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Dates: 1990 – 1994

You searched for subject:(German language Study AND teaching Foreign speakers ). Showing records 1 – 30 of 1097 total matches.

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Queensland University of Technology

1. De Silva, Hemani. ESL teaching in selected Brisbane schools.

Degree: 1993, Queensland University of Technology

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

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

APA (6th Edition):

De Silva, H. (1993). ESL teaching in selected Brisbane schools. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36695/

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):

De Silva, Hemani. “ESL teaching in selected Brisbane schools.” 1993. Thesis, Queensland University of Technology. Accessed September 17, 2019. http://eprints.qut.edu.au/36695/.

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

MLA Handbook (7th Edition):

De Silva, Hemani. “ESL teaching in selected Brisbane schools.” 1993. Web. 17 Sep 2019.

Vancouver:

De Silva H. ESL teaching in selected Brisbane schools. [Internet] [Thesis]. Queensland University of Technology; 1993. [cited 2019 Sep 17]. Available from: http://eprints.qut.edu.au/36695/.

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

Council of Science Editors:

De Silva H. ESL teaching in selected Brisbane schools. [Thesis]. Queensland University of Technology; 1993. Available from: http://eprints.qut.edu.au/36695/

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


Oregon State University

2. Akobundu, Regina E. Language proficiency and self-concept : a study of Japanese exchange students.

Degree: PhD, Education, 1991, Oregon State University

 The major purpose of this study was to explore changes in language proficiency and self-concept of Japanese college students participating in an intensive English language(more)

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

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APA (6th Edition):

Akobundu, R. E. (1991). Language proficiency and self-concept : a study of Japanese exchange students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13271

Chicago Manual of Style (16th Edition):

Akobundu, Regina E. “Language proficiency and self-concept : a study of Japanese exchange students.” 1991. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/13271.

MLA Handbook (7th Edition):

Akobundu, Regina E. “Language proficiency and self-concept : a study of Japanese exchange students.” 1991. Web. 17 Sep 2019.

Vancouver:

Akobundu RE. Language proficiency and self-concept : a study of Japanese exchange students. [Internet] [Doctoral dissertation]. Oregon State University; 1991. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/13271.

Council of Science Editors:

Akobundu RE. Language proficiency and self-concept : a study of Japanese exchange students. [Doctoral Dissertation]. Oregon State University; 1991. Available from: http://hdl.handle.net/1957/13271


McGill University

3. Grondin, Nathalie D. Functional projections in child second language acquisition of French.

Degree: MA, Department of Linguistics., 1992, McGill University

Recently, there has been growing interest in the status of functional projections (i.e. the determiner phrase (DP), the inflectional phrase (IP), and the complementizer phrase… (more)

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

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APA (6th Edition):

Grondin, N. D. (1992). Functional projections in child second language acquisition of French. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile61279.pdf

Chicago Manual of Style (16th Edition):

Grondin, Nathalie D. “Functional projections in child second language acquisition of French.” 1992. Masters Thesis, McGill University. Accessed September 17, 2019. http://digitool.library.mcgill.ca/thesisfile61279.pdf.

MLA Handbook (7th Edition):

Grondin, Nathalie D. “Functional projections in child second language acquisition of French.” 1992. Web. 17 Sep 2019.

Vancouver:

Grondin ND. Functional projections in child second language acquisition of French. [Internet] [Masters thesis]. McGill University; 1992. [cited 2019 Sep 17]. Available from: http://digitool.library.mcgill.ca/thesisfile61279.pdf.

Council of Science Editors:

Grondin ND. Functional projections in child second language acquisition of French. [Masters Thesis]. McGill University; 1992. Available from: http://digitool.library.mcgill.ca/thesisfile61279.pdf


Rhodes University

4. Silburn, Gail Deirdre. The effect of teaching text organisation on reading in English as a second language.

Degree: Faculty of Education, Education, 1991, Rhodes University

 This research investigated the effect of teaching text organisation on reading in English second language to schoolgirls. All subjects underwent a training programme of five… (more)

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

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APA (6th Edition):

Silburn, G. D. (1991). The effect of teaching text organisation on reading in English as a second language. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001438

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):

Silburn, Gail Deirdre. “The effect of teaching text organisation on reading in English as a second language.” 1991. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1001438.

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

MLA Handbook (7th Edition):

Silburn, Gail Deirdre. “The effect of teaching text organisation on reading in English as a second language.” 1991. Web. 17 Sep 2019.

Vancouver:

Silburn GD. The effect of teaching text organisation on reading in English as a second language. [Internet] [Thesis]. Rhodes University; 1991. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1001438.

