted Language Learning (CALL) has been used in second language classrooms since the 1960’s. With the advancement of technology, new resources are becoming available… (more)

Subjects/Keywords: Japanese; Smartphone Apps; Computer-Assisted Language Learning

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APA (6th Edition):

Moroz, A. J. (2013). App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/3x816m779

Chicago Manual of Style (16th Edition):

Moroz, Ashley J. “App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps.” 2013. Masters Thesis, University of Alberta. Accessed August 24, 2019. https://era.library.ualberta.ca/files/3x816m779.

MLA Handbook (7th Edition):

Moroz, Ashley J. “App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps.” 2013. Web. 24 Aug 2019.

Vancouver:

Moroz AJ. App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2019 Aug 24]. Available from: https://era.library.ualberta.ca/files/3x816m779.

Council of Science Editors:

Moroz AJ. App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/3x816m779


Colorado State University

7. Zanghar, Ahmed. Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language.

Degree: MA, English, 2007, Colorado State University

 The study examines instrumental and integrative motivations among undergraduate Libyan students of English as a foreign language (EFL). It investigates whether EFL Libyan students are… (more)

Subjects/Keywords: language learning; motivation

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APA (6th Edition):

Zanghar, A. (2007). Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/75302

Chicago Manual of Style (16th Edition):

Zanghar, Ahmed. “Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language.” 2007. Masters Thesis, Colorado State University. Accessed August 24, 2019. http://hdl.handle.net/10217/75302.

MLA Handbook (7th Edition):

Zanghar, Ahmed. “Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language.” 2007. Web. 24 Aug 2019.

Vancouver:

Zanghar A. Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language. [Internet] [Masters thesis]. Colorado State University; 2007. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10217/75302.

Council of Science Editors:

Zanghar A. Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language. [Masters Thesis]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/75302


University of Pretoria

8. Wilken, Ilana. A language application for Health Science students : a study on user experience.

Degree: MA, African Languages, 2017, University of Pretoria

 South Africa is home to 11 official languages and speakers of these languages communicate with one another on a daily basis. Such multilingual communication occurs… (more)

Subjects/Keywords: Supplementary language learning tools; Mobile-assisted language learning; Mobile applications; Multilingual communication; UCTD

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APA (6th Edition):

Wilken, I. (2017). A language application for Health Science students : a study on user experience. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60442

Chicago Manual of Style (16th Edition):

Wilken, Ilana. “A language application for Health Science students : a study on user experience.” 2017. Masters Thesis, University of Pretoria. Accessed August 24, 2019. http://hdl.handle.net/2263/60442.

MLA Handbook (7th Edition):

Wilken, Ilana. “A language application for Health Science students : a study on user experience.” 2017. Web. 24 Aug 2019.

Vancouver:

Wilken I. A language application for Health Science students : a study on user experience. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2263/60442.

Council of Science Editors:

Wilken I. A language application for Health Science students : a study on user experience. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60442


Kent State University

9. Rocha, Josiany Salles. Translation and Perspective Taking in the Second Language Classroom.

Degree: MA, College of Arts and Sciences / Department of English, 2010, Kent State University

 Research about translation as a learning tool and how it can help learners become aware and adjust to the perspective encoded in a second language(more)

Subjects/Keywords: Teaching; second language teaching; second language learning; translation; perspective taking

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APA (6th Edition):

Rocha, J. S. (2010). Translation and Perspective Taking in the Second Language Classroom. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1277243660

Chicago Manual of Style (16th Edition):

Rocha, Josiany Salles. “Translation and Perspective Taking in the Second Language Classroom.” 2010. Masters Thesis, Kent State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1277243660.

MLA Handbook (7th Edition):

Rocha, Josiany Salles. “Translation and Perspective Taking in the Second Language Classroom.” 2010. Web. 24 Aug 2019.

Vancouver:

Rocha JS. Translation and Perspective Taking in the Second Language Classroom. [Internet] [Masters thesis]. Kent State University; 2010. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1277243660.

