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You searched for subject:(L2). Showing records 1 – 30 of 907 total matches.

[1] [2] [3] [4] [5] … [31]

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Penn State University

1. Malone, Mary Kathryn. sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives.

Degree: 2015, Penn State University

 Second language identity involves not just the social profile of the learner, but his position within the L2 community, whether a pedagogical, social, or professional… (more)

Subjects/Keywords: Sociopragmatics; L2 Self; Advanced L2; L2 French

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APA (6th Edition):

Malone, M. K. (2015). sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27252

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):

Malone, Mary Kathryn. “sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives.” 2015. Thesis, Penn State University. Accessed March 04, 2021. https://submit-etda.libraries.psu.edu/catalog/27252.

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

MLA Handbook (7th Edition):

Malone, Mary Kathryn. “sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives.” 2015. Web. 04 Mar 2021.

Vancouver:

Malone MK. sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Mar 04]. Available from: https://submit-etda.libraries.psu.edu/catalog/27252.

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

Council of Science Editors:

Malone MK. sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27252

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

2. Rausch, Pamela. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.

Degree: MA, English, 2015, St. Cloud State University

  As educators and researchers pursue greater understanding of the best strategies for teaching English learners, the two productive language domains—speaking and writing—have traditionally been… (more)

Subjects/Keywords: English Learners; L2 Speaking; L2 Writing; ESL

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APA (6th Edition):

Rausch, P. (2015). The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/34

Chicago Manual of Style (16th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Masters Thesis, St. Cloud State University. Accessed March 04, 2021. https://repository.stcloudstate.edu/engl_etds/34.

MLA Handbook (7th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Web. 04 Mar 2021.

Vancouver:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Mar 04]. Available from: https://repository.stcloudstate.edu/engl_etds/34.

Council of Science Editors:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/34


University of Tennessee – Knoxville

3. Wilson, Joseph Anthony. Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts.

Degree: MA, English, 2018, University of Tennessee – Knoxville

 This study investigates the ways that second language (L2) writing specialists construct their identities in relation to the field of L2 writing. While scholarship has… (more)

Subjects/Keywords: L2 Writing; Identity

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APA (6th Edition):

Wilson, J. A. (2018). Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5024

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):

Wilson, Joseph Anthony. “Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts.” 2018. Thesis, University of Tennessee – Knoxville. Accessed March 04, 2021. https://trace.tennessee.edu/utk_gradthes/5024.

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

MLA Handbook (7th Edition):

Wilson, Joseph Anthony. “Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts.” 2018. Web. 04 Mar 2021.

Vancouver:

Wilson JA. Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts. [Internet] [Thesis]. University of Tennessee – Knoxville; 2018. [cited 2021 Mar 04]. Available from: https://trace.tennessee.edu/utk_gradthes/5024.

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

Council of Science Editors:

Wilson JA. Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts. [Thesis]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_gradthes/5024

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


Universidad de Cantabria

4. Lavín Carrera, Elda. La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2.

Degree: 2016, Universidad de Cantabria

 Mucho más allá de una caracterización restringida al discurso formal o al ámbito de la poesía, la metáfora, desde el corolario de la Lingüística Cognitiva,… (more)

Subjects/Keywords: Aprendizaje de L2

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APA (6th Edition):

Lavín Carrera, E. (2016). La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2. (Doctoral Dissertation). Universidad de Cantabria. Retrieved from http://hdl.handle.net/10902/8383

Chicago Manual of Style (16th Edition):

Lavín Carrera, Elda. “La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2.” 2016. Doctoral Dissertation, Universidad de Cantabria. Accessed March 04, 2021. http://hdl.handle.net/10902/8383.

MLA Handbook (7th Edition):

Lavín Carrera, Elda. “La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2.” 2016. Web. 04 Mar 2021.

Vancouver:

Lavín Carrera E. La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2. [Internet] [Doctoral dissertation]. Universidad de Cantabria; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10902/8383.

