You searched for subject:(L2).
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752 total matches.
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1.
Rausch, Pamela.
The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.
Degree: MA, English, 2015, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/34 
► 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)
▼ 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 addressed separately. With the increasing emphasis of Common Core standards and their emphasis on all students gaining more advanced and academic writing skills, this study endeavors to explore the potential relationship between speaking and listening skills for English learners. In addition to the analysis of standardized test results in these domains, pre- and post-test results and student surveys are examined to determine the effect of instruction in argumentative speaking on students’ ability to write argumentatively. Findings included:
<ol>
English learners would be best served by purposeful design of speaking instruction which uses scaffolding and analysis of exemplars to teach standard academic language models and heuristics.
Such purposeful instruction of speaking appears to be transferable, also benefiting English learners’ writing skills. However, while students are able to transfer skills relating to critical analysis and organization, they will need additional instruction on skills, such as spelling and other conventions, which are exclusive to writing.
Teaching rhetoric through the use of the speaking domain also presents the advantage of emphasizing the need for good planning. The time-bound nature of speaking, which doesn’t allow for significant pausing or revision, forces learners to adopt good planning habits that, when transferred to writing, become highly beneficial.
</ol>
Therefore, it is essential to recognize the association between spoken and written language and the strategic way it can be utilized to benefit instruction.
Advisors/Committee Members: James Robinson, Choonkyong Kim, Isolde Mueller.
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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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
2.
Wilson, Joseph Anthony.
Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts.
Degree: MA, English, 2018, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_gradthes/5024
► 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)
▼ 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 employed identity as a theoretical lens to analyze
L2 writing specialists’ professional development, teaching philosophies, and/or research practices, such research has been limited to single institutions or teacher education programs. Through the use of a survey as well as eleven (semi-structured) interviews, this study explicates how identities are negotiated as
L2 writing specialists research and teach across disciplinary, departmental, geographical, and sociopolitical contexts.I first propose my own operationalized definition of a transdisciplinary identity, which I view as contingent on a variety of factors. These include a specialist’s disciplinary background and experiences in the field as well as her or his definition of what constitutes a multilingual writer. I further demonstrate that teacher and researcher identities in
L2 writing need to be viewed symbiotically, for the participants of this study often related the extent to which they considered themselves a language teacher, writing teacher, or
L2 writing teacher to their research agendas and practices.This study additionally reveals how
L2 writing specialists perceive both their professional identities and the field of
L2 writing as sociopolitically steeped and continually negotiated. It illustrates the participants’ descriptions of the field of
L2 writing, their networking practices, and their concerns for the field’s future, further explicating how
L2 writing specialist identities are discursively constructed. From these results, I argue that
L2 writing specialists chart, negotiate, and work across multiple disciplines when performing their identities as both teachers and researchers.
Advisors/Committee Members: Tanita Saenkhum, Harriet W. Bowden, Jeff M. Ringer.
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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Wilson JA. Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts. [Internet] [Thesis]. University of Tennessee – Knoxville; 2018. [cited 2019 Oct 16].
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
University of Georgia
3.
Cho, Aram.
Influence of L1 on L2 learners of Korean: a perception test on Korean vowels and stop consonants.
Degree: MA, Linguistics, 2010, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/cho_aram_201008_ma
► 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)
▼ 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 Korean languages, focusing on the differences between the two languages’ vowels and consonants, the results of a perceptual experiment are presented. The subjects are native English speakers who are learning Korean as a second or a third language. An identification test for Korean back vowels [o] and [ʌ] was conducted, followed by an identification test of nine Korean stops. The results indicate that there are difficulties in perceiving Korean vowels depending on the learners’ L1 phonetic system, as well as various syllable structure effects. Furthermore, subjects showed difficulties in identifying stops depending on the consonants’ laryngeal settings. The possible influence of subjects’ gender and exposure to the
L2 language/culture is also discussed.
Advisors/Committee Members: Don McCreary.
Subjects/Keywords: L1 and L2 phonology
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APA (6th Edition):
Cho, A. (2010). Influence of L1 on L2 learners of Korean: a perception test on Korean vowels and stop consonants. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cho_aram_201008_ma
Chicago Manual of Style (16th Edition):
Cho, Aram. “Influence of L1 on L2 learners of Korean: a perception test on Korean vowels and stop consonants.” 2010. Masters Thesis, University of Georgia. Accessed October 16, 2019.
http://purl.galileo.usg.edu/uga_etd/cho_aram_201008_ma.
MLA Handbook (7th Edition):
Cho, Aram. “Influence of L1 on L2 learners of Korean: a perception test on Korean vowels and stop consonants.” 2010. Web. 16 Oct 2019.
Vancouver:
Cho A. Influence of L1 on L2 learners of Korean: a perception test on Korean vowels and stop consonants. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 Oct 16].
Available from: http://purl.galileo.usg.edu/uga_etd/cho_aram_201008_ma.
Council of Science Editors:
Cho A. Influence of L1 on L2 learners of Korean: a perception test on Korean vowels and stop consonants. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cho_aram_201008_ma
University of Edinburgh
4.
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
URL: http://hdl.handle.net/1842/8597
► 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)
▼ 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 as a pattern of proficiency in the teaching of Italian as a second language (
L2). Specifically, the paper explores the beliefs of Italian
L2 teachers about the usefulness and appropriateness of two concurrent standard varieties: the norm of the literary tradition, and the neostandard - an emerging variety representing the language which has the greatest frequency of use. While in Italian school settings the literary standard is still regarded as the referential norm for native speakers, it turns out to be an inadequate model for the teaching of Italian
L2 because of its distance from the actual spoken language. Although the majority of contemporary scholars agree on the necessity for introducing neostandard features in Italian
L2 syllabuses (e.g. Corbucci 2009; Maffei 2006; Santipolo 2001; Sorbrero and Miglietta 2011), grammar and course book authors are holding on to a conservative position against them.
Advisors/Committee Members: Joseph, John.
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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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
University of Cincinnati
5.
QI, BIN.
PERFORMANCE ANALYSIS OF LOCATION CACHE FOR LOW POWER CACHE
SYSTEM.
Degree: MS, Engineering : Computer Engineering, 2007, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1191423845
► In modern microprocessors, more memory hierarchy and larger caches are integrated on chip to bridge the performance gap between high-speed CPU core and low speed…
(more)
▼ In modern microprocessors, more memory hierarchy and
larger caches are integrated on chip to bridge the performance gap
between high-speed CPU core and low speed memory. Large
set-associative
L2 caches draw a lot of power, generate a large
amount of heat, and reduce the overall yield of the chip. As a
result, large power consumption of the cache memory system has
become a new bottleneck for many microprocessors. In this research,
we analyze the performance of a location cache which works with a
low power
L2 cache system implemented by the drowsy cache
technique. A small direct-mapped location cache is added to the
traditional
L2 cache system. It caches the way location information
for the
L2 cache access. With this way location information, the
L2
cache can be accessed as direct-mapped cache to save both dynamic
and leakage power consumption. Detailed mathematical analysis of
the location cache power saving rate is presented in this work. To
evaluate the power consumption of the location cache system on real
world workloads, both SPEC CPU2000 and SPEC CPU2006 benchmark
applications are simulated with the reference input set. Simulation
results demonstrate that the location cache system can save a
significant amount of power for all benchmark applications in L1
write through policy, and save power for benchmark applications
with high L1 miss rate in L1 write back policy.
Advisors/Committee Members: Jone, Dr. Wen-Ben (Advisor).
Subjects/Keywords: cache; low power; L2 cache
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APA (6th Edition):
QI, B. (2007). PERFORMANCE ANALYSIS OF LOCATION CACHE FOR LOW POWER CACHE
SYSTEM. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1191423845
Chicago Manual of Style (16th Edition):
QI, BIN. “PERFORMANCE ANALYSIS OF LOCATION CACHE FOR LOW POWER CACHE
SYSTEM.” 2007. Masters Thesis, University of Cincinnati. Accessed October 16, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1191423845.
MLA Handbook (7th Edition):
QI, BIN. “PERFORMANCE ANALYSIS OF LOCATION CACHE FOR LOW POWER CACHE
SYSTEM.” 2007. Web. 16 Oct 2019.
Vancouver:
QI B. PERFORMANCE ANALYSIS OF LOCATION CACHE FOR LOW POWER CACHE
SYSTEM. [Internet] [Masters thesis]. University of Cincinnati; 2007. [cited 2019 Oct 16].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1191423845.
Council of Science Editors:
QI B. PERFORMANCE ANALYSIS OF LOCATION CACHE FOR LOW POWER CACHE
SYSTEM. [Masters Thesis]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1191423845
University of Exeter
6.
