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Penn State University
1.
Malone, Mary Kathryn.
sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/27252 
► Second language identity involves not just the social profile of the learner, but his position within the L2 community, whether a pedagogical, social, or professional…
(more)
▼ Second language identity involves not just the social profile of the learner, but his position within the
L2 community, whether a pedagogical, social, or professional context. Confounded by the attribution of otherwise inexplicable variation in
L2 French sociolinguistic studies to stylistic choice¸ this study set out to examine narrative performance of very advanced
L2 French learners and its intrinsic connection to second language identity. Grounding notions of
L2 development and competence in cognitive sociolinguistics and sociocultural theory, the analysis brings together the historical development of
L2 resources and realized language repertoire within personal narratives of three very advanced
L2 French speakers. Using two hours of elicited oral narratives per participant, a language history, a metalinguistic interview and a discourse completion task, the analysis first catalogues sociopragmatic repertoire, then connects the instances of sociopragmatic features to contexts of use. The final stage situates these feature-context pairings within the speaker’s own socio-cultural history to reveal agentive instantiation of second language identity. That identity is the positioning of self in a given socio-cultural discursive moment dovetails with the developmental perspective of sociocultural theory and schematization of cognitive sociolinguistics. The language resources a learner uses represent at once the social and historical context of development, as well as the immediate, local positioning within the discourse. Identity can then be accessed through contextualized discourse analysis triangulated with language histories and development.
Advisors/Committee Members: Celeste S Kinginger, Dissertation Advisor/Co-Advisor, Celeste S Kinginger, Committee Chair/Co-Chair, Robert William Schrauf, Committee Member, James Lantolf, Committee Member, Meredith Christine Doran, Committee Member.
Subjects/Keywords: Sociopragmatics; L2 Self; Advanced L2; L2 French
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APA (6th Edition):
Malone, M. K. (2015). sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27252
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Malone, Mary Kathryn. “sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives.” 2015. Thesis, Penn State University. Accessed March 04, 2021.
https://submit-etda.libraries.psu.edu/catalog/27252.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Malone, Mary Kathryn. “sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives.” 2015. Web. 04 Mar 2021.
Vancouver:
Malone MK. sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Mar 04].
Available from: https://submit-etda.libraries.psu.edu/catalog/27252.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Malone MK. sociopragmatic Competence and the L2 Self: Discursive Choices in Advanced L2 French Narratives. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27252
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
2.
Rausch, Pamela.
The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.
Degree: MA, English, 2015, St. Cloud State University
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 March 04, 2021.
https://repository.stcloudstate.edu/engl_etds/34.
MLA Handbook (7th Edition):
Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Web. 04 Mar 2021.
Vancouver:
Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Mar 04].
Available from: https://repository.stcloudstate.edu/engl_etds/34.
Council of Science Editors:
Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/34
University of Tennessee – Knoxville
3.
Wilson, Joseph Anthony.
Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts.
Degree: MA, English, 2018, University of Tennessee – Knoxville
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 March 04, 2021.
https://trace.tennessee.edu/utk_gradthes/5024.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wilson, Joseph Anthony. “Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts.” 2018. Web. 04 Mar 2021.
Vancouver:
Wilson JA. Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts. [Internet] [Thesis]. University of Tennessee – Knoxville; 2018. [cited 2021 Mar 04].
Available from: https://trace.tennessee.edu/utk_gradthes/5024.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wilson JA. Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts. [Thesis]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_gradthes/5024
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidad de Cantabria
4.
Lavín Carrera, Elda.
La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2.
Degree: 2016, Universidad de Cantabria
URL: http://hdl.handle.net/10902/8383
► Mucho más allá de una caracterización restringida al discurso formal o al ámbito de la poesía, la metáfora, desde el corolario de la Lingüística Cognitiva,…
(more)
▼ Mucho más allá de una caracterización restringida al discurso formal o al ámbito de la poesía, la metáfora, desde el corolario de la Lingüística Cognitiva, deviene un fenómeno con profundas implicaciones en el lenguaje cotidiano. Las investigaciones de la mano de autores como George Lakoff y Mark Johnson con su Metáforas de la vida cotidiana (1986, 1980 1.ª edición) o Philosophy in the flesh: the embodied mind and its challenge to western thought (1999) han dejado patente la importancia así como la ubicuidad de la metáfora en cuanto fenómeno conceptual.
El papel relevante que la metáfora adquiere, por tanto, en la competencia comunicativa, la consideración de la metáfora como fenómeno virtualmente implicado en cada área del lenguaje que, en concreto, un aprendiente de
L2 necesita usar, la convierte en una herramienta útil para el aprendizaje de vocabulario en E/
L2. Por ello nuestra hipótesis de partida radica en cómo la exposición del aprendiente a un material lingüístico conceptual de base metafórica, en concreto un material presentado en forma de tabla, que le permita desarrollar estrategias de aprendizaje e interpretación metafórica contribuye a mejorar no sólo la retención de dicho material, sino la competencia metafórica de ese aprendiente.
Para ello, sobre la base de la teoría cognitiva de la metáfora de Lakoff y Johnson fundamentalmente, buscamos favorecer el aprendizaje del vocabulario metafórico conceptual en el nivel B2 de E/
L2 mediante la exposición del aprendiente a dicho corpus, seleccionado de una representación de manuales, ordenado y clasificado sobre la base de los dominios implicados en las proyecciones subyacentes. La concienciación del aprendiente del fenómeno metafórico en la
L2 y su productividad en el aprendizaje nos lleva a un desarrollo de la competencia metafórica, competencia esta de la que hacemos una amplia caracterización, que habrá de redundar en el de la competencia comunicativa en sí misma.
