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You searched for subject:(Foreign language instruction). Showing records 1 – 30 of 271 total matches.

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1. Zhou, Yi. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.

Degree: PhD, Education, 2011, National Library of Canada

 As a result of globalisation, the increasing communication among people from different language and cultural backgrounds makes intercultural competence teaching a significant objective for second… (more)

Subjects/Keywords: Foreign language instruction.

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

APA (6th Edition):

Zhou, Y. (2011). A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/428

Chicago Manual of Style (16th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Doctoral Dissertation, National Library of Canada. Accessed September 22, 2019. http://scholar.uwindsor.ca/etd/428.

MLA Handbook (7th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Web. 22 Sep 2019.

Vancouver:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Internet] [Doctoral dissertation]. National Library of Canada; 2011. [cited 2019 Sep 22]. Available from: http://scholar.uwindsor.ca/etd/428.

Council of Science Editors:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Doctoral Dissertation]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/428


University of Windsor

2. Zhou, Yi. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.

Degree: PhD, Education, 2011, University of Windsor

 As a result of globalisation, the increasing communication among people from different language and cultural backgrounds makes intercultural competence teaching a significant objective for second… (more)

Subjects/Keywords: Foreign language instruction.

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

APA (6th Edition):

Zhou, Y. (2011). A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/428

Chicago Manual of Style (16th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Doctoral Dissertation, University of Windsor. Accessed September 22, 2019. https://scholar.uwindsor.ca/etd/428.

MLA Handbook (7th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Web. 22 Sep 2019.

Vancouver:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Internet] [Doctoral dissertation]. University of Windsor; 2011. [cited 2019 Sep 22]. Available from: https://scholar.uwindsor.ca/etd/428.

Council of Science Editors:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Doctoral Dissertation]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/428


University of Kansas

3. Maruyama, Rie. An analysis of typing errors by JFL learners and the causes of those errors.

Degree: MA, East Asian Languages & Cultures, 2010, University of Kansas

 The present study investigated the tendency of common typing errors by JFL (Japanese as a Foreign Language) learners, focusing on errors that relate to long… (more)

Subjects/Keywords: Language, linguistics; Foreign language instruction

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APA (6th Edition):

Maruyama, R. (2010). An analysis of typing errors by JFL learners and the causes of those errors. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/7713

Chicago Manual of Style (16th Edition):

Maruyama, Rie. “An analysis of typing errors by JFL learners and the causes of those errors.” 2010. Masters Thesis, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/7713.

MLA Handbook (7th Edition):

Maruyama, Rie. “An analysis of typing errors by JFL learners and the causes of those errors.” 2010. Web. 22 Sep 2019.

Vancouver:

Maruyama R. An analysis of typing errors by JFL learners and the causes of those errors. [Internet] [Masters thesis]. University of Kansas; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/7713.

Council of Science Editors:

Maruyama R. An analysis of typing errors by JFL learners and the causes of those errors. [Masters Thesis]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7713


University of Southern California

4. Mercado, Sonya Belen. Teaching critical thinking in secondary foreign language classrooms.

Degree: EdD, Education, 2014, University of Southern California

 This case study examines how three foreign language teachers in a single district define critical thinking and how they plan for and assess it in… (more)

Subjects/Keywords: critical thinking; foreign language instruction

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APA (6th Edition):

Mercado, S. B. (2014). Teaching critical thinking in secondary foreign language classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/473179/rec/6357

Chicago Manual of Style (16th Edition):

Mercado, Sonya Belen. “Teaching critical thinking in secondary foreign language classrooms.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/473179/rec/6357.

MLA Handbook (7th Edition):

Mercado, Sonya Belen. “Teaching critical thinking in secondary foreign language classrooms.” 2014. Web. 22 Sep 2019.

Vancouver:

Mercado SB. Teaching critical thinking in secondary foreign language classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/473179/rec/6357.

Council of Science Editors:

Mercado SB. Teaching critical thinking in secondary foreign language classrooms. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/473179/rec/6357


University of Kansas

5. Mori, Noriko. Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 Research shows that there is a relationship between music and memory (Salcedo, 2002). This study examined the effects of singing on the acquisition of foreign(more)

Subjects/Keywords: Foreign language instruction; Memory; Music; Teaching strategy

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APA (6th Edition):

Mori, N. (2011). Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8026

Chicago Manual of Style (16th Edition):

Mori, Noriko. “Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students.” 2011. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/8026.