Idrees, Muhammad Wafa Khalid.
Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context.
Degree: Thesis (EdD), 2017, University of Exeter
URL: http://hdl.handle.net/10871/32259
► Utilising integral parts of diverse socio-academic interaction finders establishing virtual online environment incorporating a collection of computer advances as interaction-support e-models was assumed most adequate…
(more)
▼ Utilising integral parts of diverse socio-academic interaction finders establishing virtual online environment incorporating a collection of computer advances as interaction-support e-models was assumed most adequate in the Saudi context, where research confirmed poorer writing proficiency level than the desired standards of university students studying EFL as their major (Hujailan, 2004; Jahin, 2007; Gahin & Idrees, 2012; and Al Asmari, 2013). This environment facilitates interactional communications aiming at (basically) enhancing peer/expert revision and feedback provision processes needed for writing (or other language skills), and (generally) supporting knowledge construction. However, educationalists are not sure whether the purported benefits claimed by advocates of such interactional approach to the teaching of Writing (IATW) and associated means and techniques are true. Research also revealed negative attitudes of the Saudi college students towards learning a second language (ibid). The fact that demanded investigation on those issues inquiring whether an IATW programme – a package carefully designed as per the constructs of the approach referred to above – can be an effective tool to enhance Arab university EFL students' proficiency in English writing; and produce more positive attitudes towards learning English (writing in particular)? Following a mixed method (positivistic and interpretive-constructivist) research framework on the above-determined research question, this study was conducted. As a pre-test-post-test control group design of experimentation, data collection method used two instruments: a) pre- and post-writing proficiency tests (WPTs) to measure improvement of (27) experimental group students' writing ability, compared with that of the control group (28); and b) interviews to measure the impact of an IATW environment on a sub-set of (22) students' attitudes towards their interactional English writing approach experience. An action plan was followed to do relevant tests, two writing instruction methods, and semi-structured interviews. Quantitative data analysis of the WPTs revealed that the IATW made statistically significant difference in the experimental students’ overall Writing proficiency, compared with the control group scoring. The programme did not make statistically significant improvement in all Writing sub-skills than the control group. It improved the IATW students’ performance in the sub-skills: ‘Evidence & Reasoning’, ‘Organisation’, ‘Cohesion & Logical Consistency’, and ‘Mechanics’ in different degrees. However, the results revealed non-significant effect of the approach on the Writing sub-skills: ‘L2-related or L1-related Grammar’ error reduction. Conversely, the interactional mode did not function better than the traditional (non-interaction-based) approach in ‘Vocabulary’ or ‘Range of Ideas’: the traditional method showed more effectiveness. The experiment showed weak effect sizes in all cases. Qualitative analysis of the interviews revealed that the participants exposed to…
Subjects/Keywords: Interactional Approach; CALL; L2 Writing
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APA ·
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APA (6th Edition):
Idrees, M. W. K. (2017). Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/32259
Chicago Manual of Style (16th Edition):
Idrees, Muhammad Wafa Khalid. “Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context.” 2017. Doctoral Dissertation, University of Exeter. Accessed October 16, 2019.
http://hdl.handle.net/10871/32259.
MLA Handbook (7th Edition):
Idrees, Muhammad Wafa Khalid. “Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context.” 2017. Web. 16 Oct 2019.
Vancouver:
Idrees MWK. Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2019 Oct 16].
Available from: http://hdl.handle.net/10871/32259.
Council of Science Editors:
Idrees MWK. Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/32259
7.
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
URL: http://www.theses.fr/2010TOUR3801
► 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)
▼ Les papillomavirus à « haut risque » (HR) sont les agents étiologiques du cancer du col de l’utérus. Les vaccins prophylactiques actuels assurent une protection contre les lésions induites par les génotypes 16 et 18, responsables de 70% de ces cancers. Les lésions induites par les treize autres HPV HR responsables de 30% des cancers ne sont potentiellement pas prévenues par ces vaccins. Les objectifs de ma thèse ont été d’évaluer la capacité du vaccin quadrivalent anti-HPV et des vaccins de seconde génération à induire une immunité cross-neutralisante contre les HPV HR. Tout d’abord, la capacité du vaccin quadrivalent anti-HPV à induire des anticorps neutralisant les HPV 31 et 58 a été analysée. L’induction d’anticorps neutralisant les HPV 31 et 58 a été mise en évidence, 1 mois après la dernière injection, chez 33% et 24% des femmes vaccinées, respectivement. Les pseudovirions (PsV) de l'HPV 58 produits en système cellulaire et utilisés pour cette étude présentent une capacité de transduction des cellules COS-7 10 fois supérieure à celle des PsV 31 et représente un vecteur de choix pour des applications en immunisation génique. La deuxième partie de ma thèse s’est orientée sur le développement et l’analyse de la réponse immune induite par des vaccins de seconde génération basés sur la protéine L2. L’utilisation de la protéine L2, capable d’induire des anticorps cross-neutralisants, est un candidat de choix pour développer un vaccin protégeant contre l'ensemble des papillomavirus HR. Afin d’augmenter la réponse anti-L2, trois systèmes reposant sur l'interaction streptavidine/biotine ont été évalués pour exposer la protéine L2 à de multiples copies à la surface de VLP.Enfin, une stratégie reposant sur l’immunisation avec des PsV, composés des protéines L1 et L2 de l’HPV 58 contenant le gène de la protéine L2 de l’HPV 31, a également été évaluée. Les résultats obtenus indiquent que les PsV58-31L2 représentent la meilleur formulation de la protéine L2 et permet d’induire des anticorps neutralisants les HPV 16, 31,58 et surtout l'HPV 18, phylogénétiquement éloigné des valences vaccinales.
High risk human papillomaviruses (HR HPV) are the etiologic agents of cervical cancer. Current prophylactic HPV vaccines have been shown to protect against natural infection and against the development of high-grade lesions associated with HPV 16 and 18, both responsible of 70% of cervical cancer. However, these vaccines have not the potential to protect against all the thirteen other HR HPV. The aims of my PhD thesis were to evaluate the quadrivalent anti HPV vaccine and second generation vaccine capacity to induce cross-neutralizing antibodies against HR HPV. First, we have investigated the neutralizing antibodies against HPV 58 and HPV 31 after immunization in a population of 65 vaccinated HPV 31 and HPV 58 DNA-negative Colombian women. The results have shown that 33% and 24% of the immunized women exhibited cross neutralizing antibodies against HPV 31 and HPV 58 one month after vaccination, respectively. HPV 58 pseudovirions…
Advisors/Committee Members: Touzé, Antoine (thesis director).
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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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
Texas A&M University
8.
Palacios, Yadira Taboada.
Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/156249
► 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)
▼ 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 four different program models: control/experimental structured English immersion (SEI) and control/experimental transitional bilingual education (TBE). The purpose of this study was to: (a) investigate the
L2 oral reading fluency trajectories from grade 1 to grade 3 for a sample of Spanish-speaking ELL students participating for the fourth year in the enhanced/experimental TBE (TBE-E) and the enhanced/experimental SEI (SEI-E) program models; (b) investigate to what extent English (
L2) initial oral reading fluency status impacts
L2 reading fluency growth rate and (c) compare instructional models, SEI-E and TBE-E, in their ability to promote
L2 oral reading fluency development. Participants consisted of 244 students with at least one time point of the six oral reading fluency measures used over the span of the three years.
Structural equation modeling was utilized. A Piecewise growth model was specified and estimated. The time-invariant covariate of group membership was added to investigate whether there were statistically significant differences in
L2 oral reading fluency development for ELLs in SEI-E and TBE-E. All three estimates were found to be not statistically significant. That is, variations on the average initial score and the growth trajectories at both stages of development were not attributed to students being in different program models. In regards to the impact the intercept had on the growth rates, the results show that there was no statistically significant relationship between the intercept and growth during the first timepiece, but there was a statistically significant relationship between intercept and growth on the second stage of development. The -0.506 estimate indicates a moderately strong statistically significant negative relationship between initial score and growth. Students with the lower scores on intercept, middle of grade 1, experienced the greater growth from end of grade 2 to the end of grade 3.
The findings in this study support the existent literature that indicates non-linear trend of
L2 ORF trajectories for ELLs. In this study, ELLs in SEI-E and TBE-E followed a two-stage linear oral reading fluency trajectory. Students on average were reading 21.270 word read correctly per minute, wcpm, at the initial status. The trajectory consisted of statistically significant positive linear growth for the first stage of development, with an average increase of 23.993 wcpm. Although there was a deceleration in growth rate from the first to the second stage in the trajectory, it still consisted of a statistically significant positive growth rate. ELLs in both groups were still making gains, but their growth rate decelerated past the middle of grade 2. On average students grew at a rate of 10.338 wcpm during this part of the trajectory.
