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You searched for subject:(Language in interaction). Showing records 1 – 30 of 88 total matches.

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Kansas State University

1. Seidler, Christopher Fabian. Utterance- and phrase-initial parts of speech in German interactions and textbooks.

Degree: MA, Department of Modern Languages, 2015, Kansas State University

 The current study investigates phrase-initial parts of speech as found in intermediate German textbooks and compares these findings to utterance-initial parts of speech as found… (more)

Subjects/Keywords: Parts of speech; German; English; Textbook; Spontaneous speech; Pedagogy; Language in interaction; Education, General (0515); Language, Linguistics (0290); Language, Modern (0291)

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APA (6th Edition):

Seidler, C. F. (2015). Utterance- and phrase-initial parts of speech in German interactions and textbooks. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/20549

Chicago Manual of Style (16th Edition):

Seidler, Christopher Fabian. “Utterance- and phrase-initial parts of speech in German interactions and textbooks.” 2015. Masters Thesis, Kansas State University. Accessed November 18, 2019. http://hdl.handle.net/2097/20549.

MLA Handbook (7th Edition):

Seidler, Christopher Fabian. “Utterance- and phrase-initial parts of speech in German interactions and textbooks.” 2015. Web. 18 Nov 2019.

Vancouver:

Seidler CF. Utterance- and phrase-initial parts of speech in German interactions and textbooks. [Internet] [Masters thesis]. Kansas State University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2097/20549.

Council of Science Editors:

Seidler CF. Utterance- and phrase-initial parts of speech in German interactions and textbooks. [Masters Thesis]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/20549


University of Hong Kong

2. Chen, Qianshan. Tutor-tutee interactions in the writing center: a case study at a college in South China.

Degree: MEd, 2012, University of Hong Kong

The writing center provides individualized instructions for students to improve their writing. Though a lot of writing center research focuses on English as a Second… (more)

Subjects/Keywords: Interaction analysis in education - China.; English language - Study and teaching - China.; Writing centers - China.

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APA (6th Edition):

Chen, Q. (2012). Tutor-tutee interactions in the writing center: a case study at a college in South China. (Masters Thesis). University of Hong Kong. Retrieved from Chen, Q. [陈倩珊]. (2012). Tutor-tutee interactions in the writing center : a case study at a college in South China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017777 ; http://dx.doi.org/10.5353/th_b5017777 ; http://hdl.handle.net/10722/183358

Chicago Manual of Style (16th Edition):

Chen, Qianshan. “Tutor-tutee interactions in the writing center: a case study at a college in South China.” 2012. Masters Thesis, University of Hong Kong. Accessed November 18, 2019. Chen, Q. [陈倩珊]. (2012). Tutor-tutee interactions in the writing center : a case study at a college in South China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017777 ; http://dx.doi.org/10.5353/th_b5017777 ; http://hdl.handle.net/10722/183358.

MLA Handbook (7th Edition):

Chen, Qianshan. “Tutor-tutee interactions in the writing center: a case study at a college in South China.” 2012. Web. 18 Nov 2019.

Vancouver:

Chen Q. Tutor-tutee interactions in the writing center: a case study at a college in South China. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Nov 18]. Available from: Chen, Q. [陈倩珊]. (2012). Tutor-tutee interactions in the writing center : a case study at a college in South China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017777 ; http://dx.doi.org/10.5353/th_b5017777 ; http://hdl.handle.net/10722/183358.

Council of Science Editors:

Chen Q. Tutor-tutee interactions in the writing center: a case study at a college in South China. [Masters Thesis]. University of Hong Kong; 2012. Available from: Chen, Q. [陈倩珊]. (2012). Tutor-tutee interactions in the writing center : a case study at a college in South China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017777 ; http://dx.doi.org/10.5353/th_b5017777 ; http://hdl.handle.net/10722/183358


Carnegie Mellon University

3. Ko, Jiyoung. Designing with Animism.

Degree: 2017, Carnegie Mellon University

 As technology becomes increasingly intelligent and pervasive in the physical context of daily life, it is crucial to consider the design of technological artifacts to… (more)

Subjects/Keywords: Animism; Poetics; Design for Experience; Aesthetics in Use; Rich Interaction; Expressivity; Form Language

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APA (6th Edition):

Ko, J. (2017). Designing with Animism. (Thesis). Carnegie Mellon University. Retrieved from http://repository.cmu.edu/theses/119

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):

Ko, Jiyoung. “Designing with Animism.” 2017. Thesis, Carnegie Mellon University. Accessed November 18, 2019. http://repository.cmu.edu/theses/119.

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

MLA Handbook (7th Edition):

Ko, Jiyoung. “Designing with Animism.” 2017. Web. 18 Nov 2019.

Vancouver:

Ko J. Designing with Animism. [Internet] [Thesis]. Carnegie Mellon University; 2017. [cited 2019 Nov 18]. Available from: http://repository.cmu.edu/theses/119.

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

Council of Science Editors:

Ko J. Designing with Animism. [Thesis]. Carnegie Mellon University; 2017. Available from: http://repository.cmu.edu/theses/119

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


The Ohio State University

4. Shrum, Judith Lynn. A descriptive study of wait-time in first-year high school Spanish and French classes.

Degree: PhD, Graduate School, 1982, The Ohio State University

Subjects/Keywords: Education; Spanish language; French language; Interaction analysis in education

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APA (6th Edition):

Shrum, J. L. (1982). A descriptive study of wait-time in first-year high school Spanish and French classes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487175662511842

Chicago Manual of Style (16th Edition):

Shrum, Judith Lynn. “A descriptive study of wait-time in first-year high school Spanish and French classes.” 1982. Doctoral Dissertation, The Ohio State University. Accessed November 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487175662511842.

