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You searched for subject:(Chinese learner). Showing records 1 – 23 of 23 total matches.

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Victoria University of Wellington

1. Tait, Carolyn Frances. Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning.

Degree: 2010, Victoria University of Wellington

Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in… (more)

Subjects/Keywords: Chinese learner; Assessment; Mixed methods research

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APA (6th Edition):

Tait, C. F. (2010). Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1347

Chicago Manual of Style (16th Edition):

Tait, Carolyn Frances. “Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed April 23, 2019. http://hdl.handle.net/10063/1347.

MLA Handbook (7th Edition):

Tait, Carolyn Frances. “Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning.” 2010. Web. 23 Apr 2019.

Vancouver:

Tait CF. Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10063/1347.

Council of Science Editors:

Tait CF. Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1347


University of Toronto

2. Tsai, Shu-Chen. East Asian Canadian Graduated Students, Silent but Engaged: A Dialectical Exploration of Classroom Learner Speech in Competing Educational Models.

Degree: PhD, 2017, University of Toronto

 This research is offered to those interested in the phenomenon of the relatively silent Confucian learner and particularly in his transition from his Confucian influenced… (more)

Subjects/Keywords: Chinese learner; Confucian learner; East Asian graduate students; Educational models; Freire and learner speech; Learner classroom speech; 0515

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APA (6th Edition):

Tsai, S. (2017). East Asian Canadian Graduated Students, Silent but Engaged: A Dialectical Exploration of Classroom Learner Speech in Competing Educational Models. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79511

Chicago Manual of Style (16th Edition):

Tsai, Shu-Chen. “East Asian Canadian Graduated Students, Silent but Engaged: A Dialectical Exploration of Classroom Learner Speech in Competing Educational Models.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/79511.

MLA Handbook (7th Edition):

Tsai, Shu-Chen. “East Asian Canadian Graduated Students, Silent but Engaged: A Dialectical Exploration of Classroom Learner Speech in Competing Educational Models.” 2017. Web. 23 Apr 2019.

Vancouver:

Tsai S. East Asian Canadian Graduated Students, Silent but Engaged: A Dialectical Exploration of Classroom Learner Speech in Competing Educational Models. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/79511.

Council of Science Editors:

Tsai S. East Asian Canadian Graduated Students, Silent but Engaged: A Dialectical Exploration of Classroom Learner Speech in Competing Educational Models. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79511


RMIT University

3. Cong, Y. Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context.

Degree: 2008, RMIT University

 The purpose of this study is to examine the attitude and motivation and language learning strategies of adult Chinese ESL (English as a second language)… (more)

Subjects/Keywords: Fields of Research; Attitude; Motivation; Language Learning Strategies; Chinese Learner

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APA (6th Edition):

Cong, Y. (2008). Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161808

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):

Cong, Y. “Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context.” 2008. Thesis, RMIT University. Accessed April 23, 2019. http://researchbank.rmit.edu.au/view/rmit:161808.

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

MLA Handbook (7th Edition):

Cong, Y. “Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context.” 2008. Web. 23 Apr 2019.

Vancouver:

Cong Y. Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context. [Internet] [Thesis]. RMIT University; 2008. [cited 2019 Apr 23]. Available from: http://researchbank.rmit.edu.au/view/rmit:161808.

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

Council of Science Editors:

Cong Y. Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context. [Thesis]. RMIT University; 2008. Available from: http://researchbank.rmit.edu.au/view/rmit:161808

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


Penn State University

4. Zhang, Jie. ACQUISITION OF THE CHINESE RESULTATIVE VERB COMPLEMENTS BY.

Degree: PhD, Applied Linguistics, 2011, Penn State University

 The Chinese resultative verb complements (RVCs) are an important and challenging verb compound structure for English-speaking CFL learners to acquire. Although some research has been… (more)

Subjects/Keywords: learner corpus analysis; resultative verb complements; Chinese language acquisition; learners of Chinese as a foreign language

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APA (6th Edition):

Zhang, J. (2011). ACQUISITION OF THE CHINESE RESULTATIVE VERB COMPLEMENTS BY. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12516

Chicago Manual of Style (16th Edition):

Zhang, Jie. “ACQUISITION OF THE CHINESE RESULTATIVE VERB COMPLEMENTS BY.” 2011. Doctoral Dissertation, Penn State University. Accessed April 23, 2019. https://etda.libraries.psu.edu/catalog/12516.