MLA Handbook (7th Edition):

Mori, Noriko. “Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students.” 2011. Web. 22 Sep 2019.

Vancouver:

Mori N. Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/8026.

Council of Science Editors:

Mori N. Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8026


University of North Texas

6. Dean, Brittany L. A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian.

Degree: 2012, University of North Texas

 The study applied behavior analytic principles to foreign language instruction in a college classroom. Two study methods, vocabulary banks and scripts, were compared by assessing… (more)

Subjects/Keywords: Behavior analysis; foreign language instruction; college teaching

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APA (6th Edition):

Dean, B. L. (2012). A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115066/

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):

Dean, Brittany L. “A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian.” 2012. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc115066/.

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

MLA Handbook (7th Edition):

Dean, Brittany L. “A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian.” 2012. Web. 22 Sep 2019.

Vancouver:

Dean BL. A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115066/.

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

Council of Science Editors:

Dean BL. A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115066/

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


University of Kansas

7. Aldamen, Hesham. TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 The present study investigated the role played by communicative pronunciation instruction as opposed to the traditional form-based approach in the perception and production of Arabic… (more)

Subjects/Keywords: Foreign language education; Arabic; Communicative Instruction; Emphasis; Emphatic Consonants; Foreign Language Teaching; Pronunciation Instruction

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APA (6th Edition):

Aldamen, H. (2018). TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27538

Chicago Manual of Style (16th Edition):

Aldamen, Hesham. “TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS.” 2018. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/27538.

MLA Handbook (7th Edition):

Aldamen, Hesham. “TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS.” 2018. Web. 22 Sep 2019.

Vancouver:

Aldamen H. TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/27538.

Council of Science Editors:

Aldamen H. TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27538


UCLA

8. Karkafi, Larisa A. Negative Language Transfer: A Study of Essays by Heritage and L2 students of Russian at the Intermediate Mid Level of Proficiency.

Degree: Slavic Languages and Literatures, 2014, UCLA

 This study was conducted to identify, quantify, and compare the types and number of negative transfer errors in the written essays of HL and L2… (more)

Subjects/Keywords: Foreign language instruction; Modern language; Pedagogy; Foreign language; Heritage language; Negative transfer; Pedagogy; Russian

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APA (6th Edition):

Karkafi, L. A. (2014). Negative Language Transfer: A Study of Essays by Heritage and L2 students of Russian at the Intermediate Mid Level of Proficiency. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3fv056fh

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):

Karkafi, Larisa A. “Negative Language Transfer: A Study of Essays by Heritage and L2 students of Russian at the Intermediate Mid Level of Proficiency.” 2014. Thesis, UCLA. Accessed September 22, 2019. http://www.escholarship.org/uc/item/3fv056fh.

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

MLA Handbook (7th Edition):

Karkafi, Larisa A. “Negative Language Transfer: A Study of Essays by Heritage and L2 students of Russian at the Intermediate Mid Level of Proficiency.” 2014. Web. 22 Sep 2019.

Vancouver:

Karkafi LA. Negative Language Transfer: A Study of Essays by Heritage and L2 students of Russian at the Intermediate Mid Level of Proficiency. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/3fv056fh.

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

Council of Science Editors:

Karkafi LA. Negative Language Transfer: A Study of Essays by Heritage and L2 students of Russian at the Intermediate Mid Level of Proficiency. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/3fv056fh

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


UCLA

9. Walls, Laura. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.

Degree: Applied Linguistics, 2013, UCLA

 This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically,… (more)

Subjects/Keywords: Linguistics; Foreign language instruction; Language; classroom interaction; collaborative writing; heritage language

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APA (6th Edition):

Walls, L. (2013). Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1jh3s74t

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):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Thesis, UCLA. Accessed September 22, 2019. http://www.escholarship.org/uc/item/1jh3s74t.

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

MLA Handbook (7th Edition):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Web. 22 Sep 2019.

Vancouver:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/1jh3s74t.

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

Council of Science Editors:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1jh3s74t

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


University of Alabama

10. Haskins, Meredith. French immersion in Louisiana: instructor perceptions and practices.

Degree: 2015, University of Alabama

 French Immersion programs in Louisiana provide a unique opportunity to examine factors that have an effect on preservation and revitalization efforts of language and culture… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Sociolinguistics; Language; Foreign language instruction

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APA (6th Edition):

Haskins, M. (2015). French immersion in Louisiana: instructor perceptions and practices. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125647

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):

Haskins, Meredith. “French immersion in Louisiana: instructor perceptions and practices.” 2015. Thesis, University of Alabama. Accessed September 22, 2019. http://purl.lib.ua.edu/125647.