MLA Handbook (7th Edition):

Shrum, Judith Lynn. “A descriptive study of wait-time in first-year high school Spanish and French classes.” 1982. Web. 18 Nov 2019.

Vancouver:

Shrum JL. A descriptive study of wait-time in first-year high school Spanish and French classes. [Internet] [Doctoral dissertation]. The Ohio State University; 1982. [cited 2019 Nov 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487175662511842.

Council of Science Editors:

Shrum JL. A descriptive study of wait-time in first-year high school Spanish and French classes. [Doctoral Dissertation]. The Ohio State University; 1982. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487175662511842


UCLA

5. Amador, Laura L. Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher.

Degree: Applied Linguistics, 2014, UCLA

 This dissertation develops an empirical basis for the notion that entry points to cognition in adult second language (L2) learning are organized by emotional displays… (more)

Subjects/Keywords: Sociolinguistics; Pedagogy; Foreign language instruction; Classroom Research; Cognition; Emotion; Second Language Acquisition; Social Interaction in Learning; Sociocultural learning

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APA (6th Edition):

Amador, L. L. (2014). Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5pp6b4sr

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):

Amador, Laura L. “Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher.” 2014. Thesis, UCLA. Accessed November 18, 2019. http://www.escholarship.org/uc/item/5pp6b4sr.

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

MLA Handbook (7th Edition):

Amador, Laura L. “Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher.” 2014. Web. 18 Nov 2019.

Vancouver:

Amador LL. Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Nov 18]. Available from: http://www.escholarship.org/uc/item/5pp6b4sr.

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

Council of Science Editors:

Amador LL. Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/5pp6b4sr

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

6. Mohammed Abdallah Ishag, Babiker. L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour : Utilisation of ICT in learning french as foreign language in Sudan : case study at university of Nyala in Darfur.

Degree: Docteur es, Sciences du langage, 2017, Bourgogne Franche-Comté

L'objectif de cette recherche consiste à postuler les effets de l'intégration des TIC dans l 'apprentissage du FLE au Soudan, à partir d'une étude de… (more)

Subjects/Keywords: TIC; Enseignement du FLE; Apprentissage du FLE; Interaction; Compétence linguistique; Compétence culturelle; Soudan; ICT; Teaching in french foreign language; Learning in french foreign language; Linguistic competencies; Cultural competencies; Sudan; 448.7

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APA (6th Edition):

Mohammed Abdallah Ishag, B. (2017). L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour : Utilisation of ICT in learning french as foreign language in Sudan : case study at university of Nyala in Darfur. (Doctoral Dissertation). Bourgogne Franche-Comté. Retrieved from http://www.theses.fr/2017UBFCC005

Chicago Manual of Style (16th Edition):

Mohammed Abdallah Ishag, Babiker. “L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour : Utilisation of ICT in learning french as foreign language in Sudan : case study at university of Nyala in Darfur.” 2017. Doctoral Dissertation, Bourgogne Franche-Comté. Accessed November 18, 2019. http://www.theses.fr/2017UBFCC005.

MLA Handbook (7th Edition):

Mohammed Abdallah Ishag, Babiker. “L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour : Utilisation of ICT in learning french as foreign language in Sudan : case study at university of Nyala in Darfur.” 2017. Web. 18 Nov 2019.

Vancouver:

Mohammed Abdallah Ishag B. L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour : Utilisation of ICT in learning french as foreign language in Sudan : case study at university of Nyala in Darfur. [Internet] [Doctoral dissertation]. Bourgogne Franche-Comté; 2017. [cited 2019 Nov 18]. Available from: http://www.theses.fr/2017UBFCC005.

Council of Science Editors:

Mohammed Abdallah Ishag B. L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour : Utilisation of ICT in learning french as foreign language in Sudan : case study at university of Nyala in Darfur. [Doctoral Dissertation]. Bourgogne Franche-Comté; 2017. Available from: http://www.theses.fr/2017UBFCC005


Temple University

7. Barrow, Jack. Electronic Dictionary Use in Novice L2 Learner Interaction.

Degree: PhD, 2008, Temple University

CITE/Language Arts

This microanalytic study focuses on the mutimodal word look-up practices of Japanese foreign language learners of English at the novice level using electronic… (more)

Subjects/Keywords: Education, Language and Literature; Education, Technology; Language, Linguistics; electronic dictionary use; repair practices of Japanese learners; conversation analysis; L2 learning in interaction; foreign language vocabulary learning; gestures and gaze

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APA (6th Edition):

Barrow, J. (2008). Electronic Dictionary Use in Novice L2 Learner Interaction. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,19850

Chicago Manual of Style (16th Edition):

Barrow, Jack. “Electronic Dictionary Use in Novice L2 Learner Interaction.” 2008. Doctoral Dissertation, Temple University. Accessed November 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,19850.

MLA Handbook (7th Edition):

Barrow, Jack. “Electronic Dictionary Use in Novice L2 Learner Interaction.” 2008. Web. 18 Nov 2019.

Vancouver:

Barrow J. Electronic Dictionary Use in Novice L2 Learner Interaction. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2019 Nov 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,19850.

Council of Science Editors:

Barrow J. Electronic Dictionary Use in Novice L2 Learner Interaction. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,19850

8. Mariléia Sell. Identidades de gênero emergentes na fala-em-interação em negociação da esterilização.

Degree: 2007, Universidade do Vale do Rio do Sinos

A concepção de identidade pós-estruturalista, não mais entendida como estática, pré-discursiva e natural, e não mais centrada nos argumentos do déficit, dominância e diferença, postula… (more)

Subjects/Keywords: identidades; talk in interaction; identities; gender; LINGUISTICA APLICADA; linguagem; fala-em-interação; gênero; corpo; saúde da mulher; language; body; womens health

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APA (6th Edition):

Sell, M. (2007). Identidades de gênero emergentes na fala-em-interação em negociação da esterilização. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1965

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):

Sell, Mariléia. “Identidades de gênero emergentes na fala-em-interação em negociação da esterilização.” 2007. Thesis, Universidade do Vale do Rio do Sinos. Accessed November 18, 2019. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1965.

