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You searched for subject:(German language Study AND teaching Foreign speakers ). Showing records 1 – 30 of 17837 total matches.

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Stellenbosch University

1. Kesslau, Moritz. Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika.

Degree: MA, Modern Foreign Languages, 2017, Stellenbosch University

ENGLISH ABSTRACT : The following study focuses on the writing skills of predominantly mother-tongue speakers of Afrikaans and English and how the language biography affects… (more)

Subjects/Keywords: German language  – Acquisition; German language  – Study and teaching  – South Africa; Language and languages  – Study and teaching  – Error analysis; German language  – Study and teaching  – Foreign speakers; UCTD

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APA (6th Edition):

Kesslau, M. (2017). Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102806

Chicago Manual of Style (16th Edition):

Kesslau, Moritz. “Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika.” 2017. Masters Thesis, Stellenbosch University. Accessed August 25, 2019. http://hdl.handle.net/10019.1/102806.

MLA Handbook (7th Edition):

Kesslau, Moritz. “Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika.” 2017. Web. 25 Aug 2019.

Vancouver:

Kesslau M. Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10019.1/102806.

Council of Science Editors:

Kesslau M. Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102806


Macquarie University

2. Nimz, Katharina. Sound perception and production in a foreign language: does orthography matter?.

Degree: 2016, Macquarie University

Theoretical thesis.

Bibliography: pages 178-196.

1. Introduction  – 2. Theories of L2 speech learning  – 3. L2 phonology and the role of orthography  – 4.… (more)

Subjects/Keywords: German language  – Study and teaching  – Foreign speakers; German language  – Phonology; German language  – Phonetics; German language  – Orthography and spelling; LI Polish; L2 German; orthography; vowel perception; vowel production

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APA (6th Edition):

Nimz, K. (2016). Sound perception and production in a foreign language: does orthography matter?. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1114841

Chicago Manual of Style (16th Edition):

Nimz, Katharina. “Sound perception and production in a foreign language: does orthography matter?.” 2016. Doctoral Dissertation, Macquarie University. Accessed August 25, 2019. http://hdl.handle.net/1959.14/1114841.

MLA Handbook (7th Edition):

Nimz, Katharina. “Sound perception and production in a foreign language: does orthography matter?.” 2016. Web. 25 Aug 2019.

Vancouver:

Nimz K. Sound perception and production in a foreign language: does orthography matter?. [Internet] [Doctoral dissertation]. Macquarie University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1959.14/1114841.

Council of Science Editors:

Nimz K. Sound perception and production in a foreign language: does orthography matter?. [Doctoral Dissertation]. Macquarie University; 2016. Available from: http://hdl.handle.net/1959.14/1114841


Stellenbosch University

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

Degree: MA, 2015, Stellenbosch University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Strauss, Trudie. “Moodle and blended learning in teaching German for beginners.” 2015. Masters Thesis, Stellenbosch University. Accessed August 25, 2019. http://hdl.handle.net/10019.1/96947.

MLA Handbook (7th Edition):

Strauss, Trudie. “Moodle and blended learning in teaching German for beginners.” 2015. Web. 25 Aug 2019.

Vancouver:

Strauss T. Moodle and blended learning in teaching German for beginners. [Internet] [Masters thesis]. Stellenbosch University; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10019.1/96947.

Council of Science Editors:

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


University of Hong Kong

4. 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 (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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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

5. 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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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 Hong Kong

6. 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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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


Central Connecticut State University

7. 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 (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 August 25, 2019. 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. 25 Aug 2019.

Vancouver:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Aug 25]. 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 Victoria

8. 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 (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 August 25, 2019. 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. 25 Aug 2019.

Vancouver:

Potter K. A culture-based instructional program for teaching Thai language to foreigners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Aug 25]. 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

9. 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 (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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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

10. 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 (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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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


Florida State University

11. 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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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

12. 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 (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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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

13. 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 (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 August 25, 2019. 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. 25 Aug 2019.

