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You searched for subject:(Japanese as a foreign language). Showing records 1 – 30 of 93762 total matches.

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California State University – Chico

1. Goekler, Jamie Louise. Uchi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language (JFL) Learner .

Degree: 2011, California State University – Chico

 ABSTRACT UCHI-SOTO (INSIDE-OUTSIDE): LANGUAGE AND CULTURE IN CONTEXT FOR THE JAPANESE AS A FOREIGN LANGUAGE (JFL) LEARNER by ?? Jamie Louise Goekler 2010 Master of… (more)

Subjects/Keywords: Japanese as a Foreign Language

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

APA (6th Edition):

Goekler, J. L. (2011). Uchi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language (JFL) Learner . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/267

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):

Goekler, Jamie Louise. “Uchi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language (JFL) Learner .” 2011. Thesis, California State University – Chico. Accessed November 29, 2020. http://hdl.handle.net/10211.4/267.

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

MLA Handbook (7th Edition):

Goekler, Jamie Louise. “Uchi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language (JFL) Learner .” 2011. Web. 29 Nov 2020.

Vancouver:

Goekler JL. Uchi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language (JFL) Learner . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10211.4/267.

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

Council of Science Editors:

Goekler JL. Uchi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language (JFL) Learner . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/267

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


University of Melbourne

2. Namiki, Kazumi. Instructed learning of Japanese requests in a foreign language setting.

Degree: 2013, University of Melbourne

 This study examines instructional effects on learners’ pragmatic development of Japanese requests in a foreign language (FL) setting. A six-week consecutive course was conducted by… (more)

Subjects/Keywords: pragmatic development; Japanese as a foreign language; SLA

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APA (6th Edition):

Namiki, K. (2013). Instructed learning of Japanese requests in a foreign language setting. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38153

Chicago Manual of Style (16th Edition):

Namiki, Kazumi. “Instructed learning of Japanese requests in a foreign language setting.” 2013. Doctoral Dissertation, University of Melbourne. Accessed November 29, 2020. http://hdl.handle.net/11343/38153.

MLA Handbook (7th Edition):

Namiki, Kazumi. “Instructed learning of Japanese requests in a foreign language setting.” 2013. Web. 29 Nov 2020.

Vancouver:

Namiki K. Instructed learning of Japanese requests in a foreign language setting. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11343/38153.

Council of Science Editors:

Namiki K. Instructed learning of Japanese requests in a foreign language setting. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38153


University of Alberta

3. Smith, Jenna L. Style shifting in Japanese native/non-native conversation: an in depth analysis of short/long form usage.

Degree: MA, Department of East Asian Studies, 2013, University of Alberta

 There are two distinct styles of predicates in Japanese: the long form and the short form. The former is associated with politeness/formality, while the latter… (more)

Subjects/Keywords: non-native speakers; Japanese; politeness; Style Shifting; Japanese as a Foreign Language; L2

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APA (6th Edition):

Smith, J. L. (2013). Style shifting in Japanese native/non-native conversation: an in depth analysis of short/long form usage. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/k643b2352

Chicago Manual of Style (16th Edition):

Smith, Jenna L. “Style shifting in Japanese native/non-native conversation: an in depth analysis of short/long form usage.” 2013. Masters Thesis, University of Alberta. Accessed November 29, 2020. https://era.library.ualberta.ca/files/k643b2352.

MLA Handbook (7th Edition):

Smith, Jenna L. “Style shifting in Japanese native/non-native conversation: an in depth analysis of short/long form usage.” 2013. Web. 29 Nov 2020.

Vancouver:

Smith JL. Style shifting in Japanese native/non-native conversation: an in depth analysis of short/long form usage. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2020 Nov 29]. Available from: https://era.library.ualberta.ca/files/k643b2352.