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

MLA Handbook (7th Edition):

Sell, Mariléia. “Identidades de gênero emergentes na fala-em-interação em negociação da esterilização.” 2007. Web. 18 Nov 2019.

Vancouver:

Sell M. Identidades de gênero emergentes na fala-em-interação em negociação da esterilização. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2007. [cited 2019 Nov 18]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1965.

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

Council of Science Editors:

Sell M. Identidades de gênero emergentes na fala-em-interação em negociação da esterilização. [Thesis]. Universidade do Vale do Rio do Sinos; 2007. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1965

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

9. Elda Quirino Melo dos Santos. Marcas de interatividade no livro didático de língua portuguesa.

Degree: 2010, Universidade Católica de Pernambuco

Diante do reconhecimento do fato de que, sendo a língua uma atividade social desenvolvida através das relações interpessoais e em práticas sociais, a realização textual,… (more)

Subjects/Keywords: LINGUISTICA; língua portuguesa; livros didáticos; análise de interação em educação; dissertação; portuguese language; textbooks; interaction analysis in education; dissertation

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APA (6th Edition):

Santos, E. Q. M. d. (2010). Marcas de interatividade no livro didático de língua portuguesa. (Thesis). Universidade Católica de Pernambuco. Retrieved from http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=545

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):

Santos, Elda Quirino Melo dos. “Marcas de interatividade no livro didático de língua portuguesa.” 2010. Thesis, Universidade Católica de Pernambuco. Accessed November 18, 2019. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=545.

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

MLA Handbook (7th Edition):

Santos, Elda Quirino Melo dos. “Marcas de interatividade no livro didático de língua portuguesa.” 2010. Web. 18 Nov 2019.

Vancouver:

Santos EQMd. Marcas de interatividade no livro didático de língua portuguesa. [Internet] [Thesis]. Universidade Católica de Pernambuco; 2010. [cited 2019 Nov 18]. Available from: http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=545.

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

Council of Science Editors:

Santos EQMd. Marcas de interatividade no livro didático de língua portuguesa. [Thesis]. Universidade Católica de Pernambuco; 2010. Available from: http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=545

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


University of Sydney

10. Tong, PeiRu. Australian University Students’ Short-term In-country Study in China: An Ecological Perspective .

Degree: 2018, University of Sydney

 The constant academic debate about the value of short-term in-country study (ICS) indicates the need for more research into ways to maximise the experience. There… (more)

Subjects/Keywords: study abroad in China; ecological perspective; Chinese as a second language; learner identity; intercultural communication; interaction

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APA (6th Edition):

Tong, P. (2018). Australian University Students’ Short-term In-country Study in China: An Ecological Perspective . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/19704

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):

Tong, PeiRu. “Australian University Students’ Short-term In-country Study in China: An Ecological Perspective .” 2018. Thesis, University of Sydney. Accessed November 18, 2019. http://hdl.handle.net/2123/19704.

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

MLA Handbook (7th Edition):

Tong, PeiRu. “Australian University Students’ Short-term In-country Study in China: An Ecological Perspective .” 2018. Web. 18 Nov 2019.

Vancouver:

Tong P. Australian University Students’ Short-term In-country Study in China: An Ecological Perspective . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2123/19704.

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

Council of Science Editors:

Tong P. Australian University Students’ Short-term In-country Study in China: An Ecological Perspective . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/19704

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


University of Arizona

11. ARMSTRONG, MAVIE ELIZABETH. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.

Degree: 1982, University of Arizona

 Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage… (more)

Subjects/Keywords: Language arts (Primary); Interaction analysis in education.; Classroom environment.

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APA (6th Edition):

ARMSTRONG, M. E. (1982). A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184303

Chicago Manual of Style (16th Edition):

ARMSTRONG, MAVIE ELIZABETH. “A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. ” 1982. Doctoral Dissertation, University of Arizona. Accessed November 18, 2019. http://hdl.handle.net/10150/184303.

MLA Handbook (7th Edition):

ARMSTRONG, MAVIE ELIZABETH. “A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. ” 1982. Web. 18 Nov 2019.

Vancouver:

ARMSTRONG ME. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. [Internet] [Doctoral dissertation]. University of Arizona; 1982. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10150/184303.

Council of Science Editors:

ARMSTRONG ME. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. [Doctoral Dissertation]. University of Arizona; 1982. Available from: http://hdl.handle.net/10150/184303


University of Technology, Sydney

12. Aulia, Muhammad. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.

Degree: 2016, University of Technology, Sydney

 This research critically analyses English Language lecturers’ classroom interaction practices at Syiah Kuala University in Aceh, Indonesia. Communication breakdowns and unanticipated language difficulty in the… (more)

Subjects/Keywords: Syiah Kuala University (Aceh, Indonesia); English Language lecturers’ classroom.; Interaction practices .; Communication strategies (CSs); Communication breakdowns.; In-depth analysis.; Instructional practice.

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APA (6th Edition):

Aulia, M. (2016). English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/90048

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):

Aulia, Muhammad. “English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.” 2016. Thesis, University of Technology, Sydney. Accessed November 18, 2019. http://hdl.handle.net/10453/90048.

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

MLA Handbook (7th Edition):

Aulia, Muhammad. “English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.” 2016. Web. 18 Nov 2019.

Vancouver:

Aulia M. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. [Internet] [Thesis]. University of Technology, Sydney; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10453/90048.