MLA Handbook (7th Edition):

Zhang, Jie. “ACQUISITION OF THE CHINESE RESULTATIVE VERB COMPLEMENTS BY.” 2011. Web. 23 Apr 2019.

Vancouver:

Zhang J. ACQUISITION OF THE CHINESE RESULTATIVE VERB COMPLEMENTS BY. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Apr 23]. Available from: https://etda.libraries.psu.edu/catalog/12516.

Council of Science Editors:

Zhang J. ACQUISITION OF THE CHINESE RESULTATIVE VERB COMPLEMENTS BY. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12516


University of Kansas

5. Gao, Junfu. Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges.

Degree: MA, Curriculum and Teaching, 2014, University of Kansas

 Group work (GW) is commonly used in many countries around the world. The emerging predominance of GW assignments represents a major trend in higher education… (more)

Subjects/Keywords: Education; Adult education; Bilingual education; Chinese graduate student; Group work; Learner identity; Perceptions; Western academia

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APA (6th Edition):

Gao, J. (2014). Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/15135

Chicago Manual of Style (16th Edition):

Gao, Junfu. “Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges.” 2014. Masters Thesis, University of Kansas. Accessed April 23, 2019. http://hdl.handle.net/1808/15135.

MLA Handbook (7th Edition):

Gao, Junfu. “Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges.” 2014. Web. 23 Apr 2019.

Vancouver:

Gao J. Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges. [Internet] [Masters thesis]. University of Kansas; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1808/15135.

Council of Science Editors:

Gao J. Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges. [Masters Thesis]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15135


University of Melbourne

6. Li, Dongmei. Changing conceptions of Chinese groupwork: collaboration, culture and context.

Degree: 2014, University of Melbourne

 As a result of internationalization in education, the Chinese learner is being exposed to changing sociocultural environments and a Chinese government changing educational policies. This… (more)

Subjects/Keywords: collaborative learning; Chinese learner; groupwork; higher education; international education; cross-cultural learning

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APA (6th Edition):

Li, D. (2014). Changing conceptions of Chinese groupwork: collaboration, culture and context. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/39612

Chicago Manual of Style (16th Edition):

Li, Dongmei. “Changing conceptions of Chinese groupwork: collaboration, culture and context.” 2014. Doctoral Dissertation, University of Melbourne. Accessed April 23, 2019. http://hdl.handle.net/11343/39612.

MLA Handbook (7th Edition):

Li, Dongmei. “Changing conceptions of Chinese groupwork: collaboration, culture and context.” 2014. Web. 23 Apr 2019.

Vancouver:

Li D. Changing conceptions of Chinese groupwork: collaboration, culture and context. [Internet] [Doctoral dissertation]. University of Melbourne; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/11343/39612.

Council of Science Editors:

Li D. Changing conceptions of Chinese groupwork: collaboration, culture and context. [Doctoral Dissertation]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/39612


University of Pennsylvania

7. Peng, Xiaolin. Use of Verb-Noun Collocations by Advanced Learners of Chinese.

Degree: 2016, University of Pennsylvania

 The important role of collocations has been widely accepted in the current literature, but to date there are still relatively few studies on language learners’… (more)

Subjects/Keywords: Chinese linguistics; collocation; heritage learner; Education; Linguistics; Other Languages, Societies, and Cultures

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APA (6th Edition):

Peng, X. (2016). Use of Verb-Noun Collocations by Advanced Learners of Chinese. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1940

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):

Peng, Xiaolin. “Use of Verb-Noun Collocations by Advanced Learners of Chinese.” 2016. Thesis, University of Pennsylvania. Accessed April 23, 2019. https://repository.upenn.edu/edissertations/1940.

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

MLA Handbook (7th Edition):

Peng, Xiaolin. “Use of Verb-Noun Collocations by Advanced Learners of Chinese.” 2016. Web. 23 Apr 2019.