Council of Science Editors:

Smith JL. Style shifting in Japanese native/non-native conversation: an in depth analysis of short/long form usage. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/k643b2352


University of Toronto

4. Akai, Sawako. Transformative Learning in an Interculturally-Inclusive Online Community.

Degree: PhD, 2017, University of Toronto

 My dissertation addresses the question of how foreign language (FL) students’ perspectives and attitudes about their target language (TL), target culture (TC), first language (L1)… (more)

Subjects/Keywords: Action research; Community of practice; English as a foreign language; Japanese as a foreign language; Narrative approach; Telecollaboration; 0444

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APA (6th Edition):

Akai, S. (2017). Transformative Learning in an Interculturally-Inclusive Online Community. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80731

Chicago Manual of Style (16th Edition):

Akai, Sawako. “Transformative Learning in an Interculturally-Inclusive Online Community.” 2017. Doctoral Dissertation, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/80731.

MLA Handbook (7th Edition):

Akai, Sawako. “Transformative Learning in an Interculturally-Inclusive Online Community.” 2017. Web. 29 Nov 2020.

Vancouver:

Akai S. Transformative Learning in an Interculturally-Inclusive Online Community. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/80731.

Council of Science Editors:

Akai S. Transformative Learning in an Interculturally-Inclusive Online Community. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80731


University of Georgia

5. Knight, Kenneth Jeffrey. L1 English vocalic transfer in L2 Japanese.

Degree: 2014, University of Georgia

 This study looks at four factors that cause transfer errors in the duration and quality of vowel sounds in Japanese as spoken by native English… (more)

Subjects/Keywords: Transfer; Interference; Japanese as a Foreign Language; English; Vowel; Duration; Second Language Acquisition

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APA (6th Edition):

Knight, K. J. (2014). L1 English vocalic transfer in L2 Japanese. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29870

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):

Knight, Kenneth Jeffrey. “L1 English vocalic transfer in L2 Japanese.” 2014. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/29870.

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

MLA Handbook (7th Edition):

Knight, Kenneth Jeffrey. “L1 English vocalic transfer in L2 Japanese.” 2014. Web. 29 Nov 2020.

Vancouver:

Knight KJ. L1 English vocalic transfer in L2 Japanese. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/29870.

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

Council of Science Editors:

Knight KJ. L1 English vocalic transfer in L2 Japanese. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29870

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


University of Illinois – Urbana-Champaign

6. Young, John Austin. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.

Degree: PhD, Secondary & Continuing Educ, 2015, University of Illinois – Urbana-Champaign

 This mixed-methods study examined the beliefs and performance of 10 adult Japanese speakers of English regarding the phenomenon of contraction in spoken English. Over the… (more)

Subjects/Keywords: spoken English; contraction; Japanese learners; production; perception; beliefs; English as a Second Language (ESL); English as a Foreign Language (EFL)

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

APA (6th Edition):

Young, J. A. (2015). Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89026

Chicago Manual of Style (16th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 29, 2020. http://hdl.handle.net/2142/89026.

MLA Handbook (7th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Web. 29 Nov 2020.

Vancouver:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/2142/89026.

Council of Science Editors:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89026


University of Georgia

7. Nishio, Tomoe. Negotiating contradictions in a Japanese-American telecollaboration.

Degree: 2016, University of Georgia

 Intercultural telecollaboration is increasingly recognized as a meaningful mode of second/foreign language teaching and learning. Yet despite positive experiences with tellecollaboration often reported in existing… (more)

Subjects/Keywords: Telecollaboration; Computer-Assisted Language Learning (CALL); Cultural Historical Activity Theory (CHAT); Contradictions; Interaction; Foreign Language Education; English as a Foreign Language (EFL); Japanese as a Foreign Language (JFL)

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APA (6th Edition):

Nishio, T. (2016). Negotiating contradictions in a Japanese-American telecollaboration. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/34543

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):

Nishio, Tomoe. “Negotiating contradictions in a Japanese-American telecollaboration.” 2016. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/34543.