Advisors/Committee Members: Carrera de la Red, María Fátima (advisor), Universidad de Cantabria (other).
Subjects/Keywords: Aprendizaje de L2
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APA (6th Edition):
Lavín Carrera, E. (2016). La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2. (Doctoral Dissertation). Universidad de Cantabria. Retrieved from http://hdl.handle.net/10902/8383
Chicago Manual of Style (16th Edition):
Lavín Carrera, Elda. “La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2.” 2016. Doctoral Dissertation, Universidad de Cantabria. Accessed March 04, 2021.
http://hdl.handle.net/10902/8383.
MLA Handbook (7th Edition):
Lavín Carrera, Elda. “La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2.” 2016. Web. 04 Mar 2021.
Vancouver:
Lavín Carrera E. La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2. [Internet] [Doctoral dissertation]. Universidad de Cantabria; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10902/8383.
Council of Science Editors:
Lavín Carrera E. La metáfora conceptual : una estrategia para el aprendizaje de vocabulario en E/L2 en el nivel B2. [Doctoral Dissertation]. Universidad de Cantabria; 2016. Available from: http://hdl.handle.net/10902/8383
Leiden University
5.
Rood, Myrthe M. S. J.
Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners.
Degree: 2020, Leiden University
URL: http://hdl.handle.net/1887/133591
► Foreign language anxiety is a type of anxiety that is tied to foreign language learning settings. In the literature, there are mixed findings about the…
(more)
▼ Foreign language anxiety is a type of anxiety that is tied to foreign language learning settings. In the literature, there are mixed findings about the debilitative effect of foreign language anxiety on
L2 performance and
L2 fluency. Moreover, it is unclear how foreign language anxiety affects
L2 speech processing. The following study investigates the effect of foreign language anxiety on L1 Dutch
L2 English learners’ fluency. By means of an experiment, the
L2 learners performed two speaking tasks in both a high and a low-anxiety condition. Their
L2 utterance fluency was explored quantitatively by means of temporal measures, whereas their cognitive fluency was explored qualitatively with stimulated recalls. In the high-anxiety condition, the
L2 learners reported that they felt more anxious and judged their performance as lower. However, there was no difference in
L2 utterance fluency between the conditions. The stimulated recalls did reveal a difference in the number and quality of processing issues between the anxiety conditions. Therefore, the exact target of foreign language anxiety in
L2 learners remains obscure and it is fruitful to further explore its effect in
L2 performance and
L2 learners and find successful implementations to reduce foreign language anxiety in the classroom.
Advisors/Committee Members: Jong, Nivja H. de (advisor).
Subjects/Keywords: foreign language anxiety; L2 learner; L2 utterance fluency; L2 cognitive fluency; stimulated recall
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APA (6th Edition):
Rood, M. M. S. J. (2020). Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/133591
Chicago Manual of Style (16th Edition):
Rood, Myrthe M S J. “Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners.” 2020. Masters Thesis, Leiden University. Accessed March 04, 2021.
http://hdl.handle.net/1887/133591.
MLA Handbook (7th Edition):
Rood, Myrthe M S J. “Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners.” 2020. Web. 04 Mar 2021.
Vancouver:
Rood MMSJ. Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners. [Internet] [Masters thesis]. Leiden University; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1887/133591.
Council of Science Editors:
Rood MMSJ. Stammering, Stuttering, and Slips of the Tongue: The Impact of Foreign Language Anxiety on L2 Fluency of Dutch L2 English Learners. [Masters Thesis]. Leiden University; 2020. Available from: http://hdl.handle.net/1887/133591
6.
Boddaert, Gary.
Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning.
Degree: Docteur es, Psychologie, 2019, Lille 3
URL: http://www.theses.fr/2019LIL3H036
► Cette thèse étudie les effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique des mots de deuxième langue (L2) dans…
(more)
▼ Cette thèse étudie les effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique des mots de deuxième langue (L2) dans les premiers temps de l’apprentissage chez l’adulte. En d’autres termes, les travaux étudient si des contacts directs entre mots de L2 et réalisations de concepts, i.e. sans présentation de mot de langue maternelle, influencent l’organisation lexicale, l’intégration et l’accès au sens des mots de L2 dans le cadre d’un apprentissage tardif. Dans les présents travaux, l’effet du contact avec les concepts sur l’accès au sens des mots de L2 a été étudié directement par une tâche de reconnaissance de mots amorcée par des images et indirectement par une méthode plus classique, i.e. tâche de jugement de traduction. Cet effet a également été étudié chez l’enfant par l’intermédiaire d’une tâche d’appariement mots de L2 – images. Les résultats ont mis en évidence que les contacts avec les concepts promeuvent un accès direct à la sémantique dès les premiers temps de l’apprentissage tant chez l’adulte que chez l’enfant. L’effet du contact avec les concepts sur l’intégration des mots de L2 dans le lexique mental a quant à lui été étudié par l’intermédiaire du processus de compétition lexicale et plus précisément de l’effet de lexicalité de l’amorce. Les résultats montrent que les contacts avec les concepts facilitent l’intégration des mots de L2 dans le lexique mental et qu’ils favorisent une intégration de ces mots dans un seul lexique commun à la langue maternelle et à la L2. Cette thèse invite donc à prendre en considération le rôle de la méthode d’apprentissage et plus particulièrement le rôle du contact avec les concepts dans les modèles développementaux d’organisation du lexique bilingue.