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

Council of Science Editors:

Silburn GD. The effect of teaching text organisation on reading in English as a second language. [Thesis]. Rhodes University; 1991. Available from: http://hdl.handle.net/10962/d1001438

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


Simon Fraser University

5. Yembise, Yohana Susana. EFL teachers' awareness of the theoretical and practical relevance of the communicative approach in Junior Secondary schools in the highlands of Irian Jaya, Indonesia.

Degree: 1994, Simon Fraser University

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

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

APA (6th Edition):

Yembise, Y. S. (1994). EFL teachers' awareness of the theoretical and practical relevance of the communicative approach in Junior Secondary schools in the highlands of Irian Jaya, Indonesia. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/5019

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):

Yembise, Yohana Susana. “EFL teachers' awareness of the theoretical and practical relevance of the communicative approach in Junior Secondary schools in the highlands of Irian Jaya, Indonesia.” 1994. Thesis, Simon Fraser University. Accessed September 17, 2019. http://summit.sfu.ca/item/5019.

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

MLA Handbook (7th Edition):

Yembise, Yohana Susana. “EFL teachers' awareness of the theoretical and practical relevance of the communicative approach in Junior Secondary schools in the highlands of Irian Jaya, Indonesia.” 1994. Web. 17 Sep 2019.

Vancouver:

Yembise YS. EFL teachers' awareness of the theoretical and practical relevance of the communicative approach in Junior Secondary schools in the highlands of Irian Jaya, Indonesia. [Internet] [Thesis]. Simon Fraser University; 1994. [cited 2019 Sep 17]. Available from: http://summit.sfu.ca/item/5019.

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

Council of Science Editors:

Yembise YS. EFL teachers' awareness of the theoretical and practical relevance of the communicative approach in Junior Secondary schools in the highlands of Irian Jaya, Indonesia. [Thesis]. Simon Fraser University; 1994. Available from: http://summit.sfu.ca/item/5019

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


Portland State University

6. Bess, Michael William. Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods.

Degree: MA, Teaching English as a Second Language, 1994, Portland State University

  Long-term studies with both native and non-native speakers of English have shown that vocabulary can be learned passively or "incidentally" simply through the act… (more)

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

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

APA (6th Edition):

Bess, M. W. (1994). Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4713

Chicago Manual of Style (16th Edition):

Bess, Michael William. “Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods.” 1994. Masters Thesis, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4713.

MLA Handbook (7th Edition):

Bess, Michael William. “Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods.” 1994. Web. 17 Sep 2019.

Vancouver:

Bess MW. Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods. [Internet] [Masters thesis]. Portland State University; 1994. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4713.

Council of Science Editors:

Bess MW. Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods. [Masters Thesis]. Portland State University; 1994. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4713


Montana Tech

7. Titus, Jeri L. Teaching syllabus : a contrastive analysis of three major first year French texts.

Degree: MA, 1991, Montana Tech

Subjects/Keywords: French language Textbooks for foreign speakers English.; French language Study and teaching (Higher)

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

APA (6th Edition):

Titus, J. L. (1991). Teaching syllabus : a contrastive analysis of three major first year French texts. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/8206

Chicago Manual of Style (16th Edition):

Titus, Jeri L. “Teaching syllabus : a contrastive analysis of three major first year French texts.” 1991. Masters Thesis, Montana Tech. Accessed September 17, 2019. https://scholarworks.umt.edu/etd/8206.

MLA Handbook (7th Edition):

Titus, Jeri L. “Teaching syllabus : a contrastive analysis of three major first year French texts.” 1991. Web. 17 Sep 2019.

Vancouver:

Titus JL. Teaching syllabus : a contrastive analysis of three major first year French texts. [Internet] [Masters thesis]. Montana Tech; 1991. [cited 2019 Sep 17]. Available from: https://scholarworks.umt.edu/etd/8206.

Council of Science Editors:

Titus JL. Teaching syllabus : a contrastive analysis of three major first year French texts. [Masters Thesis]. Montana Tech; 1991. Available from: https://scholarworks.umt.edu/etd/8206


Rhodes University

8. Claude, Marianne. A case study of a series of process writing workshops for teachers of English as a second language.

Degree: Faculty of Education, Education, 1994, Rhodes University

 The case study, which is described in this thesis, is concerned with two aspects of second language teaching and learning, namely process writing and 'teacher… (more)

Subjects/Keywords: English language  – Study and teaching  – South Africa  – Foreign speakers; English language  – Writing

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

APA (6th Edition):

Claude, M. (1994). A case study of a series of process writing workshops for teachers of English as a second language. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003314

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):

Claude, Marianne. “A case study of a series of process writing workshops for teachers of English as a second language.” 1994. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1003314.

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

MLA Handbook (7th Edition):

Claude, Marianne. “A case study of a series of process writing workshops for teachers of English as a second language.” 1994. Web. 17 Sep 2019.

