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You searched for subject:(Language AND languages Study AND teaching Zambia). Showing records 1 – 30 of 486 total matches.

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1. Chitebeta, Avinat Mbwela. The noun phrase of Tonga and Lenje: A contrastive study.

Degree: 2012, University of Zimbabwe

 This study, "The noun phrase of Tonga and Lenje: a contrastive study," carried out a contrastive investigation of the noun phrase in Tonga and Lenje.… (more)

Subjects/Keywords: Language and Languages – Study and Teaching – Zambia; linguistics – Tonga – Zambia

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

APA (6th Edition):

Chitebeta, A. M. (2012). The noun phrase of Tonga and Lenje: A contrastive study. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/971

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):

Chitebeta, Avinat Mbwela. “The noun phrase of Tonga and Lenje: A contrastive study.” 2012. Thesis, University of Zimbabwe. Accessed August 07, 2020. http://dspace.unza.zm/handle/123456789/971.

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

MLA Handbook (7th Edition):

Chitebeta, Avinat Mbwela. “The noun phrase of Tonga and Lenje: A contrastive study.” 2012. Web. 07 Aug 2020.

Vancouver:

Chitebeta AM. The noun phrase of Tonga and Lenje: A contrastive study. [Internet] [Thesis]. University of Zimbabwe; 2012. [cited 2020 Aug 07]. Available from: http://dspace.unza.zm/handle/123456789/971.

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

Council of Science Editors:

Chitebeta AM. The noun phrase of Tonga and Lenje: A contrastive study. [Thesis]. University of Zimbabwe; 2012. Available from: http://dspace.unza.zm/handle/123456789/971

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


University of Zambia

2. Sidambi, Jojo Jeremiah. The teaching of Composition writing in Zambian High Schools: The case of two schools in Choma District .

Degree: 2012, University of Zambia

Zambia is an Anglophone country, resulting from its colonial past, and hence English is its official language. This means that high school leavers need to… (more)

Subjects/Keywords: Applied Linguistics – Study and teaching – Zambia; Written communication(composition) – Zambia; Language and languages – study and teaching – Zambia

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APA (6th Edition):

Sidambi, J. J. (2012). The teaching of Composition writing in Zambian High Schools: The case of two schools in Choma District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1931

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):

Sidambi, Jojo Jeremiah. “The teaching of Composition writing in Zambian High Schools: The case of two schools in Choma District .” 2012. Thesis, University of Zambia. Accessed August 07, 2020. http://hdl.handle.net/123456789/1931.

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

MLA Handbook (7th Edition):

Sidambi, Jojo Jeremiah. “The teaching of Composition writing in Zambian High Schools: The case of two schools in Choma District .” 2012. Web. 07 Aug 2020.

Vancouver:

Sidambi JJ. The teaching of Composition writing in Zambian High Schools: The case of two schools in Choma District . [Internet] [Thesis]. University of Zambia; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/123456789/1931.

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

Council of Science Editors:

Sidambi JJ. The teaching of Composition writing in Zambian High Schools: The case of two schools in Choma District . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1931

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

3. Chibwe, Juliet. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.

Degree: 2015, University of Zimbabwe

 The Study sought to determine the contribution of Sign Language Variation to academic performance of grade Primary School Learners with hearing impairments. Four objectives guided… (more)

Subjects/Keywords: Language and languages – Study and teaching – Zambia; Sign language – Study and teaching (Elementary); Deaf – Means of communication.; Hearing impaired – Education – Curricula.

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APA (6th Edition):

Chibwe, J. (2015). Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4261

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):

Chibwe, Juliet. “Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.” 2015. Thesis, University of Zimbabwe. Accessed August 07, 2020. http://dspace.unza.zm/handle/123456789/4261.

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

MLA Handbook (7th Edition):

Chibwe, Juliet. “Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.” 2015. Web. 07 Aug 2020.

Vancouver:

Chibwe J. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2020 Aug 07]. Available from: http://dspace.unza.zm/handle/123456789/4261.