This thesis investigates the effects of contact with concepts on both lexicalisation and access to the meaning of second language (L2) words in the first steps of learning in adults. In other words, these works study whether direct contact between L2 words and realisations of concepts, i.e., without presentation of native language word, influences lexical organisation, integration and access to the meaning of L2 words in late L2 learners. In the present works, the effect of contact with concepts on access to L2 words meaning was directly investigated by a picture primed L2 word recognition task and indirectly with a more classical method, i.e. a translation recognition task. This effect was also investigated in children with a L2 word - picture matching task. Results highlighted that contact with concepts supports direct access to meaning in the first steps of learning both in adults and in children. The effect of contact with concepts on integration of L2 words into the mental lexicon was investigated through the process of lexical competition and more specifically through the prime lexicality effect. Results showed that contact with concepts facilitates the integration of L2 words into the mental lexicon and that it promotes integration of these words into a single lexicon shared by the…
Advisors/Committee Members: Casalis, Séverine (thesis director).
Subjects/Keywords: L2; Apprentissage d'une deuxième langue; Vocabulaire; Méthode d'apprentissage; L2; L2 learning; Vocabulary; Learning method
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APA ·
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APA (6th Edition):
Boddaert, G. (2019). Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2019LIL3H036
Chicago Manual of Style (16th Edition):
Boddaert, Gary. “Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning.” 2019. Doctoral Dissertation, Lille 3. Accessed March 04, 2021.
http://www.theses.fr/2019LIL3H036.
MLA Handbook (7th Edition):
Boddaert, Gary. “Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning.” 2019. Web. 04 Mar 2021.
Vancouver:
Boddaert G. Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning. [Internet] [Doctoral dissertation]. Lille 3; 2019. [cited 2021 Mar 04].
Available from: http://www.theses.fr/2019LIL3H036.
Council of Science Editors:
Boddaert G. Apprentissage de mots de deuxième langue : effets du contact avec les concepts sur la lexicalisation et l’accès à la sémantique : L2 word learning : effects of contact with concepts on lexicalisation and access to the meaning. [Doctoral Dissertation]. Lille 3; 2019. Available from: http://www.theses.fr/2019LIL3H036
University of Edinburgh
7.
Rigamonti, Manuela.
Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.
Degree: 2013, University of Edinburgh
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 March 04, 2021.
http://hdl.handle.net/1842/8597.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rigamonti, Manuela. “Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.” 2013. Web. 04 Mar 2021.
Vancouver:
Rigamonti M. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1842/8597.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rigamonti M. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8597
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
8.
Palacios, Yadira Taboada.
Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.
Degree: PhD, Educational Psychology, 2015, Texas A&M University
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), Padrón , 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156249
Chicago Manual of Style (16th Edition):
Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021.
http://hdl.handle.net/1969.1/156249.
MLA Handbook (7th Edition):
Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Web. 04 Mar 2021.
Vancouver:
Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1969.1/156249.
Council of Science Editors:
Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156249
University of Newcastle
9.
Alrabai, Fakieh Abduh M.
The use of motivational strategies in the Saudi EFL classroom.
Degree: PhD, 2010, University of Newcastle
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 March 04, 2021.
http://hdl.handle.net/1959.13/807509.
MLA Handbook (7th Edition):
Alrabai, Fakieh Abduh M. “The use of motivational strategies in the Saudi EFL classroom.” 2010. Web. 04 Mar 2021.
Vancouver:
Alrabai FAM. The use of motivational strategies in the Saudi EFL classroom. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1959.13/807509.
Council of Science Editors:
Alrabai FAM. The use of motivational strategies in the Saudi EFL classroom. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/807509
University of Newcastle
10.
Alqahtani, Saleh Mohammad A.
The effect of teachers’ motivational strategies on EFL learners’ achievement.
Degree: PhD, 2015, University of Newcastle
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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APA (6th Edition):
Alqahtani, S. M. A. (2015). The effect of teachers’ motivational strategies on EFL learners’ achievement. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1305665
Chicago Manual of Style (16th Edition):
Alqahtani, Saleh Mohammad A. “The effect of teachers’ motivational strategies on EFL learners’ achievement.” 2015. Doctoral Dissertation, University of Newcastle. Accessed March 04, 2021.
http://hdl.handle.net/1959.13/1305665.
MLA Handbook (7th Edition):
Alqahtani, Saleh Mohammad A. “The effect of teachers’ motivational strategies on EFL learners’ achievement.” 2015. Web. 04 Mar 2021.
Vancouver:
Alqahtani SMA. The effect of teachers’ motivational strategies on EFL learners’ achievement. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1959.13/1305665.
Council of Science Editors:
Alqahtani SMA. The effect of teachers’ motivational strategies on EFL learners’ achievement. [Doctoral Dissertation]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1305665
University of Ghana
11.
Owusu-Ansah, B.
L1-L2 Regularization of Collinear Data
.
Degree: 2018, University of Ghana
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 March 04, 2021.
http://ugspace.ug.edu.gh/handle/123456789/30857.
