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You searched for subject:(Grammar Instruction). Showing records 1 – 30 of 78 total matches.

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George Mason University

1. Dabrowski, Maria K. Getting Grammar Back into the Composition Classroom .

Degree: 2011, George Mason University

 This thesis explores the roles grammar has played with respect to composition instruction to determine what roles it can play and what needs it can… (more)

Subjects/Keywords: grammar; teaching grammar; composition instruction; rhetorical grammar

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

APA (6th Edition):

Dabrowski, M. K. (2011). Getting Grammar Back into the Composition Classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6169

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):

Dabrowski, Maria K. “Getting Grammar Back into the Composition Classroom .” 2011. Thesis, George Mason University. Accessed July 11, 2020. http://hdl.handle.net/1920/6169.

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

MLA Handbook (7th Edition):

Dabrowski, Maria K. “Getting Grammar Back into the Composition Classroom .” 2011. Web. 11 Jul 2020.

Vancouver:

Dabrowski MK. Getting Grammar Back into the Composition Classroom . [Internet] [Thesis]. George Mason University; 2011. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1920/6169.

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

Council of Science Editors:

Dabrowski MK. Getting Grammar Back into the Composition Classroom . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6169

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


Texas Tech University

2. Chang, Rong. Introducing functional grammar to a fourth grade English language arts classes.

Degree: MEd, Curriculum and Instruction, 2016, Texas Tech University

 Traditional grammar instruction at the elementary level tends to focus on isolated linguistic features such as the eight parts of speech and sentence types. This… (more)

Subjects/Keywords: Writing Instruction; Functional Grammar; Metafunctions

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APA (6th Edition):

Chang, R. (2016). Introducing functional grammar to a fourth grade English language arts classes. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73726

Chicago Manual of Style (16th Edition):

Chang, Rong. “Introducing functional grammar to a fourth grade English language arts classes.” 2016. Masters Thesis, Texas Tech University. Accessed July 11, 2020. http://hdl.handle.net/2346/73726.

MLA Handbook (7th Edition):

Chang, Rong. “Introducing functional grammar to a fourth grade English language arts classes.” 2016. Web. 11 Jul 2020.

Vancouver:

Chang R. Introducing functional grammar to a fourth grade English language arts classes. [Internet] [Masters thesis]. Texas Tech University; 2016. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/2346/73726.

Council of Science Editors:

Chang R. Introducing functional grammar to a fourth grade English language arts classes. [Masters Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/73726


Universiteit Utrecht

3. Beelen, M.E. van. The Effects of Explicit and Deductive English Grammar Instruction on the Grammatical Language Skills of Dutch Secondary School Pupils.

Degree: 2015, Universiteit Utrecht

Subjects/Keywords: Grammar education; deductive grammar instruction.

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APA (6th Edition):

Beelen, M. E. v. (2015). The Effects of Explicit and Deductive English Grammar Instruction on the Grammatical Language Skills of Dutch Secondary School Pupils. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/305723

Chicago Manual of Style (16th Edition):

Beelen, M E van. “The Effects of Explicit and Deductive English Grammar Instruction on the Grammatical Language Skills of Dutch Secondary School Pupils.” 2015. Masters Thesis, Universiteit Utrecht. Accessed July 11, 2020. http://dspace.library.uu.nl:8080/handle/1874/305723.

MLA Handbook (7th Edition):

Beelen, M E van. “The Effects of Explicit and Deductive English Grammar Instruction on the Grammatical Language Skills of Dutch Secondary School Pupils.” 2015. Web. 11 Jul 2020.

Vancouver:

Beelen MEv. The Effects of Explicit and Deductive English Grammar Instruction on the Grammatical Language Skills of Dutch Secondary School Pupils. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Jul 11]. Available from: http://dspace.library.uu.nl:8080/handle/1874/305723.

Council of Science Editors:

Beelen MEv. The Effects of Explicit and Deductive English Grammar Instruction on the Grammatical Language Skills of Dutch Secondary School Pupils. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/305723


Univerzitet u Beogradu

4. Jovanović, Dijana, 1963-. Uticaj nastave gramatike na opšte znanje engleskog jezika kao stranog.

Degree: Filološki fakultet, 2015, Univerzitet u Beogradu

Nauka o jeziku - Metodika / Science about languages - Methodics

Mesto i značaj nastave gramatike su oduvek bili predmet brojnih rasprava primenjenih lingvista i… (more)

Subjects/Keywords: grammar; formal grammar instruction; cognitive approach; communicative approach; students’ beliefs; ESP

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APA (6th Edition):

Jovanović, Dijana, 1. (2015). Uticaj nastave gramatike na opšte znanje engleskog jezika kao stranog. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:9250/bdef:Content/get

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):

Jovanović, Dijana, 1963-. “Uticaj nastave gramatike na opšte znanje engleskog jezika kao stranog.” 2015. Thesis, Univerzitet u Beogradu. Accessed July 11, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:9250/bdef:Content/get.

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

MLA Handbook (7th Edition):

Jovanović, Dijana, 1963-. “Uticaj nastave gramatike na opšte znanje engleskog jezika kao stranog.” 2015. Web. 11 Jul 2020.