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

MLA Handbook (7th Edition):

Haskins, Meredith. “French immersion in Louisiana: instructor perceptions and practices.” 2015. Web. 22 Sep 2019.

Vancouver:

Haskins M. French immersion in Louisiana: instructor perceptions and practices. [Internet] [Thesis]. University of Alabama; 2015. [cited 2019 Sep 22]. Available from: http://purl.lib.ua.edu/125647.

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

Council of Science Editors:

Haskins M. French immersion in Louisiana: instructor perceptions and practices. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125647

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

11. Schindewolf, Ariel. Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.

Degree: 2014, University of California – eScholarship, University of California

 AbstractGuiding students in the development of their oral communication skills is one of the most important parts of a foreign language course. However, the success… (more)

Subjects/Keywords: Modern language; Linguistics; Foreign language instruction; Applied Linguistics; Drama/Theater; Foreign language anxiety; Foreign language pedagogy; Spanish as a foreign language; Speaking confidence

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APA (6th Edition):

Schindewolf, A. (2014). Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/4rm3j3wf

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):

Schindewolf, Ariel. “Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.” 2014. Thesis, University of California – eScholarship, University of California. Accessed September 22, 2019. http://www.escholarship.org/uc/item/4rm3j3wf.

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

MLA Handbook (7th Edition):

Schindewolf, Ariel. “Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.” 2014. Web. 22 Sep 2019.

Vancouver:

Schindewolf A. Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/4rm3j3wf.

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

Council of Science Editors:

Schindewolf A. Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/4rm3j3wf

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


University of Cincinnati

12. Onitsuka, Yukiko. Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2018, University of Cincinnati

 In second language (SL) and foreign language (FL) learning, language input in the target language (TL) has been recognized as one of the most important… (more)

Subjects/Keywords: Foreign Language; L1; TL; Dynamic Systems Theory; teacher use of language; Sociocultural Theory; language functions; Foreign Language Instruction

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

APA (6th Edition):

Onitsuka, Y. (2018). Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068

Chicago Manual of Style (16th Edition):

Onitsuka, Yukiko. “Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.

MLA Handbook (7th Edition):

Onitsuka, Yukiko. “Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.” 2018. Web. 22 Sep 2019.

Vancouver:

Onitsuka Y. Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.

Council of Science Editors:

Onitsuka Y. Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068


Temple University

13. Tsubaki, Mayumi. Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is… (more)

Subjects/Keywords: English as a second language; Foreign language instruction; Educational psychology; English as a Foreign Language; Graphic Organizers; Second Language Instruction; The Involvement Load Hypothesis; Vocabulary Instruction

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APA (6th Edition):

Tsubaki, M. (2012). Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,207588

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):

Tsubaki, Mayumi. “Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis.” 2012. Thesis, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,207588.

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

MLA Handbook (7th Edition):

Tsubaki, Mayumi. “Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis.” 2012. Web. 22 Sep 2019.

Vancouver:

Tsubaki M. Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,207588.

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

Council of Science Editors:

Tsubaki M. Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,207588

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


Temple University

14. Poteau, Christine Elizabeth. Effects of Interlocutor Familiarity on Second Language Learning in Group Work.

Degree: PhD, 2011, Temple University

Spanish

Recent research in second language acquisition has focused on the effects of group work on learning by examining various factors (i.e., motivation, age, task,… (more)

Subjects/Keywords: Language; Linguistics; Foreign Language Instruction; affective factors; group work; interlocutor familiarity; Spanish language; vocabulary learning

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APA (6th Edition):

Poteau, C. E. (2011). Effects of Interlocutor Familiarity on Second Language Learning in Group Work. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,111460

Chicago Manual of Style (16th Edition):

Poteau, Christine Elizabeth. “Effects of Interlocutor Familiarity on Second Language Learning in Group Work.” 2011. Doctoral Dissertation, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,111460.

MLA Handbook (7th Edition):

Poteau, Christine Elizabeth. “Effects of Interlocutor Familiarity on Second Language Learning in Group Work.” 2011. Web. 22 Sep 2019.