MLA Handbook (7th Edition):
Owusu-Ansah, B. “L1-L2 Regularization of Collinear Data
.” 2018. Web. 04 Mar 2021.
Vancouver:
Owusu-Ansah B. L1-L2 Regularization of Collinear Data
. [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2021 Mar 04].
Available from: http://ugspace.ug.edu.gh/handle/123456789/30857.
Council of Science Editors:
Owusu-Ansah B. L1-L2 Regularization of Collinear Data
. [Masters Thesis]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/30857
Victoria University of Wellington
12.
Piasecki, Anna Elisabeth.
The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.
Degree: 2012, Victoria University of Wellington
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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Manager
APA (6th Edition):
Piasecki, A. E. (2012). The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2394
Chicago Manual of Style (16th Edition):
Piasecki, Anna Elisabeth. “The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.” 2012. Doctoral Dissertation, Victoria University of Wellington. Accessed March 04, 2021.
http://hdl.handle.net/10063/2394.
MLA Handbook (7th Edition):
Piasecki, Anna Elisabeth. “The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition.” 2012. Web. 04 Mar 2021.
Vancouver:
Piasecki AE. The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10063/2394.
Council of Science Editors:
Piasecki AE. The Effects of Proficiency on Sub-Lexical Processing in Bilingual Visual Word Recognition. [Doctoral Dissertation]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2394
Iowa State University
13.
Dingel, Brody.
Semantic relatedness in L2 vocabulary learning: Does it really matter?.
Degree: 2020, Iowa State University
URL: https://lib.dr.iastate.edu/etd/17874
► Second language (L2) textbooks often organize new vocabulary in lists of semantically related words under a common superordinate concept, such as food or family members.…
(more)
▼ Second language (L2) textbooks often organize new vocabulary in lists of semantically related words under a common superordinate concept, such as food or family members. However, research on this topic has shown mixed results, with some studies suggesting that related lists facilitate learning, and others showing inhibiting effects. Importantly, all studies to date have been carried out in a laboratory or strictly controlled classroom setting where individual differences among students are often controlled for. Given that these differences may result in different learning gains in the authentic classroom environment compared to a controlled setting, the potential effects of semantic relatedness on vocabulary acquisition may similarly manifest differently when students are left to their own devices. This thesis reports on the first empirical study (to the author's knowledge) to test the effects of semantic relatedness on vocabulary learning in a truly authentic classroom environment. Two hundred and twelve students in beginner- and intermediate-level Spanish classes at Iowa State University were tested on their ability to translate items from one related list and one unrelated list from their course textbooks near the end of their respective units. Data were analyzed using mixed-effects logistic regression models under strict and sensitive scoring protocols.
Results indicated no evidence for a significant difference between scores on related and unrelated lists. Further regression analysis indicated a significant effect of individual lexical items on the learning outcomes, and item analyses suggested that some control over item-level characteristics may be needed to facilitate research even in the authentic classroom environment. Implications for teachers, materials developers, and researchers are discussed.
Subjects/Keywords: L2; relatedness; semantic; vocabulary
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Manager
APA (6th Edition):
Dingel, B. (2020). Semantic relatedness in L2 vocabulary learning: Does it really matter?. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17874
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dingel, Brody. “Semantic relatedness in L2 vocabulary learning: Does it really matter?.” 2020. Thesis, Iowa State University. Accessed March 04, 2021.
https://lib.dr.iastate.edu/etd/17874.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dingel, Brody. “Semantic relatedness in L2 vocabulary learning: Does it really matter?.” 2020. Web. 04 Mar 2021.
Vancouver:
Dingel B. Semantic relatedness in L2 vocabulary learning: Does it really matter?. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Mar 04].
Available from: https://lib.dr.iastate.edu/etd/17874.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dingel B. Semantic relatedness in L2 vocabulary learning: Does it really matter?. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/17874
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
14.
Combelas, Nicolas.
Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses.
Degree: Docteur es, Sciences de la vie et de la santé, spécialité ICMV (Infectiologie cellulaire et moléculaire, vaccinologie), 2010, Université François-Rabelais de Tours
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 March 04, 2021.
http://www.theses.fr/2010TOUR3801.
MLA Handbook (7th Edition):
Combelas, Nicolas. “Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses.” 2010. Web. 04 Mar 2021.
Vancouver:
Combelas N. Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses. [Internet] [Doctoral dissertation]. Université François-Rabelais de Tours; 2010. [cited 2021 Mar 04].
Available from: http://www.theses.fr/2010TOUR3801.
Council of Science Editors:
Combelas N. Induction d'une immunité cross-neutralisante contre les papillomavirus à haut risque : Induction of cross-neutralizing antibodies against humain high risk papillomaviruses. [Doctoral Dissertation]. Université François-Rabelais de Tours; 2010. Available from: http://www.theses.fr/2010TOUR3801
Indiana University
15.
Köylü, Yilmaz.
Representation and Acquisition of Kind Reference in L2 English
.
Degree: 2019, Indiana University
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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APA (6th Edition):
Köylü, Y. (2019). Representation and Acquisition of Kind Reference in L2 English
. (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/23636
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Köylü, Yilmaz. “Representation and Acquisition of Kind Reference in L2 English
.” 2019. Thesis, Indiana University. Accessed March 04, 2021.
http://hdl.handle.net/2022/23636.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Köylü, Yilmaz. “Representation and Acquisition of Kind Reference in L2 English
.” 2019. Web. 04 Mar 2021.