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

MLA Handbook (7th Edition):

Nishio, Tomoe. “Negotiating contradictions in a Japanese-American telecollaboration.” 2016. Web. 29 Nov 2020.

Vancouver:

Nishio T. Negotiating contradictions in a Japanese-American telecollaboration. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/34543.

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

Council of Science Editors:

Nishio T. Negotiating contradictions in a Japanese-American telecollaboration. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/34543

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


Queensland University of Technology

8. Anderson, Susan Elizabeth. Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context.

Degree: 2012, Queensland University of Technology

 The Japanese language is recognised as being more difficult than European languages, needing three times more tuition time to reach comparable levels of proficiency. Encouraging… (more)

Subjects/Keywords: Japanese as a foreign language (JFL); educational criticism; learner strategies; explicit instruction; curriculum implementation; reflection; collaborative learning

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

APA (6th Edition):

Anderson, S. E. (2012). Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/63676/

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):

Anderson, Susan Elizabeth. “Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context.” 2012. Thesis, Queensland University of Technology. Accessed November 29, 2020. https://eprints.qut.edu.au/63676/.

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

MLA Handbook (7th Edition):

Anderson, Susan Elizabeth. “Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context.” 2012. Web. 29 Nov 2020.

Vancouver:

Anderson SE. Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2020 Nov 29]. Available from: https://eprints.qut.edu.au/63676/.

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

Council of Science Editors:

Anderson SE. Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/63676/

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


University of Cape Town

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

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

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

Subjects/Keywords: Teaching French as a foreign language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mbariro, Mavis. “L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays.” 2016. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/20605.

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

MLA Handbook (7th Edition):

Mbariro, Mavis. “L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays.” 2016. Web. 29 Nov 2020.

Vancouver:

Mbariro M. L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/20605.

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

Council of Science Editors:

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

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


University of Cape Town

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

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

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

Subjects/Keywords: Teaching French as a Foreign Language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Botha, Mia-Louise. “L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation.” 2016. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/20637.

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

MLA Handbook (7th Edition):

Botha, Mia-Louise. “L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation.” 2016. Web. 29 Nov 2020.

Vancouver:

Botha M. L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/20637.

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

Council of Science Editors:

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

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


University of Cape Town

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

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

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

Subjects/Keywords: French Teaching as a Foreign Language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ngaliema, Pierre. “Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT).” 2013. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/13930.

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

MLA Handbook (7th Edition):

Ngaliema, Pierre. “Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT).” 2013. Web. 29 Nov 2020.

Vancouver:

Ngaliema P. Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT). [Internet] [Thesis]. University of Cape Town; 2013. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/13930.

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

Council of Science Editors:

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

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


University of Cape Town

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

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

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

Subjects/Keywords: Teaching French as a Foreign Language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Léger-Broschart, Isabelle. “Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques.” 2016. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/23752.

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

MLA Handbook (7th Edition):

Léger-Broschart, Isabelle. “Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques.” 2016. Web. 29 Nov 2020.

Vancouver:

Léger-Broschart I. Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/23752.

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

Council of Science Editors:

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

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


University of Cape Town

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

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

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

Subjects/Keywords: Teaching French as a Foreign Language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Muzodi, Kenda Henry. “Quel français pour les étudiants de la faculté de droit de l'Université du Cap?.” 2016. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/23020.

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

MLA Handbook (7th Edition):

Muzodi, Kenda Henry. “Quel français pour les étudiants de la faculté de droit de l'Université du Cap?.” 2016. Web. 29 Nov 2020.

Vancouver:

Muzodi KH. Quel français pour les étudiants de la faculté de droit de l'Université du Cap?. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/23020.

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

Council of Science Editors:

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

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


University of Cape Town

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

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

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

Subjects/Keywords: Teaching French as a Foreign Language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Burger, Marali. “L'élaboration d'un curriculum de français pour les chefs de mission sud-africains.” 2016. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/23753.