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

Council of Science Editors:

Chibwe J. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4261

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


University of Zambia

4. Mwendende, Bostor Mundia. An Investigation into the Use of the New approved Silozi Orthography at high school level in selected schools in Mongu District .

Degree: 2011, University of Zambia

 This study involved investigating the extent to which the new Approved Silozi Orthography was being used by both teachers and learners in the teaching and… (more)

Subjects/Keywords: Applied linguistics(silozi) – Study and teaching; Language and languages-orthography spelling-Zambia

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APA (6th Edition):

Mwendende, B. M. (2011). An Investigation into the Use of the New approved Silozi Orthography at high school level in selected schools in Mongu District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/934

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):

Mwendende, Bostor Mundia. “An Investigation into the Use of the New approved Silozi Orthography at high school level in selected schools in Mongu District .” 2011. Thesis, University of Zambia. Accessed August 07, 2020. http://hdl.handle.net/123456789/934.

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

MLA Handbook (7th Edition):

Mwendende, Bostor Mundia. “An Investigation into the Use of the New approved Silozi Orthography at high school level in selected schools in Mongu District .” 2011. Web. 07 Aug 2020.

Vancouver:

Mwendende BM. An Investigation into the Use of the New approved Silozi Orthography at high school level in selected schools in Mongu District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/123456789/934.

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

Council of Science Editors:

Mwendende BM. An Investigation into the Use of the New approved Silozi Orthography at high school level in selected schools in Mongu District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/934

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


Central Connecticut State University

5. Krzemien, Marta, 1982-. Engaging all students with the use of authentic literature.

Degree: Department of Modern Languages, 2010, Central Connecticut State University

 In an effort to further research the use and benefits of authentic literature in the foreign language classroom this action research has been proposed. The… (more)

Subjects/Keywords: Language and languages  – Study and teaching; Spanish language  – Study and teaching

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APA (6th Edition):

Krzemien, Marta, 1. (2010). Engaging all students with the use of authentic literature. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1612

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):

Krzemien, Marta, 1982-. “Engaging all students with the use of authentic literature.” 2010. Thesis, Central Connecticut State University. Accessed August 07, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1612.

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

MLA Handbook (7th Edition):

Krzemien, Marta, 1982-. “Engaging all students with the use of authentic literature.” 2010. Web. 07 Aug 2020.

Vancouver:

Krzemien, Marta 1. Engaging all students with the use of authentic literature. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2020 Aug 07]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1612.

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

Council of Science Editors:

Krzemien, Marta 1. Engaging all students with the use of authentic literature. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1612

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

6. Mubanga, Veronica. Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District.

Degree: 2012, University of Zimbabwe

 This study mainly focused on the effects of using Nyanja language as a medium of teaching initial literacy in a predominantly Soli speaking area of… (more)

Subjects/Keywords: Language and Languages - Study and Teaching; Literacy

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APA (6th Edition):

Mubanga, V. (2012). Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/1989

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):

Mubanga, Veronica. “Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District.” 2012. Thesis, University of Zimbabwe. Accessed August 07, 2020. http://dspace.unza.zm/handle/123456789/1989.

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

MLA Handbook (7th Edition):

Mubanga, Veronica. “Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District.” 2012. Web. 07 Aug 2020.

Vancouver:

Mubanga V. Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District. [Internet] [Thesis]. University of Zimbabwe; 2012. [cited 2020 Aug 07]. Available from: http://dspace.unza.zm/handle/123456789/1989.

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

Council of Science Editors:

Mubanga V. Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District. [Thesis]. University of Zimbabwe; 2012. Available from: http://dspace.unza.zm/handle/123456789/1989

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


University of Missouri – Columbia

7. Smith, Alyssa. Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio.

Degree: 2017, University of Missouri – Columbia

 The concept of representation is an ancient one, and as such it has acquired multiple meanings throughout time. However, when the representation in question is… (more)

Subjects/Keywords: Language and languages  – Study and teaching; Romance languages; Romance-language drama

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APA (6th Edition):

Smith, A. (2017). Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61965

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):

Smith, Alyssa. “Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio.” 2017. Thesis, University of Missouri – Columbia. Accessed August 07, 2020. http://hdl.handle.net/10355/61965.