Council of Science Editors:

Lavín Carrera E. La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2. [Doctoral Dissertation]. Universidad de Cantabria; 2016. Available from: http://hdl.handle.net/10902/8383


Leiden University

5. Rood, Myrthe M. S. J. Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners.

Degree: 2020, Leiden University

 Foreign language anxiety is a type of anxiety that is tied to foreign language learning settings. In the literature, there are mixed findings about the… (more)

Subjects/Keywords: foreign language anxiety; L2 learner; L2 utterance fluency; L2 cognitive fluency; stimulated recall

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APA (6th Edition):

Rood, M. M. S. J. (2020). Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/133591

Chicago Manual of Style (16th Edition):

Rood, Myrthe M S J. “Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners.” 2020. Masters Thesis, Leiden University. Accessed March 04, 2021. http://hdl.handle.net/1887/133591.

MLA Handbook (7th Edition):

Rood, Myrthe M S J. “Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners.” 2020. Web. 04 Mar 2021.

Vancouver:

Rood MMSJ. Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners. [Internet] [Masters thesis]. Leiden University; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1887/133591.

Council of Science Editors:

Rood MMSJ. Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners. [Masters Thesis]. Leiden University; 2020. Available from: http://hdl.handle.net/1887/133591

6. Boddaert, Gary. Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning.

Degree: Docteur es, Psychologie, 2019, Lille 3

Cette thèse étudie les effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique des mots de deuxième langue (L2) dans… (more)

Subjects/Keywords: L2; Apprentissage d'une deuxième langue; Vocabulaire; Méthode d'apprentissage; L2; L2 learning; Vocabulary; Learning method

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APA (6th Edition):

Boddaert, G. (2019). Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2019LIL3H036

Chicago Manual of Style (16th Edition):

Boddaert, Gary. “Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning.” 2019. Doctoral Dissertation, Lille 3. Accessed March 04, 2021. http://www.theses.fr/2019LIL3H036.

MLA Handbook (7th Edition):

Boddaert, Gary. “Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning.” 2019. Web. 04 Mar 2021.

Vancouver:

Boddaert G. Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning. [Internet] [Doctoral dissertation]. Lille 3; 2019. [cited 2021 Mar 04]. Available from: http://www.theses.fr/2019LIL3H036.

Council of Science Editors:

Boddaert G. Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning. [Doctoral Dissertation]. Lille 3; 2019. Available from: http://www.theses.fr/2019LIL3H036


University of Edinburgh

7. Rigamonti, Manuela. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.

Degree: 2013, University of Edinburgh

 The present study is the first attempt to investigate teachers’ attitudes and beliefs related to the variety of the Italian language that should be presented… (more)

Subjects/Keywords: Teacher cognition; Italian L2

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APA (6th Edition):

Rigamonti, M. (2013). Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8597

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):

Rigamonti, Manuela. “Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.” 2013. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/8597.

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

MLA Handbook (7th Edition):

Rigamonti, Manuela. “Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.” 2013. Web. 04 Mar 2021.

Vancouver:

Rigamonti M. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/8597.

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

Council of Science Editors:

Rigamonti M. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8597

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


Texas A&M University

8. Palacios, Yadira Taboada. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.

Degree: PhD, Educational Psychology, 2015, Texas A&M University

 This is a quantitative study derived from a five-year longitudinal federal experimental research project targeting Spanish- speaking English language learners (ELLs) receiving language services across… (more)

Subjects/Keywords: ELLs; L2 ORF; ELLA

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APA (6th Edition):

Palacios, Y. T. (2015). Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156249

Chicago Manual of Style (16th Edition):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021. http://hdl.handle.net/1969.1/156249.

MLA Handbook (7th Edition):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Web. 04 Mar 2021.

Vancouver:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1969.1/156249.

