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You searched for subject:(Foreign language teaching). Showing records 1 – 30 of 1793 total matches.

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The Ohio State University

1. Lee, Eun Jeong. THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT.

Degree: PhD, EDU Teaching and Learning, 2013, The Ohio State University

 The purpose of this dissertation study was to examine not only how teachers’ oral corrective feedback (CF) interacted with students’ affective variables (anxiety, attitude, motivation,… (more)

Subjects/Keywords: Foreign Language; Teaching

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

APA (6th Edition):

Lee, E. J. (2013). THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062

Chicago Manual of Style (16th Edition):

Lee, Eun Jeong. “THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT.” 2013. Doctoral Dissertation, The Ohio State University. Accessed January 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

MLA Handbook (7th Edition):

Lee, Eun Jeong. “THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT.” 2013. Web. 23 Jan 2020.

Vancouver:

Lee EJ. THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2020 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

Council of Science Editors:

Lee EJ. THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062

2. Lakshmi S. A critical evaluation of the shift of emphasis in ELT in India since independence;.

Degree: Foreign Language, 1992, INFLIBNET

This thesis entitled quotA Critical Evaluation of the Shift of Emphasis in ELT in India since Independencequot attempts a perspective of English Language Teaching in… (more)

Subjects/Keywords: Foreign Language; English Language Teaching

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APA (6th Edition):

S, L. (1992). A critical evaluation of the shift of emphasis in ELT in India since independence;. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/16244

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):

S, Lakshmi. “A critical evaluation of the shift of emphasis in ELT in India since independence;.” 1992. Thesis, INFLIBNET. Accessed January 23, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/16244.

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

MLA Handbook (7th Edition):

S, Lakshmi. “A critical evaluation of the shift of emphasis in ELT in India since independence;.” 1992. Web. 23 Jan 2020.

Vancouver:

S L. A critical evaluation of the shift of emphasis in ELT in India since independence;. [Internet] [Thesis]. INFLIBNET; 1992. [cited 2020 Jan 23]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/16244.

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

Council of Science Editors:

S L. A critical evaluation of the shift of emphasis in ELT in India since independence;. [Thesis]. INFLIBNET; 1992. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/16244

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


California State University – Chico

3. Donaldson, Rebekah. Teaching Foreign Language Conversation: A Conversation Norms Approach .

Degree: 2011, California State University – Chico

 ABSTRACT TEACHING FOREIGN LANGUAGE CONVERSATION: A CONVERSATION NORMS APPROACH by ?? Rebekah M. Donaldson 2011 Master of Arts in Teaching International Languages California State University,… (more)

Subjects/Keywords: Teaching Foreign Language Conversation

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APA (6th Edition):

Donaldson, R. (2011). Teaching Foreign Language Conversation: A Conversation Norms Approach . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/293

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):

Donaldson, Rebekah. “Teaching Foreign Language Conversation: A Conversation Norms Approach .” 2011. Thesis, California State University – Chico. Accessed January 23, 2020. http://hdl.handle.net/10211.4/293.

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

MLA Handbook (7th Edition):

Donaldson, Rebekah. “Teaching Foreign Language Conversation: A Conversation Norms Approach .” 2011. Web. 23 Jan 2020.

Vancouver:

Donaldson R. Teaching Foreign Language Conversation: A Conversation Norms Approach . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10211.4/293.

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

Council of Science Editors:

Donaldson R. Teaching Foreign Language Conversation: A Conversation Norms Approach . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/293

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


Southern Illinois University

4. Bouteldjoune, Abdelmohssen. MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA.

Degree: MA, Applied Linguistics, 2012, Southern Illinois University

  The term motivation has been the key for several research studies in language learning since Gardner and Lambert (1972) introduced the term to the… (more)

Subjects/Keywords: Arabic; Foreign language; Motivation; teaching

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APA (6th Edition):

Bouteldjoune, A. (2012). MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/868

Chicago Manual of Style (16th Edition):

Bouteldjoune, Abdelmohssen. “MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA.” 2012. Masters Thesis, Southern Illinois University. Accessed January 23, 2020. http://opensiuc.lib.siu.edu/theses/868.