Vancouver:

Peng X. Use of Verb-Noun Collocations by Advanced Learners of Chinese. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Apr 23]. Available from: https://repository.upenn.edu/edissertations/1940.

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

Council of Science Editors:

Peng X. Use of Verb-Noun Collocations by Advanced Learners of Chinese. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/1940

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


University of Leicester

8. Wu, Manfred Man Fat. A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong.

Degree: EdD, 2007, University of Leicester

 This study identifies the relationship between preferred metacognitive language-learning strategies (MCLLSs) and language-learning styles (LLSYs) and their patterns of use amongst a selected group of… (more)

Subjects/Keywords: 428.0071; ning Strategies Language-learning Styles Learner Autonomy Metacognition Chinese-speaking L2 Learners Hong Kong Vocational Education

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APA (6th Edition):

Wu, M. M. F. (2007). A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/8667

Chicago Manual of Style (16th Edition):

Wu, Manfred Man Fat. “A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong.” 2007. Doctoral Dissertation, University of Leicester. Accessed April 23, 2019. http://hdl.handle.net/2381/8667.

MLA Handbook (7th Edition):

Wu, Manfred Man Fat. “A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong.” 2007. Web. 23 Apr 2019.

Vancouver:

Wu MMF. A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong. [Internet] [Doctoral dissertation]. University of Leicester; 2007. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2381/8667.

Council of Science Editors:

Wu MMF. A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong. [Doctoral Dissertation]. University of Leicester; 2007. Available from: http://hdl.handle.net/2381/8667


University of Sydney

9. Tong, PeiRu. Australian University Students’ Short-term In-country Study in China: An Ecological Perspective .

Degree: 2018, University of Sydney

 The constant academic debate about the value of short-term in-country study (ICS) indicates the need for more research into ways to maximise the experience. There… (more)

Subjects/Keywords: study abroad in China; ecological perspective; Chinese as a second language; learner identity; intercultural communication; interaction

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APA (6th Edition):

Tong, P. (2018). Australian University Students’ Short-term In-country Study in China: An Ecological Perspective . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/19704

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):

Tong, PeiRu. “Australian University Students’ Short-term In-country Study in China: An Ecological Perspective .” 2018. Thesis, University of Sydney. Accessed April 23, 2019. http://hdl.handle.net/2123/19704.

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

MLA Handbook (7th Edition):

Tong, PeiRu. “Australian University Students’ Short-term In-country Study in China: An Ecological Perspective .” 2018. Web. 23 Apr 2019.

Vancouver:

Tong P. Australian University Students’ Short-term In-country Study in China: An Ecological Perspective . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2123/19704.

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

Council of Science Editors:

Tong P. Australian University Students’ Short-term In-country Study in China: An Ecological Perspective . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/19704

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


University of Waikato

10. Wang, Yi. Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School .

Degree: 2016, University of Waikato

 Recognised as an educationally desirable goal, the development of learner autonomy (LA) has been extensively implemented and researched in various settings. Many have advocated that… (more)

Subjects/Keywords: learner autonomy; control shift; language teacher cognition; curriculum reform; Chinese secondary school; Cultural Historical Activity Theory (CHAT)

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APA (6th Edition):

Wang, Y. (2016). Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/10822

Chicago Manual of Style (16th Edition):

Wang, Yi. “Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School .” 2016. Doctoral Dissertation, University of Waikato. Accessed April 23, 2019. http://hdl.handle.net/10289/10822.

MLA Handbook (7th Edition):

Wang, Yi. “Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School .” 2016. Web. 23 Apr 2019.

Vancouver:

Wang Y. Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School . [Internet] [Doctoral dissertation]. University of Waikato; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10289/10822.

Council of Science Editors:

Wang Y. Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School . [Doctoral Dissertation]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10822


Queensland University of Technology

11. Mu, Guanglun. Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world.

Degree: 2013, Queensland University of Technology

 The ethnic identity and commitment of Heritage Language Learners play salient roles in Heritage Language learning process. The mutually constitutive effect amongst Heritage Language Learner's… (more)

Subjects/Keywords: heritage language; Chinese heritage language proficiency; heritage language learner; Chinese Australians; motivation; investment; capital; ethnic identity; chineseness; habitus; field; bourdieu; mixed methods design; structural equation modelling

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APA (6th Edition):

Mu, G. (2013). Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/63295/

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):

Mu, Guanglun. “Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world.” 2013. Thesis, Queensland University of Technology. Accessed April 23, 2019. https://eprints.qut.edu.au/63295/.