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

Council of Science Editors:

Aulia M. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. [Thesis]. University of Technology, Sydney; 2016. Available from: http://hdl.handle.net/10453/90048

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

13. Taquechel Rodriguez, Roxana. Le bilinguisme dans les pratiques professionnelles : de l’obstacle à la ressource. Une approche conversationnelle d’inspiration ethnométhodologique : Bilingualism in Professional Practices : From Obstacle to Resource. A conversational Approach of Ethnomethodological Inspiration.

Degree: Docteur es, Sciences du langage, 2011, Université Sorbonne Nouvelle – Paris III

 Grâce à une observation ethnographique menée durant trois ans sur trois terrains d’étude différents (une agence d’architecture, une organisation intergouvernementale et un réseau social professionnel),… (more)

Subjects/Keywords: Plurilinguisme; Code-switching; Pratiques plurilingues; Situation professionnelle; Analyse conversationnelle; Interaction en langue étrangère; Multilingualism; Code-switching; Multilingualism practices; Framework; Conversation analysis; Interaction in second language; 404.2

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

APA (6th Edition):

Taquechel Rodriguez, R. (2011). Le bilinguisme dans les pratiques professionnelles : de l’obstacle à la ressource. Une approche conversationnelle d’inspiration ethnométhodologique : Bilingualism in Professional Practices : From Obstacle to Resource. A conversational Approach of Ethnomethodological Inspiration. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2011PA030048

Chicago Manual of Style (16th Edition):

Taquechel Rodriguez, Roxana. “Le bilinguisme dans les pratiques professionnelles : de l’obstacle à la ressource. Une approche conversationnelle d’inspiration ethnométhodologique : Bilingualism in Professional Practices : From Obstacle to Resource. A conversational Approach of Ethnomethodological Inspiration.” 2011. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed November 18, 2019. http://www.theses.fr/2011PA030048.

MLA Handbook (7th Edition):

Taquechel Rodriguez, Roxana. “Le bilinguisme dans les pratiques professionnelles : de l’obstacle à la ressource. Une approche conversationnelle d’inspiration ethnométhodologique : Bilingualism in Professional Practices : From Obstacle to Resource. A conversational Approach of Ethnomethodological Inspiration.” 2011. Web. 18 Nov 2019.

Vancouver:

Taquechel Rodriguez R. Le bilinguisme dans les pratiques professionnelles : de l’obstacle à la ressource. Une approche conversationnelle d’inspiration ethnométhodologique : Bilingualism in Professional Practices : From Obstacle to Resource. A conversational Approach of Ethnomethodological Inspiration. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2011. [cited 2019 Nov 18]. Available from: http://www.theses.fr/2011PA030048.

Council of Science Editors:

Taquechel Rodriguez R. Le bilinguisme dans les pratiques professionnelles : de l’obstacle à la ressource. Une approche conversationnelle d’inspiration ethnométhodologique : Bilingualism in Professional Practices : From Obstacle to Resource. A conversational Approach of Ethnomethodological Inspiration. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2011. Available from: http://www.theses.fr/2011PA030048


University of Western Australia

14. Farrant, Brad M. Parenting, language, and perspective taking : advantages of constructivist approaches.

Degree: PhD, 2010, University of Western Australia

[Truncated abstract] Theory of mind (ToM) is a type of cognitive perspective taking which involves the ability to attribute mental states in order to explain… (more)

Subjects/Keywords: Philosophy of mind in children; Social perception in children; Human information processing in children; Social interaction in children; Cognition in children; Children; Child development; Parent and child; Perspective taking; Theory of mind; Socio-emotional engagement; Parenting; Conversation skill; Language development; Specific language impairment; Shared activities

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

APA (6th Edition):

Farrant, B. M. (2010). Parenting, language, and perspective taking : advantages of constructivist approaches. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=29628&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Farrant, Brad M. “Parenting, language, and perspective taking : advantages of constructivist approaches.” 2010. Doctoral Dissertation, University of Western Australia. Accessed November 18, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=29628&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Farrant, Brad M. “Parenting, language, and perspective taking : advantages of constructivist approaches.” 2010. Web. 18 Nov 2019.

Vancouver:

Farrant BM. Parenting, language, and perspective taking : advantages of constructivist approaches. [Internet] [Doctoral dissertation]. University of Western Australia; 2010. [cited 2019 Nov 18]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=29628&local_base=GEN01-INS01.

Council of Science Editors:

Farrant BM. Parenting, language, and perspective taking : advantages of constructivist approaches. [Doctoral Dissertation]. University of Western Australia; 2010. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=29628&local_base=GEN01-INS01


Macquarie University

15. Ernist, Signe. French language learning in junior secondary school: student perception, classroom interaction and implications for retention.

Degree: 2017, Macquarie University

Theoretical thesis.

Bibliography: pages 286-305.

1. Introduction  – 2. Literature review  – 3. Methodology  – 4. Results  – 5. Discussion  – 6. Conclusion  – Appendices.… (more)

Subjects/Keywords: Languages, Modern  – Study and teaching  – Australia; French language  – Study and teaching  – Australia; retention in languages; French language teaching and learning; learner perception; fun; classroom interaction; conversation analysis

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

APA (6th Edition):

Ernist, S. (2017). French language learning in junior secondary school: student perception, classroom interaction and implications for retention. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1264831

Chicago Manual of Style (16th Edition):

Ernist, Signe. “French language learning in junior secondary school: student perception, classroom interaction and implications for retention.” 2017. Doctoral Dissertation, Macquarie University. Accessed November 18, 2019. http://hdl.handle.net/1959.14/1264831.

MLA Handbook (7th Edition):

Ernist, Signe. “French language learning in junior secondary school: student perception, classroom interaction and implications for retention.” 2017. Web. 18 Nov 2019.