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

MLA Handbook (7th Edition):

Smith, Alyssa. “Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio.” 2017. Web. 07 Aug 2020.

Vancouver:

Smith A. Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10355/61965.

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

Council of Science Editors:

Smith A. Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61965

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


Utah Valley University

8. Leite, Jamie Lynn Davis. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education.

Degree: 2013, Utah Valley University

Utah became the first state to legislate funding for the implementation of dual language immersion programs across the state in 2008. Up to this point,… (more)

Subjects/Keywords: Immersion method (Language teaching); Language and languages – Study and teaching

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APA (6th Edition):

Leite, J. L. D. (2013). Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,619

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):

Leite, Jamie Lynn Davis. “Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education.” 2013. Thesis, Utah Valley University. Accessed August 07, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,619.

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

MLA Handbook (7th Edition):

Leite, Jamie Lynn Davis. “Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education.” 2013. Web. 07 Aug 2020.

Vancouver:

Leite JLD. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2020 Aug 07]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,619.

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

Council of Science Editors:

Leite JLD. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. [Thesis]. Utah Valley University; 2013. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,619

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


Rutgers University

9. Lovejoy, Kelly G., 1980-. Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments.

Degree: PhD, Spanish, 2015, Rutgers University

Arguments arise in the course of everyday interactions when one speaker disagrees with something that another speaker has said. The argument discourse of native speakers… (more)

Subjects/Keywords: Second language acquisition; Language and languages – Study and teaching; Spanish language

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APA (6th Edition):

Lovejoy, Kelly G., 1. (2015). Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47469/

Chicago Manual of Style (16th Edition):

Lovejoy, Kelly G., 1980-. “Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments.” 2015. Doctoral Dissertation, Rutgers University. Accessed August 07, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/47469/.

MLA Handbook (7th Edition):

Lovejoy, Kelly G., 1980-. “Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments.” 2015. Web. 07 Aug 2020.

Vancouver:

Lovejoy, Kelly G. 1. Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2020 Aug 07]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47469/.

Council of Science Editors:

Lovejoy, Kelly G. 1. Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47469/


Stellenbosch University

10. Nel, Joanine Hester. The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.

Degree: PhD, General Linguistics, 2015, Stellenbosch University

 ENGLISH ABSTRACT: This study investigated the comprehension and production of articles, quantifiers, binding relations and passive constructions as later developing constructions (LDCs) by 27 Grade… (more)

Subjects/Keywords: Language acquisition; Language and languages  – Study and teaching; Children  – Language; UCTD

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APA (6th Edition):

Nel, J. H. (2015). The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97144

Chicago Manual of Style (16th Edition):

Nel, Joanine Hester. “The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed August 07, 2020. http://hdl.handle.net/10019.1/97144.

MLA Handbook (7th Edition):

Nel, Joanine Hester. “The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.” 2015. Web. 07 Aug 2020.

Vancouver:

Nel JH. The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10019.1/97144.

Council of Science Editors:

Nel JH. The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97144


Nelson Mandela Metropolitan University

11. Ssembatya, Henry Hollan. An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary… (more)

Subjects/Keywords: Ganda language  – Study and teaching  – Uganda; African languages  – Study and teaching; Language acquisition

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

APA (6th Edition):

Ssembatya, H. H. (2017). An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/14422

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):

Ssembatya, Henry Hollan. “An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed August 07, 2020. http://hdl.handle.net/10948/14422.

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

MLA Handbook (7th Edition):

Ssembatya, Henry Hollan. “An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda.” 2017. Web. 07 Aug 2020.

Vancouver:

Ssembatya HH. An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10948/14422.