Vancouver:
Köylü Y. Representation and Acquisition of Kind Reference in L2 English
. [Internet] [Thesis]. Indiana University; 2019. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2022/23636.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Köylü Y. Representation and Acquisition of Kind Reference in L2 English
. [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/23636
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
16.
Muramoto, Kokoro.
The effects of speaking rate and pausing on comprehensibility of non-native English.
Degree: MA, Teaching of English Sec Lang, 2016, University of Illinois – Urbana-Champaign
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 March 04, 2021.
http://hdl.handle.net/2142/90962.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Muramoto, Kokoro. “The effects of speaking rate and pausing on comprehensibility of non-native English.” 2016. Web. 04 Mar 2021.
Vancouver:
Muramoto K. The effects of speaking rate and pausing on comprehensibility of non-native English. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/90962.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Muramoto K. The effects of speaking rate and pausing on comprehensibility of non-native English. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90962
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arizona
17.
Bronnimann, Matthew Phillip.
Penetration of Host Membrane Barriers by Human Papillomavirus During Infection
.
Degree: 2016, University of Arizona
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 March 04, 2021.
http://hdl.handle.net/10150/623159.
MLA Handbook (7th Edition):
Bronnimann, Matthew Phillip. “Penetration of Host Membrane Barriers by Human Papillomavirus During Infection
.” 2016. Web. 04 Mar 2021.
Vancouver:
Bronnimann MP. Penetration of Host Membrane Barriers by Human Papillomavirus During Infection
. [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10150/623159.
Council of Science Editors:
Bronnimann MP. Penetration of Host Membrane Barriers by Human Papillomavirus During Infection
. [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/623159
University of Texas – Austin
18.
Kim, Tristina.
Feedback approaches in foreign and second language (L2) writing.
Degree: MA, Foreign Language Education, 2013, University of Texas – Austin
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 March 04, 2021.
http://hdl.handle.net/2152/23997.
MLA Handbook (7th Edition):
Kim, Tristina. “Feedback approaches in foreign and second language (L2) writing.” 2013. Web. 04 Mar 2021.
Vancouver:
Kim T. Feedback approaches in foreign and second language (L2) writing. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2152/23997.
Council of Science Editors:
Kim T. Feedback approaches in foreign and second language (L2) writing. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23997
19.
Wijeratne, Warshani Himanshi Pilimatalawwe.
A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.
Degree: MA, English, 2015, St. Cloud State University
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 March 04, 2021.
https://repository.stcloudstate.edu/engl_etds/21.
MLA Handbook (7th Edition):
Wijeratne, Warshani Himanshi Pilimatalawwe. “A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.” 2015. Web. 04 Mar 2021.
Vancouver:
Wijeratne WHP. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Mar 04].
Available from: https://repository.stcloudstate.edu/engl_etds/21.
Council of Science Editors:
Wijeratne WHP. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/21
Universiteit Utrecht
20.
Elzenga, A.
L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto.
Degree: 2015, Universiteit Utrecht
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 ·
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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 March 04, 2021.
http://dspace.library.uu.nl:8080/handle/1874/319117.
MLA Handbook (7th Edition):
Elzenga, A. “L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto.” 2015. Web. 04 Mar 2021.
Vancouver:
Elzenga A. L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Mar 04].
Available from: http://dspace.library.uu.nl:8080/handle/1874/319117.
Council of Science Editors:
Elzenga A. L2-motivatie in het Nederlandse tweetalig onderwijs: Een onderzoek naar leerlingmotivatie voor het leren van Engels en Frans in het Nederlandse tto. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/319117
Leiden University
21.
Koning, Merel.
L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français.
Degree: 2019, Leiden University
URL: http://hdl.handle.net/1887/80667
► Diphthongization of the vowel /e:/ into the diphthong [ei] is a common phenomenon in Dutch and can be transferred to an L2; we found in…
(more)
▼ Diphthongization of the vowel /e:/ into the diphthong [ei] is a common phenomenon in Dutch and can be transferred to an
L2; we found in our bachelor thesis that, although the French vowel /e/ should not be diphthongized, Dutch learners of French tend to do this. Interestingly, they do this more when the vowel /e/ occurs in the first syllable of a word. That is why we investigated in the current study if coarticulation with neighboring sounds plays a role in the diphthongization of the French vowel /e/ in Dutch learners of French. Furthermore, we didn't only focus on production, but we also investigated whether Dutch learners of French can perceive the difference between the French monophthong /e/ and the Dutch diphthong [ei] and whether neighboring sounds influence this perception in an AXB task. Finally, we examined whether the perception of the participants was correlated with their production. We found that the neighboring sounds indeed seem to influence both the production and the perception of the diphthongization of the French vowel /e/; when the /e/ was followed by the dental sound /t/, it was significantly more diphthongized than when it was followed by the labial sound /p/. Interestingly, although the /t/ gives rise to more diphthongization in production, the participants perceived the least diphthongs in a /t/ context in the perception task, which could be explained as a compensation effect for coarticulation. It was less clear whether the participants were able to distinguish between the monophthong /e/ and the diphthong [ei] in the perception task. Finally, we didn't find a correlation between the production and perception of the diphthongization of the French vowel /e/ in Dutch learners of French.