Vancouver:

Ernist S. French language learning in junior secondary school: student perception, classroom interaction and implications for retention. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1959.14/1264831.

Council of Science Editors:

Ernist S. French language learning in junior secondary school: student perception, classroom interaction and implications for retention. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1264831

16. Duruş, Natalia-Maria. Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel : Conversation Analysis of Interactions, Dramatization and French as a Foreign Language in a Non-institutional Context.

Degree: Docteur es, Sciences du langage : linguistique et didactique des langues, 2018, Sorbonne Paris Cité

Cette thèse prend pour objet des situations d’apprentissage guidé du français, en face à face et en dehors de cadres institutionnels, se déroulant dans le… (more)

Subjects/Keywords: Analyse conversationnelle; Dramatisation; Apprentissage-En-Interaction; Fle; Dialogue conversationnel; Récit conversationnel; Didactique; Apprentissage guidé; Contexte non-Institutionnel; Conversation analysis; Dramatization; Learning-In-Interaction; French as a Foreign Language; Conversational dialogue; Conversational narrative; Language teaching and learning; Guided learning; Non-Institutional context

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

APA (6th Edition):

Duruş, N. (2018). Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel : Conversation Analysis of Interactions, Dramatization and French as a Foreign Language in a Non-institutional Context. (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2018USPCF009

Chicago Manual of Style (16th Edition):

Duruş, Natalia-Maria. “Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel : Conversation Analysis of Interactions, Dramatization and French as a Foreign Language in a Non-institutional Context.” 2018. Doctoral Dissertation, Sorbonne Paris Cité. Accessed November 18, 2019. http://www.theses.fr/2018USPCF009.

MLA Handbook (7th Edition):

Duruş, Natalia-Maria. “Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel : Conversation Analysis of Interactions, Dramatization and French as a Foreign Language in a Non-institutional Context.” 2018. Web. 18 Nov 2019.

Vancouver:

Duruş N. Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel : Conversation Analysis of Interactions, Dramatization and French as a Foreign Language in a Non-institutional Context. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2018. [cited 2019 Nov 18]. Available from: http://www.theses.fr/2018USPCF009.

Council of Science Editors:

Duruş N. Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel : Conversation Analysis of Interactions, Dramatization and French as a Foreign Language in a Non-institutional Context. [Doctoral Dissertation]. Sorbonne Paris Cité; 2018. Available from: http://www.theses.fr/2018USPCF009


University of Stirling

17. Gaynor, Brian. From language policy to pedagogic practice : elementary school English education in Japan.

Degree: PhD, 2018, University of Stirling

 Since April 2011, all public elementary schools in Japan now officially include in their proscribed curriculum for fifth and sixth grade students a Course of… (more)

Subjects/Keywords: Japan; Elementary school English; Language Policy; Ethnography; Classroom observations; Fieldwork in Japan; Teaching English to Young Learners; Foreign Language Activities; Teaching – Japan; Education – Japan; Second language acquisition – Japan; English language – Study and teaching (Elementary) – Foreign speakers; Activity programs in education – Japan; Interaction analysis in education – Japan; Observation (Educational method)

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

APA (6th Edition):

Gaynor, B. (2018). From language policy to pedagogic practice : elementary school English education in Japan. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/29671

Chicago Manual of Style (16th Edition):

Gaynor, Brian. “From language policy to pedagogic practice : elementary school English education in Japan.” 2018. Doctoral Dissertation, University of Stirling. Accessed November 18, 2019. http://hdl.handle.net/1893/29671.

MLA Handbook (7th Edition):

Gaynor, Brian. “From language policy to pedagogic practice : elementary school English education in Japan.” 2018. Web. 18 Nov 2019.

Vancouver:

Gaynor B. From language policy to pedagogic practice : elementary school English education in Japan. [Internet] [Doctoral dissertation]. University of Stirling; 2018. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1893/29671.

Council of Science Editors:

Gaynor B. From language policy to pedagogic practice : elementary school English education in Japan. [Doctoral Dissertation]. University of Stirling; 2018. Available from: http://hdl.handle.net/1893/29671

18. Do, Kim Thanh. Gestion des tours de parole des apprenants vietnamiens dans des discussions exolingues en français : analyse du discours-en-interaction : The turn-taking management of Vietnamese non-native speakers in discussions with French native speakers : analysis of discourse in interaction.

Degree: Docteur es, Sciences du langage, 2015, Université Lumière – Lyon II

Cette thèse démontre que la gestion des tours de parole des locuteurs non natifs vietnamiens en situation exolingue avec des locuteurs natifs français est caractérisée… (more)

Subjects/Keywords: Tour de parole; Communication exolingue; Interlangue; Stratégies de communication; Communication non verbale; Analyse du discours-en-interaction; Turn-taking; Communication in a foreign language; Communication strategies; Non-verbal communication; Analysis of discourse in interaction

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

APA (6th Edition):

Do, K. T. (2015). Gestion des tours de parole des apprenants vietnamiens dans des discussions exolingues en français : analyse du discours-en-interaction : The turn-taking management of Vietnamese non-native speakers in discussions with French native speakers : analysis of discourse in interaction. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2015LYO20096

Chicago Manual of Style (16th Edition):

Do, Kim Thanh. “Gestion des tours de parole des apprenants vietnamiens dans des discussions exolingues en français : analyse du discours-en-interaction : The turn-taking management of Vietnamese non-native speakers in discussions with French native speakers : analysis of discourse in interaction.” 2015. Doctoral Dissertation, Université Lumière – Lyon II. Accessed November 18, 2019. http://www.theses.fr/2015LYO20096.