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

Council of Science Editors:

Ssembatya HH. An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/14422

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


University of Johannesburg

12. Louw, Jay. Linguistic environmental factors and second language acquisition.

Degree: 2014, University of Johannesburg

M.Ed. (Education Linguistics)

Researchers generally agree that second languages are vitally important to diverse groups of people across the world today. The teaching of second… (more)

Subjects/Keywords: Second language acquisition; Language and languages - Study and teaching; Linguistic geography

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APA (6th Edition):

Louw, J. (2014). Linguistic environmental factors and second language acquisition. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9421

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):

Louw, Jay. “Linguistic environmental factors and second language acquisition.” 2014. Thesis, University of Johannesburg. Accessed August 07, 2020. http://hdl.handle.net/10210/9421.

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

MLA Handbook (7th Edition):

Louw, Jay. “Linguistic environmental factors and second language acquisition.” 2014. Web. 07 Aug 2020.

Vancouver:

Louw J. Linguistic environmental factors and second language acquisition. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10210/9421.

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

Council of Science Editors:

Louw J. Linguistic environmental factors and second language acquisition. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9421

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

13. Almaliki, Ali. The impact of using a bilingual dictionary (English-Arabic) for reading and writing .

Degree: 2017, SUNY College at Fredonia

 The purpose of this study is to explore the impact of using a bilingual dictionary (English- Arabic) for reading and writing in a Saudi high… (more)

Subjects/Keywords: English language – Study and teaching – Dictionaries.; Language and languages – Study and teaching – research.; High school students – Study and teaching – Saudi Arabia.

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APA (6th Edition):

Almaliki, A. (2017). The impact of using a bilingual dictionary (English-Arabic) for reading and writing . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70394

Chicago Manual of Style (16th Edition):

Almaliki, Ali. “The impact of using a bilingual dictionary (English-Arabic) for reading and writing .” 2017. Masters Thesis, SUNY College at Fredonia. Accessed August 07, 2020. http://hdl.handle.net/1951/70394.

MLA Handbook (7th Edition):

Almaliki, Ali. “The impact of using a bilingual dictionary (English-Arabic) for reading and writing .” 2017. Web. 07 Aug 2020.

Vancouver:

Almaliki A. The impact of using a bilingual dictionary (English-Arabic) for reading and writing . [Internet] [Masters thesis]. SUNY College at Fredonia; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1951/70394.

Council of Science Editors:

Almaliki A. The impact of using a bilingual dictionary (English-Arabic) for reading and writing . [Masters Thesis]. SUNY College at Fredonia; 2017. Available from: http://hdl.handle.net/1951/70394


Stellenbosch University

14. Bam, Mariette. The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology.

Degree: MA, General Linguistics, 2016, Stellenbosch University

 ENGLISH ABSTRACT: This thesis describes a case study on the position of English in the language repertoires of students at the Vaal University of Technology… (more)

Subjects/Keywords: Language and languages  – Variation; Multilingualism  – Education; Alliteration  – Languages; Academic language  – Study and teaching (Higher); Academic writing  – Study and teaching (Higher); UCTD

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

APA (6th Edition):

Bam, M. (2016). The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100372

Chicago Manual of Style (16th Edition):

Bam, Mariette. “The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology.” 2016. Masters Thesis, Stellenbosch University. Accessed August 07, 2020. http://hdl.handle.net/10019.1/100372.

MLA Handbook (7th Edition):

Bam, Mariette. “The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology.” 2016. Web. 07 Aug 2020.

Vancouver:

Bam M. The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology. [Internet] [Masters thesis]. Stellenbosch University; 2016. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10019.1/100372.

Council of Science Editors:

Bam M. The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology. [Masters Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/100372


Nelson Mandela Metropolitan University

15. Childs, Margaret Mary. A reading based theory of teaching appropriate for the South African context.

Degree: DEd, Faculty of Education, 2008, Nelson Mandela Metropolitan University

 The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests… (more)

Subjects/Keywords: Literacy; Language and languages  – Study and teaching  – South Africa; Communicative competence  – Study and teaching

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

APA (6th Edition):

Childs, M. M. (2008). A reading based theory of teaching appropriate for the South African context. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/687

Chicago Manual of Style (16th Edition):

Childs, Margaret Mary. “A reading based theory of teaching appropriate for the South African context.” 2008. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed August 07, 2020. http://hdl.handle.net/10948/687.