Vancouver:

Jovanović, Dijana 1. Uticaj nastave gramatike na opšte znanje engleskog jezika kao stranog. [Internet] [Thesis]. Univerzitet u Beogradu; 2015. [cited 2020 Jul 11]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9250/bdef:Content/get.

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

Council of Science Editors:

Jovanović, Dijana 1. Uticaj nastave gramatike na opšte znanje engleskog jezika kao stranog. [Thesis]. Univerzitet u Beogradu; 2015. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9250/bdef:Content/get

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


Kennesaw State University

5. Cauley, Helen M. Common Errors of Two Contemporary Classrooms: A Capstone.

Degree: MAPW, English, 2012, Kennesaw State University

The work covers the issue of common of grammatical errors made by first-year writing students. Includes a case study, results, and analysis. Advisors/Committee Members: Dr. Mary Lou Odom, Dr. Margaret Walters.

Subjects/Keywords: case study; writing students; grammar errors; classroom instruction; Curriculum and Instruction

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APA (6th Edition):

Cauley, H. M. (2012). Common Errors of Two Contemporary Classrooms: A Capstone. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/507

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):

Cauley, Helen M. “Common Errors of Two Contemporary Classrooms: A Capstone.” 2012. Thesis, Kennesaw State University. Accessed July 11, 2020. https://digitalcommons.kennesaw.edu/etd/507.

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

MLA Handbook (7th Edition):

Cauley, Helen M. “Common Errors of Two Contemporary Classrooms: A Capstone.” 2012. Web. 11 Jul 2020.

Vancouver:

Cauley HM. Common Errors of Two Contemporary Classrooms: A Capstone. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2020 Jul 11]. Available from: https://digitalcommons.kennesaw.edu/etd/507.

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

Council of Science Editors:

Cauley HM. Common Errors of Two Contemporary Classrooms: A Capstone. [Thesis]. Kennesaw State University; 2012. Available from: https://digitalcommons.kennesaw.edu/etd/507

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


Kent State University

6. Lin, Hsiao-Chuan. A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction.

Degree: MA, College of Arts and Sciences / Department of English, 2010, Kent State University

  This case study aims to investigate a teacher’s beliefs and actual practices regarding the instruction of grammar in ESL classrooms. The purpose of this… (more)

Subjects/Keywords: English As A Second Language; grammar instruction; grammar teaching; teacher's beliefs; classroom practices

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

APA (6th Edition):

Lin, H. (2010). A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869

Chicago Manual of Style (16th Edition):

Lin, Hsiao-Chuan. “A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction.” 2010. Masters Thesis, Kent State University. Accessed July 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

MLA Handbook (7th Edition):

Lin, Hsiao-Chuan. “A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction.” 2010. Web. 11 Jul 2020.

Vancouver:

Lin H. A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction. [Internet] [Masters thesis]. Kent State University; 2010. [cited 2020 Jul 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

Council of Science Editors:

Lin H. A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction. [Masters Thesis]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869

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

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

63

Subjects/Keywords: Foreign Language; Grammar Instruction

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

恩地,早紀. “Grammar Instruction for Japanese Learners of English as a Foreign Language.” 2017. Masters Thesis, Hiroshima Jogakuin Universiry / 広島女学院大学. Accessed July 11, 2020. http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12178.

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

MLA Handbook (7th Edition):

恩地,早紀. “Grammar Instruction for Japanese Learners of English as a Foreign Language.” 2017. Web. 11 Jul 2020.

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

Vancouver:

恩地,早紀. Grammar Instruction for Japanese Learners of English as a Foreign Language. [Internet] [Masters thesis]. Hiroshima Jogakuin Universiry / 広島女学院大学; 2017. [cited 2020 Jul 11]. Available from: http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12178.

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

Council of Science Editors:

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

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


Wright State University

8. Dowling, Pamela R. The effect of story structure on memory for technical instructions.

Degree: PhD, Human Factors and Industrial/Organizational Psychology PhD, 2009, Wright State University

 Stories represent an important key to how people remember information. Psychology has characterized stories in terms of grammars, which are lists of components typically found… (more)

Subjects/Keywords: Psychology; narrative; story; story grammar; speech acts; technical instruction

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APA (6th Edition):

Dowling, P. R. (2009). The effect of story structure on memory for technical instructions. (Doctoral Dissertation). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1261339359

Chicago Manual of Style (16th Edition):

Dowling, Pamela R. “The effect of story structure on memory for technical instructions.” 2009. Doctoral Dissertation, Wright State University. Accessed July 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1261339359.

MLA Handbook (7th Edition):

Dowling, Pamela R. “The effect of story structure on memory for technical instructions.” 2009. Web. 11 Jul 2020.

Vancouver:

Dowling PR. The effect of story structure on memory for technical instructions. [Internet] [Doctoral dissertation]. Wright State University; 2009. [cited 2020 Jul 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1261339359.

Council of Science Editors:

Dowling PR. The effect of story structure on memory for technical instructions. [Doctoral Dissertation]. Wright State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1261339359


University of Texas – Austin

9. Lorenz, Alexander, Ph. D. Beliefs about grammar instruction among post-secondary second-language learners and teachers.