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

MLA Handbook (7th Edition):

Mu, Guanglun. “Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world.” 2013. Web. 23 Apr 2019.

Vancouver:

Mu G. Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Apr 23]. Available from: https://eprints.qut.edu.au/63295/.

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

Council of Science Editors:

Mu G. Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/63295/

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

12. Pires, Luís Tiago Alves. O e-learning como instrumento de expansão do ensino do português língua estrangeira na China .

Degree: 2014, Universidade Aberta

 Nas últimas duas décadas, a intensificação das relações económicas e diplomáticas da República Popular da China (RPC) com os países de língua portuguesa contribuiu decisivamente… (more)

Subjects/Keywords: Ensino de línguas; Língua portuguesa; Português língua não materna; Ensino a distância; Elearning; Chineses; China; Portuguese as a foreign language; Chinese learner; Distance education

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APA (6th Edition):

Pires, L. T. A. (2014). O e-learning como instrumento de expansão do ensino do português língua estrangeira na China . (Masters Thesis). Universidade Aberta. Retrieved from http://hdl.handle.net/10400.2/3756

Chicago Manual of Style (16th Edition):

Pires, Luís Tiago Alves. “O e-learning como instrumento de expansão do ensino do português língua estrangeira na China .” 2014. Masters Thesis, Universidade Aberta. Accessed April 23, 2019. http://hdl.handle.net/10400.2/3756.

MLA Handbook (7th Edition):

Pires, Luís Tiago Alves. “O e-learning como instrumento de expansão do ensino do português língua estrangeira na China .” 2014. Web. 23 Apr 2019.

Vancouver:

Pires LTA. O e-learning como instrumento de expansão do ensino do português língua estrangeira na China . [Internet] [Masters thesis]. Universidade Aberta; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10400.2/3756.

Council of Science Editors:

Pires LTA. O e-learning como instrumento de expansão do ensino do português língua estrangeira na China . [Masters Thesis]. Universidade Aberta; 2014. Available from: http://hdl.handle.net/10400.2/3756

13. Guo, Lihui. Chinese EAL learners’ perceptions of academic writing practices in a Canadian university.

Degree: Curriculum, Teaching and Learning, 2012, University of Manitoba

 English as an Additional Language (EAL) students’ perceptions of academic writing practices play an essential role in helping to better understand their academic literacy development… (more)

Subjects/Keywords: Chinese EAL Learner; Pre-university EAP writing; Coping Strategy

…Observation Data Collection ….. Table 5. Categories of Coping Strategies Chinese EAL… …employs a case study method to investigate Chinese pre-university EAL learners’ perspectives of… …research is informed by the significant numbers of Chinese EAL learners in language pre… …reflect on my current learning experiences as an L2 learner of EAP writing in a Canadian… …the current research, I assumed that Chinese pre-university EAL learners in the AEPUCE… 

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APA (6th Edition):

Guo, L. (2012). Chinese EAL learners’ perceptions of academic writing practices in a Canadian university. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/8593

Chicago Manual of Style (16th Edition):

Guo, Lihui. “Chinese EAL learners’ perceptions of academic writing practices in a Canadian university.” 2012. Masters Thesis, University of Manitoba. Accessed April 23, 2019. http://hdl.handle.net/1993/8593.

MLA Handbook (7th Edition):

Guo, Lihui. “Chinese EAL learners’ perceptions of academic writing practices in a Canadian university.” 2012. Web. 23 Apr 2019.

Vancouver:

Guo L. Chinese EAL learners’ perceptions of academic writing practices in a Canadian university. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1993/8593.