Council of Science Editors:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156249


University of Newcastle

9. Alrabai, Fakieh Abduh M. The use of motivational strategies in the Saudi EFL classroom.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This study examined longitudinally the effectiveness of some motivational strategies in promoting the L2 motivation of Saudi learners… (more)

Subjects/Keywords: motivation; L2 motivation; motivational strategies

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APA (6th Edition):

Alrabai, F. A. M. (2010). The use of motivational strategies in the Saudi EFL classroom. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/807509

Chicago Manual of Style (16th Edition):

Alrabai, Fakieh Abduh M. “The use of motivational strategies in the Saudi EFL classroom.” 2010. Doctoral Dissertation, University of Newcastle. Accessed March 04, 2021. http://hdl.handle.net/1959.13/807509.

MLA Handbook (7th Edition):

Alrabai, Fakieh Abduh M. “The use of motivational strategies in the Saudi EFL classroom.” 2010. Web. 04 Mar 2021.

Vancouver:

Alrabai FAM. The use of motivational strategies in the Saudi EFL classroom. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1959.13/807509.

Council of Science Editors:

Alrabai FAM. The use of motivational strategies in the Saudi EFL classroom. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/807509


University of Newcastle

10. Alqahtani, Saleh Mohammad A. The effect of teachers’ motivational strategies on EFL learners’ achievement.

Degree: PhD, 2015, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Motivation has been found to be a key factor in learning a foreign/second language (L2), and motivation theories… (more)

Subjects/Keywords: L2 motivation; motivational strategies

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APA (6th Edition):

Alqahtani, S. M. A. (2015). The effect of teachers’ motivational strategies on EFL learners’ achievement. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1305665

Chicago Manual of Style (16th Edition):

Alqahtani, Saleh Mohammad A. “The effect of teachers’ motivational strategies on EFL learners’ achievement.” 2015. Doctoral Dissertation, University of Newcastle. Accessed March 04, 2021. http://hdl.handle.net/1959.13/1305665.

MLA Handbook (7th Edition):

Alqahtani, Saleh Mohammad A. “The effect of teachers’ motivational strategies on EFL learners’ achievement.” 2015. Web. 04 Mar 2021.

Vancouver:

Alqahtani SMA. The effect of teachers’ motivational strategies on EFL learners’ achievement. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1959.13/1305665.

Council of Science Editors:

Alqahtani SMA. The effect of teachers’ motivational strategies on EFL learners’ achievement. [Doctoral Dissertation]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1305665


University of Ghana

11. Owusu-Ansah, B. L1-L2 Regularization of Collinear Data .

Degree: 2018, University of Ghana

 Multiple linear regression analysis may be used to describe the relation of a variable (response variable) based on the score of several other variables (independent… (more)

Subjects/Keywords: L1-L2 Regularization; Collinear Data

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APA (6th Edition):

Owusu-Ansah, B. (2018). L1-L2 Regularization of Collinear Data . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/30857

Chicago Manual of Style (16th Edition):

Owusu-Ansah, B. “L1-L2 Regularization of Collinear Data .” 2018. Masters Thesis, University of Ghana. Accessed March 04, 2021. http://ugspace.ug.edu.gh/handle/123456789/30857.

MLA Handbook (7th Edition):

Owusu-Ansah, B. “L1-L2 Regularization of Collinear Data .” 2018. Web. 04 Mar 2021.

Vancouver:

Owusu-Ansah B. L1-L2 Regularization of Collinear Data . [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2021 Mar 04]. Available from: http://ugspace.ug.edu.gh/handle/123456789/30857.

Council of Science Editors:

Owusu-Ansah B. L1-L2 Regularization of Collinear Data . [Masters Thesis]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/30857


Victoria University of Wellington

12. Piasecki, Anna Elisabeth. The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.

Degree: 2012, Victoria University of Wellington

 Systematic psycholinguistic research has considered the nature of the coexistence of two (or more) languages in the cognitive system of a fluent bilingual speaker. There… (more)

Subjects/Keywords: Bilingual; L2 proficiency; Psycholinguistics

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APA (6th Edition):

Piasecki, A. E. (2012). The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2394

Chicago Manual of Style (16th Edition):

Piasecki, Anna Elisabeth. “The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.” 2012. Doctoral Dissertation, Victoria University of Wellington. Accessed March 04, 2021. http://hdl.handle.net/10063/2394.