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

MLA Handbook (7th Edition):

Burger, Marali. “L'élaboration d'un curriculum de français pour les chefs de mission sud-africains.” 2016. Web. 29 Nov 2020.

Vancouver:

Burger M. L'élaboration d'un curriculum de français pour les chefs de mission sud-africains. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/23753.

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

Council of Science Editors:

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

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


University of Cape Town

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

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

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

Subjects/Keywords: Teaching French as a Foreign Language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mokhele, Itumeleng. “Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho.” 2016. Thesis, University of Cape Town. Accessed November 29, 2020. http://hdl.handle.net/11427/20689.

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

MLA Handbook (7th Edition):

Mokhele, Itumeleng. “Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho.” 2016. Web. 29 Nov 2020.

Vancouver:

Mokhele I. Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11427/20689.

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

Council of Science Editors:

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

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


University of Texas – Austin

16. Luo, Han. Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety.

Degree: PhD, Foreign Language Education, 2011, University of Texas – Austin

 The main purpose of this study was to develop a reliable and valid Chinese as a Foreign Language (CFL) Anxiety Scale based on a sound… (more)

Subjects/Keywords: Foreign language anxiety; Chinese as a foreign language; CFL anxiety

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APA (6th Edition):

Luo, H. (2011). Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3493

Chicago Manual of Style (16th Edition):

Luo, Han. “Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed November 29, 2020. http://hdl.handle.net/2152/ETD-UT-2011-05-3493.

MLA Handbook (7th Edition):

Luo, Han. “Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety.” 2011. Web. 29 Nov 2020.

Vancouver:

Luo H. Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3493.

Council of Science Editors:

Luo H. Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3493


The Ohio State University

17. Li, Cong. Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language.

Degree: PhD, East Asian Languages and Literatures, 2018, The Ohio State University

 Gamification is an increasingly popular strategy applied to many aspects of our lives to optimize our experiences—including language learning. However, current educational applications of gamification… (more)

Subjects/Keywords: Foreign Language; Pedagogy; gamification, games, Chinese as a foreign language, design

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APA (6th Edition):

Li, C. (2018). Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305

Chicago Manual of Style (16th Edition):

Li, Cong. “Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language.” 2018. Doctoral Dissertation, The Ohio State University. Accessed November 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.

MLA Handbook (7th Edition):

Li, Cong. “Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language.” 2018. Web. 29 Nov 2020.

Vancouver:

Li C. Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Nov 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.

Council of Science Editors:

Li C. Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305


Boston University

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

Degree: EdD, Education, 2016, Boston University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Doctoral Dissertation, Boston University. Accessed November 29, 2020. http://hdl.handle.net/2144/19509.

MLA Handbook (7th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Web. 29 Nov 2020.

Vancouver:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/2144/19509.

Council of Science Editors:

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


University of Georgia

19. Anderson, Natsuki Fukunaga. JFL learners in the U.S.

Degree: 2014, University of Georgia

 This is a qualitative study of a small subset of Japanese as a Foreign Language (JFL) students who are interested in Japanese popular culture and… (more)

Subjects/Keywords: Japanese as a foreign language; socio-cultural perspective in language learning; identity; agency; popular culture; discourse analysis; gender; social norms; critical stance

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APA (6th Edition):

Anderson, N. F. (2014). JFL learners in the U.S. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22866

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):

Anderson, Natsuki Fukunaga. “JFL learners in the U.S.” 2014. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/22866.

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

MLA Handbook (7th Edition):

Anderson, Natsuki Fukunaga. “JFL learners in the U.S.” 2014. Web. 29 Nov 2020.

Vancouver:

Anderson NF. JFL learners in the U.S. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/22866.