Council of Science Editors:

Guo L. Chinese EAL learners’ perceptions of academic writing practices in a Canadian university. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/8593


University of Otago

14. Bowen, Sarah. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand .

Degree: 2010, University of Otago

 This study investigates the motivations to learn English of Chinese second language students studying in New Zealand. It also examines their views of the New… (more)

Subjects/Keywords: second language teaching; motivation; Chinese; English; China; phases; motivational change; language learner; L2; psychological aspects; social aspects; student attitudes; academic achievement; study and teaching

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APA (6th Edition):

Bowen, S. (2010). The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/324

Chicago Manual of Style (16th Edition):

Bowen, Sarah. “The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand .” 2010. Masters Thesis, University of Otago. Accessed April 23, 2019. http://hdl.handle.net/10523/324.

MLA Handbook (7th Edition):

Bowen, Sarah. “The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand .” 2010. Web. 23 Apr 2019.

Vancouver:

Bowen S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand . [Internet] [Masters thesis]. University of Otago; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10523/324.

Council of Science Editors:

Bowen S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand . [Masters Thesis]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/324


Universidade Nova

15. Weizhe, Wang. O ensino de expressões idiomáticas portuguesas para os aprendentes chineses.

Degree: 2018, Universidade Nova

As expressões idiomáticas, além da contribuição no desenvolvimento da competência lexical e gramatical, revelam ainda a força cultural que estimula a competência comunicativa. A importância… (more)

Subjects/Keywords: Proposta metodológica; Expressões idiomáticas; Aprendentes chineses; Ensino de português como língua estrangeira; Idioms; Teaching Portuguese as foreign language; Chinese learner; Teaching methodology

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APA (6th Edition):

Weizhe, W. (2018). O ensino de expressões idiomáticas portuguesas para os aprendentes chineses. (Thesis). Universidade Nova. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/46414

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):

Weizhe, Wang. “O ensino de expressões idiomáticas portuguesas para os aprendentes chineses.” 2018. Thesis, Universidade Nova. Accessed April 23, 2019. https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/46414.

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

MLA Handbook (7th Edition):

Weizhe, Wang. “O ensino de expressões idiomáticas portuguesas para os aprendentes chineses.” 2018. Web. 23 Apr 2019.

Vancouver:

Weizhe W. O ensino de expressões idiomáticas portuguesas para os aprendentes chineses. [Internet] [Thesis]. Universidade Nova; 2018. [cited 2019 Apr 23]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/46414.

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

Council of Science Editors:

Weizhe W. O ensino de expressões idiomáticas portuguesas para os aprendentes chineses. [Thesis]. Universidade Nova; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/46414

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

16. Kim, Jeongwoon. The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning.

Degree: PhD, 2015, Brigham Young University

 The current study investigated the effect of viewing various types of word definitions-dictionary, glossed, and annotated definitions-on Chinese learners' vocabulary comprehension during video-based language learning.… (more)

Subjects/Keywords: word treatment; word definition; dictionary; gloss; annotation; Chinese; advanced learner; learner perspective; Educational Psychology

…perspective of the individual learner. For example, no study has compared all three methods of word… …for, or perceived helpfulness of the methods. Since the assessment of learner preferences is… …vital in order to create a learner-based curriculum and to aid in the development of learner… …Matthew Christensen, former and current Chinese Flagship Program Directors at Brigham Young… …University claim that this is the case at least for the Chinese language (personal… 

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APA (6th Edition):

Kim, J. (2015). The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6977&context=etd

Chicago Manual of Style (16th Edition):

Kim, Jeongwoon. “The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning.” 2015. Doctoral Dissertation, Brigham Young University. Accessed April 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6977&context=etd.

MLA Handbook (7th Edition):

Kim, Jeongwoon. “The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning.” 2015. Web. 23 Apr 2019.

Vancouver:

Kim J. The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2019 Apr 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6977&context=etd.

Council of Science Editors:

Kim J. The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6977&context=etd

17. Song, Weiyi. L'intersinographie : une étude de l’acquisition de l’écriture des caractères chinois par des apprenants francophones : Intersinography : a study of the acquisition of Chinese character writing by Francophone learners.