Degree: PhD, Germanic Studies, 2018, University of Texas – Austin

 This dissertation aims to identify student and teacher beliefs about grammar instruction, grammar learning, and the importance of grammatical accuracy and corrective feedback in the… (more)

Subjects/Keywords: Language learning; Grammar instruction; Individual differences; Beliefs about language learning

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APA (6th Edition):

Lorenz, Alexander, P. D. (2018). Beliefs about grammar instruction among post-secondary second-language learners and teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65847

Chicago Manual of Style (16th Edition):

Lorenz, Alexander, Ph D. “Beliefs about grammar instruction among post-secondary second-language learners and teachers.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed July 11, 2020. http://hdl.handle.net/2152/65847.

MLA Handbook (7th Edition):

Lorenz, Alexander, Ph D. “Beliefs about grammar instruction among post-secondary second-language learners and teachers.” 2018. Web. 11 Jul 2020.

Vancouver:

Lorenz, Alexander PD. Beliefs about grammar instruction among post-secondary second-language learners and teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/2152/65847.

Council of Science Editors:

Lorenz, Alexander PD. Beliefs about grammar instruction among post-secondary second-language learners and teachers. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65847


Karlstad University

10. Forsman, Emelie. Grammatik undervisning : Studie av grammatikens roll i den tidiga språkinlärningen.

Degree: Literature and Intercultural Studies, 2015, Karlstad University

  This essay aims to generate understanding for todays grammar teaching in the early grades. Through base in previous research, I intend in this work… (more)

Subjects/Keywords: grammar; traditional teaching; writing instruction; Grammatik; traditionell undervisning; språkinlärning

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APA (6th Edition):

Forsman, E. (2015). Grammatik undervisning : Studie av grammatikens roll i den tidiga språkinlärningen. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36426

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):

Forsman, Emelie. “Grammatik undervisning : Studie av grammatikens roll i den tidiga språkinlärningen.” 2015. Thesis, Karlstad University. Accessed July 11, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36426.

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

MLA Handbook (7th Edition):

Forsman, Emelie. “Grammatik undervisning : Studie av grammatikens roll i den tidiga språkinlärningen.” 2015. Web. 11 Jul 2020.

Vancouver:

Forsman E. Grammatik undervisning : Studie av grammatikens roll i den tidiga språkinlärningen. [Internet] [Thesis]. Karlstad University; 2015. [cited 2020 Jul 11]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36426.

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

Council of Science Editors:

Forsman E. Grammatik undervisning : Studie av grammatikens roll i den tidiga språkinlärningen. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36426

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


University of Illinois – Urbana-Champaign

11. Clifton, Alison. The role of metalinguistic terminology in second language teaching and learning.

Degree: PhD, 0304, 2014, University of Illinois – Urbana-Champaign

 What is the role of metalinguistic terminology in second language teaching and learning? Specifically, how is metalinguistic terminology used in foreign language textbooks? To what… (more)

Subjects/Keywords: French; Metalinguistic Terminology; University-level learners; Grammar; Explicit Instruction

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

APA (6th Edition):

Clifton, A. (2014). The role of metalinguistic terminology in second language teaching and learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46891

Chicago Manual of Style (16th Edition):

Clifton, Alison. “The role of metalinguistic terminology in second language teaching and learning.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 11, 2020. http://hdl.handle.net/2142/46891.

MLA Handbook (7th Edition):

Clifton, Alison. “The role of metalinguistic terminology in second language teaching and learning.” 2014. Web. 11 Jul 2020.

Vancouver:

Clifton A. The role of metalinguistic terminology in second language teaching and learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/2142/46891.

Council of Science Editors:

Clifton A. The role of metalinguistic terminology in second language teaching and learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46891


University of Vienna

12. Wegscheider, Bianca. Exploring Austrian EFL teachers' beliefs on grammar instruction.

Degree: 2018, University of Vienna

Die Komplexität effektive Methoden für den Grammatikunterricht in Englisch als Fremdsprache zu finden, hat ForscherInnen über die letzten Jahrzehnte hinweg durchwegs beschäftigt. Trotz der intensiven… (more)

Subjects/Keywords: 17.41 Sprachdidaktik; 17.40 Angewandte Sprachwissenschaft: Allgemeines; 17.43 Zweitsprachenerwerb; Grammatikunterricht / österreichische Englischlehrkräfte / Einstellungen / Überzeugungen; Austrian EFL teachers / grammar beliefs / EFL grammar instruction

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APA (6th Edition):

Wegscheider, B. (2018). Exploring Austrian EFL teachers' beliefs on grammar instruction. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/51743/

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):

Wegscheider, Bianca. “Exploring Austrian EFL teachers' beliefs on grammar instruction.” 2018. Thesis, University of Vienna. Accessed July 11, 2020. http://othes.univie.ac.at/51743/.

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

MLA Handbook (7th Edition):

Wegscheider, Bianca. “Exploring Austrian EFL teachers' beliefs on grammar instruction.” 2018. Web. 11 Jul 2020.

Vancouver:

Wegscheider B. Exploring Austrian EFL teachers' beliefs on grammar instruction. [Internet] [Thesis]. University of Vienna; 2018. [cited 2020 Jul 11]. Available from: http://othes.univie.ac.at/51743/.