MLA Handbook (7th Edition):

Do, Kim Thanh. “Gestion des tours de parole des apprenants vietnamiens dans des discussions exolingues en français : analyse du discours-en-interaction : The turn-taking management of Vietnamese non-native speakers in discussions with French native speakers : analysis of discourse in interaction.” 2015. Web. 18 Nov 2019.

Vancouver:

Do KT. Gestion des tours de parole des apprenants vietnamiens dans des discussions exolingues en français : analyse du discours-en-interaction : The turn-taking management of Vietnamese non-native speakers in discussions with French native speakers : analysis of discourse in interaction. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2015. [cited 2019 Nov 18]. Available from: http://www.theses.fr/2015LYO20096.

Council of Science Editors:

Do KT. Gestion des tours de parole des apprenants vietnamiens dans des discussions exolingues en français : analyse du discours-en-interaction : The turn-taking management of Vietnamese non-native speakers in discussions with French native speakers : analysis of discourse in interaction. [Doctoral Dissertation]. Université Lumière – Lyon II; 2015. Available from: http://www.theses.fr/2015LYO20096


Edith Cowan University

19. Nelson, Belinda. The role of children's talk in writing development.

Degree: 2001, Edith Cowan University

 This study is a 'snap shot' into the interactions and utterances of developing writers. It provides insight into the usefulness of talk, the need to… (more)

Subjects/Keywords: Interaction analysis in education; Social interaction in children; Children; Language; Creative writing; Primary education; Education

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

APA (6th Edition):

Nelson, B. (2001). The role of children's talk in writing development. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1023

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):

Nelson, Belinda. “The role of children's talk in writing development.” 2001. Thesis, Edith Cowan University. Accessed November 18, 2019. http://ro.ecu.edu.au/theses/1023.

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

MLA Handbook (7th Edition):

Nelson, Belinda. “The role of children's talk in writing development.” 2001. Web. 18 Nov 2019.

Vancouver:

Nelson B. The role of children's talk in writing development. [Internet] [Thesis]. Edith Cowan University; 2001. [cited 2019 Nov 18]. Available from: http://ro.ecu.edu.au/theses/1023.

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

Council of Science Editors:

Nelson B. The role of children's talk in writing development. [Thesis]. Edith Cowan University; 2001. Available from: http://ro.ecu.edu.au/theses/1023

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

20. Kang, Shin Tae. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.

Degree: Docteur es, Sciences du langage, 2016, Lyon

La langue est sans aucun doute le reflet d’une culture et en cela elle permet à deux peuples non seulement de communiquer mais aussi de… (more)

Subjects/Keywords: Distance linguistique; Interlangue; Interaction en classe de langue; FLE en Corée; Non verbal; Apprenant coréen; Enseignant français; Interférence linguistique; Interculturel; Comportement culturel d’apprentissage; Linguistic distance; Interlanguage; Interaction in the language classroom; FLE in Korea; Nonverbal; Korean learner; French teacher; Linguistic interference; Intercultural; Cultural learning behaviour; 448

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APA (6th Edition):

Kang, S. T. (2016). Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. (Doctoral Dissertation). Lyon. Retrieved from http://www.theses.fr/2016LYSE2158

Chicago Manual of Style (16th Edition):

Kang, Shin Tae. “Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.” 2016. Doctoral Dissertation, Lyon. Accessed November 18, 2019. http://www.theses.fr/2016LYSE2158.

MLA Handbook (7th Edition):

Kang, Shin Tae. “Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.” 2016. Web. 18 Nov 2019.

Vancouver:

Kang ST. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. [Internet] [Doctoral dissertation]. Lyon; 2016. [cited 2019 Nov 18]. Available from: http://www.theses.fr/2016LYSE2158.

Council of Science Editors:

Kang ST. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. [Doctoral Dissertation]. Lyon; 2016. Available from: http://www.theses.fr/2016LYSE2158

21. Cristiane Maria Schnack. Do ser ao fazer: infância e família sob a perspectiva da socialização da linguagem.

Degree: 2006, Universidade do Vale do Rio do Sinos

Alguns estudos sobre aquisição da linguagem têm mostrado, ao longo dos anos, que as interações adulto-criança se configuram distintamente daquelas adulto-adulto, de forma a possibilitar… (more)

Subjects/Keywords: linguagem; aprendizagem; criança; desenvolvimento; linguagem falada; ensino; interação adulto; interação; socialização; família; language socialization; talk-in-interaction; child development; childhood; family; LINGUISTICA APLICADA

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APA (6th Edition):

Schnack, C. M. (2006). Do ser ao fazer: infância e família sob a perspectiva da socialização da linguagem. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=350

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):

Schnack, Cristiane Maria. “Do ser ao fazer: infância e família sob a perspectiva da socialização da linguagem.” 2006. Thesis, Universidade do Vale do Rio do Sinos. Accessed November 18, 2019. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=350.

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

MLA Handbook (7th Edition):

Schnack, Cristiane Maria. “Do ser ao fazer: infância e família sob a perspectiva da socialização da linguagem.” 2006. Web. 18 Nov 2019.

Vancouver:

Schnack CM. Do ser ao fazer: infância e família sob a perspectiva da socialização da linguagem. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2006. [cited 2019 Nov 18]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=350.

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

Council of Science Editors:

Schnack CM. Do ser ao fazer: infância e família sob a perspectiva da socialização da linguagem. [Thesis]. Universidade do Vale do Rio do Sinos; 2006. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=350

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


East Tennessee State University

22. Moses, Emeka E. Eggplants and Peaches: Understanding Emoji Usage on Grindr.

Degree: MA, Sociology, 2018, East Tennessee State University

  This study focuses on how gay men communicate on the Grindr dating app. Prior research has been conducted on how gay men construct their… (more)

Subjects/Keywords: coded language; Grindr; masculinity; identity; gender assumptions; online-interaction; homosexual; Communication; Gender and Sexuality; Gender, Race, Sexuality, and Ethnicity in Communication; Social Media; Sociology

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

APA (6th Edition):

Moses, E. E. (2018). Eggplants and Peaches: Understanding Emoji Usage on Grindr. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3379

Chicago Manual of Style (16th Edition):

Moses, Emeka E. “Eggplants and Peaches: Understanding Emoji Usage on Grindr.” 2018. Masters Thesis, East Tennessee State University. Accessed November 18, 2019. https://dc.etsu.edu/etd/3379.