Vancouver:

Poteau CE. Effects of Interlocutor Familiarity on Second Language Learning in Group Work. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,111460.

Council of Science Editors:

Poteau CE. Effects of Interlocutor Familiarity on Second Language Learning in Group Work. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,111460


Temple University

15. Eidswick, John. Influences of Interest on L2 Reading Comprehension.

Degree: 2014, Temple University

CITE/Language Arts

Ed.D.

In educational psychology, the cognitive and affective motivational variable interest has been demonstrated to have a positive influence on text-based learning outcomes… (more)

Subjects/Keywords: English as a second language; Foreign language instruction;

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APA (6th Edition):

Eidswick, J. (2014). Influences of Interest on L2 Reading Comprehension. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,296065

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):

Eidswick, John. “Influences of Interest on L2 Reading Comprehension.” 2014. Thesis, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,296065.

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

MLA Handbook (7th Edition):

Eidswick, John. “Influences of Interest on L2 Reading Comprehension.” 2014. Web. 22 Sep 2019.

Vancouver:

Eidswick J. Influences of Interest on L2 Reading Comprehension. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,296065.

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

Council of Science Editors:

Eidswick J. Influences of Interest on L2 Reading Comprehension. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,296065

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


Humboldt State University

16. Glueck, Jennifer. Middle school students' perceptions toward learning Spanish.

Degree: MA, Education, 2012, Humboldt State University

 The majority of world language programs in the United States are offered to students beginning in high school, an earlier start in middle school gives… (more)

Subjects/Keywords: Middle school students; Second language acquisition; Spanish; World language instruction; Foreign language

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APA (6th Edition):

Glueck, J. (2012). Middle school students' perceptions toward learning Spanish. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1021

Chicago Manual of Style (16th Edition):

Glueck, Jennifer. “Middle school students' perceptions toward learning Spanish.” 2012. Masters Thesis, Humboldt State University. Accessed September 22, 2019. http://hdl.handle.net/2148/1021.

MLA Handbook (7th Edition):

Glueck, Jennifer. “Middle school students' perceptions toward learning Spanish.” 2012. Web. 22 Sep 2019.

Vancouver:

Glueck J. Middle school students' perceptions toward learning Spanish. [Internet] [Masters thesis]. Humboldt State University; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2148/1021.

Council of Science Editors:

Glueck J. Middle school students' perceptions toward learning Spanish. [Masters Thesis]. Humboldt State University; 2012. Available from: http://hdl.handle.net/2148/1021


University of California – Berkeley

17. Wolcott, Timothy Paul. Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad.

Degree: Education, 2010, University of California – Berkeley

 In this study, I provide a discourse analytical and narrative-theoretical examination of four American undergraduate students' interview accounts of study abroad in France. The key… (more)

Subjects/Keywords: Language Arts; Foreign Language Instruction; Language, Linguistics; discourse analysis; international education; study abroad; subjectivity

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APA (6th Edition):

Wolcott, T. P. (2010). Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/84d0q30p

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):

Wolcott, Timothy Paul. “Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad.” 2010. Thesis, University of California – Berkeley. Accessed September 22, 2019. http://www.escholarship.org/uc/item/84d0q30p.

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

MLA Handbook (7th Edition):

Wolcott, Timothy Paul. “Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad.” 2010. Web. 22 Sep 2019.

Vancouver:

Wolcott TP. Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/84d0q30p.

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

Council of Science Editors:

Wolcott TP. Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/84d0q30p

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


Arizona State University

18. Berber-McNeill, Rebecca. Identifying and Developing Online Language Teaching Skills: A Case Study.

Degree: Spanish, 2015, Arizona State University

 Online language learning is becoming increasingly popular with advances in technology that facilitate the acquisition of language in virtual environments (Duensing et al., 2006). Much… (more)

Subjects/Keywords: Foreign language instruction; Teacher education; development; distance language teaching; framework; online language teaching; skills

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APA (6th Edition):

Berber-McNeill, R. (2015). Identifying and Developing Online Language Teaching Skills: A Case Study. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/29943

Chicago Manual of Style (16th Edition):

Berber-McNeill, Rebecca. “Identifying and Developing Online Language Teaching Skills: A Case Study.” 2015. Masters Thesis, Arizona State University. Accessed September 22, 2019. http://repository.asu.edu/items/29943.

