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You searched for subject:(Nonnative languages). Showing records 1 – 30 of 34 total matches.

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University of Florida

1. Wade, Diana. Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua.

Degree: 2011, University of Florida

 This paper investigates the effects of explicit phonetic instruction on the ability of L2 Spanish students to acquire more native-like pronunciation of the Spanish voiceless… (more)

Subjects/Keywords: American sign language; Foreign language learning; Native languages; Nonnative languages; Phonology; Pronunciation; Pronunciation instruction; Sabers; T tests; Tablas

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APA (6th Edition):

Wade, D. (2011). Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059765

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):

Wade, Diana. “Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua.” 2011. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00059765.

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

MLA Handbook (7th Edition):

Wade, Diana. “Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua.” 2011. Web. 08 Dec 2019.

Vancouver:

Wade D. Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00059765.

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

Council of Science Editors:

Wade D. Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00059765

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


University of Florida

2. Pare,Edith O. Impact of Instruction on Learners' Acquisition of Various French Phonemes.

Degree: MA, French and Francophone Studies - Language, Literature and Culture, 2011, University of Florida

 The purpose of this study is to examine the effectiveness of explicit instruction on pronunciation accuracy in a French intermediate class. Another objective of this… (more)

Subjects/Keywords: Foreign language learning; Language; Learning; Native languages; Nonnative languages; Phonemes; Phonetics; Pronunciation; Pronunciation instruction; Vowels; french  – intermediate  – phonemes  – pronunciation

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APA (6th Edition):

O, P. (2011). Impact of Instruction on Learners' Acquisition of Various French Phonemes. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043432

Chicago Manual of Style (16th Edition):

O, Pare,Edith. “Impact of Instruction on Learners' Acquisition of Various French Phonemes.” 2011. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0043432.

MLA Handbook (7th Edition):

O, Pare,Edith. “Impact of Instruction on Learners' Acquisition of Various French Phonemes.” 2011. Web. 08 Dec 2019.

Vancouver:

O P. Impact of Instruction on Learners' Acquisition of Various French Phonemes. [Internet] [Masters thesis]. University of Florida; 2011. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0043432.

Council of Science Editors:

O P. Impact of Instruction on Learners' Acquisition of Various French Phonemes. [Masters Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043432


University of Florida

3. Yilmaz, Tuba. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 This study addresses the issues related to fear of negative evaluation in two classroom settings: the classrooms where the majority of the students are native… (more)

Subjects/Keywords: Anxiety; Classrooms; Educational evaluation; English language learners; Fear; Foreign language learning; Learning; Native languages; Nonnative languages; Student evaluation; class  – classroom

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

APA (6th Edition):

Yilmaz, T. (2014). The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047197

Chicago Manual of Style (16th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0047197.

MLA Handbook (7th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Web. 08 Dec 2019.

Vancouver:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0047197.

Council of Science Editors:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047197


University of Florida

4. Healy, Ann M. 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?.

Degree: MA, French and Francophone Studies - Language, Literature and Culture, 2014, University of Florida

 For a second language (L2) learner, prepositions are one of the must difficult features of a language to acquire. This thesis explores the effects of… (more)

Subjects/Keywords: College students; Foreign language learning; Language; Learning; Nonnative languages; Nouns; Prepositions; Presentation slides; Test scores; Words; acquisiton  – french  – prepositions  – sla

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APA (6th Edition):

Healy, A. M. (2014). 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047217

Chicago Manual of Style (16th Edition):

Healy, Ann M. “'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?.” 2014. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0047217.

MLA Handbook (7th Edition):

Healy, Ann M. “'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?.” 2014. Web. 08 Dec 2019.

Vancouver:

Healy AM. 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0047217.

Council of Science Editors:

Healy AM. 'Dans' versus 'En' How to Teach Second Language Students of French Which 'In' They Mean?. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047217


University of Florida

5. Tang, Man. Educational Reform to Build Students Communicative Competence of English as an International Language in China.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The College English Curriculum Reform (CECR) 2007 marks a significant shift in goals of college English education in China. College students are required to develop… (more)

Subjects/Keywords: British culture; College English; College instruction; College students; English teachers; Foreign language learning; Language; Learning; Native languages; Nonnative languages; china  – communicative  – education  – english  – international  – reform

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APA (6th Edition):

Tang, M. (2016). Educational Reform to Build Students Communicative Competence of English as an International Language in China. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050487

Chicago Manual of Style (16th Edition):

Tang, Man. “Educational Reform to Build Students Communicative Competence of English as an International Language in China.” 2016. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0050487.