MLA Handbook (7th Edition):

Childs, Margaret Mary. “A reading based theory of teaching appropriate for the South African context.” 2008. Web. 07 Aug 2020.

Vancouver:

Childs MM. A reading based theory of teaching appropriate for the South African context. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2008. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10948/687.

Council of Science Editors:

Childs MM. A reading based theory of teaching appropriate for the South African context. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2008. Available from: http://hdl.handle.net/10948/687


Portland State University

16. Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2011, Portland State University

  Previous research indicates that former schooling is an important factor to shape teachers' beliefs about teaching; teachers change the way they teach when their… (more)

Subjects/Keywords: Language and languages  – Study and teaching (Higher); Language teachers  – Training of  – Philosophy; Effective teaching

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APA (6th Edition):

Lin, S. (2011). Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/283

Chicago Manual of Style (16th Edition):

Lin, Shaojuan. “Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching.” 2011. Doctoral Dissertation, Portland State University. Accessed August 07, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/283.

MLA Handbook (7th Edition):

Lin, Shaojuan. “Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching.” 2011. Web. 07 Aug 2020.

Vancouver:

Lin S. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2020 Aug 07]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/283.

Council of Science Editors:

Lin S. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. [Doctoral Dissertation]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/283


Rutgers University

17. Kirova, Alena, 1981-. Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners.

Degree: PhD, Spanish, 2016, Rutgers University

The main purpose of this dissertation is to investigate whether L2 learners can acquire and perform native-like on gender agreement. Gender has been studied by… (more)

Subjects/Keywords: Second language acquisition; Language and languages – Study and teaching; Spanish language – Gender

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

APA (6th Edition):

Kirova, Alena, 1. (2016). Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/49248/

Chicago Manual of Style (16th Edition):

Kirova, Alena, 1981-. “Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners.” 2016. Doctoral Dissertation, Rutgers University. Accessed August 07, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/49248/.

MLA Handbook (7th Edition):

Kirova, Alena, 1981-. “Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners.” 2016. Web. 07 Aug 2020.

Vancouver:

Kirova, Alena 1. Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2020 Aug 07]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49248/.

Council of Science Editors:

Kirova, Alena 1. Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49248/


University of Johannesburg

18. Turner, Norma Estelle. The need to sensitize primary schools teachers to the effect of mother tongue interference.

Degree: 2011, University of Johannesburg

M.Comm.

This dissertation explores the effects of mother tongue interference during the process of the acquisition of English as a second language. The Contrastive Analysis… (more)

Subjects/Keywords: Second language acquisition; English language study and teaching (Elementary); Language and languages error analysis

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APA (6th Edition):

Turner, N. E. (2011). The need to sensitize primary schools teachers to the effect of mother tongue interference. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4148

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):

Turner, Norma Estelle. “The need to sensitize primary schools teachers to the effect of mother tongue interference.” 2011. Thesis, University of Johannesburg. Accessed August 07, 2020. http://hdl.handle.net/10210/4148.

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

MLA Handbook (7th Edition):

Turner, Norma Estelle. “The need to sensitize primary schools teachers to the effect of mother tongue interference.” 2011. Web. 07 Aug 2020.

Vancouver:

Turner NE. The need to sensitize primary schools teachers to the effect of mother tongue interference. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10210/4148.

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

Council of Science Editors:

Turner NE. The need to sensitize primary schools teachers to the effect of mother tongue interference. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4148

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


Nelson Mandela Metropolitan University

19. Sepeng, Johannes Percy. Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems.

Degree: DEd, Faculty of Education, 2010, Nelson Mandela Metropolitan University

 Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa… (more)

Subjects/Keywords: Mathematics  – Language; Mathematics  – Study and teaching; Language and languages  – Mathematics; Second language acquisition  – Study and teaching

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

APA (6th Edition):

Sepeng, J. P. (2010). Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1455

Chicago Manual of Style (16th Edition):

Sepeng, Johannes Percy. “Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems.” 2010. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed August 07, 2020. http://hdl.handle.net/10948/1455.