This study provides empirical evidence that when controlling…
Advisors/Committee Members: Lara-Alecio, Rafael (advisor), Tong , Fuhui (advisor), Padr?n , Yolanda N (committee member), Irby, Beverly J (committee member).
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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156249
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):
Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Thesis, Texas A&M University. Accessed October 16, 2019.
http://hdl.handle.net/1969.1/156249.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Web. 16 Oct 2019.
Vancouver:
Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Oct 16].
Available from: http://hdl.handle.net/1969.1/156249.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156249
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Oslo
9.
Rustad, Simen.
L^2-Betti Numbers of Algebras and Equivalence Relations.
Degree: 2008, University of Oslo
URL: http://urn.nb.no/URN:NBN:no-19413
;
https://www.duo.uio.no/handle/10852/10758
;
Fulltext
https://www.duo.uio.no/bitstream/handle/10852/10758/1/Rustad_master.pdf
► In this thesis, we consider the L2-Betti numbers associated to algebras and equivalence relations. For algebras, we expand upon the motivation between Connes and Shlyakhtenko's…
(more)
▼ In this thesis, we consider the L
2-Betti numbers associated to algebras and equivalence relations. For algebras, we expand upon the motivation between Connes and Shlyakhtenko's definition of L
2-Betti numbers of tracial algebras, and give an alternative definition of these numbers through an excision-type theorem. For equivalence relations we consider the definitions given by Gaboriau and Sauer and show that they coincide, in the process proving a theorem of Gaboriau. The methods used are strongly inspired by the work of Thom on the relation between the rank metric and the dimension function of Lück.
Advisors/Committee Members: Neshveyev, Sergey.
Subjects/Keywords: dimensjonsteori L2-Betti; VDP::410
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APA (6th Edition):
Rustad, S. (2008). L^2-Betti Numbers of Algebras and Equivalence Relations. (Thesis). University of Oslo. Retrieved from http://urn.nb.no/URN:NBN:no-19413 ; https://www.duo.uio.no/handle/10852/10758 ; Fulltext https://www.duo.uio.no/bitstream/handle/10852/10758/1/Rustad_master.pdf
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):
Rustad, Simen. “L^2-Betti Numbers of Algebras and Equivalence Relations.” 2008. Thesis, University of Oslo. Accessed October 16, 2019.
http://urn.nb.no/URN:NBN:no-19413 ; https://www.duo.uio.no/handle/10852/10758 ; Fulltext https://www.duo.uio.no/bitstream/handle/10852/10758/1/Rustad_master.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rustad, Simen. “L^2-Betti Numbers of Algebras and Equivalence Relations.” 2008. Web. 16 Oct 2019.
Vancouver:
Rustad S. L^2-Betti Numbers of Algebras and Equivalence Relations. [Internet] [Thesis]. University of Oslo; 2008. [cited 2019 Oct 16].
Available from: http://urn.nb.no/URN:NBN:no-19413 ; https://www.duo.uio.no/handle/10852/10758 ; Fulltext https://www.duo.uio.no/bitstream/handle/10852/10758/1/Rustad_master.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rustad S. L^2-Betti Numbers of Algebras and Equivalence Relations. [Thesis]. University of Oslo; 2008. Available from: http://urn.nb.no/URN:NBN:no-19413 ; https://www.duo.uio.no/handle/10852/10758 ; Fulltext https://www.duo.uio.no/bitstream/handle/10852/10758/1/Rustad_master.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Ghana
10.
Owusu-Ansah, B.
L1-L2 Regularization of Collinear Data
.
Degree: 2018, University of Ghana
URL: http://ugspace.ug.edu.gh/handle/123456789/30857
► 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)
▼ 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 variables).
The least squares estimate of the regression coefficients are unsteady in that
replicate samples can give widely differing values of the regression coefficients if the
predictor variables are highly correlated. Ridge and Lasso regression analysis are regularization
techniques for eliminating the effect of high covariance from the regression
analysis. They produce estimates that are biased but have smaller mean square errors
between the coefficients and their estimates. The lasso and ridge trace plot of the coefficients
versus _ and cross validation are some ways that helps to determine the value
of regularization constant _ and regression coefficients based on the data. Ridge regression
and Lasso regression help the analysis to a more trustable interpretation of the
results of multiple regression with highly correlated covariates.
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 October 16, 2019.
http://ugspace.ug.edu.gh/handle/123456789/30857.
MLA Handbook (7th Edition):
Owusu-Ansah, B. “L1-L2 Regularization of Collinear Data
.” 2018. Web. 16 Oct 2019.
Vancouver:
Owusu-Ansah B. L1-L2 Regularization of Collinear Data
. [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2019 Oct 16].
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
11.
Piasecki, Anna Elisabeth.
The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.
Degree: 2012, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2394
► 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)
▼ 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 is increasing consensus that when a bilingual is presented with a visual stimulus in one language, both of their languages are initially activated (non-selective access; e.g. Dijkstra & van Heuven 2002a). However, more recent research shows that certain factors may constrain (or eliminate) the activation of a task-irrelevant language (Duyck, van Assche, Drieghe, & Hartsuiker 2007; Elston-Güttler, Gunter, & Kotz 2005). The objective of the research in this thesis was to investigate how cross-linguistic activation is modulated by specific characteristics of a bilingual’s languages. This exploration was mainly limited to an under-investigated area, namely early sub-lexical word processing.
The first of two studies focussed on word processing in the presence or absence of critical sub-lexical information. Specifically, I investigated whether onset capitals – a prominent marker indicating nouns in German – acted as a language-specific cue, and the extent to which this cue constrains competitive, lexical interaction between the bilingual’s languages (e.g. Hose-hose, the first being a German word meaning ‘trousers’ in English). This study also considered the extent to which the use of such information is affected by priming for a specific language from a preceding context sentence.
The second study arose from a claim that readers employ distinct sub-lexical reading strategies, depending on the extent of spelling-to-sound (in)consistency in their language (e.g. Ziegler, Perry, Jacobs, & Braun 2001). Employing a bilingual population whose two languages were clearly distinguished in terms of such consistency, I explored the reading strategy used by bilingual participants reading in each language. A key issue is competitive activation between sub-lexical orthographic and phonological representations across languages.
Each study was conducted with two groups of bilingual speakers, English-German and German-English. Individuals varied in their
L2 proficiency, allowing a test of whether sub-lexical processing changed as a consequence of increasing proficiency.
The main results from study one demonstrate that bilingual speakers are dependent upon sub-lexical, language-specific information. However, this is influenced by
L2 proficiency, with a stronger effect for lower proficiency bilinguals. In addition, lower proficiency bilinguals were more dependent on sub-lexical cues when primed by a sentence in
L2. In contrast, bilingual speakers performing in their L1 used these cues largely under very specific circumstances, i.e. when they did not know an item.
The central finding of study two is that competition between sub-lexical orthographic and phonological representations across languages largely depends on the amount of spelling-to-sound (in)consistency in the bilinguals’ more dominant language. This is reflected in (1) slower identification of orthographically…
Advisors/Committee Members: Warren, Paul, Elgort, Irina.
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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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
University of Illinois – Urbana-Champaign
12.
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
URL: http://hdl.handle.net/2142/90962
► 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)
▼ 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 speakers of English were audio-recorded as they read 3 short airline flight announcement passages. For each passage, the speakers adjusted their speech based on the instructions provided (i.e., natural speed, slightly slower speed, and natural speed with attention to pauses). All the speech samples were rated by 20 native speakers of English for comprehensibility. The results showed that although the Chinese speakers were successfully able to read aloud each passage and adjust their speech differently based on the instructions, the change in their reading style did not bring about any statistically significant difference in the comprehensibility ratings. The possible reasons for the speech adjustments having no effect on the ratings are discussed in terms of raters' topic familiarity and the cross-linguistic phonological difference in Chinese and English as well as pedagogical implications.
Advisors/Committee Members: Franks, Suzanne (advisor), Sadler, Randall (committee member).
Subjects/Keywords: Comprehensibility: Speaking rate; Pausing; L2
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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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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 Newcastle
13.
Alrabai, Fakieh Abduh M.
The use of motivational strategies in the Saudi EFL classroom.