Vancouver:

Claude M. A case study of a series of process writing workshops for teachers of English as a second language. [Internet] [Thesis]. Rhodes University; 1994. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1003314.

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

Council of Science Editors:

Claude M. A case study of a series of process writing workshops for teachers of English as a second language. [Thesis]. Rhodes University; 1994. Available from: http://hdl.handle.net/10962/d1003314

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


Portland State University

9. Krueger, Karin Dorothy. Peer Response Groups in the ESOL Classroom : A Study.

Degree: MA, Applied Linguistics, 1992, Portland State University

  This qualitative study is introduced through a discussion of peer response groups and the researcher's interest in them. The guiding question of whether peer… (more)

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

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

APA (6th Edition):

Krueger, K. D. (1992). Peer Response Groups in the ESOL Classroom : A Study. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4492

Chicago Manual of Style (16th Edition):

Krueger, Karin Dorothy. “Peer Response Groups in the ESOL Classroom : A Study.” 1992. Masters Thesis, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4492.

MLA Handbook (7th Edition):

Krueger, Karin Dorothy. “Peer Response Groups in the ESOL Classroom : A Study.” 1992. Web. 17 Sep 2019.

Vancouver:

Krueger KD. Peer Response Groups in the ESOL Classroom : A Study. [Internet] [Masters thesis]. Portland State University; 1992. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4492.

Council of Science Editors:

Krueger KD. Peer Response Groups in the ESOL Classroom : A Study. [Masters Thesis]. Portland State University; 1992. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4492


Simon Fraser University

10. Schmidt, Lieselotte M. Learning English as a second language : an exploration of expectations, attitudes, and motivation of Japanese high school graduates.

Degree: 1991, Simon Fraser University

Subjects/Keywords: English language  – Study and teaching  – British Columbia  – Foreign speakers.; English language  – Study and teaching  – British Columbia  – Japanese speakers.

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APA (6th Edition):

Schmidt, L. M. (1991). Learning English as a second language : an exploration of expectations, attitudes, and motivation of Japanese high school graduates. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/4759

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):

Schmidt, Lieselotte M. “Learning English as a second language : an exploration of expectations, attitudes, and motivation of Japanese high school graduates.” 1991. Thesis, Simon Fraser University. Accessed September 17, 2019. http://summit.sfu.ca/item/4759.

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

MLA Handbook (7th Edition):

Schmidt, Lieselotte M. “Learning English as a second language : an exploration of expectations, attitudes, and motivation of Japanese high school graduates.” 1991. Web. 17 Sep 2019.

Vancouver:

Schmidt LM. Learning English as a second language : an exploration of expectations, attitudes, and motivation of Japanese high school graduates. [Internet] [Thesis]. Simon Fraser University; 1991. [cited 2019 Sep 17]. Available from: http://summit.sfu.ca/item/4759.

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

Council of Science Editors:

Schmidt LM. Learning English as a second language : an exploration of expectations, attitudes, and motivation of Japanese high school graduates. [Thesis]. Simon Fraser University; 1991. Available from: http://summit.sfu.ca/item/4759

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


Simon Fraser University

11. Sayers, Michael J. The effect of different teaching strategies on the length and frequency of Grades 5 - 7 Early French Immersion students' discourse.

Degree: 1992, Simon Fraser University

Subjects/Keywords: French language  – Study and teaching (Elementary)  – Foreign speakers  – Immersion method.; French language  – Study and teaching (Elementary)  – Foreign speakers  – British Columbia.; Education, Bilingual  – British Columbia.; Teaching.

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

APA (6th Edition):

Sayers, M. J. (1992). The effect of different teaching strategies on the length and frequency of Grades 5 - 7 Early French Immersion students' discourse. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/3729

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):

Sayers, Michael J. “The effect of different teaching strategies on the length and frequency of Grades 5 - 7 Early French Immersion students' discourse.” 1992. Thesis, Simon Fraser University. Accessed September 17, 2019. http://summit.sfu.ca/item/3729.

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

MLA Handbook (7th Edition):

Sayers, Michael J. “The effect of different teaching strategies on the length and frequency of Grades 5 - 7 Early French Immersion students' discourse.” 1992. Web. 17 Sep 2019.

Vancouver:

Sayers MJ. The effect of different teaching strategies on the length and frequency of Grades 5 - 7 Early French Immersion students' discourse. [Internet] [Thesis]. Simon Fraser University; 1992. [cited 2019 Sep 17]. Available from: http://summit.sfu.ca/item/3729.