Advisors/Committee Members: Doetjes, Jenny (advisor), Voeten, Cesko (advisor).
Subjects/Keywords: Coarticulation; Diphthongization; Second language acquisition; L2 perception; L2 production
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APA ·
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MLA ·
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APA (6th Edition):
Koning, M. (2019). L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/80667
Chicago Manual of Style (16th Edition):
Koning, Merel. “L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français.” 2019. Masters Thesis, Leiden University. Accessed March 04, 2021.
http://hdl.handle.net/1887/80667.
MLA Handbook (7th Edition):
Koning, Merel. “L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français.” 2019. Web. 04 Mar 2021.
Vancouver:
Koning M. L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1887/80667.
Council of Science Editors:
Koning M. L'influence de la coarticulation sur la production et la perception de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/80667
University of Arizona
22.
Gorham, Julia Anne.
Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde
.
Degree: 2020, University of Arizona
URL: http://hdl.handle.net/10150/642178
► La notion de compétence est une idée pour laquelle il existe plusieurs conceptions dans le domaine de l’apprentissage et l’enseignement des langues secondes (L2). Depuis…
(more)
▼ La notion de compétence est une idée pour laquelle il existe plusieurs conceptions dans le domaine de l’apprentissage et l’enseignement des langues secondes (
L2). Depuis le travail de Chomsky (1965) sur la distinction entre la compétence et la performance, les chercheurs ont été nombreux à formuler de nouvelles définitions de la compétence. On passe, alors de la compétence socioculturelle (Bourdieu, 1991) à la compétence interculturelle (Byram, 1997 ; Deardorff, 2009) et plus récemment à la compétence symbolique (Kramsch, 2006, 2009). Ce dernier concept souligne l’importance de la capacité des étudiants des
L2 de reconnaître et de subvertir le pouvoir et la hiérarchie. Plus précisément, il s’agit de « the ability to manipulate symbolic systems, … and to position oneself to one’s benefit in the symbolic power game » ainsi que la capacité de réfléchir sur sa propre position dans le monde. Cette compétence, grâce à son emphase sur le pouvoir et la violence symbolique, est essentielle pour tout étudiant dans cette époque de « nouveau capitalisme » (Cope & Kalantzis, 2009).
Il est alors surprenant que, malgré de multiples études précédentes conceptualisant la compétence symbolique au niveau théorique, on constate un manque important d’études examinant le côté pratique de celle-ci dans les cours de
L2 et même plus son développement et son évaluation chez les apprenants du français. La littérature existante démontre néanmoins une relation entre la compétence symbolique et l’utilisation d’une approche pédagogique basée sur les littératies multiples et multimodales (Étienne et Vanbaelen, 2017 ; Kearney, 2010). Alors, l’étude présente vise à contribuer aux recherches cruciales sur ce sujet en répondant aux questions suivantes : 1) Est-ce que les étudiants démontrent des indices de la compétence symbolique en visionnant des films francophones, en complétant des questions d’analyse et en maintenant des journaux de réflexion et si oui, lesquels ? et 2) Quelles stratégies cognitives ou réflexionnelles sont utilisées par les étudiants, consciemment ou non, lorsqu’ils démontrent la compétence symbolique, s’ils en utilisent ?
Afin de répondre à ces questions, des données ont été recueillies auprès de deux sections d’étudiants (N = 27) inscrits en quatrième semestre de français langue seconde à une grande université publique dans le sud-ouest des États-Unis en automne 2019. Une séquence pédagogique de multilittératies a été créée à partir de trois films francophones – Bienvenue chez les Ch’tis (2007), Bienvenue à Marly-Gomont (2016), et Divines (2016), choisis parce qu’ils abordent les thèmes de la diversité, l’altérité et l’identité. Les données récoltées comprennent des fiches de travail analytiques sur les trois films ainsi que des journaux de réflexion complétés par les étudiants et l’enseignante, des entretiens avec des étudiants consentants après la fin du semestre et des informations démographiques. Pour analyser ces données qualitatives, un processus consistant de trois cycles de codage, ouvert, axial et sélectif, a été…
Advisors/Committee Members: Knisely-Southerland, Kris (advisor), Price, Joseph (committeemember), Dupuy, Beatrice (committeemember).
Subjects/Keywords: French L2;
L2 pedagogy;
multiliteracies;
multimodality;
symbolic competence;
teaching with film
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APA (6th Edition):
Gorham, J. A. (2020). Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde
. (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/642178
Chicago Manual of Style (16th Edition):
Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde
.” 2020. Masters Thesis, University of Arizona. Accessed March 04, 2021.
http://hdl.handle.net/10150/642178.
MLA Handbook (7th Edition):
Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde
.” 2020. Web. 04 Mar 2021.
Vancouver:
Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde
. [Internet] [Masters thesis]. University of Arizona; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10150/642178.
Council of Science Editors:
Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde
. [Masters Thesis]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642178
Univerzitet u Beogradu
23.
Duka, Vladimir. 1979-.
Uticaj engleskog jezika kao lingua franca na nastavu
jezika u srednjim školama u Srbiji.
Degree: Filološki fakultet, 2016, Univerzitet u Beogradu
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 March 04, 2021.
https://fedorabg.bg.ac.rs/fedora/get/o:10614/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Duka, Vladimir 1979-. “Uticaj engleskog jezika kao lingua franca na nastavu
jezika u srednjim školama u Srbiji.” 2016. Web. 04 Mar 2021.