Degree: PhD, 2010, University of Newcastle
URL: http://hdl.handle.net/1959.13/807509
► 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)
▼ Research Doctorate - Doctor of Philosophy (PhD)
This study examined longitudinally the effectiveness of some motivational strategies in promoting the L2 motivation of Saudi learners in their EFL classes. The study conducted empirical investigations over two stages. In the first stage, the study utilised a 53-item questionnaire survey among 119 EFL teachers in Saudi Arabia by which they were asked to rate strategies in terms of how important they consider each for enhancing students’ motivation in the language classroom. Based on the participating teachers’ responses, the rank order of the macro strategies in this survey was obtained. The top 10 motivational single strategies that were implemented in the Saudi EFL classes at the second stage of the experiment were also identified. In the second stage, 296 EFL students and 14 teachers were involved. Students were randomly divided into two groups: an experimental group that was exposed to the 10 pre-selected motivational strategies in their classes by seven teachers, and a control group in which the other seven teachers followed the traditional way of teaching. The treatment continued over the duration of one semester/school term of study. Motivation questionnaires were administered to students at the start and the end of the experimental period. In addition, a classroom observation protocol and a teacher post-lesson evaluation protocol were used to assess the teachers’ motivational practices and students’ motivated behaviours in the classroom. The statistical analyses of the data clearly showed a significant rise in motivational levels for students in the experimental, but not the control group. The results of the study therefore provide compelling evidence that teachers’ motivational behaviours do lead to enhanced motivation in their L2 learners.
Advisors/Committee Members: University of Newcastle. Faculty of Education and Arts, School of Humanities and Social Sciences.
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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Alrabai FAM. The use of motivational strategies in the Saudi EFL classroom. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2019 Oct 16].
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
14.
Alqahtani, Saleh Mohammad A.
The effect of teachers’ motivational strategies on EFL learners’ achievement.
Degree: PhD, 2015, University of Newcastle
URL: http://hdl.handle.net/1959.13/1305665
► 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)
▼ 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 have been fine-tuned and tested for the last 60 years. However, empirical investigations into teacher practice as an antecedent to learner motivation, and as influence on L2 achievement, are only a recent trend. L2 research has already established a more or less uniform ranking of motivation strategies across cultural contexts. However, there are few empirical investigations focusing on the effectiveness of the motivational strategies in the classroom on the learner’s proficiency measured with objective L2 tests. The present study is, to our best knowledge, only the first of this kind in L2 motivation research. The study was conducted to investigate the effects of motivational strategies on learner motivation and proficiency in English language classes in Saudi universities, and is quasi-experimental by design. The study was conducted in two stages. At a first stage of the study, 117 English as Foreign Language (EFL) teachers with varying demographic characteristics (age, qualifications, teaching experience, and the like) rated 55 motivational micro strategies on a 5-point scale, which were then grouped into 10 macro strategies in accordance with previous research. At the second stage, the participants were 189 learners divided almost equally into two groups (experimental vs. control) and 10 EFL teachers. Participating learners received EFL instruction for two months as a part of their education. Four instruments were used to assess teacher motivational practices and learner motivation levels before and after treatment: a student motivation survey; a classroom observation protocol; post-evaluation lesson; and, an International English Language Testing System (IELTS) test as an objective measure of the learners’ English language proficiency. Inferential statistical analyses (e.g. ANOVA and ANCOVA) were applied on the collected data. The findings revealed that the use of classroom motivational strategies by teachers led to an increase in learners’ motivation, in the learners’ self-evaluation of English language proficiency, and in the learners’ objectively-measured proficiency. Correlation and regression analysis revealed that employing motivational strategies positively affected teacher motivational practice, which in turn promoted learner motivation and subsequent learner achievement in the experimental group. The results may have implications for teacher training and theory development.
Advisors/Committee Members: University of Newcastle. Faculty of Education & Arts, School of Humanities and Social Science.
Subjects/Keywords: L2 motivation; motivational strategies
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Manager
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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Alqahtani SMA. The effect of teachers’ motivational strategies on EFL learners’ achievement. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2019 Oct 16].
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 Texas – Austin
15.
Kim, Tristina.
Feedback approaches in foreign and second language (L2) writing.
Degree: MA, Foreign Language Education, 2013, University of Texas – Austin
URL: http://hdl.handle.net/2152/23997
► 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)
▼ 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 the last decade has proven a place for written corrective feedback in the classroom. The present report seeks to review literature on such feedback. This includes research on more recent approaches such as dynamic written corrective feedback, computer-based feedback, concordance use as feedback, and peer feedback. The report discusses pedagogical implications and areas for future research.
Advisors/Committee Members: Pulido, Diana C. (advisor).
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 October 16, 2019.
http://hdl.handle.net/2152/23997.
MLA Handbook (7th Edition):
Kim, Tristina. “Feedback approaches in foreign and second language (L2) writing.” 2013. Web. 16 Oct 2019.
Vancouver:
Kim T. Feedback approaches in foreign and second language (L2) writing. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2019 Oct 16].
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
Indiana University
16.
Köylü, Yilmaz.
Representation and Acquisition of Kind Reference in L2 English
.
Degree: 2019, Indiana University
URL: http://hdl.handle.net/2022/23636
► 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)
▼ 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 second language acquisition of English since they are seldom, if ever, taught explicitly. Neither are such expressions plentiful in the input to guide learners to use correct nominal morphosyntax and articles in English. The objective of this dissertation is threefold: (a) to investigate whether Arabic, Chinese, and Turkish
L2 learners’ use and understanding of nominals and articles to express kind reference in English is affected by the properties, particularly the distribution of articles and number marking, of their L1; (b) to research the developmental trajectory and the effect of
L2 proficiency in acquiring kind reference in
L2 English; and (c) to study whether acquiring features represented overtly in an L1 and mapping them onto those encoded covertly in a target language presents a greater difficulty than acquiring features in the opposite direction. I propose a novel, feature-based theory of kind reference linked to a formal semantics that articulates what features are responsible for kind reference and where they are en- coded. My theory is in line with the Borer-Chomsky Conjecture (Baker, 2008), according to which crosslinguistic parametric variation is attributable to differences in the features of functional heads. I apply the Borer-Chomsky Conjecture to the nominal domain and maintain that crosslinguistic variation in the nominal domain is due to the functional projections and features encoded on them.
59
L2 learners of English with Arabic (n=15), Chinese (n=22), and Turkish (n=22) L1 backgrounds, and a control group of 24 native English speakers participated in the study. The results from a 48-item Fill in the Gaps Task and a 64-item Acceptability Judgment Task demonstrated that
L2 learners were generally more successful in their production and acceptability judgments of nominals for kind reference when the morphosyntactic manifestation of kind reference in the target language was similar to that in the L1. The results also indicated that a higher proficiency in
L2 English correlated with higher success in production and acceptability judgments of kind reference.
Advisors/Committee Members: Sprouse, Rex A (advisor), Grano, Thomas A (advisor).
Subjects/Keywords: genericity;
kind reference;
L2 acquisition
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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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Köylü Y. Representation and Acquisition of Kind Reference in L2 English
. [Internet] [Thesis]. Indiana University; 2019. [cited 2019 Oct 16].
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 Arizona
17.
Bronnimann, Matthew Phillip.
Penetration of Host Membrane Barriers by Human Papillomavirus During Infection
.
Degree: 2016, University of Arizona
URL: http://hdl.handle.net/10150/623159
► 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)
▼ 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 pathologies. However, infection with one of the ~15 high risk types of HPV is associated with a variety of head/neck and anogenital cancers. All told, HPV infection is thought to cause ~5% of all human cancers and cause ~275,000 deaths per year. Despite causing immense morbidity and mortality, many aspects of how HPV virions successfully establish infection in host cells remain poorly characterized. Infection begins with HPV virions binding the cell surface, where they are modified by the host protease furin. The HPV virions are then endocytosed by association with an unknown entry receptor(s). After endocytosis the HPV minor capsid protein
L2 acts as a chaperone to ensure that the viral genome (vDNA) traffics from endosomes to the trans-Golgi network (TGN) and eventually the nucleus, where HPV replication occurs. En route to the nucleus, the
L2/vDNA complex must translocate across limiting intracellular membranes. The details of these critical processes remain poorly characterized. In this work we investigate the viral and host factors involved in the penetration of host membranes by the HPV
L2/vDNA complex. First, we elucidated many of the viral and host factors necessary for furin cleavage of
L2. We also demonstrate that furin cleavage mediates the homo-oligomerization and membrane insertion of
L2. Finally we demonstrate that complete translocation across the limiting membrane is dependent on host cell entry into mitosis. Overall this work provides novel insight into the molecular mechanisms used by HPV virions to breach host membranes and establish infection.