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

Council of Science Editors:

Anderson NF. JFL learners in the U.S. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22866

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


The University of Maine

20. Souza, Edilson R. The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text.

Degree: 2012, The University of Maine

  Writing assignments that English-as-a-second-language (ESL) students encounter at American universities typically involve response to teacher-designed or student-designed writing prompts. However, these students may find… (more)

Subjects/Keywords: Language, Modern; Education, English as a Second Language; Education, Foreign Language

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APA (6th Edition):

Souza, E. R. (2012). The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text. (Thesis). The University of Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3531874

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):

Souza, Edilson R. “The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text.” 2012. Thesis, The University of Maine. Accessed November 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3531874.

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

MLA Handbook (7th Edition):

Souza, Edilson R. “The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text.” 2012. Web. 29 Nov 2020.

Vancouver:

Souza ER. The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text. [Internet] [Thesis]. The University of Maine; 2012. [cited 2020 Nov 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3531874.

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

Council of Science Editors:

Souza ER. The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text. [Thesis]. The University of Maine; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3531874

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


Temple University

21. Kikuchi, Keita. LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students… (more)

Subjects/Keywords: English as a Second Language; Individual differences; Motivation; Teaching English as a Foreign Language

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APA (6th Edition):

Kikuchi, K. (2011). LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,157753

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):

Kikuchi, Keita. “LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS.” 2011. Thesis, Temple University. Accessed November 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,157753.

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

MLA Handbook (7th Edition):

Kikuchi, Keita. “LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS.” 2011. Web. 29 Nov 2020.

Vancouver:

Kikuchi K. LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. [Internet] [Thesis]. Temple University; 2011. [cited 2020 Nov 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,157753.

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

Council of Science Editors:

Kikuchi K. LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,157753

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


California State University – Chico

22. Alsadah, Huda Abdullah. Teaching culture in English classes .

Degree: 2012, California State University – Chico

 For ESL/EFL students to develop a more complete knowledge of the target language, they must also possess general knowledge of the culture as well. The… (more)

Subjects/Keywords: ESL/EFL students; English as a second language; English as a foreign language; Culture

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APA (6th Edition):

Alsadah, H. A. (2012). Teaching culture in English classes . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/487

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):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Thesis, California State University – Chico. Accessed November 29, 2020. http://hdl.handle.net/10211.4/487.

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

MLA Handbook (7th Edition):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Web. 29 Nov 2020.

Vancouver:

Alsadah HA. Teaching culture in English classes . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10211.4/487.

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

Council of Science Editors:

Alsadah HA. Teaching culture in English classes . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/487

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

23. Carton, Martine. ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université : Teaching of literature assisted by computer for Japanese University students.

Degree: Docteur es, Littérature et civilisation françaises, 2012, Université Sorbonne Nouvelle – Paris III

Cette thèse relate une recherche-action dans le domaine de la didactique de la littérature française pour apprenants japonais à l’université, en lien avec l’environnement informatique.… (more)

Subjects/Keywords: Français langue étrangère; ELAO; Lecture littéraire; Traduction; Université japonaise; French as a foreign language; CALL; Literary reading; Translation; Japanese universities; 448.007; 371.334; 378; 807

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APA (6th Edition):

Carton, M. (2012). ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université : Teaching of literature assisted by computer for Japanese University students. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2012PA030041

Chicago Manual of Style (16th Edition):

Carton, Martine. “ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université : Teaching of literature assisted by computer for Japanese University students.” 2012. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed November 29, 2020. http://www.theses.fr/2012PA030041.

MLA Handbook (7th Edition):

Carton, Martine. “ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université : Teaching of literature assisted by computer for Japanese University students.” 2012. Web. 29 Nov 2020.

Vancouver:

Carton M. ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université : Teaching of literature assisted by computer for Japanese University students. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. [cited 2020 Nov 29]. Available from: http://www.theses.fr/2012PA030041.