MLA Handbook (7th Edition):

Berber-McNeill, Rebecca. “Identifying and Developing Online Language Teaching Skills: A Case Study.” 2015. Web. 22 Sep 2019.

Vancouver:

Berber-McNeill R. Identifying and Developing Online Language Teaching Skills: A Case Study. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2019 Sep 22]. Available from: http://repository.asu.edu/items/29943.

Council of Science Editors:

Berber-McNeill R. Identifying and Developing Online Language Teaching Skills: A Case Study. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29943


University of Kansas

19. Hirano-Cook, Erika. Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 This dissertation investigated 1) American L2 learners' perceptual ability to accurately identify Japanese pitch accent, and 2) learners' realization of Japanese pitch accent. This study… (more)

Subjects/Keywords: Foreign language instruction; Linguistics; Japanese pitch accent; Phonetic instruction; Pitch accent training; Self monitoring skill

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APA (6th Edition):

Hirano-Cook, E. (2011). Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8022

Chicago Manual of Style (16th Edition):

Hirano-Cook, Erika. “Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production.” 2011. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/8022.

MLA Handbook (7th Edition):

Hirano-Cook, Erika. “Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production.” 2011. Web. 22 Sep 2019.

Vancouver:

Hirano-Cook E. Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/8022.

Council of Science Editors:

Hirano-Cook E. Japanese pitch accent acquisition by learners of Japanese: Effects of training on Japanese accent instruction, perception, and production. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8022


Temple University

20. Martin, Ron Reuel. The Foreign Language Learning Value Beliefs of Japanese Elementary School Students.

Degree: PhD, 2013, Temple University

CITE/Language Arts

This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of… (more)

Subjects/Keywords: Foreign language instruction; Elementary education; English as a second language;

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APA (6th Edition):

Martin, R. R. (2013). The Foreign Language Learning Value Beliefs of Japanese Elementary School Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,232554

Chicago Manual of Style (16th Edition):

Martin, Ron Reuel. “The Foreign Language Learning Value Beliefs of Japanese Elementary School Students.” 2013. Doctoral Dissertation, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,232554.

MLA Handbook (7th Edition):

Martin, Ron Reuel. “The Foreign Language Learning Value Beliefs of Japanese Elementary School Students.” 2013. Web. 22 Sep 2019.

Vancouver:

Martin RR. The Foreign Language Learning Value Beliefs of Japanese Elementary School Students. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,232554.

Council of Science Editors:

Martin RR. The Foreign Language Learning Value Beliefs of Japanese Elementary School Students. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,232554


Wayne State University

21. Morreale, Stefania Gabriella. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.

Degree: PhD, Curriculum and Instruction, 2011, Wayne State University

  The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public… (more)

Subjects/Keywords: foreign language curriculum; foreign language learning; second language acquisition; study abroad; Curriculum and Instruction; Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Morreale, S. G. (2011). The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/219

Chicago Manual of Style (16th Edition):

Morreale, Stefania Gabriella. “The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.” 2011. Doctoral Dissertation, Wayne State University. Accessed September 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/219.

MLA Handbook (7th Edition):

Morreale, Stefania Gabriella. “The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.” 2011. Web. 22 Sep 2019.

Vancouver:

Morreale SG. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Sep 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/219.

Council of Science Editors:

Morreale SG. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/219

22. DeMont, Brandi Leanne. Finding the third space| A case study of developing multiple literacies in a foreign language conversation class.

Degree: 2010, The University of Texas at Austin

  The present inquiry is a qualitative case study of conversations and attitudes of students participating in a non-required, second-year conversation section offered as a… (more)

Subjects/Keywords: Education, Foreign Language; Education, Curriculum and Instruction; Education, Higher

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APA (6th Edition):

DeMont, B. L. (2010). Finding the third space| A case study of developing multiple literacies in a foreign language conversation class. (Thesis). The University of Texas at Austin. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3417495

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):

DeMont, Brandi Leanne. “Finding the third space| A case study of developing multiple literacies in a foreign language conversation class.” 2010. Thesis, The University of Texas at Austin. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3417495.

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

MLA Handbook (7th Edition):

DeMont, Brandi Leanne. “Finding the third space| A case study of developing multiple literacies in a foreign language conversation class.” 2010. Web. 22 Sep 2019.

Vancouver:

DeMont BL. Finding the third space| A case study of developing multiple literacies in a foreign language conversation class. [Internet] [Thesis]. The University of Texas at Austin; 2010. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3417495.