Advisors/Committee Members: Goodrum Sterling, Felicia D (advisor), Goodrum Sterling, Felicia D. (committeemember), Campos, Samuel K. (committeemember), Frelinger, Jeffrey A. (committeemember), Lybarger, Lonnie P. (committeemember), Wilson, Jean M. (committeemember).
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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Bronnimann MP. Penetration of Host Membrane Barriers by Human Papillomavirus During Infection
. [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 16].
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
Univerzitet u Beogradu
18.
Duka, Vladimir. 1979-.
Uticaj engleskog jezika kao lingua franca na nastavu
jezika u srednjim školama u Srbiji.
Degree: Filološki fakultet, 2016, Univerzitet u Beogradu
URL: https://fedorabg.bg.ac.rs/fedora/get/o:10614/bdef:Content/get
► Društveno-humanističke nauke - Filologija / Social science and humanities - Philology
Cilj doktorske disertacije Uticaj engleskog jezika kao lingua franca na nastavu jezika u srednjim…
(more)
▼ Društveno-humanističke nauke - Filologija / Social
science and humanities - Philology
Cilj doktorske disertacije Uticaj engleskog jezika
kao lingua franca na nastavu jezika u srednjim školama u Srbiji
jeste da prikaže i objasni izmenjene sociolingvističke okolnosti za
izučavanje engleskog jezika kao stranog, odnosno da ispita
mogućnosti primene koncepta engleskog jezika kao lingua franca u
nastavi engleskog u srednjim školama u Srbiji kao jednog od
preduslova za uspešno izučavanje engleskog jezika u doba
globalizacije. Uzorak je izabran u srednjoj školi pre svega zbog
činjenice da srednjoškolci u Srbiji odrastaju u vreme u kome je
velika globalna ekspanzija engleskog jezika najočiglednija i jer je
širenje mogućnosti upotrebe engleskog kao L2 u ovoj populaciji
veliko, naročito kada su u pitanju elektronski vidovi komunikacije.
Kako praćenje efikasnosti i kvaliteta nastave engleskog jezika kao
stranog predstavlja bitnu komponentu nastave inače, od kvaliteta
ostvarenosti vaspitno-obrazovnih ciljeva u ovom nastavnom predmetu
zavisi i osposobljenost učenika da steknu kompetencije i ovladaju
funkcionalnim jezičkim veštinama koje su preduslov za uspešnu
komunikaciju na engleskom jeziku. To bi doprinelo efikasnijem
obavljanju predviđenih radnih zadataka svih zainteresovanih strana:
učenika, profesora, kao i uprava srednjih škola. Osnovni cilj ovako
koncipiranog istraživanja bio je da se odgovori na ključno
istraživačko pitanje: u kojoj je meri i na koji način nastava i
učenje engleskog jezika u srednjim školama u Srbiji u sprezi sa
konceptom engleskog jezika kao lingua franca...
Advisors/Committee Members: Filipović, Jelena. 1966-.
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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Duka V1. Uticaj engleskog jezika kao lingua franca na nastavu
jezika u srednjim školama u Srbiji. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Oct 16].
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
Universiteit Utrecht
19.
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
URL: http://dspace.library.uu.nl:8080/handle/1874/319117
► 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)
▼ 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’ en dat houdt in dat een aanzienlijk deel van de vakken in een vreemde taal gegeven wordt. In het voortgezet onderwijs is het tweetalig onderwijs (tto) de Nederlandse variant hiervan. Onderzoek toont aan dat leerlingen die een dergelijke onderwijsstroom volgen over het algemeen gemotiveerder zijn dan leerlingen die dat niet doen. Wanneer gekeken wordt naar motivatie in een tto-context, dan ligt het voor de hand om de focus te leggen op de motivatie voor het leren van een tweede taal (
L2). Motivatie is een zwaarwegende factor als voorspeller van succes bij het verwerven van een tweede taal. Recent onderzoek naar
L2-motivatie van CLIL- en tto-leerlingen laat zien dat deze leerlingen gemotiveerder zijn voor het leren van de tweede instructietaal wanneer ze worden vergeleken met kinderen uit een reguliere, Nederlandstalige onderwijsstroom (nto). Dit heeft geleid tot de conclusie dat deze leerlingen over het algemeen een hogere
L2-motivatie hebben.
Deze scriptie toetst deze conclusie door onderzoek naar
L2-motivatie voor zowel het Engels als het Frans bij tto- en nto-leerlingen in de eerste en derde klas. Dit is gedaan door het verspreiden van een vragenlijst naar
L2-motivatie op twee tto-scholen voor zowel tto- als nto-leerlingen. Het onderzoek toont aan dat de beide groepen gemotiveerder zijn voor het Engels dan voor het Frans. Bij het vergelijken van de twee groepen blijkt dat tto-leerlingen gemotiveerder zijn voor het Engels, de tweede instructietaal, maar niet voor het Frans. Een nadere kijk op de
L2-motivatie voor het Frans laat echter een interactie-effect zien tussen het onderwijstype en de klas. In de eerste klas zijn de nto-leerlingen gemotiveerder voor het Frans en in de derde klas blijkt dit juist voor de tto-leerlingen te gelden. Dit is gekenmerkt als een opmerkelijke contrast, welke inzicht biedt in de invloed van onderwijstype op de
L2-motivatie van leerlingen.
Advisors/Committee Members: Graaff, R. de.
Subjects/Keywords: L2-motivatie; L2-motivation; tweetalig onderwijs; tto; nto; CLIL
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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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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
20.
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
URL: https://repository.stcloudstate.edu/engl_etds/21
► 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)
▼ Measuring the motivational elements of students towards learning English and demarcating the salient elements of their motivation is crucial as this information can be used to make the English learning experience more effective. The motivation of Sri Lankan undergraduate students towards learning English is generally rated as quite low. Therefore, measuring the motivational elements pertaining to their
L2 learning and finding the salient features would be essential to enhancing their learning experience within the university system.
The study of motivation in SLA has taken a different direction from the socio- educational method by R. Gardner and R. N. Lalonde (1985) which heavily focused on the concept of integrativeness as the main motivating element in SLA. As this was later found to be inadequate in explaining the current learning experience of ESL or EFL in a more globalized and international context, additional elements were incorporated to make the measurement more meaningful
Dörnyei (2009a) conceptualized the
L2 self-system which is conditioned to meet the current status of SLA. The
L2 self-system incorporates integrativeness and also uses the concept of the ‘ideal
L2 self’, corresponding with motivation as the drive for the ultimate goal of a competent
L2 self. It has been validated a number of times in both EFL and ESL contexts as Japan, China, Iran and Pakistan. This system has not been so far implemented to study the
L2 motivation within the ESL context in Sri Lanka.
This study presents the motivational elements present among the undergraduates studying in government funded universities in Sri Lanka.
An online questionnaire developed for this by integrating subscales from previous studies from Tagushi, Magid, and Papi (2009) and Ryan (2009) with the addition of a few contextual questions, was distributed among Sri Lankan undergraduate students. After testing the completed questionnaires for reliability the salient motivating factors for different demographics were extracted and the correlations between salient factors were studied.
The study shows a strong correlation between the ‘ideal
L2 self’ and the ‘ought to
L2 self’ which is an indication of strong motivation towards learning the
L2. The findings also indicates that Sri Lankan undergraduate students are strongly influenced by promotional instrumentality and preventional instrumentality, denoted by the strong correlation between the two subscales. Their motivation is geared towards learning English for the personal extrinsic goals such as employment opportunities and graduate studies. While their levels of motivation was generally high the need to pedagogically assist their requirements of promotional instrumentality was seen as a crux to the pedagogical implications. A significant difference between the demographics in the study was not observed.
Advisors/Committee Members: James H. Robinson, Isolde Muller, Susan P. Dowds.
Subjects/Keywords: SLA; Motivation; Identity; L2; L2 self-system; university undergraduates; Sri Lanka
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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 October 16, 2019.
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. 16 Oct 2019.
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 2019 Oct 16].
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
Brigham Young University
21.
Company, Maria Teresa.
Error Frequencies Among ESL Writers: A Resource Guide.