Degree: Docteur es, Sciences du langage, 2017, Aix Marseille Université

Cette thèse porte sur l’intersinographie, notion construite sur le modèle d’« interlangue », pour caractériser les connaissances "intermédiaires" des apprenants en matière d’écriture en langue… (more)

Subjects/Keywords: Interlangue; Écriture chinoise; Production graphique; Erreur sur les sinogrammes; Didactique du chinois langue étrangère (CLÉ); Apprenant francophone; Interlanguage; Chinese handwriting; Graphic production; Error of the sinograms; Teaching Chinese as a Foreign Language (TCFL); Francophone learner

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

APA (6th Edition):

Song, W. (2017). L'intersinographie : une étude de l’acquisition de l’écriture des caractères chinois par des apprenants francophones : Intersinography : a study of the acquisition of Chinese character writing by Francophone learners. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2017AIXM0223

Chicago Manual of Style (16th Edition):

Song, Weiyi. “L'intersinographie : une étude de l’acquisition de l’écriture des caractères chinois par des apprenants francophones : Intersinography : a study of the acquisition of Chinese character writing by Francophone learners.” 2017. Doctoral Dissertation, Aix Marseille Université. Accessed April 23, 2019. http://www.theses.fr/2017AIXM0223.

MLA Handbook (7th Edition):

Song, Weiyi. “L'intersinographie : une étude de l’acquisition de l’écriture des caractères chinois par des apprenants francophones : Intersinography : a study of the acquisition of Chinese character writing by Francophone learners.” 2017. Web. 23 Apr 2019.

Vancouver:

Song W. L'intersinographie : une étude de l’acquisition de l’écriture des caractères chinois par des apprenants francophones : Intersinography : a study of the acquisition of Chinese character writing by Francophone learners. [Internet] [Doctoral dissertation]. Aix Marseille Université 2017. [cited 2019 Apr 23]. Available from: http://www.theses.fr/2017AIXM0223.

Council of Science Editors:

Song W. L'intersinographie : une étude de l’acquisition de l’écriture des caractères chinois par des apprenants francophones : Intersinography : a study of the acquisition of Chinese character writing by Francophone learners. [Doctoral Dissertation]. Aix Marseille Université 2017. Available from: http://www.theses.fr/2017AIXM0223


The Ohio State University

18. Wang, Jianfen. An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language.

Degree: PhD, East Asian Languages and Literatures, 2016, The Ohio State University

 Traditional approaches to teaching Chinese as a Foreign Language (CFL) are based on a reductionist view of communication. In the reductionist view, communication is construed… (more)

Subjects/Keywords: Curriculum Development; Foreign Language; Pedagogy; Literacy; Communication; Education Philosophy; Teaching; Teacher Education; Ecology; Sustainability; Chinese as a foreign language; curriculum; context; inter-disciplinary; ecology of literacy; embodied mind; literacy as processes; knowing as doing; learning as transformation; performed-culture; conversation; learner diversity; dynamic assessment

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APA (6th Edition):

Wang, J. (2016). An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633

Chicago Manual of Style (16th Edition):

Wang, Jianfen. “An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language.” 2016. Doctoral Dissertation, The Ohio State University. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

MLA Handbook (7th Edition):

Wang, Jianfen. “An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language.” 2016. Web. 23 Apr 2019.

Vancouver:

Wang J. An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

Council of Science Editors:

Wang J. An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633

19. Huang, Ruoyu. Does L1 transfer influence Chinese speakers' intuition of adjective ordering in English.

Degree: MA, Teaching of English Sec Lang, 2017, University of Illinois – Urbana-Champaign

 L1 influence on second language acquisition has been shown by linguists in many areas. This study is to look into the L1 influence on English… (more)

Subjects/Keywords: Adjective ordering; L1 influence; Universal grammar; Chinese English as a second language (ESL) learner

…description of the native language of the learner.” (p.9). That is to say, if we want to… …learners whose first language was Chinese. 1 1.1 Adjective Ordering in English and Chinese In… …1970). Chinese, on the other hand, has very limited direct pre-nominal adjective… …combinations in terms of the absoluteness. NA combination is commonly used in Chinese as in English… …Chinese speakers put absolute adjectives closer to nouns than non-absolute adjectives (e.g… 

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APA (6th Edition):

Huang, R. (2017). Does L1 transfer influence Chinese speakers' intuition of adjective ordering in English. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98394

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, Ruoyu. “Does L1 transfer influence Chinese speakers' intuition of adjective ordering in English.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed April 23, 2019. http://hdl.handle.net/2142/98394.