MLA Handbook (7th Edition):

Moses, Emeka E. “Eggplants and Peaches: Understanding Emoji Usage on Grindr.” 2018. Web. 18 Nov 2019.

Vancouver:

Moses EE. Eggplants and Peaches: Understanding Emoji Usage on Grindr. [Internet] [Masters thesis]. East Tennessee State University; 2018. [cited 2019 Nov 18]. Available from: https://dc.etsu.edu/etd/3379.

Council of Science Editors:

Moses EE. Eggplants and Peaches: Understanding Emoji Usage on Grindr. [Masters Thesis]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3379


McGill University

23. Fazio, Lucy, 1947-. The role of an experimental component in the analytic classrooms of minority-language students.

Degree: PhD, Department of Second Language Education., 1999, McGill University

 This study, undertaken in the classrooms of minority-language students in French-language schools in Montreal, aims to test Stern's (1990, 1992) proposal for integrating analytic and… (more)

Subjects/Keywords: Interaction analysis in education.; Experiential learning.; French language  – Study and teaching  – Foreign speakers.

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APA (6th Edition):

Fazio, Lucy, 1. (1999). The role of an experimental component in the analytic classrooms of minority-language students. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile36011.pdf

Chicago Manual of Style (16th Edition):

Fazio, Lucy, 1947-. “The role of an experimental component in the analytic classrooms of minority-language students.” 1999. Doctoral Dissertation, McGill University. Accessed November 18, 2019. http://digitool.library.mcgill.ca/thesisfile36011.pdf.

MLA Handbook (7th Edition):

Fazio, Lucy, 1947-. “The role of an experimental component in the analytic classrooms of minority-language students.” 1999. Web. 18 Nov 2019.

Vancouver:

Fazio, Lucy 1. The role of an experimental component in the analytic classrooms of minority-language students. [Internet] [Doctoral dissertation]. McGill University; 1999. [cited 2019 Nov 18]. Available from: http://digitool.library.mcgill.ca/thesisfile36011.pdf.

Council of Science Editors:

Fazio, Lucy 1. The role of an experimental component in the analytic classrooms of minority-language students. [Doctoral Dissertation]. McGill University; 1999. Available from: http://digitool.library.mcgill.ca/thesisfile36011.pdf


University of Georgia

24. McCorkle, Laura Suzanne. Pre-service teacher interpretations: the use of immediate feedback and bug-in-the-ear technology.

Degree: PhD, Special Education, 2017, University of Georgia

 The purpose of this study was to examine ways to support early childhood special education (ECSE) pre-service teachers in using responsive interaction (RI) language intervention… (more)

Subjects/Keywords: bug-in-the-ear (BIE) technology; coaching; delayed feedback; immediate feedback; naturalistic language intervention; pre-service teachers; responsive interaction strategies; supervising teacher

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APA (6th Edition):

McCorkle, L. S. (2017). Pre-service teacher interpretations: the use of immediate feedback and bug-in-the-ear technology. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37419

Chicago Manual of Style (16th Edition):

McCorkle, Laura Suzanne. “Pre-service teacher interpretations: the use of immediate feedback and bug-in-the-ear technology.” 2017. Doctoral Dissertation, University of Georgia. Accessed November 18, 2019. http://hdl.handle.net/10724/37419.

MLA Handbook (7th Edition):

McCorkle, Laura Suzanne. “Pre-service teacher interpretations: the use of immediate feedback and bug-in-the-ear technology.” 2017. Web. 18 Nov 2019.

Vancouver:

McCorkle LS. Pre-service teacher interpretations: the use of immediate feedback and bug-in-the-ear technology. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10724/37419.

Council of Science Editors:

McCorkle LS. Pre-service teacher interpretations: the use of immediate feedback and bug-in-the-ear technology. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37419


McGill University

25. Sato, Masatoshi. Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types.

Degree: MA, Department of Second Language Education., 2006, McGill University

This study investigated the interactional moves of Japanese English as a Foreign Language (EFL) learners and, in particular, how differently they modify their oral output… (more)

Subjects/Keywords: English language  – Study and teaching  – Japanese speakers.; Interaction analysis in education.

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APA (6th Edition):

Sato, M. (2006). Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile98580.pdf

Chicago Manual of Style (16th Edition):

Sato, Masatoshi. “Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types.” 2006. Masters Thesis, McGill University. Accessed November 18, 2019. http://digitool.library.mcgill.ca/thesisfile98580.pdf.

MLA Handbook (7th Edition):

Sato, Masatoshi. “Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types.” 2006. Web. 18 Nov 2019.

Vancouver:

Sato M. Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types. [Internet] [Masters thesis]. McGill University; 2006. [cited 2019 Nov 18]. Available from: http://digitool.library.mcgill.ca/thesisfile98580.pdf.

Council of Science Editors:

Sato M. Modified output of Japanese EFL learners : variable effects of interlocutor vs. feedback types. [Masters Thesis]. McGill University; 2006. Available from: http://digitool.library.mcgill.ca/thesisfile98580.pdf

26. 周凯琴; CHOW CHAI KHIM. 马来西亚汉语和马来语借词相互渗透之研究 = The Study of Loanwords between Chinese Language and Malay Language in Malaysia.