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 2019 Aug 25]. 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 Victoria

14. Saif, Shahrzad. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.

Degree: Department of Linguistics, 2018, University of Victoria

 Researchers' and educators' recognition of the positive/negative effects of tests on teaching and learning activities goes back at least four decades. However, this phenomenon, referred… (more)

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

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APA (6th Edition):

Saif, S. (2018). Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8990

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):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Thesis, University of Victoria. Accessed August 25, 2019. https://dspace.library.uvic.ca//handle/1828/8990.

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

MLA Handbook (7th Edition):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Web. 25 Aug 2019.

Vancouver:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Aug 25]. Available from: https://dspace.library.uvic.ca//handle/1828/8990.

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

Council of Science Editors:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/8990

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


University of Johannesburg

15. Broschk, Heidi. Teaching German as a mother tongue and as a foreign language at the DSJ.

Degree: 2014, University of Johannesburg

M.A. (Linguistics)

The gold rush to the Witwatersrand Goldfields in 1886 attracted a diverse cross-section of European settlers. 10 % of this new community consisted… (more)

Subjects/Keywords: German language - Study and teaching (Elementary) - Research - South Africa - Johannesburg; German language - Study and teaching (Elementary) - Foreign speakers - Research - South Africa - Johannesburg

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APA (6th Edition):

Broschk, H. (2014). Teaching German as a mother tongue and as a foreign language at the DSJ. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9070

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):

Broschk, Heidi. “Teaching German as a mother tongue and as a foreign language at the DSJ.” 2014. Thesis, University of Johannesburg. Accessed August 25, 2019. http://hdl.handle.net/10210/9070.

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

MLA Handbook (7th Edition):

Broschk, Heidi. “Teaching German as a mother tongue and as a foreign language at the DSJ.” 2014. Web. 25 Aug 2019.

Vancouver:

Broschk H. Teaching German as a mother tongue and as a foreign language at the DSJ. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10210/9070.

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

Council of Science Editors:

Broschk H. Teaching German as a mother tongue and as a foreign language at the DSJ. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9070

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


Stellenbosch University

16. Groenewald, Karin. Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch.

Degree: MA, Modern Foreign Languages, 2019, Stellenbosch University

ENGLISH ABSTRACT: The following thesis focuses on the identification of tendencies in the motivation for learning German as a foreign language in South Africa, and… (more)

Subjects/Keywords: German language  – Study and teaching  – Foreign speakers; Motivations for learning German in South Africa; German teaching in Stellenbosch; UCTD; Deutsch als Fremdsprache

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APA (6th Edition):

Groenewald, K. (2019). Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105925

Chicago Manual of Style (16th Edition):

Groenewald, Karin. “Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch.” 2019. Masters Thesis, Stellenbosch University. Accessed August 25, 2019. http://hdl.handle.net/10019.1/105925.

MLA Handbook (7th Edition):

Groenewald, Karin. “Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch.” 2019. Web. 25 Aug 2019.

Vancouver:

Groenewald K. Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10019.1/105925.

Council of Science Editors:

Groenewald K. Zu Lernmotivationen fur Deutsch im sudafrikanischen Kontext am Beispiel einer Fallstudie : Stellenbosch. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105925


McGill University

17. Fischaess, Frank. Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts.

Degree: MA, Department of German Studies., 2000, McGill University

 The following work is based on the proposition that foreign languages are primarily acquired for the purpose of communication in a multicultural context. This communicative… (more)

Subjects/Keywords: German language  – Study and teaching  – Foreign speakers.; Communicative competence.

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APA (6th Edition):

Fischaess, F. (2000). Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile30167.pdf

Chicago Manual of Style (16th Edition):

Fischaess, Frank. “Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts.” 2000. Masters Thesis, McGill University. Accessed August 25, 2019. http://digitool.library.mcgill.ca/thesisfile30167.pdf.

MLA Handbook (7th Edition):

Fischaess, Frank. “Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts.” 2000. Web. 25 Aug 2019.

Vancouver:

Fischaess F. Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts. [Internet] [Masters thesis]. McGill University; 2000. [cited 2019 Aug 25]. Available from: http://digitool.library.mcgill.ca/thesisfile30167.pdf.