MLA Handbook (7th Edition):

Bouteldjoune, Abdelmohssen. “MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA.” 2012. Web. 23 Jan 2020.

Vancouver:

Bouteldjoune A. MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA. [Internet] [Masters thesis]. Southern Illinois University; 2012. [cited 2020 Jan 23]. Available from: http://opensiuc.lib.siu.edu/theses/868.

Council of Science Editors:

Bouteldjoune A. MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA. [Masters Thesis]. Southern Illinois University; 2012. Available from: http://opensiuc.lib.siu.edu/theses/868


Bowling Green State University

5. Zhang, Ning. Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom.

Degree: MEd, Curriculum and Teaching, 2014, Bowling Green State University

 This study was an action project conducted in an introductory Chinese language college-level class. The aim of this research was to examine if the dialogues… (more)

Subjects/Keywords: Education; Foreign Language; Teaching; Communicative Language Teaching; Chinese Teaching; Foreign Language Teaching

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

APA (6th Edition):

Zhang, N. (2014). Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363

Chicago Manual of Style (16th Edition):

Zhang, Ning. “Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom.” 2014. Masters Thesis, Bowling Green State University. Accessed January 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.

MLA Handbook (7th Edition):

Zhang, Ning. “Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom.” 2014. Web. 23 Jan 2020.

Vancouver:

Zhang N. Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom. [Internet] [Masters thesis]. Bowling Green State University; 2014. [cited 2020 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.

Council of Science Editors:

Zhang N. Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom. [Masters Thesis]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363


Kent State University

6. Alsaghiar, Ahmed Ali. IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2018, Kent State University

 The purpose of this qualitative multicase study was to examine how college foreign language instructors implement communicative language teaching (CLT) to teach beginner-level classes across… (more)

Subjects/Keywords: Foreign Language; Teaching; Communicative Language Teaching Approach, Foreign Language Education, Communicative Competence

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

APA (6th Edition):

Alsaghiar, A. A. (2018). IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076

Chicago Manual of Style (16th Edition):

Alsaghiar, Ahmed Ali. “IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES.” 2018. Doctoral Dissertation, Kent State University. Accessed January 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.

MLA Handbook (7th Edition):

Alsaghiar, Ahmed Ali. “IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES.” 2018. Web. 23 Jan 2020.

Vancouver:

Alsaghiar AA. IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2020 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.

Council of Science Editors:

Alsaghiar AA. IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076


University of Tennessee – Knoxville

7. Johnson, Ronald Eric. Focus on Frequency: A Comparison of First-year German Vocabularies.

Degree: MA, German, 2010, University of Tennessee – Knoxville

Foreign language teachers, experts of pedagogy, and textbook publishers often cite frequency as an important tool in the creation of textbooks, as well as in… (more)

Subjects/Keywords: Frequency; Pedagogy; Foreign Language Acquisition; Foreign Language Teaching; German Linguistics

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APA (6th Edition):

Johnson, R. E. (2010). Focus on Frequency: A Comparison of First-year German Vocabularies. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/637

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):

Johnson, Ronald Eric. “Focus on Frequency: A Comparison of First-year German Vocabularies.” 2010. Thesis, University of Tennessee – Knoxville. Accessed January 23, 2020. https://trace.tennessee.edu/utk_gradthes/637.

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

MLA Handbook (7th Edition):

Johnson, Ronald Eric. “Focus on Frequency: A Comparison of First-year German Vocabularies.” 2010. Web. 23 Jan 2020.

Vancouver:

Johnson RE. Focus on Frequency: A Comparison of First-year German Vocabularies. [Internet] [Thesis]. University of Tennessee – Knoxville; 2010. [cited 2020 Jan 23]. Available from: https://trace.tennessee.edu/utk_gradthes/637.