Council of Science Editors:

Rocha JS. Translation and Perspective Taking in the Second Language Classroom. [Masters Thesis]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1277243660


Brigham Young University

10. Gonzalez, Andrea Michelle. Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners.

Degree: MA, 2013, Brigham Young University

 Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate… (more)

Subjects/Keywords: self-regulated learning; principles; language-learning plan; Linguistics

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APA (6th Edition):

Gonzalez, A. M. (2013). Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5051&context=etd

Chicago Manual of Style (16th Edition):

Gonzalez, Andrea Michelle. “Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners.” 2013. Masters Thesis, Brigham Young University. Accessed August 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5051&context=etd.

MLA Handbook (7th Edition):

Gonzalez, Andrea Michelle. “Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners.” 2013. Web. 24 Aug 2019.

Vancouver:

Gonzalez AM. Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Aug 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5051&context=etd.

Council of Science Editors:

Gonzalez AM. Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5051&context=etd


University of Southern California

11. Wang, Felix Hao. Learning about word learning in ambiguous situations.

Degree: MA, Psychology, 2014, University of Southern California

 How learners map words to meanings is a central question in language acquisition. Yu & Smith (2007) presented evidence that humans are able to use… (more)

Subjects/Keywords: word learning; language acquisition; cognitive psychology; memory; hypothesis testing; associative learning

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APA (6th Edition):

Wang, F. H. (2014). Learning about word learning in ambiguous situations. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775

Chicago Manual of Style (16th Edition):

Wang, Felix Hao. “Learning about word learning in ambiguous situations.” 2014. Masters Thesis, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775.

MLA Handbook (7th Edition):

Wang, Felix Hao. “Learning about word learning in ambiguous situations.” 2014. Web. 24 Aug 2019.

Vancouver:

Wang FH. Learning about word learning in ambiguous situations. [Internet] [Masters thesis]. University of Southern California; 2014. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775.

Council of Science Editors:

Wang FH. Learning about word learning in ambiguous situations. [Masters Thesis]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775


San Jose State University

12. Fung, Cheuk Yue. Learning Chinese Characters and German Words Using Multimedia.

Degree: MA, Psychology, 2018, San Jose State University

  This study applies cognitive theory of multimedia learning and cognitive load theory to foreign language learning and examines in what conditions English-speakers benefit most… (more)

Subjects/Keywords: cognitive load; foreign language; Multimedia learning; vocabulary learning

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APA (6th Edition):

Fung, C. Y. (2018). Learning Chinese Characters and German Words Using Multimedia. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937

Chicago Manual of Style (16th Edition):

Fung, Cheuk Yue. “Learning Chinese Characters and German Words Using Multimedia.” 2018. Masters Thesis, San Jose State University. Accessed August 24, 2019. https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937.

MLA Handbook (7th Edition):

Fung, Cheuk Yue. “Learning Chinese Characters and German Words Using Multimedia.” 2018. Web. 24 Aug 2019.

Vancouver:

Fung CY. Learning Chinese Characters and German Words Using Multimedia. [Internet] [Masters thesis]. San Jose State University; 2018. [cited 2019 Aug 24]. Available from: https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937.

Council of Science Editors:

Fung CY. Learning Chinese Characters and German Words Using Multimedia. [Masters Thesis]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937


Portland State University

13. Matsumura, Tomomi. The Use of Evidentials in Hearsay Contexts in Japanese and English.

Degree: MA, World Languages and Literatures, 2017, Portland State University

  Evidentials are one of the language codes that convey the speaker's beliefs in terms of the degree of reliability of information and how the… (more)

Subjects/Keywords: Evidentials (Linguistics); Japanese language  – Usage; Language transfer (Language learning); Information theory; Japanese Studies; Linguistics

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APA (6th Edition):

Matsumura, T. (2017). The Use of Evidentials in Hearsay Contexts in Japanese and English. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4153

Chicago Manual of Style (16th Edition):

Matsumura, Tomomi. “The Use of Evidentials in Hearsay Contexts in Japanese and English.” 2017. Masters Thesis, Portland State University. Accessed August 24, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4153.