Degree: MA, 2012, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd
► 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)
▼ Being a competent writer is an important skill in academic education. However, second language (L2) writers often struggle to be linguistically and lexically competent. This project explored the most frequent linguistic writing errors made by 343 English as a second language (ESL) students when Dynamic Written Corrective Feedback (WCF) was applied as an instructional methodology. These errors were also classified by language groups based on the students' first language (L1). These students were enrolled in an intensive English program at the English Language Center (ELC), Brigham Young University. The first languages of these students were Spanish, Korean, Portuguese, Chinese, Japanese, and Russian. The students' writing samples were collected to compile the most frequent linguistic error types. The results of this project show that the most frequent linguistic errors for ESL students are spelling, word choice, determiner, preposition, singular/plural, and word form. Among these errors, spelling and word choice were the most common errors for all ESL students no matter their L1. The principal aim of this project was to take the data collected in the error analysis and create a booklet to be used as a reference guide to frequent ESL linguistic writing errors. With this booklet, teachers should be more aware of frequent errors to better assist their students since this could help them anticipate some of the linguistic difficulties that L2 learners may encounter. This booklet could also help L2 learners attain writing linguistic competence.
Subjects/Keywords: L2 writing; linguistic writing errors; L2 learners; L1 interference; Linguistics
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APA ·
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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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Company MT. Error Frequencies Among ESL Writers: A Resource Guide. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Oct 16].
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 Manitoba
22.
Segida, Larisa.
I-Migrations in cultures and languages.
Degree: Education, 2012, University of Manitoba
URL: http://hdl.handle.net/1993/23224
► 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)
▼ 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 philosophical, psychological, and educational migrations of a second language (
L2) learner among cultures and languages in her comprehension and further nativization of an
L2 through her comprehension and nativization of the culture of the language. The role of Canadian culture in Canada’s second/additional language education (SLE) is the research focus. In this research, the concept of Canadian culture is interpreted narrowly as literature, music, arts, and history of its people, and broadly as creations of its people. The dissertation consists of 3 parts: Pre-Theory, Theory, and Post-Theory. The Pre-Theory part is built according to the conventional thesis design: introduction, theoretical framework, literature review, research question, methodology, credibility, and significance. Narrative inquiry (Connelly & Clandinin, 2006) as the initial methodology of the research unfolds in innovative ways as literary-philosophical essays in the Theory part, and later as a music-poetry work in the Post-Theory part. The Theory part is a conceptual philosophy-arts piece of writing that develops based on the principle “writing as a method of knowing”. The Post-Theory part is the researcher’s music-poetry work “I-Migrations: Psychedelic Story” that is a practical epitome of her research theory. Based on her own way of learning English, first, as a foreign language (FL) in Russia, and then as an
L2 in Canada, the researcher theoretically substantiates her postulate of the underestimated role of Canadian culture, in terms of literature, music, arts, and history in Canada’s SLE and proposes to make Canadian culture an integral part of Canada’s SLE curricula. This research fulfils the gaps in the literature on an older
L2 learner’s experience across a lifetime and the inclusion of arts and culture alongside of language learning in SLE.
Keywords: second language, second language culture, writing, second language writing, second language education
Advisors/Committee Members: Schmidt, Clea (Education) (supervisor), Morin, Francine (Education) Diaz-Leon, Esa (Philosophy) Ferrari, Michel (University of Toronto) (examiningcommittee).
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 ·
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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 October 16, 2019.
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. 16 Oct 2019.
Vancouver:
Segida L. I-Migrations in cultures and languages. [Internet] [Thesis]. University of Manitoba; 2012. [cited 2019 Oct 16].
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
University of Melbourne
23.
Moore, Jacqueline.
The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test.
Degree: 2016, University of Melbourne
URL: http://hdl.handle.net/11343/91705
► This study considers the performance of Culturally and Linguistically Diverse (CALD) candidates compared with L1 candidates on a high-+stakes test of argumentative writing. The test…
(more)
▼ This study considers the performance of Culturally and Linguistically Diverse (CALD) candidates compared with L1 candidates on a high-+stakes test of argumentative writing. The test is part of a cross-curricular scaling test used to assist in the ranking of Year 12 students for the purpose of university entrance selection. How do the scores of each subgroup differ and why don’t the CALD candidates achieve in the top score range? The rhetorical strategies used by each subgroup will be considered. The results of this study provide insights into the rhetorical features preferred by each group and may inform the work of secondary teachers, language teacher educators and assessment boards.
Subjects/Keywords: L2 writing assessment; approaches to persuasive writing; rhetorical strategies of L1 and L2 writers; L2 writers and figurative language
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APA (6th Edition):
Moore, J. (2016). The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/91705
Chicago Manual of Style (16th Edition):
Moore, Jacqueline. “The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test.” 2016. Masters Thesis, University of Melbourne. Accessed October 16, 2019.
http://hdl.handle.net/11343/91705.
MLA Handbook (7th Edition):
Moore, Jacqueline. “The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test.” 2016. Web. 16 Oct 2019.
Vancouver:
Moore J. The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test. [Internet] [Masters thesis]. University of Melbourne; 2016. [cited 2019 Oct 16].
Available from: http://hdl.handle.net/11343/91705.
Council of Science Editors:
Moore J. The performance of Culturally and Linguistically Diverse (CALD) students on a high-stakes writing test. [Masters Thesis]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/91705
Vanderbilt University
24.
Butler, Jamie Kathryn.
The L2 Motivational Self System in the American second language classroom.
Degree: PhD, French, 2016, Vanderbilt University
URL: http://etd.library.vanderbilt.edu//available/etd-11292016-211027/
;
► 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)
▼ 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 Motivational Self System (L2MSS) as a dynamic framework that accommodates past theories of
L2 motivationânamely, the socioeducational model (Gardner, 1972). Drawing upon possible selves theory (Markus & Nurius, 1986) and self-discrepancy theory (Higgins, 1987), the L2MSS is comprised of three parts: the ideal
L2 self (who one would like to become), the ought-to
L2 self (who others want one to become), and the
L2 learning experience (all the factors in the learning environment). The majority of L2MSS research investigates learners of English in a non-Anglophone setting. This study sheds new light on the L2MSS through an application of the framework within the French classroom at an American university. The L2MSS was used to create five Motivation Workshops, presented to the three participants over the course of one semester of an accelerated introduction to French course. The workshops served as an intervention program to activate, strengthen, substantiate, operationalize, and counterbalance the participantsâ vision of their ideal
L2 self. The study focused on the participantsâ articulations of their ideal
L2 self, the motivating power of the ought-to
L2 self, and the changes to identity and motivation occurring within a learner during the study. Qualitative data, including Q sorting, interview, and written reflections, allowed for a rich portrayal of the dynamic systems being studied. By the end of the study, the three participants had more elaborate visions of their ideal
L2 self. After the study, participants continued to grow as language learners by pursuing other languages. The findings of this study corroborate previous studies on the theoretical legitimacy of the
L2 Motivational Self System. This study suggests that the
L2 Motivational Self System can be applied effectively with American university learners of languages other than English.
Advisors/Committee Members: Holly Tucker (committee member), Lynn Ramey (committee member), Virginia Scott (chair), Robert Jiménez (committee member).
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 (6th Edition):
Butler, J. K. (2016). The L2 Motivational Self System in the American second language classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-11292016-211027/ ;
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 October 16, 2019.
http://etd.library.vanderbilt.edu//available/etd-11292016-211027/ ;.
MLA Handbook (7th Edition):
Butler, Jamie Kathryn. “The L2 Motivational Self System in the American second language classroom.” 2016. Web. 16 Oct 2019.
Vancouver:
Butler JK. The L2 Motivational Self System in the American second language classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2019 Oct 16].
Available from: http://etd.library.vanderbilt.edu//available/etd-11292016-211027/ ;.
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://etd.library.vanderbilt.edu//available/etd-11292016-211027/ ;
University of Georgia
25.
Arrondo, Aitor.
Estrategias de lectura : la cuestion del l.
Degree: MA, Spanish, 2002, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/arrondo_aitor_200208_ma
► Literature is a useful tool for teaching a foreign language. It is important to use correct reading strategies for a full understanding and comprehension of…
(more)
▼ Literature is a useful tool for teaching a foreign language. It is important to use correct reading strategies for a full understanding and comprehension of literary texts. In this study we have examined the possible correlation between the level of linguistic ability and the use of three different strategies to understand the meaning of unknown vocabulary in literary texts (use of context, use of dictionary, ignore unknown word). Unexpectedly, the group with higher linguistic ability used the dictionary the same number of times as the group with lower linguistic ability, and only used the context three times more. In the latter group the strategy of ignoring the unknown word was used more often than in the former group. On the other hand, advanced students used the strategies more effectively. We concluded that students need more training so as to take advantage of the benefits and resources of the various strategies.
Advisors/Committee Members: Hilderbrando Ruiz.