Degree: 2010, National University of Singapore

Subjects/Keywords: Chinese and Malay Language in Malaysia; Loanwords; Disproportionate Borrowing; Culture Interaction

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APA (6th Edition):

KHIM, . C. C. (2010). 马来西亚汉语和马来语借词相互渗透之研究 = The Study of Loanwords between Chinese Language and Malay Language in Malaysia. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/17752

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):

KHIM, 周凯琴; CHOW CHAI. “马来西亚汉语和马来语借词相互渗透之研究 = The Study of Loanwords between Chinese Language and Malay Language in Malaysia.” 2010. Thesis, National University of Singapore. Accessed November 18, 2019. http://scholarbank.nus.edu.sg/handle/10635/17752.

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

MLA Handbook (7th Edition):

KHIM, 周凯琴; CHOW CHAI. “马来西亚汉语和马来语借词相互渗透之研究 = The Study of Loanwords between Chinese Language and Malay Language in Malaysia.” 2010. Web. 18 Nov 2019.

Vancouver:

KHIM CC. 马来西亚汉语和马来语借词相互渗透之研究 = The Study of Loanwords between Chinese Language and Malay Language in Malaysia. [Internet] [Thesis]. National University of Singapore; 2010. [cited 2019 Nov 18]. Available from: http://scholarbank.nus.edu.sg/handle/10635/17752.

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

Council of Science Editors:

KHIM CC. 马来西亚汉语和马来语借词相互渗透之研究 = The Study of Loanwords between Chinese Language and Malay Language in Malaysia. [Thesis]. National University of Singapore; 2010. Available from: http://scholarbank.nus.edu.sg/handle/10635/17752

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


Portland State University

27. Midford, Nicole Anne. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development.

Degree: MS(M.S.) in Speech Communication, Speech Communication, 1993, Portland State University

  Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However,… (more)

Subjects/Keywords: Children  – Language; Social interaction in children; Slow learning children; Speech and Rhetorical Studies

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APA (6th Edition):

Midford, N. A. (1993). Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4612

Chicago Manual of Style (16th Edition):

Midford, Nicole Anne. “Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development.” 1993. Masters Thesis, Portland State University. Accessed November 18, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4612.

MLA Handbook (7th Edition):

Midford, Nicole Anne. “Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development.” 1993. Web. 18 Nov 2019.

Vancouver:

Midford NA. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. [Internet] [Masters thesis]. Portland State University; 1993. [cited 2019 Nov 18]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4612.

Council of Science Editors:

Midford NA. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. [Masters Thesis]. Portland State University; 1993. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4612


University of British Columbia

28. McRae, Vicki. Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions .

Degree: 1987, University of British Columbia

 Output, input and interaction are examined in this study for a native English speaking (NS) teacher and for native and non-native English speaking (NS, NNS)… (more)

Subjects/Keywords: Interaction analysis in education; English language – Study and teaching (Elementary) – Foreign speakers

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APA (6th Edition):

McRae, V. (1987). Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/26884

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):

McRae, Vicki. “Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions .” 1987. Thesis, University of British Columbia. Accessed November 18, 2019. http://hdl.handle.net/2429/26884.

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

MLA Handbook (7th Edition):

McRae, Vicki. “Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions .” 1987. Web. 18 Nov 2019.

Vancouver:

McRae V. Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions . [Internet] [Thesis]. University of British Columbia; 1987. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2429/26884.

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

Council of Science Editors:

McRae V. Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions . [Thesis]. University of British Columbia; 1987. Available from: http://hdl.handle.net/2429/26884

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


Michigan State University

29. McCall, William W. Writing center theory and the idea of academic discourse.

Degree: PhD, Department of English, 1996, Michigan State University

Subjects/Keywords: English language – Composition and exercises; Writing centers; Interaction analysis in education; Discourse analysis

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

APA (6th Edition):

McCall, W. W. (1996). Writing center theory and the idea of academic discourse. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:24572

Chicago Manual of Style (16th Edition):

McCall, William W. “Writing center theory and the idea of academic discourse.” 1996. Doctoral Dissertation, Michigan State University. Accessed November 18, 2019. http://etd.lib.msu.edu/islandora/object/etd:24572.

MLA Handbook (7th Edition):

McCall, William W. “Writing center theory and the idea of academic discourse.” 1996. Web. 18 Nov 2019.

Vancouver:

McCall WW. Writing center theory and the idea of academic discourse. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Nov 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:24572.

Council of Science Editors:

McCall WW. Writing center theory and the idea of academic discourse. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:24572


Michigan State University

30. Peasley, Kathleen L. (Kathleen Lynne). Science as discourse : the role of discourse in constructing understanding in a third grade science class.

Degree: PhD, Department of Teacher Education, 1996, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Interaction analysis in education; Verbal behavior; Children – Language

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

APA (6th Edition):

Peasley, K. L. (. L. (1996). Science as discourse : the role of discourse in constructing understanding in a third grade science class. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25952

Chicago Manual of Style (16th Edition):

Peasley, Kathleen L (Kathleen Lynne). “Science as discourse : the role of discourse in constructing understanding in a third grade science class.” 1996. Doctoral Dissertation, Michigan State University. Accessed November 18, 2019. http://etd.lib.msu.edu/islandora/object/etd:25952.

MLA Handbook (7th Edition):

Peasley, Kathleen L (Kathleen Lynne). “Science as discourse : the role of discourse in constructing understanding in a third grade science class.” 1996. Web. 18 Nov 2019.

Vancouver:

Peasley KL(L. Science as discourse : the role of discourse in constructing understanding in a third grade science class. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Nov 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25952.

Council of Science Editors:

Peasley KL(L. Science as discourse : the role of discourse in constructing understanding in a third grade science class. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:25952

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