MLA Handbook (7th Edition):

Matsumura, Tomomi. “The Use of Evidentials in Hearsay Contexts in Japanese and English.” 2017. Web. 24 Aug 2019.

Vancouver:

Matsumura T. The Use of Evidentials in Hearsay Contexts in Japanese and English. [Internet] [Masters thesis]. Portland State University; 2017. [cited 2019 Aug 24]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4153.

Council of Science Editors:

Matsumura T. The Use of Evidentials in Hearsay Contexts in Japanese and English. [Masters Thesis]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4153


Brigham Young University

14. Ruesch, Ashley. Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom.

Degree: MA, 2009, Brigham Young University

  Motivational research has recently shifted focus to include what role teachers, and the motivational strategies they use, play in the language learning classroom (Cheng… (more)

Subjects/Keywords: motivation; motivational strategies; motivation research; language learning; foreign language learning; teacher motivation; foreign language classroom; Other Languages, Societies, and Cultures

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APA (6th Edition):

Ruesch, A. (2009). Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2852&context=etd

Chicago Manual of Style (16th Edition):

Ruesch, Ashley. “Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom.” 2009. Masters Thesis, Brigham Young University. Accessed August 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2852&context=etd.

MLA Handbook (7th Edition):

Ruesch, Ashley. “Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom.” 2009. Web. 24 Aug 2019.

Vancouver:

Ruesch A. Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Aug 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2852&context=etd.

Council of Science Editors:

Ruesch A. Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2852&context=etd


Stellenbosch University

15. Strauss, Trudie. Moodle and blended learning in teaching German for beginners.

Degree: MA, 2015, Stellenbosch University

ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that… (more)

Subjects/Keywords: Moodle learning platform; Blended Learning; Online language learning; UCTD; German language  – Study and teaching  – Foreign speakers; Teaching  – Methodology; Computer-assisted instruction

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APA (6th Edition):

Strauss, T. (2015). Moodle and blended learning in teaching German for beginners. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96947

Chicago Manual of Style (16th Edition):

Strauss, Trudie. “Moodle and blended learning in teaching German for beginners.” 2015. Masters Thesis, Stellenbosch University. Accessed August 24, 2019. http://hdl.handle.net/10019.1/96947.

MLA Handbook (7th Edition):

Strauss, Trudie. “Moodle and blended learning in teaching German for beginners.” 2015. Web. 24 Aug 2019.

Vancouver:

Strauss T. Moodle and blended learning in teaching German for beginners. [Internet] [Masters thesis]. Stellenbosch University; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10019.1/96947.

Council of Science Editors:

Strauss T. Moodle and blended learning in teaching German for beginners. [Masters Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96947


University of Florida

16. Rowlings, Bethany. Acoustic Properties of the Japanese Tap by Non-native as Compared to Native Speakers of Japanese.

Degree: MA, Linguistics, 2010, University of Florida

 Extensive research has been done on native Japanese learners of English as a second language; however, very little work exists on native English learners of… (more)

Subjects/Keywords: English language learners; Foreign language learning; Hiragana; Learning; Native languages; Phonemes; Second language learning; Sound; Syllables; Vowels; acoustic, acquisition, english, japanese, language, native, non, phonetics, second, tap

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APA (6th Edition):

Rowlings, B. (2010). Acoustic Properties of the Japanese Tap by Non-native as Compared to Native Speakers of Japanese. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041678

Chicago Manual of Style (16th Edition):

Rowlings, Bethany. “Acoustic Properties of the Japanese Tap by Non-native as Compared to Native Speakers of Japanese.” 2010. Masters Thesis, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0041678.