MLA Handbook (7th Edition):

Piasecki, Anna Elisabeth. “The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.” 2012. Web. 04 Mar 2021.

Vancouver:

Piasecki AE. The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10063/2394.

Council of Science Editors:

Piasecki AE. The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition. [Doctoral Dissertation]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2394


Iowa State University

13. Dingel, Brody. Semantic relatedness in L2 vocabulary learning: Does it really matter?.

Degree: 2020, Iowa State University

 Second language (L2) textbooks often organize new vocabulary in lists of semantically related words under a common superordinate concept, such as food or family members.… (more)

Subjects/Keywords: L2; relatedness; semantic; vocabulary

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APA (6th Edition):

Dingel, B. (2020). Semantic relatedness in L2 vocabulary learning: Does it really matter?. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17874

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):

Dingel, Brody. “Semantic relatedness in L2 vocabulary learning: Does it really matter?.” 2020. Thesis, Iowa State University. Accessed March 04, 2021. https://lib.dr.iastate.edu/etd/17874.

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

MLA Handbook (7th Edition):

Dingel, Brody. “Semantic relatedness in L2 vocabulary learning: Does it really matter?.” 2020. Web. 04 Mar 2021.

Vancouver:

Dingel B. Semantic relatedness in L2 vocabulary learning: Does it really matter?. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Mar 04]. Available from: https://lib.dr.iastate.edu/etd/17874.

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

Council of Science Editors:

Dingel B. Semantic relatedness in L2 vocabulary learning: Does it really matter?. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/17874

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

14. Combelas, Nicolas. Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses.

Degree: Docteur es, Sciences de la vie et de la santé, spécialité ICMV (Infectiologie cellulaire et moléculaire, vaccinologie), 2010, Université François-Rabelais de Tours

Les papillomavirus à « haut risque » (HR) sont les agents étiologiques du cancer du col de l’utérus. Les vaccins prophylactiques actuels assurent une protection… (more)

Subjects/Keywords: Pseudovirions; Protéine L2; Streptavidine

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APA (6th Edition):

Combelas, N. (2010). Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses. (Doctoral Dissertation). Université François-Rabelais de Tours. Retrieved from http://www.theses.fr/2010TOUR3801

Chicago Manual of Style (16th Edition):

Combelas, Nicolas. “Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses.” 2010. Doctoral Dissertation, Université François-Rabelais de Tours. Accessed March 04, 2021. http://www.theses.fr/2010TOUR3801.

MLA Handbook (7th Edition):

Combelas, Nicolas. “Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses.” 2010. Web. 04 Mar 2021.

Vancouver:

Combelas N. Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses. [Internet] [Doctoral dissertation]. Université François-Rabelais de Tours; 2010. [cited 2021 Mar 04]. Available from: http://www.theses.fr/2010TOUR3801.

Council of Science Editors:

Combelas N. Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses. [Doctoral Dissertation]. Université François-Rabelais de Tours; 2010. Available from: http://www.theses.fr/2010TOUR3801


Indiana University

15. Köylü, Yilmaz. Representation and Acquisition of Kind Reference in L2 English .

Degree: 2019, Indiana University

 This dissertation investigates the acquisition of sentences that contain kind-referring expressions such as The dodo is extinct. Such statements clearly pose a learnability problem in… (more)

Subjects/Keywords: genericity; kind reference; L2 acquisition

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

APA (6th Edition):

Köylü, Y. (2019). Representation and Acquisition of Kind Reference in L2 English . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/23636

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):

Köylü, Yilmaz. “Representation and Acquisition of Kind Reference in L2 English .” 2019. Thesis, Indiana University. Accessed March 04, 2021. http://hdl.handle.net/2022/23636.

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

MLA Handbook (7th Edition):

Köylü, Yilmaz. “Representation and Acquisition of Kind Reference in L2 English .” 2019. Web. 04 Mar 2021.

Vancouver:

Köylü Y. Representation and Acquisition of Kind Reference in L2 English . [Internet] [Thesis]. Indiana University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2022/23636.