Vancouver:
Duka V1. Uticaj engleskog jezika kao lingua franca na nastavu
jezika u srednjim školama u Srbiji. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2021 Mar 04].
Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10614/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Duka V1. Uticaj engleskog jezika kao lingua franca na nastavu
jezika u srednjim školama u Srbiji. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10614/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Brigham Young University
24.
Company, Maria Teresa.
Error Frequencies Among ESL Writers: A Resource Guide.
Degree: MA, 2012, Brigham Young University
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Company, M. T. (2012). Error Frequencies Among ESL Writers: A Resource Guide. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd
Chicago Manual of Style (16th Edition):
Company, Maria Teresa. “Error Frequencies Among ESL Writers: A Resource Guide.” 2012. Masters Thesis, Brigham Young University. Accessed March 04, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd.
MLA Handbook (7th Edition):
Company, Maria Teresa. “Error Frequencies Among ESL Writers: A Resource Guide.” 2012. Web. 04 Mar 2021.
Vancouver:
Company MT. Error Frequencies Among ESL Writers: A Resource Guide. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2021 Mar 04].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd.
Council of Science Editors:
Company MT. Error Frequencies Among ESL Writers: A Resource Guide. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4419&context=etd
University of Georgia
25.
Cho, Aram.
Influence of L1 on L2 learners of Korean.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/26591
► 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.
Subjects/Keywords: L1 and L2 phonology; Korean language; L2 perception; stops; vowels
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cho, A. (2014). Influence of L1 on L2 learners of Korean. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26591
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cho, Aram. “Influence of L1 on L2 learners of Korean.” 2014. Thesis, University of Georgia. Accessed March 04, 2021.
http://hdl.handle.net/10724/26591.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cho, Aram. “Influence of L1 on L2 learners of Korean.” 2014. Web. 04 Mar 2021.
Vancouver:
Cho A. Influence of L1 on L2 learners of Korean. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10724/26591.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cho A. Influence of L1 on L2 learners of Korean. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26591
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Oxford
26.
Choi, Jonggab.
A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing.
Degree: PhD, 2014, University of Oxford
URL: http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939
► Writing has increasingly been emphasised in EFL classrooms in recent years, and Korea is no exception to this trend. The literature indicates that L2 writers…
(more)
▼ Writing has increasingly been emphasised in EFL classrooms in recent years, and Korea is no exception to this trend. The literature indicates that L2 writers experience language problems and attempt to solve them while converting their thoughts into another language. At the moment when learners struggle with a linguistic feature, they become aware of their lack of linguistic knowledge, and try to resolve the problem either by employing their own previously acquired knowledge sources, or by trying to access external knowledge sources. This problem-solving process may occur repeatedly during the L2 writing process. The aims of the current research are threefold: first, it investigates what Korean university learners of English notice while they are writing in L2; second, it attempts to examine what variables are related to and affect learners' noticing during the L2 problem-solving process and; third, the knowledge sources employed by learners when they face language problems are analysed. In order to achieve these aims, 108 English major students were recruited from three high ranked universities in Korea; think-aloud protocols and stimulated-recall interviews comprised the primary means of data collection. All participants were asked to do a writing task in L2 and to verbalise their thoughts while producing written text. Building on the data gathered from the writing task, stimulated recall interviews were carried out in order to identify the sources of knowledge employed to resolve language problems. The results of quantitative data analysis showed that the 108 participants in this study noticed approximately five language problems while writing an L2 text for 20 minutes, and verbally expressed many more lexical episodes than grammatical episodes. Regarding the relations between learner-related variables and noticing during the L2 writing process, previous study abroad experience and L2 proficiency affected learners' noticing. It was also found that L2-based verbal working memory had an effect when learners notice language problems in L2 text production, while L1-based verbal working memory had no effect. Moreover, qualitative data analysis indicated that the participants employed various types of knowledge sources in order to solve lexical or grammatical problems. It was found that both explicit linguistic knowledge sources, such as previously acquired L1-L2 translation word pairs, aspects of word knowledge (i.e., form, meaning, or use), episodic memory or analogy, and implicit knowledge sources, such as intuition, were used during the L2 problem-solving process. Based on these findings, possible implications for L2 writing teaching are discussed, stressing the importance of providing many writing opportunities for students, and suggestions for future research are presented.
Subjects/Keywords: 428.0071; Applied Linguistics; L2 English writing; L2 problem-solving processes
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Choi, J. (2014). A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939
Chicago Manual of Style (16th Edition):
Choi, Jonggab. “A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing.” 2014. Doctoral Dissertation, University of Oxford. Accessed March 04, 2021.
http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939.
MLA Handbook (7th Edition):
Choi, Jonggab. “A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing.” 2014. Web. 04 Mar 2021.
Vancouver:
Choi J. A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2021 Mar 04].
Available from: http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939.
Council of Science Editors:
Choi J. A protocol-based study of L2 problem-solving processes in Korean university students' L2 English writing. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:14cf340e-4494-4c99-8a2d-ae8a029e4e23 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684939
University of Tennessee – Knoxville
27.
Ritzert, Brenna Mary.
Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge.