MLA Handbook (7th Edition):

Tang, Man. “Educational Reform to Build Students Communicative Competence of English as an International Language in China.” 2016. Web. 08 Dec 2019.

Vancouver:

Tang M. Educational Reform to Build Students Communicative Competence of English as an International Language in China. [Internet] [Masters thesis]. University of Florida; 2016. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0050487.

Council of Science Editors:

Tang M. Educational Reform to Build Students Communicative Competence of English as an International Language in China. [Masters Thesis]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050487


University of Florida

6. Molina, Jose A. Syntactic Priming of Datives in Second Language Speakers of English.

Degree: 2014, University of Florida

 Syntactic priming, or eliciting responses in certain grammatical structures from speakers of a particular language, has been well-tested in native speakers of English, but little… (more)

Subjects/Keywords: English language learners; Grammatical constructions; Language comprehension; Native languages; Nonnative languages; Sentence structure; Sentences; Syntactics; Verbs; Words; English language – Syntax; Grammar, Comparative and general – Syntax

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APA (6th Edition):

Molina, J. A. (2014). Syntactic Priming of Datives in Second Language Speakers of English. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059529

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):

Molina, Jose A. “Syntactic Priming of Datives in Second Language Speakers of English.” 2014. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00059529.

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

MLA Handbook (7th Edition):

Molina, Jose A. “Syntactic Priming of Datives in Second Language Speakers of English.” 2014. Web. 08 Dec 2019.

Vancouver:

Molina JA. Syntactic Priming of Datives in Second Language Speakers of English. [Internet] [Thesis]. University of Florida; 2014. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00059529.

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

Council of Science Editors:

Molina JA. Syntactic Priming of Datives in Second Language Speakers of English. [Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/AA00059529

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


University of Florida

7. Salgado-Robles,Francisco. The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context.

Degree: PhD, Romance Languages - Spanish and Portuguese Studies, 2011, University of Florida

 It is generally believed that study abroad (SA) is the most efficient and successful way to acquire proficiency in a second language (L2). SA is… (more)

Subjects/Keywords: Foreign language learning; Language; Mayors; Nonnative languages; Persona; Referents; Second language acquisition; Sociolinguistics; Study abroad; Tablas; immersion  – leismo  – sla  – sociolinguistics  – spanish  – variation

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APA (6th Edition):

Salgado-Robles,Francisco. (2011). The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043109

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Salgado-Robles,Francisco. “The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context.” 2011. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0043109.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Salgado-Robles,Francisco. “The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context.” 2011. Web. 08 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Salgado-Robles,Francisco. The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0043109.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Salgado-Robles,Francisco. The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043109

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Florida

8. Han, Ye. The Effect of Implicit and Explicit Feedback A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners.

Degree: PhD, Linguistics, 2010, University of Florida

 THE EFFECT OF IMPLICIT AND EXPLICIT FEEDBACK: A STUDY ON THE ACQUISITION OF MANDARIN CLASSIFIERS BY CHINESE HERITAGE AND NON-HERITAGE LANGUAGE LEARNERS Previous studies revealed… (more)

Subjects/Keywords: Classrooms; Cultural preservation; English language learners; Foreign language learning; Language; Learning; Linguistics; Mandarins; Nonnative languages; Perceptual learning; chinese, explicit, feedback, heritage, implicit, meta, recast

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APA (6th Edition):

Han, Y. (2010). The Effect of Implicit and Explicit Feedback A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041959

Chicago Manual of Style (16th Edition):

Han, Ye. “The Effect of Implicit and Explicit Feedback A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners.” 2010. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0041959.

MLA Handbook (7th Edition):

Han, Ye. “The Effect of Implicit and Explicit Feedback A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners.” 2010. Web. 08 Dec 2019.

Vancouver:

Han Y. The Effect of Implicit and Explicit Feedback A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0041959.

Council of Science Editors:

Han Y. The Effect of Implicit and Explicit Feedback A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041959


University of Florida

9. Miller, Toni-Ann. La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua.

Degree: 2012, University of Florida

 This study investigates the acquisition of second language phonology, specifically the fricative allophones of /b, d, g/. The research probes whether students who are studying… (more)

Subjects/Keywords: Alto; Foreign language learning; Hispanics; Nonnative languages; Phonetics; Pronunciation instruction; Sabers; Seas; Trucks; White people; Phonetics; Second language acquisition; Spanish language – Study and teaching

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APA (6th Edition):

Miller, T. (2012). La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059875

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):

Miller, Toni-Ann. “La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua.” 2012. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00059875.