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

Council of Science Editors:

Köylü Y. Representation and Acquisition of Kind Reference in L2 English . [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/23636

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


University of Illinois – Urbana-Champaign

16. Muramoto, Kokoro. The effects of speaking rate and pausing on comprehensibility of non-native English.

Degree: MA, Teaching of English Sec Lang, 2016, University of Illinois – Urbana-Champaign

 This study examined the effects of the temporal variables (i.e., speaking rate and pausing) on comprehensibility ratings of second language (L2) speech. Twenty advanced Chinese… (more)

Subjects/Keywords: Comprehensibility: Speaking rate; Pausing; L2

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

APA (6th Edition):

Muramoto, K. (2016). The effects of speaking rate and pausing on comprehensibility of non-native English. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90962

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):

Muramoto, Kokoro. “The effects of speaking rate and pausing on comprehensibility of non-native English.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/90962.

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

MLA Handbook (7th Edition):

Muramoto, Kokoro. “The effects of speaking rate and pausing on comprehensibility of non-native English.” 2016. Web. 04 Mar 2021.

Vancouver:

Muramoto K. The effects of speaking rate and pausing on comprehensibility of non-native English. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/90962.

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

Council of Science Editors:

Muramoto K. The effects of speaking rate and pausing on comprehensibility of non-native English. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90962

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


University of Arizona

17. Bronnimann, Matthew Phillip. Penetration of Host Membrane Barriers by Human Papillomavirus During Infection .

Degree: 2016, University of Arizona

 Human Papillomaviruses (HPVs) are circular double-stranded DNA (dsDNA) viruses that infect human cutaneous and mucosal tissue. Most HPV infections are benign or cause only minor… (more)

Subjects/Keywords: L2; Membrane; Papillomavirus; furin

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APA (6th Edition):

Bronnimann, M. P. (2016). Penetration of Host Membrane Barriers by Human Papillomavirus During Infection . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/623159

Chicago Manual of Style (16th Edition):

Bronnimann, Matthew Phillip. “Penetration of Host Membrane Barriers by Human Papillomavirus During Infection .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 04, 2021. http://hdl.handle.net/10150/623159.

MLA Handbook (7th Edition):

Bronnimann, Matthew Phillip. “Penetration of Host Membrane Barriers by Human Papillomavirus During Infection .” 2016. Web. 04 Mar 2021.

Vancouver:

Bronnimann MP. Penetration of Host Membrane Barriers by Human Papillomavirus During Infection . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10150/623159.

Council of Science Editors:

Bronnimann MP. Penetration of Host Membrane Barriers by Human Papillomavirus During Infection . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/623159


University of Texas – Austin

18. Kim, Tristina. Feedback approaches in foreign and second language (L2) writing.

Degree: MA, Foreign Language Education, 2013, University of Texas – Austin

 Written corrective feedback is extensively used in second language writing courses. Although some think it detrimental to student learning (i.e. Truscott, 1996), much research over… (more)

Subjects/Keywords: Written corrective feedback; L2; WCF

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APA (6th Edition):

Kim, T. (2013). Feedback approaches in foreign and second language (L2) writing. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23997

Chicago Manual of Style (16th Edition):

Kim, Tristina. “Feedback approaches in foreign and second language (L2) writing.” 2013. Masters Thesis, University of Texas – Austin. Accessed March 04, 2021. http://hdl.handle.net/2152/23997.

MLA Handbook (7th Edition):

Kim, Tristina. “Feedback approaches in foreign and second language (L2) writing.” 2013. Web. 04 Mar 2021.

Vancouver:

Kim T. Feedback approaches in foreign and second language (L2) writing. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2152/23997.