MLA Handbook (7th Edition):

Rowlings, Bethany. “Acoustic Properties of the Japanese Tap by Non-native as Compared to Native Speakers of Japanese.” 2010. Web. 24 Aug 2019.

Vancouver:

Rowlings B. Acoustic Properties of the Japanese Tap by Non-native as Compared to Native Speakers of Japanese. [Internet] [Masters thesis]. University of Florida; 2010. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0041678.

Council of Science Editors:

Rowlings B. Acoustic Properties of the Japanese Tap by Non-native as Compared to Native Speakers of Japanese. [Masters Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041678


Brigham Young University

17. Westenskow, Florencia. Experiences in Professional Development Through Project-Based Language Learning.

Degree: MA, 2018, Brigham Young University

 Project-based Language Learning (PBLL) provides students with opportunities to use the target language purposefully and to interact with culturally authentic materials. Because PBLL holds critical… (more)

Subjects/Keywords: Project-based Language Learning; foreign language; professional development; foreign language education; projects; PBLL; Spanish and Portuguese Language and Literature

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APA (6th Edition):

Westenskow, F. (2018). Experiences in Professional Development Through Project-Based Language Learning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd

Chicago Manual of Style (16th Edition):

Westenskow, Florencia. “Experiences in Professional Development Through Project-Based Language Learning.” 2018. Masters Thesis, Brigham Young University. Accessed August 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd.

MLA Handbook (7th Edition):

Westenskow, Florencia. “Experiences in Professional Development Through Project-Based Language Learning.” 2018. Web. 24 Aug 2019.

Vancouver:

Westenskow F. Experiences in Professional Development Through Project-Based Language Learning. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Aug 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd.

Council of Science Editors:

Westenskow F. Experiences in Professional Development Through Project-Based Language Learning. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd


Stellenbosch University

18. Uises, Yolanda Hermien. Speech act realisation strategies and possible effects of transference by speakers of Khoekhoegowab into English when acquired as a second language.

Degree: MA, General Linguistics, 2017, Stellenbosch University

 ENGLISH ABSTRACT: This study focused on requestive behaviour of speakers of Khoekhoegowab (KKG) in their mother tongue and in English as a second language (ESL),… (more)

Subjects/Keywords: KKGW; Pragmatics; Language transfer (Language learning); Language and languages  – Study and teaching; Nama language  – Dictionaries  – English; Khoikhoi language  – Dictionaries  – English; Khoekhoegowab language; ESL; Speech acts (Linguistics); UCTD

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APA (6th Edition):

Uises, Y. H. (2017). Speech act realisation strategies and possible effects of transference by speakers of Khoekhoegowab into English when acquired as a second language. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103702

Chicago Manual of Style (16th Edition):

Uises, Yolanda Hermien. “Speech act realisation strategies and possible effects of transference by speakers of Khoekhoegowab into English when acquired as a second language.” 2017. Masters Thesis, Stellenbosch University. Accessed August 24, 2019. http://hdl.handle.net/10019.1/103702.

MLA Handbook (7th Edition):

Uises, Yolanda Hermien. “Speech act realisation strategies and possible effects of transference by speakers of Khoekhoegowab into English when acquired as a second language.” 2017. Web. 24 Aug 2019.

Vancouver:

Uises YH. Speech act realisation strategies and possible effects of transference by speakers of Khoekhoegowab into English when acquired as a second language. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10019.1/103702.

Council of Science Editors:

Uises YH. Speech act realisation strategies and possible effects of transference by speakers of Khoekhoegowab into English when acquired as a second language. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/103702


Massey University

19. Tan, Siaw Ping. Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms.

Degree: MA, Second Language Teaching, 2015, Massey University

 The subject of L1 use in target language classrooms has been the object of debate among practitioners of second and foreign language teaching. As second… (more)

Subjects/Keywords: Second language learning; Second language teaching; English as a second language; Multilingual classrooms; Native language use in education; English language teachers; English language students

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APA (6th Edition):

Tan, S. P. (2015). Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7098

Chicago Manual of Style (16th Edition):

Tan, Siaw Ping. “Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms.” 2015. Masters Thesis, Massey University. Accessed August 24, 2019. http://hdl.handle.net/10179/7098.