Subjects/Keywords: Literature in L2
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APA (6th Edition):
Arrondo, A. (2002). Estrategias de lectura : la cuestion del l. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/arrondo_aitor_200208_ma
Chicago Manual of Style (16th Edition):
Arrondo, Aitor. “Estrategias de lectura : la cuestion del l.” 2002. Masters Thesis, University of Georgia. Accessed October 16, 2019.
http://purl.galileo.usg.edu/uga_etd/arrondo_aitor_200208_ma.
MLA Handbook (7th Edition):
Arrondo, Aitor. “Estrategias de lectura : la cuestion del l.” 2002. Web. 16 Oct 2019.
Vancouver:
Arrondo A. Estrategias de lectura : la cuestion del l. [Internet] [Masters thesis]. University of Georgia; 2002. [cited 2019 Oct 16].
Available from: http://purl.galileo.usg.edu/uga_etd/arrondo_aitor_200208_ma.
Council of Science Editors:
Arrondo A. Estrategias de lectura : la cuestion del l. [Masters Thesis]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/arrondo_aitor_200208_ma
University of Colorado
26.
Landblom, Stephanie Anne.
Listener Adaptation to Non-Native Speech and the Limits of its Generalization.
Degree: MA, Linguistics, 2013, University of Colorado
URL: http://scholar.colorado.edu/ling_gradetds/21
► Previous research has shown that listeners undergo a process of adaptation to individual speakers by learning indexical information phonetically encoded in the speech signal…
(more)
▼ Previous research has shown that listeners undergo a process of adaptation to individual speakers by learning indexical information phonetically encoded in the speech signal and using that information to help in subsequent speech processing (Nygaard & Pisoni, 1998). Such adaptation processes can generalize across speakers and can apply to non-native speech as well (e.g. Weil, 2001). Listeners with enough exposure to several speakers from the same language background are able to process speech of a new speaker (of the same language background) more accurately (Bradlow & Bent, 2008).
This study looks to expand this research by testing whether generalization can extend to speakers of different language backgrounds who share similarities with the speaker a listener adapted to. To test this, listeners were exposed to English sentences and narratives recorded by several Gujarati speakers. They were then post-tested on a series of English sentences from either a Kannada or a Russian speaker. Though different, both Kannada- and Gujarati- accented English fall into the category of Indian English for the average American listener. This was designed to test how categorical dialect representation could help with the adaptation/generalization process. The Russian speaker shared a salient feature with the Gujarati speakers, namely the substitution of /v/ for /w/. This tested whether listeners could adapt to salient features across unrelated accents.
Both reaction time and accuracy scores were measured in the post-test and compared between the Gujarati listeners and a control group who heard only native-accented American English speakers. There were no significant differences in response times, but the Gujarati-trained listeners were significantly more accurate in both the Russian and the Kannada post-test, with the Gujarati trained listeners being more accurate in the Kannada post-test than in the Russian post-test. The findings in this study suggest that listeners start adapting to feature alternations and can generalize this to other speakers of similar language backgrounds or to speakers that have certain features in common in their
L2.
Advisors/Committee Members: Rebecca Scarborough, David Rood, Maria Thomas-Ruzic.
Subjects/Keywords: adaptation; generalization; L2 accented speech; Linguistics
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APA (6th Edition):
Landblom, S. A. (2013). Listener Adaptation to Non-Native Speech and the Limits of its Generalization. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/ling_gradetds/21
Chicago Manual of Style (16th Edition):
Landblom, Stephanie Anne. “Listener Adaptation to Non-Native Speech and the Limits of its Generalization.” 2013. Masters Thesis, University of Colorado. Accessed October 16, 2019.
http://scholar.colorado.edu/ling_gradetds/21.
MLA Handbook (7th Edition):
Landblom, Stephanie Anne. “Listener Adaptation to Non-Native Speech and the Limits of its Generalization.” 2013. Web. 16 Oct 2019.
Vancouver:
Landblom SA. Listener Adaptation to Non-Native Speech and the Limits of its Generalization. [Internet] [Masters thesis]. University of Colorado; 2013. [cited 2019 Oct 16].
Available from: http://scholar.colorado.edu/ling_gradetds/21.
Council of Science Editors:
Landblom SA. Listener Adaptation to Non-Native Speech and the Limits of its Generalization. [Masters Thesis]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/ling_gradetds/21
University of Edinburgh
27.
Lu, Yu-Han.
Effects of L2 Vocabulary Acquisition on L1 Performance: Evidence from Form-Meaning Mapping between Chinese and Japanese.
Degree: 2011, University of Edinburgh
URL: http://hdl.handle.net/1842/6015
► The present study investigates backward transfer (the influence of L2 knowledge on L1 performance) at the lexical level through the semantic gap between Chinese and…
(more)
▼ The present study investigates backward transfer (the influence of
L2 knowledge on L1
performance) at the lexical level through the semantic gap between Chinese and Japanese words sharing the same orthographic presentation. The Chinese (L1) competence of 79 Taiwanese students with or without experience of Japanese (
L2) learning was recruited for a form-meaning mapping
task with an exclusively native language context. The task asked the participants to rate the degree of semantic appropriateness of three options corresponding to each orthographic word. There were 24 orthographic words in total and each word came with one Chinese meaning, one Japanese
meaning, and one novel meaning for the semantic appropriateness rating. Compared to the students with no or minimal Japanese experience, the students with Japanese experience were found to provide higher rating scores for the Japanese meanings corresponding to the orthographic words in
the exclusively Chinese context. The results indicate that the L1 lexical performance of those students who know Japanese had been affected by their
L2 vocabulary acquisition, which was interpreted as strong evidence in support of the existence of the cross-language influence of an
L2 on the L1.
Advisors/Committee Members: Ota, Mits.
Subjects/Keywords: L2 Vocabulary Acquisition; Form-Meaning Mapping
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APA ·
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APA (6th Edition):
Lu, Y. (2011). Effects of L2 Vocabulary Acquisition on L1 Performance: Evidence from Form-Meaning Mapping between Chinese and Japanese. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6015
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):
Lu, Yu-Han. “Effects of L2 Vocabulary Acquisition on L1 Performance: Evidence from Form-Meaning Mapping between Chinese and Japanese.” 2011. Thesis, University of Edinburgh. Accessed October 16, 2019.
http://hdl.handle.net/1842/6015.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lu, Yu-Han. “Effects of L2 Vocabulary Acquisition on L1 Performance: Evidence from Form-Meaning Mapping between Chinese and Japanese.” 2011. Web. 16 Oct 2019.
Vancouver:
Lu Y. Effects of L2 Vocabulary Acquisition on L1 Performance: Evidence from Form-Meaning Mapping between Chinese and Japanese. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2019 Oct 16].
Available from: http://hdl.handle.net/1842/6015.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lu Y. Effects of L2 Vocabulary Acquisition on L1 Performance: Evidence from Form-Meaning Mapping between Chinese and Japanese. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6015
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
28.
NIGATU, HABTAMU.
EXPLORING THE USE OF L1 IN THE EFL CLASSROOM: THE CASE OF HADIYYISA WITH PARTICULAR REFERENCE TO GRADE 5 IN SOME SELECTED PRIMARY SCHOOLS OF HADIYA ZONE
.
Degree: 2013, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/7978
► The intent of this survey study was to explore the use of L1 (in this case Hadiyyisa) in the English classroom in Hadiya zone primary…
(more)
▼ The intent of this survey study was to explore the use of L1 (in this case Hadiyyisa) in the English classroom in Hadiya zone primary schools. To this end, a descriptive research method was employed in the study. Ten grade five English teachers and one hundred grade five students selected by availability and systematic sampling were participants of the study. Data were gathered through classroom observation, questionnaires and interview. The classroom teachers and students talk was recorded and transcribed. The data gathered through the questionnaires and the recorded observation were analyzed using frequency and percentage, while those collected through interview and open-ended items of the questionnaires were qualitatively analyzed. The study depicted that both teachers and students positively perceive the use of Hadiyyisa in the English classroom. The study also divulged that teachers and students believe in the various pedagogic uses of Hadiyyisa the major ones being: explaining new words, explaining difficult concepts, giving instructions, maintaining classroom discipline and checking students' comprehension. The study further revealed that most of the teachers (80%) and students (65%) appear to be in favor of using Hadiyyisa ‘sometimes’. However, actual classroom practices uncover excessive use of Hadiyyisa, about 20% out of the total English classroom talk. Finally, it was suggested that English language teachers should be given appropriate training in higher institutions .Further, appropriate workshops, seminars , etc. with regard to ‘how’, 'when', and 'how much' L1 should be used in the
L2 classroom.
Keywords and Phrases
Native language (L1), Target language (
L2), English as Foreign Language(EFL), Translation, Limited L1 use, supportive and facilitating role of L1 and Interference
Advisors/Committee Members: Dr. Taye Regassa (advisor).