Council of Science Editors:

Kim T. Feedback approaches in foreign and second language (L2) writing. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23997

19. Wijeratne, Warshani Himanshi Pilimatalawwe. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.

Degree: MA, English, 2015, St. Cloud State University

  Measuring the motivational elements of students towards learning English and demarcating the salient elements of their motivation is crucial as this information can be… (more)

Subjects/Keywords: SLA; Motivation; Identity; L2; L2 self-system; university undergraduates; Sri Lanka

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

APA (6th Edition):

Wijeratne, W. H. P. (2015). A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/21

Chicago Manual of Style (16th Edition):

Wijeratne, Warshani Himanshi Pilimatalawwe. “A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.” 2015. Masters Thesis, St. Cloud State University. Accessed March 04, 2021. https://repository.stcloudstate.edu/engl_etds/21.

MLA Handbook (7th Edition):

Wijeratne, Warshani Himanshi Pilimatalawwe. “A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.” 2015. Web. 04 Mar 2021.

Vancouver:

Wijeratne WHP. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Mar 04]. Available from: https://repository.stcloudstate.edu/engl_etds/21.

Council of Science Editors:

Wijeratne WHP. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/21


Universiteit Utrecht

20. Elzenga, A. L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto.

Degree: 2015, Universiteit Utrecht

 In de afgelopen decennia is in de vorm van de CLIL-didactiek een nieuwe methode van onderwijs ontwikkeld. CLIL staat voor ‘Content and Language Integrated Learning’… (more)

Subjects/Keywords: L2-motivatie; L2-motivation; tweetalig onderwijs; tto; nto; CLIL

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

APA (6th Edition):

Elzenga, A. (2015). L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/319117

Chicago Manual of Style (16th Edition):

Elzenga, A. “L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto.” 2015. Masters Thesis, Universiteit Utrecht. Accessed March 04, 2021. http://dspace.library.uu.nl:8080/handle/1874/319117.

MLA Handbook (7th Edition):

Elzenga, A. “L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto.” 2015. Web. 04 Mar 2021.

Vancouver:

Elzenga A. L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Mar 04]. Available from: http://dspace.library.uu.nl:8080/handle/1874/319117.

Council of Science Editors:

Elzenga A. L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/319117


Leiden University

21. Koning, Merel. L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français.

Degree: 2019, Leiden University

 Diphthongization of the vowel /e:/ into the diphthong [ei] is a common phenomenon in Dutch and can be transferred to an L2; we found in… (more)

Subjects/Keywords: Coarticulation; Diphthongization; Second language acquisition; L2 perception; L2 production

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APA (6th Edition):

Koning, M. (2019). L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/80667

Chicago Manual of Style (16th Edition):

Koning, Merel. “L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français.” 2019. Masters Thesis, Leiden University. Accessed March 04, 2021. http://hdl.handle.net/1887/80667.

MLA Handbook (7th Edition):

Koning, Merel. “L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français.” 2019. Web. 04 Mar 2021.

Vancouver:

Koning M. L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1887/80667.

Council of Science Editors:

Koning M. L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/80667


University of Arizona

22. Gorham, Julia Anne. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .

Degree: 2020, University of Arizona

 La notion de compétence est une idée pour laquelle il existe plusieurs conceptions dans le domaine de l’apprentissage et l’enseignement des langues secondes (L2). Depuis… (more)

Subjects/Keywords: French L2; L2 pedagogy; multiliteracies; multimodality; symbolic competence; teaching with film

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

APA (6th Edition):

Gorham, J. A. (2020). Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/642178

Chicago Manual of Style (16th Edition):

Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .” 2020. Masters Thesis, University of Arizona. Accessed March 04, 2021. http://hdl.handle.net/10150/642178.

MLA Handbook (7th Edition):

Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .” 2020. Web. 04 Mar 2021.

Vancouver:

Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . [Internet] [Masters thesis]. University of Arizona; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10150/642178.

Council of Science Editors:

Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . [Masters Thesis]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642178


Univerzitet u Beogradu

23. Duka, Vladimir. 1979-. Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim školama u Srbiji.

Degree: Filološki fakultet, 2016, Univerzitet u Beogradu

Društveno-humanističke nauke - Filologija / Social science and humanities - Philology

Cilj doktorske disertacije Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim… (more)

Subjects/Keywords: English as L2; globalization; English as L1; teaching English as L2

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APA (6th Edition):

Duka, V. 1. (2016). Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim školama u Srbiji. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:10614/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):

Duka, Vladimir 1979-. “Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim školama u Srbiji.” 2016. Thesis, Univerzitet u Beogradu. Accessed March 04, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:10614/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):

Duka, Vladimir 1979-. “Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim školama u Srbiji.” 2016. Web. 04 Mar 2021.