MLA Handbook (7th Edition):

Tan, Siaw Ping. “Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms.” 2015. Web. 24 Aug 2019.

Vancouver:

Tan SP. Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms. [Internet] [Masters thesis]. Massey University; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10179/7098.

Council of Science Editors:

Tan SP. Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms. [Masters Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7098


Brigham Young University

20. Asay, Danielle Patricia. What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom.

Degree: MA, 2016, Brigham Young University

 Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data… (more)

Subjects/Keywords: Culture; foreign language teaching; language teaching methodology; language proficiency; Standards for Foreign Language Learning; World-Readiness Standards for Learning Languages; ASL; Other Languages, Societies, and Cultures

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APA (6th Edition):

Asay, D. P. (2016). What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd

Chicago Manual of Style (16th Edition):

Asay, Danielle Patricia. “What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom.” 2016. Masters Thesis, Brigham Young University. Accessed August 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd.

MLA Handbook (7th Edition):

Asay, Danielle Patricia. “What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom.” 2016. Web. 24 Aug 2019.

Vancouver:

Asay DP. What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2019 Aug 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd.

Council of Science Editors:

Asay DP. What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd


University of Florida

21. Pare,Edith O. Impact of Instruction on Learners' Acquisition of Various French Phonemes.

Degree: MA, French and Francophone Studies - Language, Literature and Culture, 2011, University of Florida

 The purpose of this study is to examine the effectiveness of explicit instruction on pronunciation accuracy in a French intermediate class. Another objective of this… (more)

Subjects/Keywords: Foreign language learning; Language; Learning; Native languages; Nonnative languages; Phonemes; Phonetics; Pronunciation; Pronunciation instruction; Vowels; french  – intermediate  – phonemes  – pronunciation

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APA (6th Edition):

O, P. (2011). Impact of Instruction on Learners' Acquisition of Various French Phonemes. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043432

Chicago Manual of Style (16th Edition):

O, Pare,Edith. “Impact of Instruction on Learners' Acquisition of Various French Phonemes.” 2011. Masters Thesis, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0043432.

MLA Handbook (7th Edition):

O, Pare,Edith. “Impact of Instruction on Learners' Acquisition of Various French Phonemes.” 2011. Web. 24 Aug 2019.

Vancouver:

O P. Impact of Instruction on Learners' Acquisition of Various French Phonemes. [Internet] [Masters thesis]. University of Florida; 2011. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0043432.

Council of Science Editors:

O P. Impact of Instruction on Learners' Acquisition of Various French Phonemes. [Masters Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043432


University of Florida

22. Healy, Ann M. 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?.

Degree: MA, French and Francophone Studies - Language, Literature and Culture, 2014, University of Florida

 For a second language (L2) learner, prepositions are one of the must difficult features of a language to acquire. This thesis explores the effects of… (more)

Subjects/Keywords: College students; Foreign language learning; Language; Learning; Nonnative languages; Nouns; Prepositions; Presentation slides; Test scores; Words; acquisiton  – french  – prepositions  – sla

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APA (6th Edition):

Healy, A. M. (2014). 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047217

Chicago Manual of Style (16th Edition):

Healy, Ann M. “'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?.” 2014. Masters Thesis, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0047217.

MLA Handbook (7th Edition):

Healy, Ann M. “'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?.” 2014. Web. 24 Aug 2019.

Vancouver:

Healy AM. 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0047217.

Council of Science Editors:

Healy AM. 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047217


University of Florida

23. Yilmaz, Tuba. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 This study addresses the issues related to fear of negative evaluation in two classroom settings: the classrooms where the majority of the students are native… (more)

Subjects/Keywords: Anxiety; Classrooms; Educational evaluation; English language learners; Fear; Foreign language learning; Learning; Native languages; Nonnative languages; Student evaluation; class  – classroom

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APA (6th Edition):

Yilmaz, T. (2014). The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047197

Chicago Manual of Style (16th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Masters Thesis, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0047197.