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

MLA Handbook (7th Edition):

Miller, Toni-Ann. “La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua.” 2012. Web. 08 Dec 2019.

Vancouver:

Miller T. La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00059875.

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

Council of Science Editors:

Miller T. La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00059875

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


University of Florida

10. Wang, Min-Tzu. Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Metacognitive reading strategy instruction (MRSI) has been valued in reading instruction in both L1 and L2 contexts and has been considered helpful for developing learners?… (more)

Subjects/Keywords: Foreign language learning; High school students; Learning; Nonnative languages; Reading; Reading comprehension; Reading instruction; Reading motivation; Reading strategies; Students; comprehension, efl, metacognitive, motivation, strategy

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APA (6th Edition):

Wang, M. (2009). Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041084

Chicago Manual of Style (16th Edition):

Wang, Min-Tzu. “Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation.” 2009. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0041084.

MLA Handbook (7th Edition):

Wang, Min-Tzu. “Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation.” 2009. Web. 08 Dec 2019.

Vancouver:

Wang M. Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0041084.

Council of Science Editors:

Wang M. Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041084


University of Florida

11. Barkley, Sharon. The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Error Resolution, Interference, and Generalizability.

Degree: PhD, Linguistics, 2010, University of Florida

 The current study investigates the acquisition of orthographic-phonological correspondence rules by learners of Portuguese as an L2 or L3, with English and Spanish as the… (more)

Subjects/Keywords: Foreign language learning; Graphemes; Language; Language acquisition; Nonnative languages; Orthographies; Phonology; Pronunciation; T tests; Words; correspondence, english, grapheme, l2, l3, orthography, phoneme, phonology, portuguese, spanish

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APA (6th Edition):

Barkley, S. (2010). The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Error Resolution, Interference, and Generalizability. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041910

Chicago Manual of Style (16th Edition):

Barkley, Sharon. “The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Error Resolution, Interference, and Generalizability.” 2010. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0041910.

MLA Handbook (7th Edition):

Barkley, Sharon. “The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Error Resolution, Interference, and Generalizability.” 2010. Web. 08 Dec 2019.

Vancouver:

Barkley S. The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Error Resolution, Interference, and Generalizability. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0041910.

Council of Science Editors:

Barkley S. The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Error Resolution, Interference, and Generalizability. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041910


University of Florida

12. Li, Jingwei. Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Code-switching is a common and sophisticated language phenomena in college level English Classroom among students who are learning English as a Foreign Language (EFL). In… (more)

Subjects/Keywords: Bilingual education; Classrooms; Code switching; College instruction; English teachers; Foreign language education; Foreign language learning; Language; Nonnative languages; Second language instruction; classroom  – code-switching  – efl

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APA (6th Edition):

Li, J. (2015). Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0048954

Chicago Manual of Style (16th Edition):

Li, Jingwei. “Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors.” 2015. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0048954.

MLA Handbook (7th Edition):

Li, Jingwei. “Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors.” 2015. Web. 08 Dec 2019.

Vancouver:

Li J. Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors. [Internet] [Masters thesis]. University of Florida; 2015. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0048954.

Council of Science Editors:

Li J. Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors. [Masters Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0048954


Brigham Young University

13. Judd, Syringa Joanah. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.

Degree: MA, 2019, Brigham Young University

  This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify… (more)

Subjects/Keywords: Expatriate; native teachers; nonnative teachers; self-ascription; inner-circle; outer circle; expanding circle; L1: first language; L2: second language; TESOL: teaching English to speakers of other languages; ELT: English language teaching; NESTs: native English-speaking teachers; nonNESTs: nonnative English-speaking teachers; MOE: Ministry of Education in Malaysia.; Education

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APA (6th Edition):

Judd, S. J. (2019). Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd

Chicago Manual of Style (16th Edition):

Judd, Syringa Joanah. “Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.” 2019. Masters Thesis, Brigham Young University. Accessed December 08, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd.

MLA Handbook (7th Edition):

Judd, Syringa Joanah. “Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.” 2019. Web. 08 Dec 2019.

Vancouver:

Judd SJ. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2019 Dec 08]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd.

Council of Science Editors:

Judd SJ. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd


University of Florida

14. Gilligan, Gerianne Muldoon. The influence of native language skills on foreign language learning phonological, orthographic, and semantic contributions.