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

Council of Science Editors:

DeMont BL. Finding the third space| A case study of developing multiple literacies in a foreign language conversation class. [Thesis]. The University of Texas at Austin; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3417495

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

23. Dioses Waletzko, Doris. Using Performance Assessments to Increase Motivation in the Foreign Language Classroom at the High School Level.

Degree: 2016, University of Wisconsin – Superior

 This work describes the importance of Integrated Performance Assessments in the foreign language field can promote changes in the learning and teaching of a foreign(more)

Subjects/Keywords: Assessment; Foreign Language; Instruction; High School; Educational Leadership

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APA (6th Edition):

Dioses Waletzko, D. (2016). Using Performance Assessments to Increase Motivation in the Foreign Language Classroom at the High School Level. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/75566

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):

Dioses Waletzko, Doris. “Using Performance Assessments to Increase Motivation in the Foreign Language Classroom at the High School Level.” 2016. Thesis, University of Wisconsin – Superior. Accessed September 22, 2019. http://digital.library.wisc.edu/1793/75566.

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

MLA Handbook (7th Edition):

Dioses Waletzko, Doris. “Using Performance Assessments to Increase Motivation in the Foreign Language Classroom at the High School Level.” 2016. Web. 22 Sep 2019.

Vancouver:

Dioses Waletzko D. Using Performance Assessments to Increase Motivation in the Foreign Language Classroom at the High School Level. [Internet] [Thesis]. University of Wisconsin – Superior; 2016. [cited 2019 Sep 22]. Available from: http://digital.library.wisc.edu/1793/75566.

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

Council of Science Editors:

Dioses Waletzko D. Using Performance Assessments to Increase Motivation in the Foreign Language Classroom at the High School Level. [Thesis]. University of Wisconsin – Superior; 2016. Available from: http://digital.library.wisc.edu/1793/75566

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

24. Ring, Andrew. A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'.

Degree: MA, Curriculum and Teaching, 2013, University of Kansas

 As a less commonly taught language in the U.S., relatively little research has been done on the acquisition of segmental sounds in Chinese as a… (more)

Subjects/Keywords: Foreign language instruction

…sounds for second and foreign language learners, there is also… …Conceptual Framework A number of second language acquisition (SLA… …The assumptions were that language learning is habit formation… …and that the differences between the learner’s native language… …x28;NL) and the target language (TL) would be the… 

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APA (6th Edition):

Ring, A. (2013). A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/15931

Chicago Manual of Style (16th Edition):

Ring, Andrew. “A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'.” 2013. Masters Thesis, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/15931.

MLA Handbook (7th Edition):

Ring, Andrew. “A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'.” 2013. Web. 22 Sep 2019.

Vancouver:

Ring A. A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/15931.

Council of Science Editors:

Ring A. A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'. [Masters Thesis]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15931


University of Kansas

25. Alaoui, Malika. Lecture a contre-fil de la captivite, litterature marocaine feminine des annees 1990.

Degree: PhD, French & Italian, 2010, University of Kansas

 ABSTRACT Re-Reading Captivity in the Works of Three Moroccan Women Novelists of the 90s The key objective of this research is to explore new ways… (more)

Subjects/Keywords: Foreign language instruction; Comparative literature; African literature; Captivity; Femininity; Literature; Moroccan

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APA (6th Edition):

Alaoui, M. (2010). Lecture a contre-fil de la captivite, litterature marocaine feminine des annees 1990. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10423

Chicago Manual of Style (16th Edition):

Alaoui, Malika. “Lecture a contre-fil de la captivite, litterature marocaine feminine des annees 1990.” 2010. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/10423.

MLA Handbook (7th Edition):

Alaoui, Malika. “Lecture a contre-fil de la captivite, litterature marocaine feminine des annees 1990.” 2010. Web. 22 Sep 2019.

Vancouver:

Alaoui M. Lecture a contre-fil de la captivite, litterature marocaine feminine des annees 1990. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/10423.

Council of Science Editors:

Alaoui M. Lecture a contre-fil de la captivite, litterature marocaine feminine des annees 1990. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/10423

26. 恩地,早紀. Grammar Instruction for Japanese Learners of English as a Foreign Language.