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

Council of Science Editors:

Johnson RE. Focus on Frequency: A Comparison of First-year German Vocabularies. [Thesis]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_gradthes/637

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


University of Georgia

8. Wilbur, Marcia Lynn. How foreign language teachers get taught: methods of teaching the methods course.

Degree: PhD, Foreign Language Education, 2005, University of Georgia

 The focus of this dissertation study is the methodological formation of pre-service secondary foreign language teachers during 32 college or university teacher training programs across… (more)

Subjects/Keywords: foreign language teaching

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APA (6th Edition):

Wilbur, M. L. (2005). How foreign language teachers get taught: methods of teaching the methods course. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wilbur_marcia_l_200508_phd

Chicago Manual of Style (16th Edition):

Wilbur, Marcia Lynn. “How foreign language teachers get taught: methods of teaching the methods course.” 2005. Doctoral Dissertation, University of Georgia. Accessed January 23, 2020. http://purl.galileo.usg.edu/uga_etd/wilbur_marcia_l_200508_phd.

MLA Handbook (7th Edition):

Wilbur, Marcia Lynn. “How foreign language teachers get taught: methods of teaching the methods course.” 2005. Web. 23 Jan 2020.

Vancouver:

Wilbur ML. How foreign language teachers get taught: methods of teaching the methods course. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 Jan 23]. Available from: http://purl.galileo.usg.edu/uga_etd/wilbur_marcia_l_200508_phd.

Council of Science Editors:

Wilbur ML. How foreign language teachers get taught: methods of teaching the methods course. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/wilbur_marcia_l_200508_phd


University of Hong Kong

9. 陳浩然; Chan, Ho-yin, Tony. The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong.

Degree: MAin Applied, 2009, University of Hong Kong

published_or_final_version

Applied English Studies

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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

APA (6th Edition):

陳浩然; Chan, Ho-yin, T. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727

Chicago Manual of Style (16th Edition):

陳浩然; Chan, Ho-yin, Tony. “The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong.” 2009. Masters Thesis, University of Hong Kong. Accessed January 23, 2020. Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727.

MLA Handbook (7th Edition):

陳浩然; Chan, Ho-yin, Tony. “The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong.” 2009. Web. 23 Jan 2020.

Vancouver:

陳浩然; Chan, Ho-yin T. The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2009. [cited 2020 Jan 23]. Available from: Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727.

Council of Science Editors:

陳浩然; Chan, Ho-yin T. The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong. [Masters Thesis]. University of Hong Kong; 2009. Available from: Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727


University of Hong Kong

10. 陳靜欣; Chan, Ching-yan, Sammi. Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study.

Degree: MAin Applied, 2009, University of Hong Kong

published_or_final_version

Applied English Studies

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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

APA (6th Edition):

陳靜欣; Chan, Ching-yan, S. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study. (Masters Thesis). University of Hong Kong. Retrieved from Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738

Chicago Manual of Style (16th Edition):

陳靜欣; Chan, Ching-yan, Sammi. “Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study.” 2009. Masters Thesis, University of Hong Kong. Accessed January 23, 2020. Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738.

MLA Handbook (7th Edition):

陳靜欣; Chan, Ching-yan, Sammi. “Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study.” 2009. Web. 23 Jan 2020.

Vancouver:

陳靜欣; Chan, Ching-yan S. Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study. [Internet] [Masters thesis]. University of Hong Kong; 2009. [cited 2020 Jan 23]. Available from: Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738.

Council of Science Editors:

陳靜欣; Chan, Ching-yan S. Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study. [Masters Thesis]. University of Hong Kong; 2009. Available from: Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738


University of Central Lancashire

11. Ameer, Sundus. ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy.

Degree: PhD, 2017, University of Central Lancashire

 In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following… (more)

Subjects/Keywords: Teaching English as a Foreign Language (TEFL)

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APA (6th Edition):

Ameer, S. (2017). ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy. (Doctoral Dissertation). University of Central Lancashire. Retrieved from http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490

Chicago Manual of Style (16th Edition):

Ameer, Sundus. “ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy.” 2017. Doctoral Dissertation, University of Central Lancashire. Accessed January 23, 2020. http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490.