Degree: PhD, Communication Sciences and Disorders, 2004, University of Florida

Subjects/Keywords: College students; Dyslexia; Foreign language learning; Learning disabilities; Native languages; Nonnative languages; Phonology; Spelling; Vocabulary; Vocabulary skills

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APA (6th Edition):

Gilligan, G. M. (2004). The influence of native language skills on foreign language learning phonological, orthographic, and semantic contributions. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00002036

Chicago Manual of Style (16th Edition):

Gilligan, Gerianne Muldoon. “The influence of native language skills on foreign language learning phonological, orthographic, and semantic contributions.” 2004. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00002036.

MLA Handbook (7th Edition):

Gilligan, Gerianne Muldoon. “The influence of native language skills on foreign language learning phonological, orthographic, and semantic contributions.” 2004. Web. 08 Dec 2019.

Vancouver:

Gilligan GM. The influence of native language skills on foreign language learning phonological, orthographic, and semantic contributions. [Internet] [Doctoral dissertation]. University of Florida; 2004. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00002036.

Council of Science Editors:

Gilligan GM. The influence of native language skills on foreign language learning phonological, orthographic, and semantic contributions. [Doctoral Dissertation]. University of Florida; 2004. Available from: http://ufdc.ufl.edu/AA00002036


University of Florida

15. Murphy, SaRanda. The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication.

Degree: 2010, University of Florida

 This case study focuses on cross-cultural communication of American university students studying Modern Standard Arabic as a second language. This research investigates the ways in… (more)

Subjects/Keywords: College students; Denial; Foreign language learning; Language; Learning motivation; Native languages; Nonnative languages; Pragmatics; Speech acts; Students; Arabic language; Arabic language – Study and teaching (Higher); Arabic language – Study and teaching – English speakers; College students

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APA (6th Edition):

Murphy, S. (2010). The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057110

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):

Murphy, SaRanda. “The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication.” 2010. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00057110.

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

MLA Handbook (7th Edition):

Murphy, SaRanda. “The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication.” 2010. Web. 08 Dec 2019.

Vancouver:

Murphy S. The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication. [Internet] [Thesis]. University of Florida; 2010. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00057110.

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

Council of Science Editors:

Murphy S. The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication. [Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/AA00057110

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


University of Florida

16. Hart, Timothy. Japanese language instruction in U.S. elementary schools.

Degree: EdD, Instruction and Curriculum, 1998, University of Florida

Subjects/Keywords: Child psychology; Elementary schools; Foreign language learning; High schools; Japanese culture; Language teachers; Learning; Nonnative languages; Schools; Teachers

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APA (6th Edition):

Hart, T. (1998). Japanese language instruction in U.S. elementary schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00047712

Chicago Manual of Style (16th Edition):

Hart, Timothy. “Japanese language instruction in U.S. elementary schools.” 1998. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00047712.

MLA Handbook (7th Edition):

Hart, Timothy. “Japanese language instruction in U.S. elementary schools.” 1998. Web. 08 Dec 2019.

Vancouver:

Hart T. Japanese language instruction in U.S. elementary schools. [Internet] [Doctoral dissertation]. University of Florida; 1998. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00047712.

Council of Science Editors:

Hart T. Japanese language instruction in U.S. elementary schools. [Doctoral Dissertation]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00047712


University of Florida

17. Trujillo, Valerie J. Listener and Speaker Effects on Dominant Language Perception and Language Ratings among Heritage Speakers in New Mexico.

Degree: PhD, Romance Languages - Spanish and Portuguese Studies, 2013, University of Florida

 This study evaluates the effect of the presence or absence of connected speech gender agreement on the belief that a speaker is Spanish-dominant, and the… (more)

Subjects/Keywords: Cultural preservation; Foreign language learning; Language; Language fluency; Listening; Nonnative languages; Phonology; Pronunciation; Regional dialects; Spoken communication; agreement  – attitudes  – connected-speech  – gender  – heritage  – linking  – mexico  – new  – new-mexico  – perception  – ratings  – southwest  – spanish

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APA (6th Edition):

Trujillo, V. J. (2013). Listener and Speaker Effects on Dominant Language Perception and Language Ratings among Heritage Speakers in New Mexico. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045821

Chicago Manual of Style (16th Edition):

Trujillo, Valerie J. “Listener and Speaker Effects on Dominant Language Perception and Language Ratings among Heritage Speakers in New Mexico.” 2013. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0045821.

MLA Handbook (7th Edition):

Trujillo, Valerie J. “Listener and Speaker Effects on Dominant Language Perception and Language Ratings among Heritage Speakers in New Mexico.” 2013. Web. 08 Dec 2019.