Council of Science Editors:

Fischaess F. Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts. [Masters Thesis]. McGill University; 2000. Available from: http://digitool.library.mcgill.ca/thesisfile30167.pdf


Stellenbosch University

18. Johannes, Elisabeth. DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom.

Degree: Modern Foreign Languages, 2007, Stellenbosch University

Thesis (MPhil (Modern Foreign Languages)) – University of Stellenbosch, 2007.

This thesis presents the planning and development of a multimedia application appropriate for Computer-Assisted Language Learning… (more)

Subjects/Keywords: German language; German language  – Study and teaching  – Foreign speakers  – Computer-assisted instruction

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APA (6th Edition):

Johannes, E. (2007). DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2721

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):

Johannes, Elisabeth. “DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom.” 2007. Thesis, Stellenbosch University. Accessed August 25, 2019. http://hdl.handle.net/10019.1/2721.

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

MLA Handbook (7th Edition):

Johannes, Elisabeth. “DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom.” 2007. Web. 25 Aug 2019.

Vancouver:

Johannes E. DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10019.1/2721.

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

Council of Science Editors:

Johannes E. DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/2721

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


Utah Valley University

19. Burgon, Natalie Palmer. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.

Degree: 2016, Utah Valley University

Due to the increasing number of English language learners (ELLs) entering our schools, additional support is needed in providing the skills they need to be successful. This project is a set of informative materials and supplementary instructional materials for volunteers to use while working with ELLs.

119 p.

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Teaching – Aids and devices

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APA (6th Edition):

Burgon, N. P. (2016). Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,693

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):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Thesis, Utah Valley University. Accessed August 25, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

MLA Handbook (7th Edition):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Web. 25 Aug 2019.

Vancouver:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2019 Aug 25]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

Council of Science Editors:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693

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


Latrobe University

20. Ahmad Zainuddin, Shahiza. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.

Degree: PhD, 2012, Latrobe University

Thesis (Ph.D.) - La Trobe University, 2012

Submission note: "A thesis submitted in a total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] Faculty of Education (Bundoora), La Trobe University, Victoria".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers.; Students  – Malaysia  – Attitudes.; English language  – Study and teaching  – Foreign speakers  – Evaluation.

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APA (6th Edition):

Ahmad Zainuddin, S. (2012). Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/501702

Chicago Manual of Style (16th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Doctoral Dissertation, Latrobe University. Accessed August 25, 2019. http://hdl.handle.net/1959.9/501702.

MLA Handbook (7th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Web. 25 Aug 2019.

Vancouver:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1959.9/501702.

Council of Science Editors:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/501702


University of Johannesburg

21. Bekker, Erna. 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui.

Degree: 2014, University of Johannesburg

M.A. (Applied Linguistics)

It is usually only in times of major political crisis that there are revolutions in educational practice. Governments and institutions seem to… (more)

Subjects/Keywords: Zulu language - Study and teaching - Foreign speakers; Zulu language - Business Zulu - Study and teaching - Foreign speakers.

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APA (6th Edition):

Bekker, E. (2014). 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9132

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):

Bekker, Erna. “'n Funksionele benadering tot 'n Zoeloekursus vir sakelui.” 2014. Thesis, University of Johannesburg. Accessed August 25, 2019. http://hdl.handle.net/10210/9132.

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

MLA Handbook (7th Edition):

Bekker, Erna. “'n Funksionele benadering tot 'n Zoeloekursus vir sakelui.” 2014. Web. 25 Aug 2019.

Vancouver:

Bekker E. 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10210/9132.

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

Council of Science Editors:

Bekker E. 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9132

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


Oregon State University

22. Díaz, Guadalupe. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.

Degree: PhD, Human Development and Family , 2016, Oregon State University

 English Language Learners (ELLs) represent a culturally and linguistically diverse population in US schools. ELLs enter kindergarten with a range of academic and self-regulation skills,… (more)

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

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APA (6th Edition):

Díaz, G. (2016). The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59741

Chicago Manual of Style (16th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Doctoral Dissertation, Oregon State University. Accessed August 25, 2019. http://hdl.handle.net/1957/59741.