MLA Handbook (7th Edition):

Ameer, Sundus. “ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy.” 2017. Web. 23 Jan 2020.

Vancouver:

Ameer S. ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy. [Internet] [Doctoral dissertation]. University of Central Lancashire; 2017. [cited 2020 Jan 23]. Available from: http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490.

Council of Science Editors:

Ameer S. ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy. [Doctoral Dissertation]. University of Central Lancashire; 2017. Available from: http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490


University of Hong Kong

12. Mak, Ting-fung, Martin. A case study : task-based language teaching in a Chinese foreign language context.

Degree: MEd, 2014, University of Hong Kong

This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language.… (more)

Subjects/Keywords: Chinese language - Study and teaching - Foreign speakers

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APA (6th Edition):

Mak, Ting-fung, M. (2014). A case study : task-based language teaching in a Chinese foreign language context. (Masters Thesis). University of Hong Kong. Retrieved from Mak, T. M. [麥庭峰]. (2014). A case study : task-based language teaching in a Chinese foreign language context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396521 ; http://dx.doi.org/10.5353/th_b5396521 ; http://hdl.handle.net/10722/209655

Chicago Manual of Style (16th Edition):

Mak, Ting-fung, Martin. “A case study : task-based language teaching in a Chinese foreign language context.” 2014. Masters Thesis, University of Hong Kong. Accessed January 23, 2020. Mak, T. M. [麥庭峰]. (2014). A case study : task-based language teaching in a Chinese foreign language context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396521 ; http://dx.doi.org/10.5353/th_b5396521 ; http://hdl.handle.net/10722/209655.

MLA Handbook (7th Edition):

Mak, Ting-fung, Martin. “A case study : task-based language teaching in a Chinese foreign language context.” 2014. Web. 23 Jan 2020.

Vancouver:

Mak, Ting-fung M. A case study : task-based language teaching in a Chinese foreign language context. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2020 Jan 23]. Available from: Mak, T. M. [麥庭峰]. (2014). A case study : task-based language teaching in a Chinese foreign language context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396521 ; http://dx.doi.org/10.5353/th_b5396521 ; http://hdl.handle.net/10722/209655.

Council of Science Editors:

Mak, Ting-fung M. A case study : task-based language teaching in a Chinese foreign language context. [Masters Thesis]. University of Hong Kong; 2014. Available from: Mak, T. M. [麥庭峰]. (2014). A case study : task-based language teaching in a Chinese foreign language context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396521 ; http://dx.doi.org/10.5353/th_b5396521 ; http://hdl.handle.net/10722/209655


University of Newcastle

13. Le, Thi Thuy. Culture teaching in foreign language education: an integrated model for Vietnam.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The teaching of culture in foreign language education operates at a political as well as a pedagogical level.… (more)

Subjects/Keywords: culture teaching; foreign language education; Vietnam

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APA (6th Edition):

Le, T. T. (2017). Culture teaching in foreign language education: an integrated model for Vietnam. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1342493

Chicago Manual of Style (16th Edition):

Le, Thi Thuy. “Culture teaching in foreign language education: an integrated model for Vietnam.” 2017. Doctoral Dissertation, University of Newcastle. Accessed January 23, 2020. http://hdl.handle.net/1959.13/1342493.

MLA Handbook (7th Edition):

Le, Thi Thuy. “Culture teaching in foreign language education: an integrated model for Vietnam.” 2017. Web. 23 Jan 2020.

Vancouver:

Le TT. Culture teaching in foreign language education: an integrated model for Vietnam. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1959.13/1342493.