Vancouver:

Trujillo VJ. Listener and Speaker Effects on Dominant Language Perception and Language Ratings among Heritage Speakers in New Mexico. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0045821.

Council of Science Editors:

Trujillo VJ. Listener and Speaker Effects on Dominant Language Perception and Language Ratings among Heritage Speakers in New Mexico. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045821


University of Florida

18. Abbott, Debra Kirchgassner ( Dissertant ). The effect of a computerized help resource on the lexical inferencing ability of English as a second language (ESL) learners during contextualized reading.

Degree: PhD, Teaching and Learning, 2000, University of Florida

 Although most vocabulary is picked up incidentally through the environment and not through formal instruction, the details of this process are poorly understood. Lexical guesses… (more)

Subjects/Keywords: Dictionaries; English language learners; Foreign language learning; Incidental learning; Learning; Nonnative languages; Second language learning; Textual collocation; Vocabulary; Words

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APA (6th Edition):

Abbott, D. K. (. D. ). (2000). The effect of a computerized help resource on the lexical inferencing ability of English as a second language (ESL) learners during contextualized reading. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UF00100749

Chicago Manual of Style (16th Edition):

Abbott, Debra Kirchgassner ( Dissertant ). “The effect of a computerized help resource on the lexical inferencing ability of English as a second language (ESL) learners during contextualized reading.” 2000. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UF00100749.

MLA Handbook (7th Edition):

Abbott, Debra Kirchgassner ( Dissertant ). “The effect of a computerized help resource on the lexical inferencing ability of English as a second language (ESL) learners during contextualized reading.” 2000. Web. 08 Dec 2019.

Vancouver:

Abbott DK(D). The effect of a computerized help resource on the lexical inferencing ability of English as a second language (ESL) learners during contextualized reading. [Internet] [Doctoral dissertation]. University of Florida; 2000. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UF00100749.

Council of Science Editors:

Abbott DK(D). The effect of a computerized help resource on the lexical inferencing ability of English as a second language (ESL) learners during contextualized reading. [Doctoral Dissertation]. University of Florida; 2000. Available from: http://ufdc.ufl.edu/UF00100749


University of Florida

19. McGlone, Jon Victor, 1960-. A comparison of two theories in second language acquisition to success in high school Spanish classes.

Degree: PhD, Instruction and Curriculum, 1996, University of Florida

Subjects/Keywords: Anxiety; Classrooms; Foreign language learning; Language; Learning motivation; Motivation; Nonnative languages; Questionnaires; Schools; Students

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APA (6th Edition):

McGlone, Jon Victor, 1. (1996). A comparison of two theories in second language acquisition to success in high school Spanish classes. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031461

Chicago Manual of Style (16th Edition):

McGlone, Jon Victor, 1960-. “A comparison of two theories in second language acquisition to success in high school Spanish classes.” 1996. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00031461.

MLA Handbook (7th Edition):

McGlone, Jon Victor, 1960-. “A comparison of two theories in second language acquisition to success in high school Spanish classes.” 1996. Web. 08 Dec 2019.

Vancouver:

McGlone, Jon Victor 1. A comparison of two theories in second language acquisition to success in high school Spanish classes. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00031461.

Council of Science Editors:

McGlone, Jon Victor 1. A comparison of two theories in second language acquisition to success in high school Spanish classes. [Doctoral Dissertation]. University of Florida; 1996. Available from: http://ufdc.ufl.edu/AA00031461


Macquarie University

20. Nenchin, Jacqueline Endres. Native and nonnative English-speaking teachers of English and their academic literacy.

Degree: 2011, Macquarie University

"This thesis is presented for the degree of PhD in Applied Linguistics, Macquarie University, Division of Linguistics and Psychology, 2011".

Bibliography: pages 322-346.

1. Introduction… (more)

Subjects/Keywords: English teachers  – Language; Teachers, Foreign  – Language  – Ability testing; Literacy  – Evaluation; Functional literacy; Functionalism (Linguistics); Language and languages  – Study and teaching  – Evaluation; systemic functional linguistics; socioliteracy; native speaker; nonnative English speaking teachers; academic literacy; literacy development

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APA (6th Edition):

Nenchin, J. E. (2011). Native and nonnative English-speaking teachers of English and their academic literacy. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/264976

Chicago Manual of Style (16th Edition):

Nenchin, Jacqueline Endres. “Native and nonnative English-speaking teachers of English and their academic literacy.” 2011. Doctoral Dissertation, Macquarie University. Accessed December 08, 2019. http://hdl.handle.net/1959.14/264976.