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

MLA Handbook (7th Edition):

Huang, Ruoyu. “Does L1 transfer influence Chinese speakers' intuition of adjective ordering in English.” 2017. Web. 23 Apr 2019.

Vancouver:

Huang R. Does L1 transfer influence Chinese speakers' intuition of adjective ordering in English. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2142/98394.

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

Council of Science Editors:

Huang R. Does L1 transfer influence Chinese speakers' intuition of adjective ordering in English. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98394

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


University of Hong Kong

20. Mok, Kwan-tei, Monica. A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school.

Degree: MAin Applied, 2005, University of Hong Kong

abstract

published_or_final_version

Linguistics

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: Chinese language - Study and teaching (Secondary) - China - Hong Kong.; English language - Study and teaching (Secondary) - China - Hong Kong.; Independent study.; Learner autonomy - China - Hong Kong - Case studies.

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APA (6th Edition):

Mok, Kwan-tei, M. (2005). A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. (Masters Thesis). University of Hong Kong. Retrieved from Mok, K. M. [莫群弟]. (2005). A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3165081 ; http://dx.doi.org/10.5353/th_b3165081 ; http://hdl.handle.net/10722/40273

Chicago Manual of Style (16th Edition):

Mok, Kwan-tei, Monica. “A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school.” 2005. Masters Thesis, University of Hong Kong. Accessed April 23, 2019. Mok, K. M. [莫群弟]. (2005). A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3165081 ; http://dx.doi.org/10.5353/th_b3165081 ; http://hdl.handle.net/10722/40273.

MLA Handbook (7th Edition):

Mok, Kwan-tei, Monica. “A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school.” 2005. Web. 23 Apr 2019.

Vancouver:

Mok, Kwan-tei M. A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2019 Apr 23]. Available from: Mok, K. M. [莫群弟]. (2005). A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3165081 ; http://dx.doi.org/10.5353/th_b3165081 ; http://hdl.handle.net/10722/40273.

Council of Science Editors:

Mok, Kwan-tei M. A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. [Masters Thesis]. University of Hong Kong; 2005. Available from: Mok, K. M. [莫群弟]. (2005). A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3165081 ; http://dx.doi.org/10.5353/th_b3165081 ; http://hdl.handle.net/10722/40273


University of Hong Kong

21. Huang, Jing. Autonomy, agency and identity in foreign language learning and teaching.

Degree: PhD, 2009, University of Hong Kong

published_or_final_version

Education

Doctoral

Doctor of Philosophy

Subjects/Keywords: English teachers - Training of - China.; Learner autonomy.; English language - Study and teaching (Higher) - China.; English language - Study and teaching (Higher) - Chinese speakers.

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APA (6th Edition):

Huang, J. (2009). Autonomy, agency and identity in foreign language learning and teaching. (Doctoral Dissertation). University of Hong Kong. Retrieved from Huang, J. [黃景]. (2009). Autonomy, agency and identity in foreign language learning and teaching. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4175798 ; http://dx.doi.org/10.5353/th_b4175798 ; http://hdl.handle.net/10722/54690

Chicago Manual of Style (16th Edition):

Huang, Jing. “Autonomy, agency and identity in foreign language learning and teaching.” 2009. Doctoral Dissertation, University of Hong Kong. Accessed April 23, 2019. Huang, J. [黃景]. (2009). Autonomy, agency and identity in foreign language learning and teaching. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4175798 ; http://dx.doi.org/10.5353/th_b4175798 ; http://hdl.handle.net/10722/54690.

MLA Handbook (7th Edition):

Huang, Jing. “Autonomy, agency and identity in foreign language learning and teaching.” 2009. Web. 23 Apr 2019.