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

Council of Science Editors:

Wegscheider B. Exploring Austrian EFL teachers' beliefs on grammar instruction. [Thesis]. University of Vienna; 2018. Available from: http://othes.univie.ac.at/51743/

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


Texas Christian University

13. Knox, William A. The programmed instruction approach to the elimination of gross error in basic studies composition / by William A. Knox.

Degree: 1970, Texas Christian University

Subjects/Keywords: English language – Grammar; English language – Grammar – Programmed instruction

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

APA (6th Edition):

Knox, W. A. (1970). The programmed instruction approach to the elimination of gross error in basic studies composition / by William A. Knox. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/32570

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):

Knox, William A. “The programmed instruction approach to the elimination of gross error in basic studies composition / by William A. Knox.” 1970. Thesis, Texas Christian University. Accessed July 11, 2020. https://repository.tcu.edu/handle/116099117/32570.

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

MLA Handbook (7th Edition):

Knox, William A. “The programmed instruction approach to the elimination of gross error in basic studies composition / by William A. Knox.” 1970. Web. 11 Jul 2020.

Vancouver:

Knox WA. The programmed instruction approach to the elimination of gross error in basic studies composition / by William A. Knox. [Internet] [Thesis]. Texas Christian University; 1970. [cited 2020 Jul 11]. Available from: https://repository.tcu.edu/handle/116099117/32570.

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

Council of Science Editors:

Knox WA. The programmed instruction approach to the elimination of gross error in basic studies composition / by William A. Knox. [Thesis]. Texas Christian University; 1970. Available from: https://repository.tcu.edu/handle/116099117/32570

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


Uniwersytet im. Adama Mickiewicza w Poznaniu

14. Bielak, Jakub. Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu .

Degree: 2011, Uniwersytet im. Adama Mickiewicza w Poznaniu

 Celem pracy jest przetestowanie przydatności reguł gramatycznych wypracowanych w ramach Gramatyki Kognitywnej (GK) w nauczaniu gramatyki języka obcego i porównanie jej z efektywnością użycia reguł… (more)

Subjects/Keywords: Gramatyka kognitywna; Cognitive grammar; nauczanie gramatyki; grammar teaching; nauczanie form językowych; form-focused instruction; stosowane językoznawstwo kognitywne; applied cognitive linguistics

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APA (6th Edition):

Bielak, J. (2011). Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu . (Doctoral Dissertation). Uniwersytet im. Adama Mickiewicza w Poznaniu. Retrieved from http://hdl.handle.net/10593/1287

Chicago Manual of Style (16th Edition):

Bielak, Jakub. “Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu .” 2011. Doctoral Dissertation, Uniwersytet im. Adama Mickiewicza w Poznaniu. Accessed July 11, 2020. http://hdl.handle.net/10593/1287.

MLA Handbook (7th Edition):

Bielak, Jakub. “Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu .” 2011. Web. 11 Jul 2020.

Vancouver:

Bielak J. Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu . [Internet] [Doctoral dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2011. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/10593/1287.

Council of Science Editors:

Bielak J. Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu . [Doctoral Dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2011. Available from: http://hdl.handle.net/10593/1287


George Mason University

15. Graham Shaughnessy, Madeline. The Role and Value of Grammar Knowledge for Professional Writers .

Degree: George Mason University

 This thesis investigates the role and value of grammar knowledge for professional writers. Historically, composition scholarship has questioned the value of grammar knowledge and instruction,… (more)

Subjects/Keywords: grammar; professional writers; technical communication; editing; grammar instruction; professional writing instruction

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APA (6th Edition):

Graham Shaughnessy, M. (n.d.). The Role and Value of Grammar Knowledge for Professional Writers . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11458

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Graham Shaughnessy, Madeline. “The Role and Value of Grammar Knowledge for Professional Writers .” Thesis, George Mason University. Accessed July 11, 2020. http://hdl.handle.net/1920/11458.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Graham Shaughnessy, Madeline. “The Role and Value of Grammar Knowledge for Professional Writers .” Web. 11 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Graham Shaughnessy M. The Role and Value of Grammar Knowledge for Professional Writers . [Internet] [Thesis]. George Mason University; [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1920/11458.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Graham Shaughnessy M. The Role and Value of Grammar Knowledge for Professional Writers . [Thesis]. George Mason University; Available from: http://hdl.handle.net/1920/11458

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Australian National University

16. Tang, Xiaofei. Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China .

Degree: 2016, Australian National University

 This study conducts an acquisition-based evaluation of four primary-school English textbook series used on a nationwide scale in mainland China. The evaluation aims to determine… (more)

Subjects/Keywords: Sequencing of grammar; textbook evaluation; Processability Theory; second language development; second language instruction

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APA (6th Edition):

Tang, X. (2016). Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/130852

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):

Tang, Xiaofei. “Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China .” 2016. Thesis, Australian National University. Accessed July 11, 2020. http://hdl.handle.net/1885/130852.

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

MLA Handbook (7th Edition):

Tang, Xiaofei. “Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China .” 2016. Web. 11 Jul 2020.

Vancouver:

Tang X. Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China . [Internet] [Thesis]. Australian National University; 2016. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1885/130852.