MLA Handbook (7th Edition):

Nenchin, Jacqueline Endres. “Native and nonnative English-speaking teachers of English and their academic literacy.” 2011. Web. 08 Dec 2019.

Vancouver:

Nenchin JE. Native and nonnative English-speaking teachers of English and their academic literacy. [Internet] [Doctoral dissertation]. Macquarie University; 2011. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1959.14/264976.

Council of Science Editors:

Nenchin JE. Native and nonnative English-speaking teachers of English and their academic literacy. [Doctoral Dissertation]. Macquarie University; 2011. Available from: http://hdl.handle.net/1959.14/264976


University of Florida

21. Kim, Jee In. Personality variables and efl proficiency among Korean elementary school students.

Degree: PhD, Instruction and Curriculum, 1996, University of Florida

Subjects/Keywords: Child psychology; Extroversion; Foreign language learning; Language; Learning; Listening comprehension tests; Nonnative languages; Personality psychology; Second language learning; Standard deviation

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APA (6th Edition):

Kim, J. I. (1996). Personality variables and efl proficiency among Korean elementary school students. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00033049

Chicago Manual of Style (16th Edition):

Kim, Jee In. “Personality variables and efl proficiency among Korean elementary school students.” 1996. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00033049.

MLA Handbook (7th Edition):

Kim, Jee In. “Personality variables and efl proficiency among Korean elementary school students.” 1996. Web. 08 Dec 2019.

Vancouver:

Kim JI. Personality variables and efl proficiency among Korean elementary school students. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00033049.

Council of Science Editors:

Kim JI. Personality variables and efl proficiency among Korean elementary school students. [Doctoral Dissertation]. University of Florida; 1996. Available from: http://ufdc.ufl.edu/AA00033049


University of Florida

22. Darer, Veronica. Social and pedagogical processes in Spanish as a second language classrooms.

Degree: PhD, Instruction and Curriculum, 1996, University of Florida

Subjects/Keywords: Classrooms; Foreign language learning; High school students; Language; Learning; Nonnative languages; Social interaction; Students; Teachers; Vocabulary

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APA (6th Edition):

Darer, V. (1996). Social and pedagogical processes in Spanish as a second language classrooms. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00014236

Chicago Manual of Style (16th Edition):

Darer, Veronica. “Social and pedagogical processes in Spanish as a second language classrooms.” 1996. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00014236.

MLA Handbook (7th Edition):

Darer, Veronica. “Social and pedagogical processes in Spanish as a second language classrooms.” 1996. Web. 08 Dec 2019.

Vancouver:

Darer V. Social and pedagogical processes in Spanish as a second language classrooms. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00014236.

Council of Science Editors:

Darer V. Social and pedagogical processes in Spanish as a second language classrooms. [Doctoral Dissertation]. University of Florida; 1996. Available from: http://ufdc.ufl.edu/AA00014236


University of Florida

23. Arfi, Khadidja. Languages of Algerian Diaspora in the United States of America Comparative Study with Algerian Diaspora in France.

Degree: MA, Anthropology, 2008, University of Florida

 Abstract of Thesis Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Master of… (more)

Subjects/Keywords: Dialects; Diasporas; Immigration; Language; Learning; Native languages; Nonnative languages; Parents; Verbs; Words; africa, algeria, arabic, darja, diaspora, french, immigration, language, tamazight, usa

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APA (6th Edition):

Arfi, K. (2008). Languages of Algerian Diaspora in the United States of America Comparative Study with Algerian Diaspora in France. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022404

Chicago Manual of Style (16th Edition):

Arfi, Khadidja. “Languages of Algerian Diaspora in the United States of America Comparative Study with Algerian Diaspora in France.” 2008. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0022404.

MLA Handbook (7th Edition):

Arfi, Khadidja. “Languages of Algerian Diaspora in the United States of America Comparative Study with Algerian Diaspora in France.” 2008. Web. 08 Dec 2019.

Vancouver:

Arfi K. Languages of Algerian Diaspora in the United States of America Comparative Study with Algerian Diaspora in France. [Internet] [Masters thesis]. University of Florida; 2008. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0022404.