Vancouver:

Huang J. Autonomy, agency and identity in foreign language learning and teaching. [Internet] [Doctoral dissertation]. University of Hong Kong; 2009. [cited 2019 Apr 23]. Available from: Huang, J. [黃景]. (2009). Autonomy, agency and identity in foreign language learning and teaching. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4175798 ; http://dx.doi.org/10.5353/th_b4175798 ; http://hdl.handle.net/10722/54690.

Council of Science Editors:

Huang J. Autonomy, agency and identity in foreign language learning and teaching. [Doctoral Dissertation]. University of Hong Kong; 2009. Available from: Huang, J. [黃景]. (2009). Autonomy, agency and identity in foreign language learning and teaching. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4175798 ; http://dx.doi.org/10.5353/th_b4175798 ; http://hdl.handle.net/10722/54690


Universidad de Murcia

22. Sánchez Griñán, Alberto José. Enseñanza y aprendizaje de español como lengua extranjera en China. Retos y posibilidades del enfoque comunicativo.

Degree: Departamento de Lengua Española y Lingüística General, 2008, Universidad de Murcia

 This thesis explores the possibilities of implementing Communicative Language Teaching (CLT) of Spanish in China. From a wide sociocultural perspective, the main obstacles for implementing… (more)

Subjects/Keywords: learner; chinese; difficulties; communicative; language; foreign; spanish; teaching; adaptación; actividades; dificultades; comunicativo; estudiantes; chinos; china; extranjera; lengua; español; aprendizaje; enseñanza; Lengua Española; 80; 81

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APA (6th Edition):

Sánchez Griñán, A. J. (2008). Enseñanza y aprendizaje de español como lengua extranjera en China. Retos y posibilidades del enfoque comunicativo. (Thesis). Universidad de Murcia. Retrieved from http://hdl.handle.net/10803/10944

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):

Sánchez Griñán, Alberto José. “Enseñanza y aprendizaje de español como lengua extranjera en China. Retos y posibilidades del enfoque comunicativo.” 2008. Thesis, Universidad de Murcia. Accessed April 23, 2019. http://hdl.handle.net/10803/10944.

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

MLA Handbook (7th Edition):

Sánchez Griñán, Alberto José. “Enseñanza y aprendizaje de español como lengua extranjera en China. Retos y posibilidades del enfoque comunicativo.” 2008. Web. 23 Apr 2019.

Vancouver:

Sánchez Griñán AJ. Enseñanza y aprendizaje de español como lengua extranjera en China. Retos y posibilidades del enfoque comunicativo. [Internet] [Thesis]. Universidad de Murcia; 2008. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10803/10944.

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

Council of Science Editors:

Sánchez Griñán AJ. Enseñanza y aprendizaje de español como lengua extranjera en China. Retos y posibilidades del enfoque comunicativo. [Thesis]. Universidad de Murcia; 2008. Available from: http://hdl.handle.net/10803/10944

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

23. Jin, Lingxia. SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA .

Degree: 2011, University of Arizona

 First outlined by Lakoff and Johnson (1980), Conceptual Metaphor Theory (CMT) continues to thrive (e.g. Lakoff&Johnson 1992, Lakoff, 1993, 1999, 2008), by first challenging the… (more)

Subjects/Keywords: learner corpora; Spatial Metaphor; Second Language Acquisition & Teaching; Chinese as a foreign language; English as a foreign language

…current study investigates metaphor in learner language in light of CMT via a corpus-based… …approach, i.e., comparing learner corpora to native speaker corpora. The study particularly… …examines how L2 learners of Chinese and English express vertical 13 spatial metaphors in L2… …English and L2 Chinese writings and how they differ from learners’ target languages and their… …HAPPINESS IS UP since up is used to describe emotional states. In Chinese, _ shang pin (up… 

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

APA (6th Edition):

Jin, L. (2011). SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/203488

Chicago Manual of Style (16th Edition):

Jin, Lingxia. “SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA .” 2011. Doctoral Dissertation, University of Arizona. Accessed April 23, 2019. http://hdl.handle.net/10150/203488.

MLA Handbook (7th Edition):

Jin, Lingxia. “SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA .” 2011. Web. 23 Apr 2019.

Vancouver:

Jin L. SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10150/203488.

Council of Science Editors:

Jin L. SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/203488

.