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You searched for subject:(pragmatic development). Showing records 1 – 26 of 26 total matches.

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Vanderbilt University

1. Vazquez, Maria Dolores. Children and adults evaluate what others know by considering how they complete goals in language and action.

Degree: PhD, Psychology, 2012, Vanderbilt University

 Children consider others’ prior behavior to evaluate whether they are likely to provide accurate information in the future. Prior research has demonstrated that the ability… (more)

Subjects/Keywords: pragmatic development; developmental psychology; language development

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APA (6th Edition):

Vazquez, M. D. (2012). Children and adults evaluate what others know by considering how they complete goals in language and action. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14917

Chicago Manual of Style (16th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed April 21, 2021. http://hdl.handle.net/1803/14917.

MLA Handbook (7th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Web. 21 Apr 2021.

Vancouver:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1803/14917.

Council of Science Editors:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14917


University of Melbourne

2. Namiki, Kazumi. Instructed learning of Japanese requests in a foreign language setting.

Degree: 2013, University of Melbourne

 This study examines instructional effects on learners’ pragmatic development of Japanese requests in a foreign language (FL) setting. A six-week consecutive course was conducted by… (more)

Subjects/Keywords: pragmatic development; Japanese as a foreign language; SLA

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APA (6th Edition):

Namiki, K. (2013). Instructed learning of Japanese requests in a foreign language setting. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38153

Chicago Manual of Style (16th Edition):

Namiki, Kazumi. “Instructed learning of Japanese requests in a foreign language setting.” 2013. Doctoral Dissertation, University of Melbourne. Accessed April 21, 2021. http://hdl.handle.net/11343/38153.

MLA Handbook (7th Edition):

Namiki, Kazumi. “Instructed learning of Japanese requests in a foreign language setting.” 2013. Web. 21 Apr 2021.

Vancouver:

Namiki K. Instructed learning of Japanese requests in a foreign language setting. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11343/38153.

Council of Science Editors:

Namiki K. Instructed learning of Japanese requests in a foreign language setting. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38153


University of Melbourne

3. Green, Benita Christine. Pragmatic language and theory of mind in children with symptoms of ADHD: relationships with executive functions.

Degree: 2018, University of Melbourne

 Children’s social, academic and interpersonal functioning is sustained by language in use, yet a moderate body of research indicates that children with ADHD, and children… (more)

Subjects/Keywords: ADHD; neurodevelopmental disorders; language development; pragmatic language; theory of mind; attention; executive functions; child development

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APA (6th Edition):

Green, B. C. (2018). Pragmatic language and theory of mind in children with symptoms of ADHD: relationships with executive functions. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/216886

Chicago Manual of Style (16th Edition):

Green, Benita Christine. “Pragmatic language and theory of mind in children with symptoms of ADHD: relationships with executive functions.” 2018. Doctoral Dissertation, University of Melbourne. Accessed April 21, 2021. http://hdl.handle.net/11343/216886.

MLA Handbook (7th Edition):

Green, Benita Christine. “Pragmatic language and theory of mind in children with symptoms of ADHD: relationships with executive functions.” 2018. Web. 21 Apr 2021.

Vancouver:

Green BC. Pragmatic language and theory of mind in children with symptoms of ADHD: relationships with executive functions. [Internet] [Doctoral dissertation]. University of Melbourne; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11343/216886.

Council of Science Editors:

Green BC. Pragmatic language and theory of mind in children with symptoms of ADHD: relationships with executive functions. [Doctoral Dissertation]. University of Melbourne; 2018. Available from: http://hdl.handle.net/11343/216886


Universitat Pompeu Fabra

4. Hübscher, Iris. Preschoolers' pragmatic development: how prosody and gesture lend a helping hand.

Degree: Departament de Traducció i Ciències del llenguatge, 2018, Universitat Pompeu Fabra

 A pesar de que las investigaciones previas sobre el desarrollo del lenguaje hayan destacado el papel facilitador del gesto (principalmente, del gesto deíctico o de… (more)

Subjects/Keywords: Pragmatic development; Prosodic development; Gesture development; Child language development; Audiovisual prosody; Multimodal comprehension and production; Knowledge state; Uncertainty; Politeness; 81

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APA (6th Edition):

Hübscher, I. (2018). Preschoolers' pragmatic development: how prosody and gesture lend a helping hand. (Thesis). Universitat Pompeu Fabra. Retrieved from http://hdl.handle.net/10803/593503

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):

Hübscher, Iris. “Preschoolers' pragmatic development: how prosody and gesture lend a helping hand.” 2018. Thesis, Universitat Pompeu Fabra. Accessed April 21, 2021. http://hdl.handle.net/10803/593503.

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

MLA Handbook (7th Edition):

Hübscher, Iris. “Preschoolers' pragmatic development: how prosody and gesture lend a helping hand.” 2018. Web. 21 Apr 2021.

Vancouver:

Hübscher I. Preschoolers' pragmatic development: how prosody and gesture lend a helping hand. [Internet] [Thesis]. Universitat Pompeu Fabra; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10803/593503.