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

Council of Science Editors:

Sayers MJ. The effect of different teaching strategies on the length and frequency of Grades 5 - 7 Early French Immersion students' discourse. [Thesis]. Simon Fraser University; 1992. Available from: http://summit.sfu.ca/item/3729

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


University of British Columbia

12. Chow, Mayling. The acquisition of a written language by E.S.L. children during the kindergarten and grade one years .

Degree: 1990, University of British Columbia

 This research investigates the development of writing in children who are learning English as a second language (ESL). Its underlying hypotheses are that: 1) ESL… (more)

Subjects/Keywords: English language – Study and teaching (Primary) – Foreign speakers; Children – Language acquisition; Second language acquisition; English language – Writing – Study and teaching (Primary)

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

APA (6th Edition):

Chow, M. (1990). The acquisition of a written language by E.S.L. children during the kindergarten and grade one years . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/29497

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):

Chow, Mayling. “The acquisition of a written language by E.S.L. children during the kindergarten and grade one years .” 1990. Thesis, University of British Columbia. Accessed September 17, 2019. http://hdl.handle.net/2429/29497.

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

MLA Handbook (7th Edition):

Chow, Mayling. “The acquisition of a written language by E.S.L. children during the kindergarten and grade one years .” 1990. Web. 17 Sep 2019.

Vancouver:

Chow M. The acquisition of a written language by E.S.L. children during the kindergarten and grade one years . [Internet] [Thesis]. University of British Columbia; 1990. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2429/29497.

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

Council of Science Editors:

Chow M. The acquisition of a written language by E.S.L. children during the kindergarten and grade one years . [Thesis]. University of British Columbia; 1990. Available from: http://hdl.handle.net/2429/29497

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


University of Alberta

13. Winning, Anne. The language of home and the home of language: pedagogical consideration for ESL practice.

Degree: PhD, Department of Secondary Education, 1991, University of Alberta

Subjects/Keywords: English language – Study and teaching – Foreign speakers – Psychological aspects.; Psycholinguistics.

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

APA (6th Edition):

Winning, A. (1991). The language of home and the home of language: pedagogical consideration for ESL practice. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/db78tf39z

Chicago Manual of Style (16th Edition):

Winning, Anne. “The language of home and the home of language: pedagogical consideration for ESL practice.” 1991. Doctoral Dissertation, University of Alberta. Accessed September 17, 2019. https://era.library.ualberta.ca/files/db78tf39z.

MLA Handbook (7th Edition):

Winning, Anne. “The language of home and the home of language: pedagogical consideration for ESL practice.” 1991. Web. 17 Sep 2019.

Vancouver:

Winning A. The language of home and the home of language: pedagogical consideration for ESL practice. [Internet] [Doctoral dissertation]. University of Alberta; 1991. [cited 2019 Sep 17]. Available from: https://era.library.ualberta.ca/files/db78tf39z.

Council of Science Editors:

Winning A. The language of home and the home of language: pedagogical consideration for ESL practice. [Doctoral Dissertation]. University of Alberta; 1991. Available from: https://era.library.ualberta.ca/files/db78tf39z


Rhodes University

14. Alfers, Helen Joy. A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana.

Degree: Faculty of Education, Education, 1994, Rhodes University

 This study examines the small group work management techniques of a teacher of English in a second language classroom in Bophuthatswana. The school at which… (more)

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

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

APA (6th Edition):

Alfers, H. J. (1994). A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003322

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):

Alfers, Helen Joy. “A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana.” 1994. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1003322.

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

MLA Handbook (7th Edition):

Alfers, Helen Joy. “A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana.” 1994. Web. 17 Sep 2019.

Vancouver:

Alfers HJ. A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana. [Internet] [Thesis]. Rhodes University; 1994. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1003322.

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

Council of Science Editors:

Alfers HJ. A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana. [Thesis]. Rhodes University; 1994. Available from: http://hdl.handle.net/10962/d1003322

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


Rhodes University

15. Dixon, Robyn. What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols.

Degree: Faculty of Education, Education, 1993, Rhodes University

 This thesis explores the efficacy of think-aloud protocols (TOLs), and the extent to which the TOL technique is able to reveal the nature of ESL… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Reading comprehension; Reading  – Research

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APA (6th Edition):

Dixon, R. (1993). What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003709

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):

Dixon, Robyn. “What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols.” 1993. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1003709.

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

MLA Handbook (7th Edition):

Dixon, Robyn. “What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols.” 1993. Web. 17 Sep 2019.

Vancouver:

Dixon R. What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols. [Internet] [Thesis]. Rhodes University; 1993. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1003709.