Vancouver:

Duka V1. Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim školama u Srbiji. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2021 Mar 04]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10614/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:

Duka V1. Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim školama u Srbiji. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10614/bdef:Content/get

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


Brigham Young University

24. Company, Maria Teresa. Error Frequencies Among ESL Writers: A Resource Guide.

Degree: MA, 2012, Brigham Young University

  Being a competent writer is an important skill in academic education. However, second language (L2) writers often struggle to be linguistically and lexically competent.… (more)

Subjects/Keywords: L2 writing; linguistic writing errors; L2 learners; L1 interference; Linguistics

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APA (6th Edition):

Company, M. T. (2012). Error Frequencies Among ESL Writers: A Resource Guide. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd

Chicago Manual of Style (16th Edition):

Company, Maria Teresa. “Error Frequencies Among ESL Writers: A Resource Guide.” 2012. Masters Thesis, Brigham Young University. Accessed March 04, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd.

MLA Handbook (7th Edition):

Company, Maria Teresa. “Error Frequencies Among ESL Writers: A Resource Guide.” 2012. Web. 04 Mar 2021.

Vancouver:

Company MT. Error Frequencies Among ESL Writers: A Resource Guide. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2021 Mar 04]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd.

Council of Science Editors:

Company MT. Error Frequencies Among ESL Writers: A Resource Guide. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd


University of Georgia

25. Cho, Aram. Influence of L1 on L2 learners of Korean.

Degree: 2014, University of Georgia

 The current study examines the influence of the L1 phonetic environment on L2 learners of Korean. After a review of aspects of the English and… (more)

Subjects/Keywords: L1 and L2 phonology; Korean language; L2 perception; stops; vowels

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

APA (6th Edition):

Cho, A. (2014). Influence of L1 on L2 learners of Korean. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26591

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):

Cho, Aram. “Influence of L1 on L2 learners of Korean.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/26591.

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

MLA Handbook (7th Edition):

Cho, Aram. “Influence of L1 on L2 learners of Korean.” 2014. Web. 04 Mar 2021.

Vancouver:

Cho A. Influence of L1 on L2 learners of Korean. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/26591.

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

Council of Science Editors:

Cho A. Influence of L1 on L2 learners of Korean. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26591

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


University of Oxford

26. Choi, Jonggab. A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing.

Degree: PhD, 2014, University of Oxford

 Writing has increasingly been emphasised in EFL classrooms in recent years, and Korea is no exception to this trend. The literature indicates that L2 writers… (more)

Subjects/Keywords: 428.0071; Applied Linguistics; L2 English writing; L2 problem-solving processes

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APA (6th Edition):

Choi, J. (2014). A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939

Chicago Manual of Style (16th Edition):

Choi, Jonggab. “A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing.” 2014. Doctoral Dissertation, University of Oxford. Accessed March 04, 2021. http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939.

MLA Handbook (7th Edition):

Choi, Jonggab. “A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing.” 2014. Web. 04 Mar 2021.

Vancouver:

Choi J. A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2021 Mar 04]. Available from: http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939.

Council of Science Editors:

Choi J. A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939


University of Tennessee – Knoxville

27. Ritzert, Brenna Mary. Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge.

Degree: MA, English, 2020, University of Tennessee – Knoxville

 This thesis reports the results of a qualitative research study of L2 graduate students at a large public university. The primary research questions of the… (more)

Subjects/Keywords: L2 graduate student; negotiate; schema; schemata; cognition; L2 writing

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APA (6th Edition):

Ritzert, B. M. (2020). Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5651

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):

Ritzert, Brenna Mary. “Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge.” 2020. Thesis, University of Tennessee – Knoxville. Accessed March 04, 2021. https://trace.tennessee.edu/utk_gradthes/5651.