Council of Science Editors:

Carton M. ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université : Teaching of literature assisted by computer for Japanese University students. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. Available from: http://www.theses.fr/2012PA030041


Queensland University of Technology

24. Thompson, Gene R. Japanese high school English teachers' self-Efficacy beliefs about teaching English.

Degree: 2016, Queensland University of Technology

 This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified… (more)

Subjects/Keywords: teacher efficacy; self-efficacy; teacher cognition; teaching English as a foreign language (TEFL); Japanese high school education; survey design; expert panel; translation; TESOL; teacher beliefs; ODTA

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APA (6th Edition):

Thompson, G. R. (2016). Japanese high school English teachers' self-Efficacy beliefs about teaching English. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/99500/

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):

Thompson, Gene R. “Japanese high school English teachers' self-Efficacy beliefs about teaching English.” 2016. Thesis, Queensland University of Technology. Accessed November 29, 2020. https://eprints.qut.edu.au/99500/.

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

MLA Handbook (7th Edition):

Thompson, Gene R. “Japanese high school English teachers' self-Efficacy beliefs about teaching English.” 2016. Web. 29 Nov 2020.

Vancouver:

Thompson GR. Japanese high school English teachers' self-Efficacy beliefs about teaching English. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2020 Nov 29]. Available from: https://eprints.qut.edu.au/99500/.

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

Council of Science Editors:

Thompson GR. Japanese high school English teachers' self-Efficacy beliefs about teaching English. [Thesis]. Queensland University of Technology; 2016. Available from: https://eprints.qut.edu.au/99500/

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

25. Nadal-Ramos, Vigimaris. Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning.

Degree: 2017, University of Puerto Rico, Rio Piedras (Puerto Rico)

  This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K… (more)

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

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

APA (6th Edition):

Nadal-Ramos, V. (2017). Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning. (Thesis). University of Puerto Rico, Rio Piedras (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10249635

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):

Nadal-Ramos, Vigimaris. “Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning.” 2017. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico). Accessed November 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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

MLA Handbook (7th Edition):

Nadal-Ramos, Vigimaris. “Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning.” 2017. Web. 29 Nov 2020.

Vancouver:

Nadal-Ramos V. Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning. [Internet] [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2017. [cited 2020 Nov 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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

Council of Science Editors:

Nadal-Ramos V. Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning. [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10249635

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


Temple University

26. Miura, Tsuyuki. Motivational trajectories of successful foreign language learners| Six biographical case studies.

Degree: 2011, Temple University

  This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six… (more)

Subjects/Keywords: Education, English as a Second Language; Education, Foreign Language

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

APA (6th Edition):

Miura, T. (2011). Motivational trajectories of successful foreign language learners| Six biographical case studies. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457918

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):

Miura, Tsuyuki. “Motivational trajectories of successful foreign language learners| Six biographical case studies.” 2011. Thesis, Temple University. Accessed November 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3457918.

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

MLA Handbook (7th Edition):

Miura, Tsuyuki. “Motivational trajectories of successful foreign language learners| Six biographical case studies.” 2011. Web. 29 Nov 2020.

Vancouver:

Miura T. Motivational trajectories of successful foreign language learners| Six biographical case studies. [Internet] [Thesis]. Temple University; 2011. [cited 2020 Nov 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457918.

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

Council of Science Editors:

Miura T. Motivational trajectories of successful foreign language learners| Six biographical case studies. [Thesis]. Temple University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457918

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

27. Huang, Ju Chuan. Socializing NNES novice scholars into disciplinary discourse communities| A research writing course.

Degree: 2011, State University of New York at Buffalo

  Writing for publication in English has become an important skill for survival in academia, but writing in this unfamiliar language often concerns non-native English… (more)

Subjects/Keywords: Education, English as a Second Language; Education, Foreign Language

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APA (6th Edition):

Huang, J. C. (2011). Socializing NNES novice scholars into disciplinary discourse communities| A research writing course. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3460759

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):

Huang, Ju Chuan. “Socializing NNES novice scholars into disciplinary discourse communities| A research writing course.” 2011. Thesis, State University of New York at Buffalo. Accessed November 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3460759.