MLA Handbook (7th Edition):

Sepeng, Johannes Percy. “Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems.” 2010. Web. 07 Aug 2020.

Vancouver:

Sepeng JP. Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10948/1455.

Council of Science Editors:

Sepeng JP. Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1455


University of Johannesburg

20. Badenhorst, Barend. 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding.

Degree: 2009, University of Johannesburg

D.Litt. et Phil.

The matter of ill-equipped black Afrikaans teachers still remains a topical issue but it appears as though little progress has been made… (more)

Subjects/Keywords: In-service training of Black teachers; Afrikaans language study and teaching; Language and languages study and teaching; Second language acquisition

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APA (6th Edition):

Badenhorst, B. (2009). 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/1839

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):

Badenhorst, Barend. “'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding.” 2009. Thesis, University of Johannesburg. Accessed August 07, 2020. http://hdl.handle.net/10210/1839.

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

MLA Handbook (7th Edition):

Badenhorst, Barend. “'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding.” 2009. Web. 07 Aug 2020.

Vancouver:

Badenhorst B. 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10210/1839.

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

Council of Science Editors:

Badenhorst B. 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/1839

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


Rhodes University

21. Kangootui, Angela Lydia. On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school.

Degree: Faculty of Education, Education, 2018, Rhodes University

 This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or… (more)

Subjects/Keywords: English language  – Study and teaching (Secondary)  – Namibia; Second language acquisition; Language and languages  – Study and teaching

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

APA (6th Edition):

Kangootui, A. L. (2018). On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/62252

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):

Kangootui, Angela Lydia. “On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school.” 2018. Thesis, Rhodes University. Accessed August 07, 2020. http://hdl.handle.net/10962/62252.

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

MLA Handbook (7th Edition):

Kangootui, Angela Lydia. “On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school.” 2018. Web. 07 Aug 2020.

Vancouver:

Kangootui AL. On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school. [Internet] [Thesis]. Rhodes University; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10962/62252.

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

Council of Science Editors:

Kangootui AL. On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school. [Thesis]. Rhodes University; 2018. Available from: http://hdl.handle.net/10962/62252

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


University of Oklahoma

22. Lorinczova, Klaudia. Teaching English to Speakers of Other Languages in Two Sociocultural Contexts.

Degree: PhD, 2010, University of Oklahoma

 The findings of the study showcased that the teachers who teach English to speakers of other languages in different sociocultural context are influenced in the… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Language and languages – Study and teaching; Second language acquisition

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APA (6th Edition):

Lorinczova, K. (2010). Teaching English to Speakers of Other Languages in Two Sociocultural Contexts. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319080

Chicago Manual of Style (16th Edition):

Lorinczova, Klaudia. “Teaching English to Speakers of Other Languages in Two Sociocultural Contexts.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed August 07, 2020. http://hdl.handle.net/11244/319080.

MLA Handbook (7th Edition):

Lorinczova, Klaudia. “Teaching English to Speakers of Other Languages in Two Sociocultural Contexts.” 2010. Web. 07 Aug 2020.

Vancouver:

Lorinczova K. Teaching English to Speakers of Other Languages in Two Sociocultural Contexts. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11244/319080.

Council of Science Editors:

Lorinczova K. Teaching English to Speakers of Other Languages in Two Sociocultural Contexts. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319080


Michigan State University

23. Yao, Changchang. Does perceived language difficulty hinder language learning.

Degree: 2015, Michigan State University

"This is an empirical study that investigates 1) the relationship between perceived language difficulty and foreign language anxiety (FLA) in a beginner-level Chinese lesson as… (more)

Subjects/Keywords: Language and languages – Study and teaching; Chinese language – Study and teaching – Foreign speakers; Learning, Psychology of; Anxiety; Language

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APA (6th Edition):

Yao, C. (2015). Does perceived language difficulty hinder language learning. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3363

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):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Thesis, Michigan State University. Accessed August 07, 2020. http://etd.lib.msu.edu/islandora/object/etd:3363.