MLA Handbook (7th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Web. 25 Aug 2019.

Vancouver:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1957/59741.

Council of Science Editors:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59741


University of Hong Kong

23. Qi, Xuedan. The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in teaching Chinese as a second language.

Degree: PhD, 2017, University of Hong Kong

 The growing perceived importance of pragmatic competence has led to increased research attention on interlanguage pragmatics (ILP), which focuses on examining learners’ development of pragmatic… (more)

Subjects/Keywords: Second language acquisition; Pragmatics; Chinese language - Study and teaching - Foreign speakers

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APA (6th Edition):

Qi, X. (2017). The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in teaching Chinese as a second language. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/250810

Chicago Manual of Style (16th Edition):

Qi, Xuedan. “The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in teaching Chinese as a second language.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed August 25, 2019. http://hdl.handle.net/10722/250810.

MLA Handbook (7th Edition):

Qi, Xuedan. “The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in teaching Chinese as a second language.” 2017. Web. 25 Aug 2019.

Vancouver:

Qi X. The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in teaching Chinese as a second language. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10722/250810.

Council of Science Editors:

Qi X. The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in teaching Chinese as a second language. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/250810


Montana State University

24. Mahoney, Shannon Kathleen. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.

Degree: College of Letters & Science, 2014, Montana State University

 This study examines a recently developed EAP (English for Academic Purposes) course that was largely guided by the genre based instruction promoted by Swales and… (more)

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

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APA (6th Edition):

Mahoney, S. K. (2014). A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8785

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):

Mahoney, Shannon Kathleen. “A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.” 2014. Thesis, Montana State University. Accessed August 25, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8785.

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

MLA Handbook (7th Edition):

Mahoney, Shannon Kathleen. “A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.” 2014. Web. 25 Aug 2019.

Vancouver:

Mahoney SK. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Aug 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8785.

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

Council of Science Editors:

Mahoney SK. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8785

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


University of Johannesburg

25. De Wit, Helene Elma Duyvene. Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë.

Degree: PhD, 2015, University of Johannesburg

 According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprising seeing that… (more)

Subjects/Keywords: Zulu language - Study and teaching - Foreign speakers; Language acquisition

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APA (6th Edition):

De Wit, H. E. D. (2015). Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë. (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14534

Chicago Manual of Style (16th Edition):

De Wit, Helene Elma Duyvene. “Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë.” 2015. Doctoral Dissertation, University of Johannesburg. Accessed August 25, 2019. http://hdl.handle.net/10210/14534.

MLA Handbook (7th Edition):

De Wit, Helene Elma Duyvene. “Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë.” 2015. Web. 25 Aug 2019.

Vancouver:

De Wit HED. Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë. [Internet] [Doctoral dissertation]. University of Johannesburg; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10210/14534.

Council of Science Editors:

De Wit HED. Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë. [Doctoral Dissertation]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14534


University of Johannesburg

26. Mahapa, Morongwa Johanna. Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig.

Degree: 2012, University of Johannesburg

M.A.

Since the 1960s, teaching has become ever-more learner-centred, with the results that drastic changes have been wrought to the theory of language learners' problems.… (more)

Subjects/Keywords: Afrikaans language - Study and teaching (Higher) - Foreign speakers; Second language acquisition

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APA (6th Edition):

Mahapa, M. J. (2012). Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6524

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):

Mahapa, Morongwa Johanna. “Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig.” 2012. Thesis, University of Johannesburg. Accessed August 25, 2019. http://hdl.handle.net/10210/6524.

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

MLA Handbook (7th Edition):

Mahapa, Morongwa Johanna. “Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig.” 2012. Web. 25 Aug 2019.

Vancouver:

Mahapa MJ. Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10210/6524.

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

Council of Science Editors:

Mahapa MJ. Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6524

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


University of Johannesburg

27. Moyo, Joseph. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.

Degree: 2010, University of Johannesburg

M.A.