Subjects/Keywords: Native language (L1); Target language (L2)
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APA (6th Edition):
NIGATU, H. (2013). EXPLORING THE USE OF L1 IN THE EFL CLASSROOM: THE CASE OF HADIYYISA WITH PARTICULAR REFERENCE TO GRADE 5 IN SOME SELECTED PRIMARY SCHOOLS OF HADIYA ZONE
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7978
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):
NIGATU, HABTAMU. “EXPLORING THE USE OF L1 IN THE EFL CLASSROOM: THE CASE OF HADIYYISA WITH PARTICULAR REFERENCE TO GRADE 5 IN SOME SELECTED PRIMARY SCHOOLS OF HADIYA ZONE
.” 2013. Thesis, Addis Ababa University. Accessed October 16, 2019.
http://etd.aau.edu.et/dspace/handle/123456789/7978.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
NIGATU, HABTAMU. “EXPLORING THE USE OF L1 IN THE EFL CLASSROOM: THE CASE OF HADIYYISA WITH PARTICULAR REFERENCE TO GRADE 5 IN SOME SELECTED PRIMARY SCHOOLS OF HADIYA ZONE
.” 2013. Web. 16 Oct 2019.
Vancouver:
NIGATU H. EXPLORING THE USE OF L1 IN THE EFL CLASSROOM: THE CASE OF HADIYYISA WITH PARTICULAR REFERENCE TO GRADE 5 IN SOME SELECTED PRIMARY SCHOOLS OF HADIYA ZONE
. [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Oct 16].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/7978.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
NIGATU H. EXPLORING THE USE OF L1 IN THE EFL CLASSROOM: THE CASE OF HADIYYISA WITH PARTICULAR REFERENCE TO GRADE 5 IN SOME SELECTED PRIMARY SCHOOLS OF HADIYA ZONE
. [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7978
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Kansas
29.
Johnson, Adrienne Marie.
Processing of wh-movement by second language learners.
Degree: MA, Linguistics, 2012, University of Kansas
URL: http://hdl.handle.net/1808/10861
► This study examined whether, similar to native speakers of English, native Korean learners of English are able to process sentences with wh-dependencies incrementally, using grammatical…
(more)
▼ This study examined whether, similar to native speakers of English, native Korean learners of English are able to process sentences with wh-dependencies incrementally, using grammatical constraints on wh-islands. Participants completed two self-paced reading experiments using a moving window self-paced reading paradigm (Just, Carpenter & Wooley, 1982). Experiment 1 examined whether the parser processes sentences incrementally and Experiment 2 examined whether the parser accurately avoids positing gaps at illicit positions within relative clause islands despite the presence of a gap licensing verb. The results showed that Korean learners of English show evidence of incremental parsing in the form of filled gap effects, similar to the patterns shown by native speakers (Stowe 1986, Canales 2012). Also similar to native speakers, Korean learners of English avoid positing gaps in positions prohibited by syntactic islands. Thus, our findings suggest that
L2 learners are able to use the same syntactic information in their on-line processing as is used by native speakers, contra the claims of the Shallow Structure Hypothesis (Clahsen & Felser, 2006 a,b). Furthermore, our study provides evidence that
L2 learners have access to such abstract syntactic information even when their native language does not instantiate wh-movement or island constraints as in English.
Advisors/Committee Members: Gabriele, Alison (advisor), Fiorentino, Robert (advisor), Gabriele, Alison (cmtemember), Fiorentino, Rob (cmtemember), Sereno, Joan (cmtemember).
Subjects/Keywords: Linguistics; Acquisition; L2; Processing; Second language acquisition
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APA (6th Edition):
Johnson, A. M. (2012). Processing of wh-movement by second language learners. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/10861
Chicago Manual of Style (16th Edition):
Johnson, Adrienne Marie. “Processing of wh-movement by second language learners.” 2012. Masters Thesis, University of Kansas. Accessed October 16, 2019.
http://hdl.handle.net/1808/10861.
MLA Handbook (7th Edition):
Johnson, Adrienne Marie. “Processing of wh-movement by second language learners.” 2012. Web. 16 Oct 2019.
Vancouver:
Johnson AM. Processing of wh-movement by second language learners. [Internet] [Masters thesis]. University of Kansas; 2012. [cited 2019 Oct 16].
Available from: http://hdl.handle.net/1808/10861.
Council of Science Editors:
Johnson AM. Processing of wh-movement by second language learners. [Masters Thesis]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10861
University of Cincinnati
30.
Ebanks, Jody P.
Differential Processing/Degradation of Melanosomes by
Epidermal Keratinocytes.
Degree: PhD, Pharmacy: Pharmaceutical
Sciences/Biopharmaceutics, 2011, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1298042202
► The synthesis and processing of melanosomes, the pigmented organelles of the follicular and interfollicular epidermis, is of major interest in the field of cutaneous…
(more)
▼ The synthesis and processing of melanosomes,
the pigmented organelles of the follicular and interfollicular
epidermis, is of major interest in the field of cutaneous biology.
Additionally, clarification of the biological and cellular
processes of cutaneous pigmentation has several therapeutic and
cosmetic based applications, including the alleviation of skin
hyperpigmentation. Modification of skin complexion coloration has
traditionally been accomplished by inhibition of the rate limiting
enzyme of melanogenesis, tyrosinase, or attenuation of melanosome
transfer from melanocytes to keratinocytes. The post transfer
modification of pigmented melanosomes, the main focus of this
dissertation project, provides an attractive and distinct avenue of
modulating skin pigmentation. There is currently limited
information on how epidermal keratinocyte process recipient
melanosomes during terminal differentiation. Furthermore, the
variability of melanosomal degradation seen between light and dark
skin remains to be clearly established. Therefore, we have
developed a novel model system to investigate the degradation of
isolated melanosomes by cultured human keratinocytes. Fluorescently
labeled and isolated melanosomes, cultured in the presence of light
and dark skin derived keratinocyte cultures, were assessed for
degradation. The extent of degradation has been qualitatively
assessed, using transmission electron microscopy and indirect
immunofluorescence with confocal microscopy, and quantitatively
assessed using flow cytometry analysis. Within 48 hours of
melanosome incorporation, indirect immunofluorescence and confocal
microscopy images suggest that light derived keratinocytes may have
accelerated melanosome degradation compared to dark keratinocytes.
This time dependent decrease in fluorescence was then
quantitatively analyzed using flow cytometry analysis. Consistent
with the results of the confocal analysis, over a 48 hour time
frame, light keratinocytes appear to degrade melanosomes more
efficiently than the dark skin derived keratinocytes, P=0.039. This
methodology offers a novel mechanism to address the differential
ability of light and dark keratinocytes to degrade melanosomes.
To further delineate the process of melanosome
degradation between light and dark skin, we focused on hydrolytic
enzymes that have been implicated in epidermal differentiation and
potentially melanosome degradation. To investigate this, we
performed preliminary microarray analysis on suprabasal epidermis
derived from light and dark skin, by laser capture microscopy
(LCM). Data analysis of the microarray experimentation showed
over-expression of various hydrolytic enzyme genes in the
suprabasal epidermal layers, when comparing light to dark skin.
Western blot analysis performed to confirm the expression pattern
of hydrolytic enzymes from either light or dark skin derived
epidermal lysates, demonstrated that cathepsin
L2 was reproducibly
upregulated in light skin, P=0.048. In addition, immunofluorescence
analysis of cathepsin
L2 in light…
Advisors/Committee Members: Wickett, R. Randall (Committee Chair).
Subjects/Keywords: Pharmaceuticals; melanosome degradation; acid hydrolases; cathepsin L2
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APA ·
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Manager
APA (6th Edition):
Ebanks, J. P. (2011). Differential Processing/Degradation of Melanosomes by
Epidermal Keratinocytes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1298042202
Chicago Manual of Style (16th Edition):
Ebanks, Jody P. “Differential Processing/Degradation of Melanosomes by
Epidermal Keratinocytes.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed October 16, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1298042202.
MLA Handbook (7th Edition):
Ebanks, Jody P. “Differential Processing/Degradation of Melanosomes by
Epidermal Keratinocytes.” 2011. Web. 16 Oct 2019.
Vancouver:
Ebanks JP. Differential Processing/Degradation of Melanosomes by
Epidermal Keratinocytes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Oct 16].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1298042202.
Council of Science Editors:
Ebanks JP. Differential Processing/Degradation of Melanosomes by
Epidermal Keratinocytes. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1298042202
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. 
Open Access Theses and Dissertations