Council of Science Editors:

Le TT. Culture teaching in foreign language education: an integrated model for Vietnam. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1342493


University of Kansas

14. 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 January 23, 2020. 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. 23 Jan 2020.

Vancouver:

Mori N. Effects of Singing on the Vocabulary Acquisition of University Japanese Foreign Language Students. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2020 Jan 23]. 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 Victoria

15. Potter, Kritchada. A culture-based instructional program for teaching Thai language to foreigners.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 The purpose of this study is to examine and develop an instructional program for teaching the Thai language and culture to foreigners. This program combines… (more)

Subjects/Keywords: Thai language; Study and teaching; Foreign speakers

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

APA (6th Edition):

Potter, K. (2018). A culture-based instructional program for teaching Thai language to foreigners. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9543

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):

Potter, Kritchada. “A culture-based instructional program for teaching Thai language to foreigners.” 2018. Thesis, University of Victoria. Accessed January 23, 2020. https://dspace.library.uvic.ca//handle/1828/9543.

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

MLA Handbook (7th Edition):

Potter, Kritchada. “A culture-based instructional program for teaching Thai language to foreigners.” 2018. Web. 23 Jan 2020.

Vancouver:

Potter K. A culture-based instructional program for teaching Thai language to foreigners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Jan 23]. Available from: https://dspace.library.uvic.ca//handle/1828/9543.

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

Council of Science Editors:

Potter K. A culture-based instructional program for teaching Thai language to foreigners. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9543

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

16. Kontra, Edit Hegybíró. The need for a culture-sensitive approach to teacher education in English as a foreign language.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 The aim of this Portfolio is to provide insight into some characteristics of I lungarian learners of English, and to use this as evidence in… (more)

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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

APA (6th Edition):

Kontra, E. H. (2012). The need for a culture-sensitive approach to teacher education in English as a foreign language. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/600

Chicago Manual of Style (16th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Doctoral Dissertation, University of South Wales. Accessed January 23, 2020. http://hdl.handle.net/10265/600.

MLA Handbook (7th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Web. 23 Jan 2020.

Vancouver:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10265/600.

Council of Science Editors:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/600


Columbia University

17. Rodriguez, Olga. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.

Degree: 2013, Columbia University

 Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers

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

APA (6th Edition):

Rodriguez, O. (2013). Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8RF6264

Chicago Manual of Style (16th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Doctoral Dissertation, Columbia University. Accessed January 23, 2020. https://doi.org/10.7916/D8RF6264.

MLA Handbook (7th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Web. 23 Jan 2020.

Vancouver:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Jan 23]. Available from: https://doi.org/10.7916/D8RF6264.

Council of Science Editors:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8RF6264


Central Connecticut State University

18. Russo, Mary-Beth, 1959-. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

Across the nation, the number of English Language Learners (ELLs) in grades K-12 is steadily increasing, however, ELLs perform significantly lower on standardized assessments as… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers.

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

APA (6th Edition):

Russo, Mary-Beth, 1. (2016). Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2377

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):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

MLA Handbook (7th Edition):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Web. 23 Jan 2020.

Vancouver:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

Council of Science Editors:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377

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


University of Cape Town

19. Botha, Mia-Louise. L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation.

Degree: Image, French Language and Literature, 2016, University of Cape Town

 The aim of our study is to expose in the first place the possibility to develop oral skills using a cellphone in teaching French as… (more)

Subjects/Keywords: Teaching French as a Foreign Language

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

APA (6th Edition):

Botha, M. (2016). L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20637

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):

Botha, Mia-Louise. “L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation.” 2016. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/20637.

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

MLA Handbook (7th Edition):

Botha, Mia-Louise. “L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation.” 2016. Web. 23 Jan 2020.

Vancouver:

Botha M. L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/20637.