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

MLA Handbook (7th Edition):

Huang, Ju Chuan. “Socializing NNES novice scholars into disciplinary discourse communities| A research writing course.” 2011. Web. 29 Nov 2020.

Vancouver:

Huang JC. Socializing NNES novice scholars into disciplinary discourse communities| A research writing course. [Internet] [Thesis]. State University of New York at Buffalo; 2011. [cited 2020 Nov 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460759.

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

Council of Science Editors:

Huang JC. Socializing NNES novice scholars into disciplinary discourse communities| A research writing course. [Thesis]. State University of New York at Buffalo; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460759

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

28. Lin, Chien-Yu. A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context.

Degree: 2011, University of Maryland, College Park

  This study aimed to address three research gaps revealed in previous studies on L2 reading comprehension and L2 reading strategy use: (a) a restricted… (more)

Subjects/Keywords: Education, English as a Second Language; Education, Foreign Language

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

APA (6th Edition):

Lin, C. (2011). A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478875

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):

Lin, Chien-Yu. “A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context.” 2011. Thesis, University of Maryland, College Park. Accessed November 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3478875.

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

MLA Handbook (7th Edition):

Lin, Chien-Yu. “A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context.” 2011. Web. 29 Nov 2020.

Vancouver:

Lin C. A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context. [Internet] [Thesis]. University of Maryland, College Park; 2011. [cited 2020 Nov 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478875.

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

Council of Science Editors:

Lin C. A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context. [Thesis]. University of Maryland, College Park; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478875

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

29. Baker, Richard J. Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach.

Degree: 2017, Neumann University

  This quasi-phenomenological study identified the common lived classroom experiences of high school (grades 9-12) teachers who used the Teaching Proficiency through Reading and Storytelling… (more)

Subjects/Keywords: English as a second language; Foreign language education; Near Eastern studies

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

APA (6th Edition):

Baker, R. J. (2017). Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach. (Thesis). Neumann University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10646025

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):

Baker, Richard J. “Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach.” 2017. Thesis, Neumann University. Accessed November 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10646025.

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

MLA Handbook (7th Edition):

Baker, Richard J. “Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach.” 2017. Web. 29 Nov 2020.

Vancouver:

Baker RJ. Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach. [Internet] [Thesis]. Neumann University; 2017. [cited 2020 Nov 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10646025.

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

Council of Science Editors:

Baker RJ. Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach. [Thesis]. Neumann University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10646025

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

30. Phan, Thi Van Anh. Questioning in English as a Foreign Language University Classes.

Degree: 2020, Victoria U of Wellington : Dissertations

 Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns… (more)

Subjects/Keywords: Questioning; English as a foreign language; Communicative language teaching; Vietnam

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

APA (6th Edition):

Phan, T. V. A. (2020). Questioning in English as a Foreign Language University Classes. (Doctoral Dissertation). Victoria U of Wellington : Dissertations. Retrieved from http://hdl.handle.net/10063/8846

Chicago Manual of Style (16th Edition):

Phan, Thi Van Anh. “Questioning in English as a Foreign Language University Classes.” 2020. Doctoral Dissertation, Victoria U of Wellington : Dissertations. Accessed November 29, 2020. http://hdl.handle.net/10063/8846.

MLA Handbook (7th Edition):

Phan, Thi Van Anh. “Questioning in English as a Foreign Language University Classes.” 2020. Web. 29 Nov 2020.

Vancouver:

Phan TVA. Questioning in English as a Foreign Language University Classes. [Internet] [Doctoral dissertation]. Victoria U of Wellington : Dissertations; 2020. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10063/8846.

Council of Science Editors:

Phan TVA. Questioning in English as a Foreign Language University Classes. [Doctoral Dissertation]. Victoria U of Wellington : Dissertations; 2020. Available from: http://hdl.handle.net/10063/8846

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