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

MLA Handbook (7th Edition):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Web. 07 Aug 2020.

Vancouver:

Yao C. Does perceived language difficulty hinder language learning. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Aug 07]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363.

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

Council of Science Editors:

Yao C. Does perceived language difficulty hinder language learning. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363

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


Stellenbosch University

24. Rothmann, Annelaura. Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering.

Degree: MA, Afrikaans and Dutch, 2016, Stellenbosch University

ENGLISH ABSTRACT: Please refer to full text for abstract.

AFRIKAANSE OPSOMMING: Raadpleeg teks vir opsomming.

Advisors/Committee Members: Adendorff, E. M., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch..

Subjects/Keywords: Afrikaans language  – Study and teaching  – Methodology; Language and languages  – Study and teaching; Afrikaans language  – Acquisition; UCTD

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APA (6th Edition):

Rothmann, A. (2016). Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98531

Chicago Manual of Style (16th Edition):

Rothmann, Annelaura. “Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering.” 2016. Masters Thesis, Stellenbosch University. Accessed August 07, 2020. http://hdl.handle.net/10019.1/98531.

MLA Handbook (7th Edition):

Rothmann, Annelaura. “Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering.” 2016. Web. 07 Aug 2020.

Vancouver:

Rothmann A. Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering. [Internet] [Masters thesis]. Stellenbosch University; 2016. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10019.1/98531.

Council of Science Editors:

Rothmann A. Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering. [Masters Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/98531


University of Namibia

25. Henok, Penehafo. Literacy practices at home and in preschools settings in the Khomas education region in Namibia.

Degree: 2014, University of Namibia

 The purpose of this study was to investigate whether pre-school children came from homes to pre-schools already exposed to writing and reading skills and whether… (more)

Subjects/Keywords: Literacy practices ; Language and languages, Study and teaching ; Literacy, Study and teaching (Early childhood) ; Literacy, Study and teaching (Preschool)

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APA (6th Edition):

Henok, P. (2014). Literacy practices at home and in preschools settings in the Khomas education region in Namibia. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/853

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):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Thesis, University of Namibia. Accessed August 07, 2020. http://hdl.handle.net/11070/853.

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

MLA Handbook (7th Edition):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Web. 07 Aug 2020.

Vancouver:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Internet] [Thesis]. University of Namibia; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11070/853.

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

Council of Science Editors:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Thesis]. University of Namibia; 2014. Available from: http://hdl.handle.net/11070/853

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


Nelson Mandela Metropolitan University

26. Domingo, Jamiellah. Exploring a dialogic approach to writing for English second language learners.

Degree: 2019, Nelson Mandela Metropolitan University

 In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for… (more)

Subjects/Keywords: Dialogism (Literary analysis); Creative writing  – Study and teaching; Thought and thinking  – Study and teaching; Language and languages  – Study and teaching

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APA (6th Edition):

Domingo, J. (2019). Exploring a dialogic approach to writing for English second language learners. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/39534

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):

Domingo, Jamiellah. “Exploring a dialogic approach to writing for English second language learners.” 2019. Thesis, Nelson Mandela Metropolitan University. Accessed August 07, 2020. http://hdl.handle.net/10948/39534.

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

MLA Handbook (7th Edition):

Domingo, Jamiellah. “Exploring a dialogic approach to writing for English second language learners.” 2019. Web. 07 Aug 2020.

Vancouver:

Domingo J. Exploring a dialogic approach to writing for English second language learners. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2019. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10948/39534.

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

Council of Science Editors:

Domingo J. Exploring a dialogic approach to writing for English second language learners. [Thesis]. Nelson Mandela Metropolitan University; 2019. Available from: http://hdl.handle.net/10948/39534

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


Utah Valley University

27. Dukes, Clifton. Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology.

Degree: 2012, Utah Valley University

This study researches the feelings and perceptions students have about being taught a foreign language through the use of Total Physical Response and Storytelling (TPRS)… (more)

Subjects/Keywords: TPR Storytelling; Language and languages – Study and teaching

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APA (6th Edition):

Dukes, C. (2012). Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,597

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):

Dukes, Clifton. “Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology.” 2012. Thesis, Utah Valley University. Accessed August 07, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,597.