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

MLA Handbook (7th Edition):

Ritzert, Brenna Mary. “Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge.” 2020. Web. 04 Mar 2021.

Vancouver:

Ritzert BM. Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge. [Internet] [Thesis]. University of Tennessee – Knoxville; 2020. [cited 2021 Mar 04]. Available from: https://trace.tennessee.edu/utk_gradthes/5651.

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

Council of Science Editors:

Ritzert BM. Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge. [Thesis]. University of Tennessee – Knoxville; 2020. Available from: https://trace.tennessee.edu/utk_gradthes/5651

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

28. Saleem, Jahangir. The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language.

Degree: 2014, , Faculty of Culture and Society (KS)

  This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system.… (more)

Subjects/Keywords: L2 motivation; L2 motivational self system; ideal L2 self; ought-to L2 self; L2 learning experience; ESL/EFL; theoretical and vocational programs; Humanities and the Arts; Humaniora och konst

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

APA (6th Edition):

Saleem, J. (2014). The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language. (Thesis). , Faculty of Culture and Society (KS). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169

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):

Saleem, Jahangir. “The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language.” 2014. Thesis, , Faculty of Culture and Society (KS). Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169.

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

MLA Handbook (7th Edition):

Saleem, Jahangir. “The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language.” 2014. Web. 04 Mar 2021.

Vancouver:

Saleem J. The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language. [Internet] [Thesis]. , Faculty of Culture and Society (KS); 2014. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169.

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

Council of Science Editors:

Saleem J. The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language. [Thesis]. , Faculty of Culture and Society (KS); 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169

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


Vanderbilt University

29. Butler, Jamie Kathryn. The L2 Motivational Self System in the American second language classroom.

Degree: PhD, French, 2016, Vanderbilt University

 Research developments in the field of Second Language Acquisition have led to a dynamic understanding of second language (L2) motivation. Dörnyei (2009) presents the L2(more)

Subjects/Keywords: qualitative; L2 motivational self system; case study; L2 motivation; q methodology; university; L2 identity; SLA; foreign language; learning; teaching

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

APA (6th Edition):

Butler, J. K. (2016). The L2 Motivational Self System in the American second language classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14881

Chicago Manual of Style (16th Edition):

Butler, Jamie Kathryn. “The L2 Motivational Self System in the American second language classroom.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 04, 2021. http://hdl.handle.net/1803/14881.

MLA Handbook (7th Edition):

Butler, Jamie Kathryn. “The L2 Motivational Self System in the American second language classroom.” 2016. Web. 04 Mar 2021.

Vancouver:

Butler JK. The L2 Motivational Self System in the American second language classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1803/14881.

Council of Science Editors:

Butler JK. The L2 Motivational Self System in the American second language classroom. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/14881


University of Manitoba

30. Segida, Larisa. I-Migrations in cultures and languages.

Degree: Education, 2012, University of Manitoba

 In the theoretical and epistemological frameworks of Vygotsky’s cognitive theory and French intellectuals’ written legacy (Cixous, Deleuze, Derrida, Foucault, Kristeva, and Lyotard), the research explores… (more)

Subjects/Keywords: Second Language Education; Second Language; Second Language Culture; L2; L2 Culture; Second Language Writing; L2 Writing; Foreign Language Education

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

APA (6th Edition):

Segida, L. (2012). I-Migrations in cultures and languages. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23224

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):

Segida, Larisa. “I-Migrations in cultures and languages.” 2012. Thesis, University of Manitoba. Accessed March 04, 2021. http://hdl.handle.net/1993/23224.

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

MLA Handbook (7th Edition):

Segida, Larisa. “I-Migrations in cultures and languages.” 2012. Web. 04 Mar 2021.

Vancouver:

Segida L. I-Migrations in cultures and languages. [Internet] [Thesis]. University of Manitoba; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1993/23224.

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

Council of Science Editors:

Segida L. I-Migrations in cultures and languages. [Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/23224

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

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