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

Council of Science Editors:

Dixon R. What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols. [Thesis]. Rhodes University; 1993. Available from: http://hdl.handle.net/10962/d1003709

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


Portland State University

16. Babatunde, John Akanbi. Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation.

Degree: PhD, Urban Studies, 1993, Portland State University

  The purpose of this study was to assess the impact of the Portland (Oregon) public school district's ESL/bilingual program on the academic performance of… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Bilingual education; Urban Studies and Planning

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

APA (6th Edition):

Babatunde, J. A. (1993). Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4608

Chicago Manual of Style (16th Edition):

Babatunde, John Akanbi. “Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation.” 1993. Doctoral Dissertation, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4608.

MLA Handbook (7th Edition):

Babatunde, John Akanbi. “Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation.” 1993. Web. 17 Sep 2019.

Vancouver:

Babatunde JA. Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation. [Internet] [Doctoral dissertation]. Portland State University; 1993. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4608.

Council of Science Editors:

Babatunde JA. Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation. [Doctoral Dissertation]. Portland State University; 1993. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4608


Michigan State University

17. Brown, Ronald L. The effects of teaching a multicomponent reading strategy on university ESL students' reading comprehension and reports of reading strategies.

Degree: PhD, Department of Teacher Education, 1991, Michigan State University

Subjects/Keywords: Reading (Higher education); Reading comprehension; English language – Study and teaching (Higher) – Foreign speakers

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

APA (6th Edition):

Brown, R. L. (1991). The effects of teaching a multicomponent reading strategy on university ESL students' reading comprehension and reports of reading strategies. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:28961

Chicago Manual of Style (16th Edition):

Brown, Ronald L. “The effects of teaching a multicomponent reading strategy on university ESL students' reading comprehension and reports of reading strategies.” 1991. Doctoral Dissertation, Michigan State University. Accessed September 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:28961.

MLA Handbook (7th Edition):

Brown, Ronald L. “The effects of teaching a multicomponent reading strategy on university ESL students' reading comprehension and reports of reading strategies.” 1991. Web. 17 Sep 2019.

Vancouver:

Brown RL. The effects of teaching a multicomponent reading strategy on university ESL students' reading comprehension and reports of reading strategies. [Internet] [Doctoral dissertation]. Michigan State University; 1991. [cited 2019 Sep 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:28961.

Council of Science Editors:

Brown RL. The effects of teaching a multicomponent reading strategy on university ESL students' reading comprehension and reports of reading strategies. [Doctoral Dissertation]. Michigan State University; 1991. Available from: http://etd.lib.msu.edu/islandora/object/etd:28961


University of British Columbia

18. Smith, Deborah Binnie. Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and context .

Degree: 1992, University of British Columbia

 This study is concerned with teacher decision-making in the English as a Second Language classroom. Specifically, the study examines the impact of teacher beliefs and… (more)

Subjects/Keywords: Classroom management – Decision making; English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Smith, D. B. (1992). Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and context . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/3060

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):

Smith, Deborah Binnie. “Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and context .” 1992. Thesis, University of British Columbia. Accessed September 17, 2019. http://hdl.handle.net/2429/3060.

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

MLA Handbook (7th Edition):

Smith, Deborah Binnie. “Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and context .” 1992. Web. 17 Sep 2019.

Vancouver:

Smith DB. Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and context . [Internet] [Thesis]. University of British Columbia; 1992. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2429/3060.

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

Council of Science Editors:

Smith DB. Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and context . [Thesis]. University of British Columbia; 1992. Available from: http://hdl.handle.net/2429/3060

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


University of British Columbia

19. Lennig, Evelyn M. The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readers .

Degree: 1994, University of British Columbia

 Provincial and federal government surveys and commissions have consistently reported that English literacy training for adults with no or limited English is urgently needed and… (more)

Subjects/Keywords: Literacy programs; English language – Study and teaching – Foreign speakers; Vocabulary

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

APA (6th Edition):

Lennig, E. M. (1994). The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readers . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/5378

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):

Lennig, Evelyn M. “The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readers .” 1994. Thesis, University of British Columbia. Accessed September 17, 2019. http://hdl.handle.net/2429/5378.

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

MLA Handbook (7th Edition):

Lennig, Evelyn M. “The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readers .” 1994. Web. 17 Sep 2019.

Vancouver:

Lennig EM. The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readers . [Internet] [Thesis]. University of British Columbia; 1994. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2429/5378.

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

Council of Science Editors:

Lennig EM. The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readers . [Thesis]. University of British Columbia; 1994. Available from: http://hdl.handle.net/2429/5378

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


Rhodes University

20. Jefferay, Charlotte Ruth. The design, implementation and evaluation of an English language development component within a Grahamstown community project.