MLA Handbook (7th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Web. 24 Aug 2019.

Vancouver:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0047197.

Council of Science Editors:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047197


Brigham Young University

24. Chung, Jung-Eun. The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching".

Degree: MA, 2011, Brigham Young University

  As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers… (more)

Subjects/Keywords: songs for language learning; games for language learning; motivation; fun activities; novice teacher training; TESOL; Linguistics

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APA (6th Edition):

Chung, J. (2011). The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching". (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3677&context=etd

Chicago Manual of Style (16th Edition):

Chung, Jung-Eun. “The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching".” 2011. Masters Thesis, Brigham Young University. Accessed August 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3677&context=etd.

MLA Handbook (7th Edition):

Chung, Jung-Eun. “The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching".” 2011. Web. 24 Aug 2019.

Vancouver:

Chung J. The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching". [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2019 Aug 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3677&context=etd.

Council of Science Editors:

Chung J. The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching". [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3677&context=etd


Brigham Young University

25. Collier, Lisa D. Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits.

Degree: MA, 2017, Brigham Young University

 This thesis documents the action research study done to investigate the perceived challenges and benefits of a project-based language learning (PBLL) approach in a high… (more)

Subjects/Keywords: project-based learning; project-based language learning; achievement test; performance test; Spanish and Portuguese Language and Literature

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APA (6th Edition):

Collier, L. D. (2017). Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd

Chicago Manual of Style (16th Edition):

Collier, Lisa D. “Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits.” 2017. Masters Thesis, Brigham Young University. Accessed August 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd.

MLA Handbook (7th Edition):

Collier, Lisa D. “Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits.” 2017. Web. 24 Aug 2019.

Vancouver:

Collier LD. Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2019 Aug 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd.

Council of Science Editors:

Collier LD. Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd


University of Dayton

26. Alshammari, Khlood Eid. Role of Social and Mainstream Media on Learning English Language in Saudi Arabia.

Degree: MA, English, 2019, University of Dayton

 There has been limited research that has shed light on how the media plays a vital role in helping non-Anglophones countries in speaking or learning(more)

Subjects/Keywords: English As A Second Language; Language; Teaching; Learning English; Mainstream Media on Learning English; English in Saudi Arabia

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APA (6th Edition):

Alshammari, K. E. (2019). Role of Social and Mainstream Media on Learning English Language in Saudi Arabia. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555939025764709

Chicago Manual of Style (16th Edition):

Alshammari, Khlood Eid. “Role of Social and Mainstream Media on Learning English Language in Saudi Arabia.” 2019. Masters Thesis, University of Dayton. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555939025764709.

MLA Handbook (7th Edition):

Alshammari, Khlood Eid. “Role of Social and Mainstream Media on Learning English Language in Saudi Arabia.” 2019. Web. 24 Aug 2019.

Vancouver:

Alshammari KE. Role of Social and Mainstream Media on Learning English Language in Saudi Arabia. [Internet] [Masters thesis]. University of Dayton; 2019. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555939025764709.

Council of Science Editors:

Alshammari KE. Role of Social and Mainstream Media on Learning English Language in Saudi Arabia. [Masters Thesis]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555939025764709


Dalhousie University

27. Doyle, Stephanie. Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes.

Degree: MA, Department of French, 2011, Dalhousie University

 Inflectional verbal morphology, the system of correspondences between grammatical meanings and their means of expression, is an area of language which is difficult for adult… (more)

Subjects/Keywords: Inflectional verbal morphology; second language acquisition; French L2; computer-assisted language learning; Meaning-Text Theory

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APA (6th Edition):

Doyle, S. (2011). Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/13206

Chicago Manual of Style (16th Edition):

Doyle, Stephanie. “Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes.” 2011. Masters Thesis, Dalhousie University. Accessed August 24, 2019. http://hdl.handle.net/10222/13206.