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

Council of Science Editors:

Tang X. Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China . [Thesis]. Australian National University; 2016. Available from: http://hdl.handle.net/1885/130852

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


Texas Tech University

17. Hadley, Timothy D. The effect of direct, in-class grammar instruction on the quality of student writing.

Degree: English, 2007, Texas Tech University

 The study behind this dissertation examines the difference in the quality of writing between two groups of students in freshman English classes at a large… (more)

Subjects/Keywords: Direct instruction; Grammar teaching; Hybrid online

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APA (6th Edition):

Hadley, T. D. (2007). The effect of direct, in-class grammar instruction on the quality of student writing. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/16344

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):

Hadley, Timothy D. “The effect of direct, in-class grammar instruction on the quality of student writing.” 2007. Thesis, Texas Tech University. Accessed July 11, 2020. http://hdl.handle.net/2346/16344.

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

MLA Handbook (7th Edition):

Hadley, Timothy D. “The effect of direct, in-class grammar instruction on the quality of student writing.” 2007. Web. 11 Jul 2020.

Vancouver:

Hadley TD. The effect of direct, in-class grammar instruction on the quality of student writing. [Internet] [Thesis]. Texas Tech University; 2007. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/2346/16344.

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

Council of Science Editors:

Hadley TD. The effect of direct, in-class grammar instruction on the quality of student writing. [Thesis]. Texas Tech University; 2007. Available from: http://hdl.handle.net/2346/16344

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


Boise State University

18. Gibson, Emily Louise. School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School.

Degree: 2011, Boise State University

 Politicians and educational leaders often cite school choice as a sound mechanism for improving public education. However, education theorists and researchers call for more research… (more)

Subjects/Keywords: school choice; parental involvement; grammar of schooling; school improvement; Curriculum and Instruction

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APA (6th Edition):

Gibson, E. L. (2011). School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/199

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):

Gibson, Emily Louise. “School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School.” 2011. Thesis, Boise State University. Accessed July 11, 2020. https://scholarworks.boisestate.edu/td/199.

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

MLA Handbook (7th Edition):

Gibson, Emily Louise. “School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School.” 2011. Web. 11 Jul 2020.

Vancouver:

Gibson EL. School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School. [Internet] [Thesis]. Boise State University; 2011. [cited 2020 Jul 11]. Available from: https://scholarworks.boisestate.edu/td/199.

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

Council of Science Editors:

Gibson EL. School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School. [Thesis]. Boise State University; 2011. Available from: https://scholarworks.boisestate.edu/td/199

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

19. Bruijn, N.W. de. The Effectiveness of Processing Instruction.

Degree: 2015, Universiteit Utrecht

 Within the field of SLA, grammar instruction is an interesting subject. Researchers have debated over whether grammar instruction has a positive effect on SLA. Recently… (more)

Subjects/Keywords: Processing Instruction; grammar instruction; instructed SLA

…suggested for grammar teaching is Processing Instruction. Since this is the main method researched… …approaches to grammar instruction (1996:5). As mentioned above traditional approaches to… …grammar instruction consist of an explanation followed by output practice. This means that in… …of grammar instruction and practice in much of language teaching” (1996:59). This… …f a traditional output-based approach to grammar instruction is incongruent with current… 

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APA (6th Edition):

Bruijn, N. W. d. (2015). The Effectiveness of Processing Instruction. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/311113

Chicago Manual of Style (16th Edition):

Bruijn, N W de. “The Effectiveness of Processing Instruction.” 2015. Masters Thesis, Universiteit Utrecht. Accessed July 11, 2020. http://dspace.library.uu.nl:8080/handle/1874/311113.

MLA Handbook (7th Edition):

Bruijn, N W de. “The Effectiveness of Processing Instruction.” 2015. Web. 11 Jul 2020.

Vancouver:

Bruijn NWd. The Effectiveness of Processing Instruction. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Jul 11]. Available from: http://dspace.library.uu.nl:8080/handle/1874/311113.

Council of Science Editors:

Bruijn NWd. The Effectiveness of Processing Instruction. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/311113


The Ohio State University

20. Wu, Ching-Hsuan. Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

 Training in spoken grammatical accuracy at professional levels in English teacher education programs to ensure teaching quality is a program component. However, English as a… (more)

Subjects/Keywords: Education, Language and Literature; Spoken accuracy; Advanced language learners; Teacher education; Quantitative research methods; EFL; Grammar teaching method; Explicit grammar instruction; Oral grammatical performance; Effects of grammar instruction; Oral proficiency; Fluency; Accuracy; E

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APA (6th Edition):

Wu, C. (2007). Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1178218484

Chicago Manual of Style (16th Edition):

Wu, Ching-Hsuan. “Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates.” 2007. Doctoral Dissertation, The Ohio State University. Accessed July 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1178218484.

MLA Handbook (7th Edition):

Wu, Ching-Hsuan. “Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates.” 2007. Web. 11 Jul 2020.

Vancouver:

Wu C. Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Jul 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1178218484.

Council of Science Editors:

Wu C. Spoken grammaticality and EFL teacher candidates: measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1178218484


University of Kansas

21. Kohler, Traute. USING NEUROCOGNITIVE THEORY TO DEVELOP A NEW APPROACH FOR TEACHING GERMAN GRAMMAR The Effect of Color-Coding German Grammar on Language Acquisition.