Degree: Faculty of Humanities, Linguistics and English Language, 1994, Rhodes University

 The Grahamstown Tertiary Education Bridging Project (GRATEP) was formed in 1991 by a group of post-matriculants from Grahamstown who had not been accepted into any… (more)

Subjects/Keywords: Grahamstown Tertiary Education Bridging Project; English language  – Study and teaching  – South Africa  – Foreign speakers; English language  – Writing  – Study and teaching  – South Africa  – Foreign speakers

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

APA (6th Edition):

Jefferay, C. R. (1994). The design, implementation and evaluation of an English language development component within a Grahamstown community project. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1002633

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):

Jefferay, Charlotte Ruth. “The design, implementation and evaluation of an English language development component within a Grahamstown community project.” 1994. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1002633.

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

MLA Handbook (7th Edition):

Jefferay, Charlotte Ruth. “The design, implementation and evaluation of an English language development component within a Grahamstown community project.” 1994. Web. 17 Sep 2019.

Vancouver:

Jefferay CR. The design, implementation and evaluation of an English language development component within a Grahamstown community project. [Internet] [Thesis]. Rhodes University; 1994. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1002633.

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

Council of Science Editors:

Jefferay CR. The design, implementation and evaluation of an English language development component within a Grahamstown community project. [Thesis]. Rhodes University; 1994. Available from: http://hdl.handle.net/10962/d1002633

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


California State University – San Bernardino

21. Ford, Monica A. HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language.

Degree: MAin Education, Education, 1992, California State University – San Bernardino

Subjects/Keywords: English language Study and teaching Foreign speakers; Holistic English Literacy Program; English language Study and teaching Foreign speakers.; Bilingual, Multilingual, and Multicultural Education; Instructional Media Design

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

APA (6th Edition):

Ford, M. A. (1992). HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2947

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):

Ford, Monica A. “HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language.” 1992. Thesis, California State University – San Bernardino. Accessed September 17, 2019. https://scholarworks.lib.csusb.edu/etd-project/2947.

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

MLA Handbook (7th Edition):

Ford, Monica A. “HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language.” 1992. Web. 17 Sep 2019.

Vancouver:

Ford MA. HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language. [Internet] [Thesis]. California State University – San Bernardino; 1992. [cited 2019 Sep 17]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2947.

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

Council of Science Editors:

Ford MA. HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language. [Thesis]. California State University – San Bernardino; 1992. Available from: https://scholarworks.lib.csusb.edu/etd-project/2947

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


University of Alberta

22. Davey, Margaret I. Response to literature: a comparative study of the reactions of adult ESL and ENL students to two contrasting short stories.

Degree: Master of Education in Adult and Higher Education, Department of Adult, Career, and Technology Education, 1993, University of Alberta

Subjects/Keywords: Reading comprehension.; English language – Written language – Study and teaching.; 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):

Davey, M. I. (1993). Response to literature: a comparative study of the reactions of adult ESL and ENL students to two contrasting short stories. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9019s463q

Chicago Manual of Style (16th Edition):

Davey, Margaret I. “Response to literature: a comparative study of the reactions of adult ESL and ENL students to two contrasting short stories.” 1993. Masters Thesis, University of Alberta. Accessed September 17, 2019. https://era.library.ualberta.ca/files/9019s463q.

MLA Handbook (7th Edition):

Davey, Margaret I. “Response to literature: a comparative study of the reactions of adult ESL and ENL students to two contrasting short stories.” 1993. Web. 17 Sep 2019.

Vancouver:

Davey MI. Response to literature: a comparative study of the reactions of adult ESL and ENL students to two contrasting short stories. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2019 Sep 17]. Available from: https://era.library.ualberta.ca/files/9019s463q.

Council of Science Editors:

Davey MI. Response to literature: a comparative study of the reactions of adult ESL and ENL students to two contrasting short stories. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/9019s463q


California State University – San Bernardino

23. Somers, Rita Kathlyn. The effect of error on the grading of ESL and native-speaker freshman writing: A comparison.

Degree: MAin English Composition, English, 1993, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Language and languages  – Study and teaching; First and Second Language Acquisition

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

APA (6th Edition):

Somers, R. K. (1993). The effect of error on the grading of ESL and native-speaker freshman writing: A comparison. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/812

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):

Somers, Rita Kathlyn. “The effect of error on the grading of ESL and native-speaker freshman writing: A comparison.” 1993. Thesis, California State University – San Bernardino. Accessed September 17, 2019. http://scholarworks.lib.csusb.edu/etd-project/812.

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

MLA Handbook (7th Edition):

Somers, Rita Kathlyn. “The effect of error on the grading of ESL and native-speaker freshman writing: A comparison.” 1993. Web. 17 Sep 2019.

Vancouver:

Somers RK. The effect of error on the grading of ESL and native-speaker freshman writing: A comparison. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Sep 17]. Available from: http://scholarworks.lib.csusb.edu/etd-project/812.