Council of Science Editors:

Arfi K. Languages of Algerian Diaspora in the United States of America Comparative Study with Algerian Diaspora in France. [Masters Thesis]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022404


University of Florida

24. Lieberman, Rita Jane, 1946-. The influence of language ability, age and socioeconomic status on language use.

Degree: 1981, University of Florida

Subjects/Keywords: Child psychology; Foreign language learning; Kittens; Language; Learning; Linguistics; Nonnative languages; Reasoning; Spoken communication; Students; Children  – Language; Language acquisition; Speech and social status; Speech thesis Ph. D

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APA (6th Edition):

Lieberman, Rita Jane, 1. (1981). The influence of language ability, age and socioeconomic status on language use. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031504

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):

Lieberman, Rita Jane, 1946-. “The influence of language ability, age and socioeconomic status on language use.” 1981. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00031504.

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

MLA Handbook (7th Edition):

Lieberman, Rita Jane, 1946-. “The influence of language ability, age and socioeconomic status on language use.” 1981. Web. 08 Dec 2019.

Vancouver:

Lieberman, Rita Jane 1. The influence of language ability, age and socioeconomic status on language use. [Internet] [Thesis]. University of Florida; 1981. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00031504.

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

Council of Science Editors:

Lieberman, Rita Jane 1. The influence of language ability, age and socioeconomic status on language use. [Thesis]. University of Florida; 1981. Available from: http://ufdc.ufl.edu/AA00031504

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


University of Florida

25. Ch'oe, Chin-yŏn. Language comprehension in EFL classrooms : the effects of text modality, visual support, and grade level on a free recall task.

Degree: PhD, Instruction and Curriculum, 1997, University of Florida

Subjects/Keywords: Foreign language learning; Grade levels; High school freshmen; High school students; Language comprehension; Learning; Listening; Listening comprehension tests; Nonnative languages; Reading comprehension

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APA (6th Edition):

Ch'oe, C. (1997). Language comprehension in EFL classrooms : the effects of text modality, visual support, and grade level on a free recall task. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00033072

Chicago Manual of Style (16th Edition):

Ch'oe, Chin-yŏn. “Language comprehension in EFL classrooms : the effects of text modality, visual support, and grade level on a free recall task.” 1997. Doctoral Dissertation, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00033072.

MLA Handbook (7th Edition):

Ch'oe, Chin-yŏn. “Language comprehension in EFL classrooms : the effects of text modality, visual support, and grade level on a free recall task.” 1997. Web. 08 Dec 2019.

Vancouver:

Ch'oe C. Language comprehension in EFL classrooms : the effects of text modality, visual support, and grade level on a free recall task. [Internet] [Doctoral dissertation]. University of Florida; 1997. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00033072.

Council of Science Editors:

Ch'oe C. Language comprehension in EFL classrooms : the effects of text modality, visual support, and grade level on a free recall task. [Doctoral Dissertation]. University of Florida; 1997. Available from: http://ufdc.ufl.edu/AA00033072


University of Florida

26. Clifton, Alison M. Examining the Effect of Instruction of English Metalinguistic Terminology on Grammar Performance in Beginning French.

Degree: MA, French - Romance Languages and Literatures, 2007, University of Florida

 This study examines the effect of instruction of metalinguistic terminology on students' ability to understand L2 grammar. The study consists of three distinct investigations. First,… (more)

Subjects/Keywords: Control groups; Foreign language learning; Grammar; Metalinguistics; Nonnative languages; Student surveys; Terminology; Textbooks; Verbs; Writing instruction; acquisition, grammar, instruction, l2, language, metalinguistic, past, second, tense, terminology

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APA (6th Edition):

Clifton, A. M. (2007). Examining the Effect of Instruction of English Metalinguistic Terminology on Grammar Performance in Beginning French. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0021268

Chicago Manual of Style (16th Edition):

Clifton, Alison M. “Examining the Effect of Instruction of English Metalinguistic Terminology on Grammar Performance in Beginning French.” 2007. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0021268.

MLA Handbook (7th Edition):

Clifton, Alison M. “Examining the Effect of Instruction of English Metalinguistic Terminology on Grammar Performance in Beginning French.” 2007. Web. 08 Dec 2019.

Vancouver:

Clifton AM. Examining the Effect of Instruction of English Metalinguistic Terminology on Grammar Performance in Beginning French. [Internet] [Masters thesis]. University of Florida; 2007. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0021268.