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

MLA Handbook (7th Edition):

Dukes, Clifton. “Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology.” 2012. Web. 07 Aug 2020.

Vancouver:

Dukes C. Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2020 Aug 07]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,597.

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

Council of Science Editors:

Dukes C. Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,597

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


Nelson Mandela Metropolitan University

28. Adams, Natalie. Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students.

Degree: Faculty of Arts, 2013, Nelson Mandela Metropolitan University

 This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in… (more)

Subjects/Keywords: Language and languages  – Study and teaching  – Bilingual method; Education, Bilingual

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APA (6th Edition):

Adams, N. (2013). Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1011052

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):

Adams, Natalie. “Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students.” 2013. Thesis, Nelson Mandela Metropolitan University. Accessed August 07, 2020. http://hdl.handle.net/10948/d1011052.

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

MLA Handbook (7th Edition):

Adams, Natalie. “Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students.” 2013. Web. 07 Aug 2020.

Vancouver:

Adams N. Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10948/d1011052.

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

Council of Science Editors:

Adams N. Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students. [Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1011052

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

29. Burns, Andrew Johnston. ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?.

Degree: 2017, NC Docks

Language anxiety is a serious issue for many students wishing to acquire a second or foreign language (L2); it can take many forms and affect… (more)

Subjects/Keywords: Language and Education; Languages, Modern—Study and teaching

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

APA (6th Edition):

Burns, A. J. (2017). ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncp/f/ESL_EFL Student Anxiety_How Can the Implementation of MMORPGs Help Anxious Students.pdf

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

Chicago Manual of Style (16th Edition):

Burns, Andrew Johnston. “ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?.” 2017. Thesis, NC Docks. Accessed August 07, 2020. http://libres.uncg.edu/ir/uncp/f/ESL_EFL Student Anxiety_How Can the Implementation of MMORPGs Help Anxious Students.pdf.

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

MLA Handbook (7th Edition):

Burns, Andrew Johnston. “ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?.” 2017. Web. 07 Aug 2020.

Vancouver:

Burns AJ. ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?. [Internet] [Thesis]. NC Docks; 2017. [cited 2020 Aug 07]. Available from: http://libres.uncg.edu/ir/uncp/f/ESL_EFL Student Anxiety_How Can the Implementation of MMORPGs Help Anxious Students.pdf.

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

Council of Science Editors:

Burns AJ. ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/uncp/f/ESL_EFL Student Anxiety_How Can the Implementation of MMORPGs Help Anxious Students.pdf

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


Columbia University

30. Shen, Guannan. Perceptual learning of lexical tone categories: an ERP study.

Degree: 2015, Columbia University

 Lexical tones have presented great difficulties for second language learners whose native language is non-tonal. A number of recent studies suggest categorical-like perception of lexical… (more)

Subjects/Keywords: Neurosciences; Cognitive psychology; Language and languages – Study and teaching

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

APA (6th Edition):

Shen, G. (2015). Perceptual learning of lexical tone categories: an ERP study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WS8SQ0

Chicago Manual of Style (16th Edition):

Shen, Guannan. “Perceptual learning of lexical tone categories: an ERP study.” 2015. Doctoral Dissertation, Columbia University. Accessed August 07, 2020. https://doi.org/10.7916/D8WS8SQ0.

MLA Handbook (7th Edition):

Shen, Guannan. “Perceptual learning of lexical tone categories: an ERP study.” 2015. Web. 07 Aug 2020.

Vancouver:

Shen G. Perceptual learning of lexical tone categories: an ERP study. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Aug 07]. Available from: https://doi.org/10.7916/D8WS8SQ0.

Council of Science Editors:

Shen G. Perceptual learning of lexical tone categories: an ERP study. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8WS8SQ0

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