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

Council of Science Editors:

Somers RK. The effect of error on the grading of ESL and native-speaker freshman writing: A comparison. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/812

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


Brock University

24. Gifford, Pamela J. Barkwell. Dialogue journal writing: a tool for critical reflection in the adult ESL learner .

Degree: Department of Graduate and Undergraduate Studies in Education, 1993, Brock University

 This study attempted to determine whether or not dialogue journal writing encouraged critical reflection in the adult ESL (English as a Second Language) learner. According… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers.; Adult education – Evaluation.; English language – Written English – Study and teaching; Second language acquisition.

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APA (6th Edition):

Gifford, P. J. B. (1993). Dialogue journal writing: a tool for critical reflection in the adult ESL learner . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1828

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):

Gifford, Pamela J Barkwell. “Dialogue journal writing: a tool for critical reflection in the adult ESL learner .” 1993. Thesis, Brock University. Accessed September 17, 2019. http://hdl.handle.net/10464/1828.

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

MLA Handbook (7th Edition):

Gifford, Pamela J Barkwell. “Dialogue journal writing: a tool for critical reflection in the adult ESL learner .” 1993. Web. 17 Sep 2019.

Vancouver:

Gifford PJB. Dialogue journal writing: a tool for critical reflection in the adult ESL learner . [Internet] [Thesis]. Brock University; 1993. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10464/1828.

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

Council of Science Editors:

Gifford PJB. Dialogue journal writing: a tool for critical reflection in the adult ESL learner . [Thesis]. Brock University; 1993. Available from: http://hdl.handle.net/10464/1828

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


University of British Columbia

25. Poliakoff, Nan Karen. Eliciting the language of decision making through collaborative revision of compositions .

Degree: 1990, University of British Columbia

 Written and oral second language pedagogy have undergone a major shift from the traditional focus on form and end-product to a focus on the process… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers – Case studies; Language and languages – Study and teaching; Second language acquisition; Group decision making

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APA (6th Edition):

Poliakoff, N. K. (1990). Eliciting the language of decision making through collaborative revision of compositions . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/28999

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):

Poliakoff, Nan Karen. “Eliciting the language of decision making through collaborative revision of compositions .” 1990. Thesis, University of British Columbia. Accessed September 17, 2019. http://hdl.handle.net/2429/28999.

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

MLA Handbook (7th Edition):

Poliakoff, Nan Karen. “Eliciting the language of decision making through collaborative revision of compositions .” 1990. Web. 17 Sep 2019.

Vancouver:

Poliakoff NK. Eliciting the language of decision making through collaborative revision of compositions . [Internet] [Thesis]. University of British Columbia; 1990. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2429/28999.

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

Council of Science Editors:

Poliakoff NK. Eliciting the language of decision making through collaborative revision of compositions . [Thesis]. University of British Columbia; 1990. Available from: http://hdl.handle.net/2429/28999

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


University of British Columbia

26. Rothschild, Denise Terry. The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes .

Degree: 1991, University of British Columbia

 Research in written composition in first language (L1) has undergone a major paradigm shift from interest in product to interest in processes experienced by writers… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers; English language – Writing – Study and teaching; English language – Composition and exercises – Case studies

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APA (6th Edition):

Rothschild, D. T. (1991). The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/31462

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):

Rothschild, Denise Terry. “The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes .” 1991. Thesis, University of British Columbia. Accessed September 17, 2019. http://hdl.handle.net/2429/31462.

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

MLA Handbook (7th Edition):

Rothschild, Denise Terry. “The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes .” 1991. Web. 17 Sep 2019.

Vancouver:

Rothschild DT. The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes . [Internet] [Thesis]. University of British Columbia; 1991. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2429/31462.

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

Council of Science Editors:

Rothschild DT. The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes . [Thesis]. University of British Columbia; 1991. Available from: http://hdl.handle.net/2429/31462

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


Simon Fraser University

27. Gerken, Susan Mary. Evaluating the effectiveness of instruction in writing for ESL students using graphic organization based on social studies content.

Degree: 1993, Simon Fraser University

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers.; English language  – Study and teaching (Secondary)  – Foreign speakers.; English language  – Writing  – Study and teaching (Secondary); Social sciences  – Study and teaching (Secondary)

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APA (6th Edition):

Gerken, S. M. (1993). Evaluating the effectiveness of instruction in writing for ESL students using graphic organization based on social studies content. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/5635

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):

Gerken, Susan Mary. “Evaluating the effectiveness of instruction in writing for ESL students using graphic organization based on social studies content.” 1993. Thesis, Simon Fraser University. Accessed September 17, 2019. http://summit.sfu.ca/item/5635.