MLA Handbook (7th Edition):

Doyle, Stephanie. “Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes.” 2011. Web. 24 Aug 2019.

Vancouver:

Doyle S. Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10222/13206.

Council of Science Editors:

Doyle S. Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/13206


University of Kansas

28. Pezold, Mollee. Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics.

Degree: MA, Intercampus Program in Communicative Disorders, 2017, University of Kansas

 Children with specific language impairment (SLI) have significantly poorer word learning ability than their same-age peers. It is not clear exactly where in the process… (more)

Subjects/Keywords: Speech therapy; developmental language disorder; interactive book reading; specific language impairment; vocabulary; word learning

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APA (6th Edition):

Pezold, M. (2017). Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/25823

Chicago Manual of Style (16th Edition):

Pezold, Mollee. “Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics.” 2017. Masters Thesis, University of Kansas. Accessed August 24, 2019. http://hdl.handle.net/1808/25823.

MLA Handbook (7th Edition):

Pezold, Mollee. “Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics.” 2017. Web. 24 Aug 2019.

Vancouver:

Pezold M. Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics. [Internet] [Masters thesis]. University of Kansas; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1808/25823.

Council of Science Editors:

Pezold M. Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics. [Masters Thesis]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25823


Florida Atlantic University

29. Parra, Marisol. Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.

Degree: MA, 2010, Florida Atlantic University

Summary: This study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological… (more)

Subjects/Keywords: Language and languages – Physiological aspects; Bilingualism; Second language acquisition; Learning, Psychology of

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APA (6th Edition):

Parra, M. (2010). Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/1927606

Chicago Manual of Style (16th Edition):

Parra, Marisol. “Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.” 2010. Masters Thesis, Florida Atlantic University. Accessed August 24, 2019. http://purl.flvc.org/FAU/1927606.

MLA Handbook (7th Edition):

Parra, Marisol. “Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.” 2010. Web. 24 Aug 2019.

Vancouver:

Parra M. Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals. [Internet] [Masters thesis]. Florida Atlantic University; 2010. [cited 2019 Aug 24]. Available from: http://purl.flvc.org/FAU/1927606.

Council of Science Editors:

Parra M. Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals. [Masters Thesis]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/1927606

30. Yan, Hong. Motivation of Chinese Language Learners: A Case Study in a Intermediate Chinese Class.

Degree: MA, Chinese, 2012, U of Massachusetts : Masters

  In the field of second language acquisition (SLA), motivation of second language learners is of great importance to the research of the language, the… (more)

Subjects/Keywords: motivation of Second Language Acquisition; Chinese language learners; the learning environment; Chinese Studies

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APA (6th Edition):

Yan, H. (2012). Motivation of Chinese Language Learners: A Case Study in a Intermediate Chinese Class. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/963

Chicago Manual of Style (16th Edition):

Yan, Hong. “Motivation of Chinese Language Learners: A Case Study in a Intermediate Chinese Class.” 2012. Masters Thesis, U of Massachusetts : Masters. Accessed August 24, 2019. http://scholarworks.umass.edu/theses/963.

MLA Handbook (7th Edition):

Yan, Hong. “Motivation of Chinese Language Learners: A Case Study in a Intermediate Chinese Class.” 2012. Web. 24 Aug 2019.

Vancouver:

Yan H. Motivation of Chinese Language Learners: A Case Study in a Intermediate Chinese Class. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2012. [cited 2019 Aug 24]. Available from: http://scholarworks.umass.edu/theses/963.

Council of Science Editors:

Yan H. Motivation of Chinese Language Learners: A Case Study in a Intermediate Chinese Class. [Masters Thesis]. U of Massachusetts : Masters; 2012. Available from: http://scholarworks.umass.edu/theses/963

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