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

Council of Science Editors:

Botha M. L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20637

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


University of Cape Town

20. Mbariro, Mavis. L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays.

Degree: Image, French Language and Literature, 2016, University of Cape Town

 Our study aims to review the state of the teaching/learning of FLE in Zimbabwe and draw up the profile the FLE teacher to lead to… (more)

Subjects/Keywords: Teaching French as a foreign language

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APA (6th Edition):

Mbariro, M. (2016). L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20605

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):

Mbariro, Mavis. “L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays.” 2016. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/20605.

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

MLA Handbook (7th Edition):

Mbariro, Mavis. “L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays.” 2016. Web. 23 Jan 2020.

Vancouver:

Mbariro M. L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/20605.

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

Council of Science Editors:

Mbariro M. L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20605

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


University of Cape Town

21. Mokhele, Itumeleng. Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho.

Degree: Image, French Language and Literature, 2016, University of Cape Town

 En 2010, le gouvernement lesothan a démarré le projet pilote sur l'introduction du français dans les onze établissements secondaires. Notamment, cette étude vise à promouvoir… (more)

Subjects/Keywords: Teaching French as a Foreign Language

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

APA (6th Edition):

Mokhele, I. (2016). Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20689

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):

Mokhele, Itumeleng. “Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho.” 2016. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/20689.

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

MLA Handbook (7th Edition):

Mokhele, Itumeleng. “Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho.” 2016. Web. 23 Jan 2020.

Vancouver:

Mokhele I. Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/20689.

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

Council of Science Editors:

Mokhele I. Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20689

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


University of Cape Town

22. Muzodi, Kenda Henry. Quel français pour les étudiants de la faculté de droit de l'Université du Cap?.

Degree: Image, French Language and Literature, 2016, University of Cape Town

 Over the years, the University of Cape Town (UCT) has been and is still offering French language, through its French Section. Those enrolling in the… (more)

Subjects/Keywords: Teaching French as a Foreign Language

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APA (6th Edition):

Muzodi, K. H. (2016). Quel français pour les étudiants de la faculté de droit de l'Université du Cap?. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23020

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):

Muzodi, Kenda Henry. “Quel français pour les étudiants de la faculté de droit de l'Université du Cap?.” 2016. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/23020.

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

MLA Handbook (7th Edition):

Muzodi, Kenda Henry. “Quel français pour les étudiants de la faculté de droit de l'Université du Cap?.” 2016. Web. 23 Jan 2020.

Vancouver:

Muzodi KH. Quel français pour les étudiants de la faculté de droit de l'Université du Cap?. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/23020.

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

Council of Science Editors:

Muzodi KH. Quel français pour les étudiants de la faculté de droit de l'Université du Cap?. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/23020

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


University of North Texas

23. 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 January 23, 2020. 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. 23 Jan 2020.

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 2020 Jan 23]. 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 Cape Town

24. Ngaliema, Pierre. Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT).

Degree: Image, French Language and Literature, 2013, University of Cape Town

 The aim of our study is to expose the obstacles that impede oral expression in the French as a foreign language classroom in the context… (more)

Subjects/Keywords: French Teaching as a Foreign Language

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APA (6th Edition):

Ngaliema, P. (2013). Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT). (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13930

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):

Ngaliema, Pierre. “Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT).” 2013. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/13930.

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

MLA Handbook (7th Edition):

Ngaliema, Pierre. “Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT).” 2013. Web. 23 Jan 2020.

Vancouver:

Ngaliema P. Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT). [Internet] [Thesis]. University of Cape Town; 2013. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/13930.

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

Council of Science Editors:

Ngaliema P. Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT). [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/13930

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


Florida State University

25. Peters, Sabine U. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.

Degree: PhD, Educational Psychology and Learning Systems, 2015, Florida State University

 Learning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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

APA (6th Edition):

Peters, S. U. (2015). Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;

Chicago Manual of Style (16th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Doctoral Dissertation, Florida State University. Accessed January 23, 2020. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

MLA Handbook (7th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Web. 23 Jan 2020.