Degree: masters, 2017, Hiroshima Jogakuin Universiry / 広島女学院大学

63

Subjects/Keywords: Foreign Language; Grammar Instruction

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APA (6th Edition):

恩地,早紀. (2017). Grammar Instruction for Japanese Learners of English as a Foreign Language. (Masters Thesis). Hiroshima Jogakuin Universiry / 広島女学院大学. Retrieved from http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12178

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

恩地,早紀. “Grammar Instruction for Japanese Learners of English as a Foreign Language.” 2017. Masters Thesis, Hiroshima Jogakuin Universiry / 広島女学院大学. Accessed September 22, 2019. http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12178.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

恩地,早紀. “Grammar Instruction for Japanese Learners of English as a Foreign Language.” 2017. Web. 22 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

恩地,早紀. Grammar Instruction for Japanese Learners of English as a Foreign Language. [Internet] [Masters thesis]. Hiroshima Jogakuin Universiry / 広島女学院大学; 2017. [cited 2019 Sep 22]. Available from: http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12178.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

恩地,早紀. Grammar Instruction for Japanese Learners of English as a Foreign Language. [Masters Thesis]. Hiroshima Jogakuin Universiry / 広島女学院大学; 2017. Available from: http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12178

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Alabama

27. Burgos, Francisco. El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado.

Degree: 2014, University of Alabama

 This study, which involved classroom-based experimental research conducted during the Fall semester of 2013 in a Spanish class at Oakwood University, aimed at extending the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Linguistics; Foreign language instruction

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APA (6th Edition):

Burgos, F. (2014). El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105053

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):

Burgos, Francisco. “El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado.” 2014. Thesis, University of Alabama. Accessed September 22, 2019. http://purl.lib.ua.edu/105053.

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

MLA Handbook (7th Edition):

Burgos, Francisco. “El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado.” 2014. Web. 22 Sep 2019.

Vancouver:

Burgos F. El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Sep 22]. Available from: http://purl.lib.ua.edu/105053.

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

Council of Science Editors:

Burgos F. El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105053

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


University of Washington

28. Chang, Sharon. Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes.

Degree: PhD, 2013, University of Washington

 This study starts with a personal story and addresses questions about the perceptions of ethnolinguistic identity of postsecondary Chinese Language Learners (CLLs), investigating how the… (more)

Subjects/Keywords:

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APA (6th Edition):

Chang, S. (2013). Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/21942

Chicago Manual of Style (16th Edition):

Chang, Sharon. “Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes.” 2013. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/21942.

MLA Handbook (7th Edition):

Chang, Sharon. “Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes.” 2013. Web. 22 Sep 2019.

Vancouver:

Chang S. Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/21942.

Council of Science Editors:

Chang S. Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21942


University of Minnesota

29. Gao, Yunli. Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms.

Degree: PhD, Education, Curriculum and Instruction, 2010, University of Minnesota

 This study looks at Chinese immigrant teachers' identity through the theoretical framework of the figured worlds, aiming to explore how the Chinese immigrant teachers navigate… (more)

Subjects/Keywords: Chinese; Foreign language; Immigrant; Teacher identity; Education, Curriculum and Instruction

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APA (6th Edition):

Gao, Y. (2010). Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/93898

Chicago Manual of Style (16th Edition):

Gao, Yunli. “Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms.” 2010. Doctoral Dissertation, University of Minnesota. Accessed September 22, 2019. http://purl.umn.edu/93898.

MLA Handbook (7th Edition):

Gao, Yunli. “Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms.” 2010. Web. 22 Sep 2019.

Vancouver:

Gao Y. Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2019 Sep 22]. Available from: http://purl.umn.edu/93898.

Council of Science Editors:

Gao Y. Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/93898


Bowling Green State University

30. Gallagher, Natasha A. World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING.

Degree: MEd, Curriculum and Teaching/Curriculum, 2011, Bowling Green State University

  The purpose of this study was to understand the methods and approaches used by world language teachers as well as to investigate their values… (more)

Subjects/Keywords: Education; Foreign Language; world language education; world language instruction; world language teachers' beliefs; communicative language teaching

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

APA (6th Edition):

Gallagher, N. A. (2011). World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451

Chicago Manual of Style (16th Edition):

Gallagher, Natasha A. “World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING.” 2011. Masters Thesis, Bowling Green State University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451.

MLA Handbook (7th Edition):

Gallagher, Natasha A. “World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING.” 2011. Web. 22 Sep 2019.

Vancouver:

Gallagher NA. World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451.

Council of Science Editors:

Gallagher NA. World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451

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