Degree: PhD, Germanic Languages & Literatures, 2009, University of Kansas

 ABSTRACT Traute Kohler Department of German Languages and Literatures University of Kansas The objective of this research project is to find out whether or not… (more)

Subjects/Keywords: Language, linguistics; Foreign language instruction; Color-coding german grammar; German article case system; German article genders; German feminine article; German grammar learning

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APA (6th Edition):

Kohler, T. (2009). USING NEUROCOGNITIVE THEORY TO DEVELOP A NEW APPROACH FOR TEACHING GERMAN GRAMMAR The Effect of Color-Coding German Grammar on Language Acquisition. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10026

Chicago Manual of Style (16th Edition):

Kohler, Traute. “USING NEUROCOGNITIVE THEORY TO DEVELOP A NEW APPROACH FOR TEACHING GERMAN GRAMMAR The Effect of Color-Coding German Grammar on Language Acquisition.” 2009. Doctoral Dissertation, University of Kansas. Accessed July 11, 2020. http://hdl.handle.net/1808/10026.

MLA Handbook (7th Edition):

Kohler, Traute. “USING NEUROCOGNITIVE THEORY TO DEVELOP A NEW APPROACH FOR TEACHING GERMAN GRAMMAR The Effect of Color-Coding German Grammar on Language Acquisition.” 2009. Web. 11 Jul 2020.

Vancouver:

Kohler T. USING NEUROCOGNITIVE THEORY TO DEVELOP A NEW APPROACH FOR TEACHING GERMAN GRAMMAR The Effect of Color-Coding German Grammar on Language Acquisition. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1808/10026.

Council of Science Editors:

Kohler T. USING NEUROCOGNITIVE THEORY TO DEVELOP A NEW APPROACH FOR TEACHING GERMAN GRAMMAR The Effect of Color-Coding German Grammar on Language Acquisition. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/10026


Karlstad University

22. Jarebro, Sandra. Att undervisa grammatik i dagens multikulturella skola : Några lärares erfarenheter av att undervisa elever med annat modersmål än svenska i grammatik.

Degree: Literature and Intercultural Studies, 2016, Karlstad University

  The aim of this study is to explore how six primary school teachers experience teaching grammar to non-Swedish speaking pupils and how their experiences… (more)

Subjects/Keywords: Teachers’ view of grammar; grammar instruction; second language learning; concept maps; qualitative interviews; Lärares uppfattning av grammatik; grammatikundervisning; andraspråksinlärning; föreställningskartor; kvalitativa intervjuer

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APA (6th Edition):

Jarebro, S. (2016). Att undervisa grammatik i dagens multikulturella skola : Några lärares erfarenheter av att undervisa elever med annat modersmål än svenska i grammatik. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43379

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):

Jarebro, Sandra. “Att undervisa grammatik i dagens multikulturella skola : Några lärares erfarenheter av att undervisa elever med annat modersmål än svenska i grammatik.” 2016. Thesis, Karlstad University. Accessed July 11, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43379.

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

MLA Handbook (7th Edition):

Jarebro, Sandra. “Att undervisa grammatik i dagens multikulturella skola : Några lärares erfarenheter av att undervisa elever med annat modersmål än svenska i grammatik.” 2016. Web. 11 Jul 2020.

Vancouver:

Jarebro S. Att undervisa grammatik i dagens multikulturella skola : Några lärares erfarenheter av att undervisa elever med annat modersmål än svenska i grammatik. [Internet] [Thesis]. Karlstad University; 2016. [cited 2020 Jul 11]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43379.

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

Council of Science Editors:

Jarebro S. Att undervisa grammatik i dagens multikulturella skola : Några lärares erfarenheter av att undervisa elever med annat modersmål än svenska i grammatik. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43379

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


University of Iowa

23. Kou, Yupeng. L2 Chinese grammar pedagogy: the case of the ba-construction.

Degree: PhD, Second Language Acquisition, 2016, University of Iowa

  The Chinese ba-construction is a frequently used, language-specific construction that is difficult for most learners who study Chinese as a second language. The purpose… (more)

Subjects/Keywords: Ba-construction; Chinese Language; Explicit Grammar Instruction; Pedagogical Grammar of Chinese; Second Language Acquisition; Teaching Chinese as a Foreign Language; First and Second Language Acquisition

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

APA (6th Edition):

Kou, Y. (2016). L2 Chinese grammar pedagogy: the case of the ba-construction. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6450

Chicago Manual of Style (16th Edition):

Kou, Yupeng. “L2 Chinese grammar pedagogy: the case of the ba-construction.” 2016. Doctoral Dissertation, University of Iowa. Accessed July 11, 2020. https://ir.uiowa.edu/etd/6450.

MLA Handbook (7th Edition):

Kou, Yupeng. “L2 Chinese grammar pedagogy: the case of the ba-construction.” 2016. Web. 11 Jul 2020.

Vancouver:

Kou Y. L2 Chinese grammar pedagogy: the case of the ba-construction. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2020 Jul 11]. Available from: https://ir.uiowa.edu/etd/6450.