Degree: MA, English, 2020, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_gradthes/5651
► This thesis reports the results of a qualitative research study of L2 graduate students at a large public university. The primary research questions of the…
(more)
▼ This thesis reports the results of a qualitative research study of
L2 graduate students at a large public university. The primary research questions of the study sought to understand what existing writing knowledge
L2 graduate students had, how their writing knowledge had expanded over the course of a semester, and if they had negotiated their writing knowledge. Through the use of Schema Theory as a methodological framework, the existing and expanding writing knowledge of the participants was segmented into the primary categories of content, formal, cultural, and linguistic schemata. Data was collected from two interviews with students and a writing sample. The data was coding using a scheme developed from existing definitions of content, formal, cultural, and linguistic schemata and validated with a co-coder. The data provides insight into how
L2 graduate students expand their writing knowledge in the realms of content, formal, cultural, and linguistic schemata over the course of a semester. The results then provide implications for how institutions, departments, and faculty can further support the work of both L1 and
L2 graduate students and their communications.
Advisors/Committee Members: Tanita Saenkhum, Jessi Greiser, Lisa King.
Subjects/Keywords: L2 graduate student; negotiate; schema; schemata; cognition; L2 writing
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APA (6th Edition):
Ritzert, B. M. (2020). Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5651
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ritzert, Brenna Mary. “Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge.” 2020. Thesis, University of Tennessee – Knoxville. Accessed March 04, 2021.
https://trace.tennessee.edu/utk_gradthes/5651.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ritzert, Brenna Mary. “Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge.” 2020. Web. 04 Mar 2021.
Vancouver:
Ritzert BM. Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge. [Internet] [Thesis]. University of Tennessee – Knoxville; 2020. [cited 2021 Mar 04].
Available from: https://trace.tennessee.edu/utk_gradthes/5651.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ritzert BM. Working with What You Know: Examining how L2 Graduate Students Negotiate Writing Knowledge. [Thesis]. University of Tennessee – Knoxville; 2020. Available from: https://trace.tennessee.edu/utk_gradthes/5651
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
28.
Saleem, Jahangir.
The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language.
Degree: 2014, , Faculty of Culture and Society (KS)
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169
► This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system.…
(more)
▼ This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system. Of interest is whether theoretical and vocational students have motivational differences when it comes to learning English as a second language. A quantitative questionnaire was compiled using the instrument variables from previous studies of L2 motivation, and question items, which were “re-theorized” for this particular study. 58 students participated, of which 30 were theoretical students and 28 vocational students. Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to L2 self, and L2 learning experience. Findings revealed that, on average, both groups were motivated to learn English as a second language, but that there is an apparent difference between theoretical and vocational students’ attitudes towards learning an L2: the theoretical students’ data showed that they have stronger influence than vocational students in the ideal l2 self, integrative/integrativeness, instrumentality-promotion, attitudes to l2 community, ought-to l2 self, instrumentality-prevention, family influence, attitudes to learning English, and criterion measures.
Subjects/Keywords: L2 motivation; L2 motivational self system; ideal L2 self; ought-to L2 self; L2 learning experience; ESL/EFL; theoretical and vocational programs; Humanities and the Arts; Humaniora och konst
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APA ·
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APA (6th Edition):
Saleem, J. (2014). The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language. (Thesis). , Faculty of Culture and Society (KS). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Saleem, Jahangir. “The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language.” 2014. Thesis, , Faculty of Culture and Society (KS). Accessed March 04, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Saleem, Jahangir. “The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language.” 2014. Web. 04 Mar 2021.
Vancouver:
Saleem J. The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language. [Internet] [Thesis]. , Faculty of Culture and Society (KS); 2014. [cited 2021 Mar 04].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Saleem J. The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language. [Thesis]. , Faculty of Culture and Society (KS); 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
29.
Butler, Jamie Kathryn.
The L2 Motivational Self System in the American second language classroom.
Degree: PhD, French, 2016, Vanderbilt University
URL: http://hdl.handle.net/1803/14881
► 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 motivation—namely, 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 participants’ vision of their ideal
L2 self. The study focused on the participants’ 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), Robert Jiménez (committee member), Virginia Scott (Committee Chair).
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 ·
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Export
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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://hdl.handle.net/1803/14881
Chicago Manual of Style (16th Edition):
Butler, Jamie Kathryn. “The L2 Motivational Self System in the American second language classroom.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 04, 2021.
http://hdl.handle.net/1803/14881.
MLA Handbook (7th Edition):
Butler, Jamie Kathryn. “The L2 Motivational Self System in the American second language classroom.” 2016. Web. 04 Mar 2021.
Vancouver:
Butler JK. The L2 Motivational Self System in the American second language classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1803/14881.
Council of Science Editors:
Butler JK. The L2 Motivational Self System in the American second language classroom. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/14881
University of Manitoba
30.
Segida, Larisa.
I-Migrations in cultures and languages.
Degree: Education, 2012, University of Manitoba
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 (6th Edition):
Segida, L. (2012). I-Migrations in cultures and languages. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23224
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Segida, Larisa. “I-Migrations in cultures and languages.” 2012. Thesis, University of Manitoba. Accessed March 04, 2021.
http://hdl.handle.net/1993/23224.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Segida, Larisa. “I-Migrations in cultures and languages.” 2012. Web. 04 Mar 2021.
Vancouver:
Segida L. I-Migrations in cultures and languages. [Internet] [Thesis]. University of Manitoba; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1993/23224.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Segida L. I-Migrations in cultures and languages. [Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/23224
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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