Vancouver:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2020 Jan 23]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

Council of Science Editors:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;


Florida State University

26. Tawfeeq, Wasan Azeez. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.

Degree: PhD, Teacher Education, 2018, Florida State University

 This study centers on maintaining motivation in second language learning (SLL), by exploring Directed Motivational Currents (DMCs), a recently conceptualized phenomenon theorized by Professor Dornyei… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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

APA (6th Edition):

Tawfeeq, W. A. (2018). The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;

Chicago Manual of Style (16th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Doctoral Dissertation, Florida State University. Accessed January 23, 2020. http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

MLA Handbook (7th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Web. 23 Jan 2020.

Vancouver:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2020 Jan 23]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

Council of Science Editors:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;


Florida State University

27. Eom, Mijin. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.

Degree: PhD, Teacher Education, 2018, Florida State University

This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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

APA (6th Edition):

Eom, M. (2018). The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;

Chicago Manual of Style (16th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Doctoral Dissertation, Florida State University. Accessed January 23, 2020. http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

MLA Handbook (7th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Web. 23 Jan 2020.

Vancouver:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2020 Jan 23]. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

Council of Science Editors:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;


University of Cape Town

28. Burger, Marali. L'élaboration d'un curriculum de français pour les chefs de mission sud-africains.

Degree: Image, French Language and Literature, 2016, University of Cape Town

 This study aims to develop a French curriculum that is responsive to the specific needs of South African Heads of Mission. Firstly, the context highlights… (more)

Subjects/Keywords: Teaching French as a Foreign Language

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

APA (6th Edition):

Burger, M. (2016). L'élaboration d'un curriculum de français pour les chefs de mission sud-africains. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23753

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):

Burger, Marali. “L'élaboration d'un curriculum de français pour les chefs de mission sud-africains.” 2016. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/23753.

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

MLA Handbook (7th Edition):

Burger, Marali. “L'élaboration d'un curriculum de français pour les chefs de mission sud-africains.” 2016. Web. 23 Jan 2020.

Vancouver:

Burger M. L'élaboration d'un curriculum de français pour les chefs de mission sud-africains. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/23753.

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

Council of Science Editors:

Burger M. L'élaboration d'un curriculum de français pour les chefs de mission sud-africains. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/23753

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


University of Cape Town

29. Léger-Broschart, Isabelle. Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques.

Degree: Image, French Language and Literature, 2016, University of Cape Town

 This research and development dissertation researches the oral expression of adults of levels B1, B2 and C1 attending conversation classes at the French Alliance of… (more)

Subjects/Keywords: Teaching French as a Foreign Language

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

APA (6th Edition):

Léger-Broschart, I. (2016). Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23752

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):

Léger-Broschart, Isabelle. “Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques.” 2016. Thesis, University of Cape Town. Accessed January 23, 2020. http://hdl.handle.net/11427/23752.

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

MLA Handbook (7th Edition):

Léger-Broschart, Isabelle. “Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques.” 2016. Web. 23 Jan 2020.

Vancouver:

Léger-Broschart I. Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11427/23752.

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

Council of Science Editors:

Léger-Broschart I. Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/23752

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


Boston University

30. Wu, Yu. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.

Degree: EdD, Education, 2016, Boston University

 This dissertation addresses the differential effects of two oral corrective feedback strategies, recasts and metalinguistic prompts, on the acquisition of Chinese wh-questions and classifiers, while… (more)

Subjects/Keywords: Foreign language education; Teaching Chinese as a Foreign Language; Corrective feedback; Individual differences; Teaching Chinese as a foreign language

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

APA (6th Edition):

Wu, Y. (2016). Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/19509

Chicago Manual of Style (16th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Doctoral Dissertation, Boston University. Accessed January 23, 2020. http://hdl.handle.net/2144/19509.

MLA Handbook (7th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Web. 23 Jan 2020.

Vancouver:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/2144/19509.

Council of Science Editors:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19509

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