Council of Science Editors:

Kou Y. L2 Chinese grammar pedagogy: the case of the ba-construction. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6450


University of Kansas

24. Wang, Jun. Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?.

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

 Extensive research on second language teaching has been conducted on teaching English, other European languages or Chinese as a second language, but no quantitative study… (more)

Subjects/Keywords: Pedagogy; Instructional design; Foreign language instruction; Ba-construction; Communicative language teaching approach; Grammar translation method; Mandarin Chinese; Quantitive study

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APA (6th Edition):

Wang, J. (2013). Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15051

Chicago Manual of Style (16th Edition):

Wang, Jun. “Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?.” 2013. Doctoral Dissertation, University of Kansas. Accessed July 11, 2020. http://hdl.handle.net/1808/15051.

MLA Handbook (7th Edition):

Wang, Jun. “Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?.” 2013. Web. 11 Jul 2020.

Vancouver:

Wang J. Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1808/15051.

Council of Science Editors:

Wang J. Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15051


Université de Montréal

25. Merizzi, Pascale. L'enchaînement de phrases par coordination et par subordination à l'écrit chez les élèves de première secondaire : mise à l'essai d'une séquence didactique .

Degree: 2014, Université de Montréal

 Ce mémoire de maîtrise propose une séquence didactique travaillant l’enchaînement de phrases par subordination et coordination en vue de favoriser le transfert de connaissances grammaticales… (more)

Subjects/Keywords: didactique; français; écriture; grammaire; séquence; enchaînement; phrase; subordination; coordination; transfert; french; instruction; grammar; writing; transfer; sentences; relative

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APA (6th Edition):

Merizzi, P. (2014). L'enchaînement de phrases par coordination et par subordination à l'écrit chez les élèves de première secondaire : mise à l'essai d'une séquence didactique . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/10850

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):

Merizzi, Pascale. “L'enchaînement de phrases par coordination et par subordination à l'écrit chez les élèves de première secondaire : mise à l'essai d'une séquence didactique .” 2014. Thesis, Université de Montréal. Accessed July 11, 2020. http://hdl.handle.net/1866/10850.

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

MLA Handbook (7th Edition):

Merizzi, Pascale. “L'enchaînement de phrases par coordination et par subordination à l'écrit chez les élèves de première secondaire : mise à l'essai d'une séquence didactique .” 2014. Web. 11 Jul 2020.

Vancouver:

Merizzi P. L'enchaînement de phrases par coordination et par subordination à l'écrit chez les élèves de première secondaire : mise à l'essai d'une séquence didactique . [Internet] [Thesis]. Université de Montréal; 2014. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1866/10850.

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

Council of Science Editors:

Merizzi P. L'enchaînement de phrases par coordination et par subordination à l'écrit chez les élèves de première secondaire : mise à l'essai d'une séquence didactique . [Thesis]. Université de Montréal; 2014. Available from: http://hdl.handle.net/1866/10850

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


Uniwersytet im. Adama Mickiewicza w Poznaniu

26. Broszkiewicz, Anna. Rola zadań komunikacyjnych w przyswajaniu złożonych struktur gramatycznych przez uczących się języka angielskiego na poziomie zaawansowanym .

Degree: 2011, Uniwersytet im. Adama Mickiewicza w Poznaniu

 Niniejsza praca doktorska składa się z pięciu rozdziałów, z których pierwsze trzy stanowią podbudowę teoretyczną w zakresie nauczania gramatyki, technik nauczania struktur gramatycznych i badań… (more)

Subjects/Keywords: gramatyka; grammar; zadania komunikacyjne; focused communication tasks; nauczanie formalnych aspektów języka; form-focused instruction; przyswajanie języka obcego; second language acquisition

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APA (6th Edition):

Broszkiewicz, A. (2011). Rola zadań komunikacyjnych w przyswajaniu złożonych struktur gramatycznych przez uczących się języka angielskiego na poziomie zaawansowanym . (Doctoral Dissertation). Uniwersytet im. Adama Mickiewicza w Poznaniu. Retrieved from http://hdl.handle.net/10593/1288

Chicago Manual of Style (16th Edition):

Broszkiewicz, Anna. “Rola zadań komunikacyjnych w przyswajaniu złożonych struktur gramatycznych przez uczących się języka angielskiego na poziomie zaawansowanym .” 2011. Doctoral Dissertation, Uniwersytet im. Adama Mickiewicza w Poznaniu. Accessed July 11, 2020. http://hdl.handle.net/10593/1288.

MLA Handbook (7th Edition):

Broszkiewicz, Anna. “Rola zadań komunikacyjnych w przyswajaniu złożonych struktur gramatycznych przez uczących się języka angielskiego na poziomie zaawansowanym .” 2011. Web. 11 Jul 2020.

Vancouver:

Broszkiewicz A. Rola zadań komunikacyjnych w przyswajaniu złożonych struktur gramatycznych przez uczących się języka angielskiego na poziomie zaawansowanym . [Internet] [Doctoral dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2011. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/10593/1288.

Council of Science Editors:

Broszkiewicz A. Rola zadań komunikacyjnych w przyswajaniu złożonych struktur gramatycznych przez uczących się języka angielskiego na poziomie zaawansowanym . [Doctoral Dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2011. Available from: http://hdl.handle.net/10593/1288


University of Hong Kong

27. 羅文菁. Effect of computer-assisted intervention on early phonological processing skill for kindergarten children in Hong Kong.