Council of Science Editors:

Clifton AM. Examining the Effect of Instruction of English Metalinguistic Terminology on Grammar Performance in Beginning French. [Masters Thesis]. University of Florida; 2007. Available from: http://ufdc.ufl.edu/UFE0021268


University of Florida

27. WALTER,CHRISTINA CINDY. Teaching Culture through Reading Fairy Tales.

Degree: MA, German - Language, Literature and Culture, 2011, University of Florida

Subjects/Keywords: Classrooms; Fairy tales; Folk culture; Folktales; Foreign language learning; Language; Learning; Nonnative languages; Second language instruction; Teachers; ACQUISITION  – CULTURE  – FAIRY  – FOREIGN  – GERMAN  – LANGUAGE  – READING  – SECOND  – U

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APA (6th Edition):

CINDY, W. (2011). Teaching Culture through Reading Fairy Tales. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042718

Chicago Manual of Style (16th Edition):

CINDY, WALTER,CHRISTINA. “Teaching Culture through Reading Fairy Tales.” 2011. Masters Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/UFE0042718.

MLA Handbook (7th Edition):

CINDY, WALTER,CHRISTINA. “Teaching Culture through Reading Fairy Tales.” 2011. Web. 08 Dec 2019.

Vancouver:

CINDY W. Teaching Culture through Reading Fairy Tales. [Internet] [Masters thesis]. University of Florida; 2011. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/UFE0042718.

Council of Science Editors:

CINDY W. Teaching Culture through Reading Fairy Tales. [Masters Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0042718


University of Florida

28. Sorensen, Catherine Hennessey. Functions of the foreign language laboratory in the junior colleges of Florida.

Degree: 1964, University of Florida

Subjects/Keywords: College instruction; College students; Foreign language learning; Junior colleges; Language; Language laboratories; Language teachers; Nonnative languages; Second language instruction; Teachers; Curriculum and Instruction thesis Ed. D; Junior colleges  – Florida; Languages, Modern  – Study and teaching  – Audio-visual aids

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APA (6th Edition):

Sorensen, C. H. (1964). Functions of the foreign language laboratory in the junior colleges of Florida. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00052729

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):

Sorensen, Catherine Hennessey. “Functions of the foreign language laboratory in the junior colleges of Florida.” 1964. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00052729.

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

MLA Handbook (7th Edition):

Sorensen, Catherine Hennessey. “Functions of the foreign language laboratory in the junior colleges of Florida.” 1964. Web. 08 Dec 2019.

Vancouver:

Sorensen CH. Functions of the foreign language laboratory in the junior colleges of Florida. [Internet] [Thesis]. University of Florida; 1964. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00052729.

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

Council of Science Editors:

Sorensen CH. Functions of the foreign language laboratory in the junior colleges of Florida. [Thesis]. University of Florida; 1964. Available from: http://ufdc.ufl.edu/AA00052729

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


University of Florida

29. Walters, Florence L., 1923-. Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model.

Degree: 1982, University of Florida

Subjects/Keywords: Foreign language education; Foreign language learning; Language; Language teachers; Learning; Nonnative languages; Null hypothesis; Physiological stimulation; Students; Teachers; Curriculum and Instruction thesis Ph. D; Language and languages  – Study and teaching; Perceptual-motor learning; Sensorimotor integration

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APA (6th Edition):

Walters, Florence L., 1. (1982). Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031532

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):

Walters, Florence L., 1923-. “Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model.” 1982. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00031532.

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

MLA Handbook (7th Edition):

Walters, Florence L., 1923-. “Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model.” 1982. Web. 08 Dec 2019.

Vancouver:

Walters, Florence L. 1. Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model. [Internet] [Thesis]. University of Florida; 1982. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00031532.

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

Council of Science Editors:

Walters, Florence L. 1. Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model. [Thesis]. University of Florida; 1982. Available from: http://ufdc.ufl.edu/AA00031532

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


University of Florida

30. Bass, Bernice Marie. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.

Degree: 1975, University of Florida

Subjects/Keywords: Child psychology; English teachers; Ethnicity; Foreign language learning; Kindergarten; Language; Nonnative languages; Pronunciation; Siblings; Syntax; Curriculum and Instruction thesis Ph. D; Education, Bilingual  – Colorado; English language  – Study and teaching (Elementary)

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

APA (6th Edition):

Bass, B. M. (1975). Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00032590

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):

Bass, Bernice Marie. “Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.” 1975. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00032590.

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

MLA Handbook (7th Edition):

Bass, Bernice Marie. “Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.” 1975. Web. 08 Dec 2019.

Vancouver:

Bass BM. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. [Internet] [Thesis]. University of Florida; 1975. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00032590.

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

Council of Science Editors:

Bass BM. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. [Thesis]. University of Florida; 1975. Available from: http://ufdc.ufl.edu/AA00032590

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

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