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

MLA Handbook (7th Edition):

Gerken, Susan Mary. “Evaluating the effectiveness of instruction in writing for ESL students using graphic organization based on social studies content.” 1993. Web. 17 Sep 2019.

Vancouver:

Gerken SM. Evaluating the effectiveness of instruction in writing for ESL students using graphic organization based on social studies content. [Internet] [Thesis]. Simon Fraser University; 1993. [cited 2019 Sep 17]. Available from: http://summit.sfu.ca/item/5635.

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

Council of Science Editors:

Gerken SM. Evaluating the effectiveness of instruction in writing for ESL students using graphic organization based on social studies content. [Thesis]. Simon Fraser University; 1993. Available from: http://summit.sfu.ca/item/5635

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


Portland State University

28. DuBois, Kristi Allyn. The importance of phonological practice and other strategies for vocabulary recall and comprehension.

Degree: MA, Applied Linguistics, 1991, Portland State University

  This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related… (more)

Subjects/Keywords: Vocabulary  – Study and teaching; Word recognition  – Study and teaching; English language  – Study and teaching  – Foreign speakers; Applied Linguistics

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

APA (6th Edition):

DuBois, K. A. (1991). The importance of phonological practice and other strategies for vocabulary recall and comprehension. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4275

Chicago Manual of Style (16th Edition):

DuBois, Kristi Allyn. “The importance of phonological practice and other strategies for vocabulary recall and comprehension.” 1991. Masters Thesis, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4275.

MLA Handbook (7th Edition):

DuBois, Kristi Allyn. “The importance of phonological practice and other strategies for vocabulary recall and comprehension.” 1991. Web. 17 Sep 2019.

Vancouver:

DuBois KA. The importance of phonological practice and other strategies for vocabulary recall and comprehension. [Internet] [Masters thesis]. Portland State University; 1991. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4275.

Council of Science Editors:

DuBois KA. The importance of phonological practice and other strategies for vocabulary recall and comprehension. [Masters Thesis]. Portland State University; 1991. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4275


University of Arizona

29. Boswell, Paul Duane. Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning.

Degree: 1993, University of Arizona

 The critical period hypothesis for second language learning, which states that young children learn additional languages better than adults, lacks unambiguous empirical support as well… (more)

Subjects/Keywords: Language and languages  – Study and teaching  – Psychological aspects.; Language and languages  – Study and teaching  – Physiological aspects.; Second language acquisition.; Japanese language  – Study and teaching  – Foreign speakers.

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

APA (6th Edition):

Boswell, P. D. (1993). Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/186502

Chicago Manual of Style (16th Edition):

Boswell, Paul Duane. “Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning. ” 1993. Doctoral Dissertation, University of Arizona. Accessed September 17, 2019. http://hdl.handle.net/10150/186502.

MLA Handbook (7th Edition):

Boswell, Paul Duane. “Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning. ” 1993. Web. 17 Sep 2019.

Vancouver:

Boswell PD. Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning. [Internet] [Doctoral dissertation]. University of Arizona; 1993. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10150/186502.

Council of Science Editors:

Boswell PD. Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning. [Doctoral Dissertation]. University of Arizona; 1993. Available from: http://hdl.handle.net/10150/186502


Rhodes University

30. Harran, Marcelle. A survey of the writing approaches followed by ESL teachers in Port Elizabeth secondary schools where Afrikaans is the first language.

Degree: Faculty of Education, Education, 1994, Rhodes University

 In this study an attempt is made to describe and illuminate the current approaches to ESL writing in secondary schools in the Port Elizabeth-Despatch areas… (more)

Subjects/Keywords: English language  – Study and teaching  – South Africa  – Foreign speakers; Written communication  – Study and teaching  – South Africa; English language  – Writing

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

APA (6th Edition):

Harran, M. (1994). A survey of the writing approaches followed by ESL teachers in Port Elizabeth secondary schools where Afrikaans is the first language. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003674

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):

Harran, Marcelle. “A survey of the writing approaches followed by ESL teachers in Port Elizabeth secondary schools where Afrikaans is the first language.” 1994. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1003674.

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

MLA Handbook (7th Edition):

Harran, Marcelle. “A survey of the writing approaches followed by ESL teachers in Port Elizabeth secondary schools where Afrikaans is the first language.” 1994. Web. 17 Sep 2019.

Vancouver:

Harran M. A survey of the writing approaches followed by ESL teachers in Port Elizabeth secondary schools where Afrikaans is the first language. [Internet] [Thesis]. Rhodes University; 1994. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1003674.

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

Council of Science Editors:

Harran M. A survey of the writing approaches followed by ESL teachers in Port Elizabeth secondary schools where Afrikaans is the first language. [Thesis]. Rhodes University; 1994. Available from: http://hdl.handle.net/10962/d1003674

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

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