The movement of former township learners to suburban schools has resulted in more non-native learners taking English as a Home Language (EHL). In some… (more)

Subjects/Keywords: English language study and teaching; English language and foreign speakers

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APA (6th Edition):

Moyo, J. (2010). A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3155

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):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Thesis, University of Johannesburg. Accessed August 25, 2019. http://hdl.handle.net/10210/3155.

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

MLA Handbook (7th Edition):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Web. 25 Aug 2019.

Vancouver:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10210/3155.

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

Council of Science Editors:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3155

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


Rutgers University

28. McConnochie, Meredith Clay, 1982-. Assessment, literacy, and identity in the new Latino diaspora.

Degree: PhD, Education, 2017, Rutgers University

This dissertation project represents a 2.5-year ethnographic study in a second-grade bilingual classroom and the homes of seven emergent bilingual children of Mexican-origin. This study(more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Foreign Speakers; Second language acquisition

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

APA (6th Edition):

McConnochie, Meredith Clay, 1. (2017). Assessment, literacy, and identity in the new Latino diaspora. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53740/

Chicago Manual of Style (16th Edition):

McConnochie, Meredith Clay, 1982-. “Assessment, literacy, and identity in the new Latino diaspora.” 2017. Doctoral Dissertation, Rutgers University. Accessed August 25, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53740/.

MLA Handbook (7th Edition):

McConnochie, Meredith Clay, 1982-. “Assessment, literacy, and identity in the new Latino diaspora.” 2017. Web. 25 Aug 2019.

Vancouver:

McConnochie, Meredith Clay 1. Assessment, literacy, and identity in the new Latino diaspora. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Aug 25]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53740/.

Council of Science Editors:

McConnochie, Meredith Clay 1. Assessment, literacy, and identity in the new Latino diaspora. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53740/


Texas Christian University

29. Ma, Jingjing. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.

Degree: 2015, Texas Christian University

 The present study aimed to investigate the characteristics of, the relationship between, and the effects of gender, age, and prior schooling on newcomer English language(more)

Subjects/Keywords: Chemistry Study and teaching (Secondary) Foreign speakers.; Science Study and teaching (Secondary) Foreign speakers.; Academic language.; English language Study and teaching (Secondary) Foreign speakers.; Limited English-proficient students.

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

APA (6th Edition):

Ma, J. (2015). Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/10241

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):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Thesis, Texas Christian University. Accessed August 25, 2019. https://repository.tcu.edu/handle/116099117/10241.

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

MLA Handbook (7th Edition):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Web. 25 Aug 2019.

Vancouver:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Internet] [Thesis]. Texas Christian University; 2015. [cited 2019 Aug 25]. Available from: https://repository.tcu.edu/handle/116099117/10241.

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

Council of Science Editors:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Thesis]. Texas Christian University; 2015. Available from: https://repository.tcu.edu/handle/116099117/10241

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


University of Johannesburg

30. Kockaert, Hendrik Jozef. Corrective strategies for the pronunciation of French as a foreign language among Swazi learners.

Degree: 2012, University of Johannesburg

D.Litt. et Phil.

The final objective of this study involves the acquisition of received French pronunciation on the part of native speakers of siSwati. However,… (more)

Subjects/Keywords: French language - Pronunciation by foreign speakers.; French language - Study and teaching - Swazi speakers.

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

APA (6th Edition):

Kockaert, H. J. (2012). Corrective strategies for the pronunciation of French as a foreign language among Swazi learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7113

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):

Kockaert, Hendrik Jozef. “Corrective strategies for the pronunciation of French as a foreign language among Swazi learners.” 2012. Thesis, University of Johannesburg. Accessed August 25, 2019. http://hdl.handle.net/10210/7113.

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

MLA Handbook (7th Edition):

Kockaert, Hendrik Jozef. “Corrective strategies for the pronunciation of French as a foreign language among Swazi learners.” 2012. Web. 25 Aug 2019.

Vancouver:

Kockaert HJ. Corrective strategies for the pronunciation of French as a foreign language among Swazi learners. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10210/7113.

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

Council of Science Editors:

Kockaert HJ. Corrective strategies for the pronunciation of French as a foreign language among Swazi learners. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7113

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

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