Degree: 2016, University of Hong Kong

 The present study investigates the effect of computer-assisted intervention targeting phonological processing skill in Hong Kong kindergarteners who learn English as a second language (ESL).… (more)

Subjects/Keywords: Grammar; Comparative and general - Phonology - Computer-assisted instruction

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

APA (6th Edition):

羅文菁. (2016). Effect of computer-assisted intervention on early phonological processing skill for kindergarten children in Hong Kong. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/237464

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

Chicago Manual of Style (16th Edition):

羅文菁. “Effect of computer-assisted intervention on early phonological processing skill for kindergarten children in Hong Kong.” 2016. Thesis, University of Hong Kong. Accessed July 11, 2020. http://hdl.handle.net/10722/237464.

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

MLA Handbook (7th Edition):

羅文菁. “Effect of computer-assisted intervention on early phonological processing skill for kindergarten children in Hong Kong.” 2016. Web. 11 Jul 2020.

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

Vancouver:

羅文菁. Effect of computer-assisted intervention on early phonological processing skill for kindergarten children in Hong Kong. [Internet] [Thesis]. University of Hong Kong; 2016. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/10722/237464.

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

Council of Science Editors:

羅文菁. Effect of computer-assisted intervention on early phonological processing skill for kindergarten children in Hong Kong. [Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/237464

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


Stockholm University

28. Edwall, Nicolina. Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations.

Degree: English, 2020, Stockholm University

  The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are… (more)

Subjects/Keywords: Explicit grammar instruction; second language acquisition; upper secondary school; qualitative study; Swedish national agency of education; ESL/EFL.; Pedagogy; Pedagogik

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

APA (6th Edition):

Edwall, N. (2020). Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622

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):

Edwall, Nicolina. “Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations.” 2020. Thesis, Stockholm University. Accessed July 11, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.

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

MLA Handbook (7th Edition):

Edwall, Nicolina. “Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations.” 2020. Web. 11 Jul 2020.

Vancouver:

Edwall N. Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations. [Internet] [Thesis]. Stockholm University; 2020. [cited 2020 Jul 11]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.

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

Council of Science Editors:

Edwall N. Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations. [Thesis]. Stockholm University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622

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


Brno University of Technology

29. Nagy, Michal. Detekce kompletnosti instrukční sady pro generování univerzálního překladače jazyka C: Instruction Set Completness Detection for Retargetable C Compiler Generation.

Degree: 2018, Brno University of Technology

 This thesis concerns the issue of completness detection of instruction set description for the LLVM compiler, or the ability of a compiler to generate target… (more)

Subjects/Keywords: LLVM; TableGen; kompletnost; stromová gramatika; legalizace; výběr instrukcí; dynamické kontroly; LLVM; TableGen; completeness; tree grammar; legalization; instruction selection; dynamic checks

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

APA (6th Edition):

Nagy, M. (2018). Detekce kompletnosti instrukční sady pro generování univerzálního překladače jazyka C: Instruction Set Completness Detection for Retargetable C Compiler Generation. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/52712

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):

Nagy, Michal. “Detekce kompletnosti instrukční sady pro generování univerzálního překladače jazyka C: Instruction Set Completness Detection for Retargetable C Compiler Generation.” 2018. Thesis, Brno University of Technology. Accessed July 11, 2020. http://hdl.handle.net/11012/52712.

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

MLA Handbook (7th Edition):

Nagy, Michal. “Detekce kompletnosti instrukční sady pro generování univerzálního překladače jazyka C: Instruction Set Completness Detection for Retargetable C Compiler Generation.” 2018. Web. 11 Jul 2020.

Vancouver:

Nagy M. Detekce kompletnosti instrukční sady pro generování univerzálního překladače jazyka C: Instruction Set Completness Detection for Retargetable C Compiler Generation. [Internet] [Thesis]. Brno University of Technology; 2018. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/11012/52712.

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

Council of Science Editors:

Nagy M. Detekce kompletnosti instrukční sady pro generování univerzálního překladače jazyka C: Instruction Set Completness Detection for Retargetable C Compiler Generation. [Thesis]. Brno University of Technology; 2018. Available from: http://hdl.handle.net/11012/52712

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


Universidade do Rio Grande do Sul

30. Nascimento, Daniela Moraes do. O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês.

Degree: 2009, Universidade do Rio Grande do Sul

No decorrer dos últimos anos, um dos questionamentos da pesquisa em aquisição de segunda língua (doravante L2) diz respeito ao papel das instruções explícita e… (more)

Subjects/Keywords: Second language acquisition; Aquisição de segunda língua; Ensino e aprendizagem; Implicit and explicit instruction; Língua inglesa; Grammar instruction; Gerunds and infinitives; Gramática; Locuções; Verb complementation

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

APA (6th Edition):

Nascimento, D. M. d. (2009). O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/17657

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):

Nascimento, Daniela Moraes do. “O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed July 11, 2020. http://hdl.handle.net/10183/17657.

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

MLA Handbook (7th Edition):

Nascimento, Daniela Moraes do. “O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês.” 2009. Web. 11 Jul 2020.

Vancouver:

Nascimento DMd. O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/10183/17657.

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

Council of Science Editors:

Nascimento DMd. O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/17657

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

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