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

Council of Science Editors:

Hübscher I. Preschoolers' pragmatic development: how prosody and gesture lend a helping hand. [Thesis]. Universitat Pompeu Fabra; 2018. Available from: http://hdl.handle.net/10803/593503

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


University of Victoria

5. Wright, Chris. Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education.

Degree: School of Exercise Science, Physical and Health Education, 2020, University of Victoria

 A gap in physical literacy-oriented (PL) professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is… (more)

Subjects/Keywords: physical literacy; teachers; professional development; pragmatic; knowledge; confidence; physical education; schools; elementary

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APA (6th Edition):

Wright, C. (2020). Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/12076

Chicago Manual of Style (16th Edition):

Wright, Chris. “Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education.” 2020. Masters Thesis, University of Victoria. Accessed April 21, 2021. http://hdl.handle.net/1828/12076.

MLA Handbook (7th Edition):

Wright, Chris. “Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education.” 2020. Web. 21 Apr 2021.

Vancouver:

Wright C. Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education. [Internet] [Masters thesis]. University of Victoria; 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1828/12076.

Council of Science Editors:

Wright C. Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education. [Masters Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/12076


Penn State University

6. Lovelace, Jeffrey Brent. The myth of the yellow-brick road: Extending the CIP model of leadership.

Degree: 2017, Penn State University

 In recent years the Charismatic, Ideological, and Pragmatic (CIP) model of leadership has received increasing support in the literature. However, the application of and research… (more)

Subjects/Keywords: CIP Model of Leadership; Charismatic Leadership; Ideological Leadership; Pragmatic Leadership; Scale Development; Measurement

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APA (6th Edition):

Lovelace, J. B. (2017). The myth of the yellow-brick road: Extending the CIP model of leadership. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13751jbl942

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):

Lovelace, Jeffrey Brent. “The myth of the yellow-brick road: Extending the CIP model of leadership.” 2017. Thesis, Penn State University. Accessed April 21, 2021. https://submit-etda.libraries.psu.edu/catalog/13751jbl942.

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

MLA Handbook (7th Edition):

Lovelace, Jeffrey Brent. “The myth of the yellow-brick road: Extending the CIP model of leadership.” 2017. Web. 21 Apr 2021.

Vancouver:

Lovelace JB. The myth of the yellow-brick road: Extending the CIP model of leadership. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Apr 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/13751jbl942.

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

Council of Science Editors:

Lovelace JB. The myth of the yellow-brick road: Extending the CIP model of leadership. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13751jbl942

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


Universitat Pompeu Fabra

7. Igualada Pérez, Alfonso. Gesture-speech temporal integration in language development.

Degree: Departament de Traducció i Ciències del llenguatge, 2017, Universitat Pompeu Fabra

 In everyday interactions, speakers integrate gestures and speech sounds at a temporal level. One of the linguistic functions of temporally synchronous gesture-speech combinations is to… (more)

Subjects/Keywords: Gesture-speech integration; Temporal alignment; Language development; Prominence; Word recall; Pragmatic; 81

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APA (6th Edition):

Igualada Pérez, A. (2017). Gesture-speech temporal integration in language development. (Thesis). Universitat Pompeu Fabra. Retrieved from http://hdl.handle.net/10803/670094

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):

Igualada Pérez, Alfonso. “Gesture-speech temporal integration in language development.” 2017. Thesis, Universitat Pompeu Fabra. Accessed April 21, 2021. http://hdl.handle.net/10803/670094.

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

MLA Handbook (7th Edition):

Igualada Pérez, Alfonso. “Gesture-speech temporal integration in language development.” 2017. Web. 21 Apr 2021.

Vancouver:

Igualada Pérez A. Gesture-speech temporal integration in language development. [Internet] [Thesis]. Universitat Pompeu Fabra; 2017. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10803/670094.

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

Council of Science Editors:

Igualada Pérez A. Gesture-speech temporal integration in language development. [Thesis]. Universitat Pompeu Fabra; 2017. Available from: http://hdl.handle.net/10803/670094

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


Université de Grenoble

8. Batista, Aurore. Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone : The multimodal development of communication during infancy : a study led in French context.

Degree: Docteur es, Sciences du langage - Linguistique, sociolinguistique et acquisition du langage, 2012, Université de Grenoble

L'objectif de cette thèse est d'étudier le développement communicationnel multimodal des jeunes enfants français âgés de 18 mois à 3 ans et demi. Nous nous… (more)

Subjects/Keywords: Développement de la communication; Geste; Mot; Pragmatique; Bimodal; Enfant; Communication development; Gesture; Word; Pragmatic; Bimodal; Children; 440; 370

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APA (6th Edition):

Batista, A. (2012). Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone : The multimodal development of communication during infancy : a study led in French context. (Doctoral Dissertation). Université de Grenoble. Retrieved from http://www.theses.fr/2012GRENL035

Chicago Manual of Style (16th Edition):

Batista, Aurore. “Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone : The multimodal development of communication during infancy : a study led in French context.” 2012. Doctoral Dissertation, Université de Grenoble. Accessed April 21, 2021. http://www.theses.fr/2012GRENL035.

MLA Handbook (7th Edition):

Batista, Aurore. “Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone : The multimodal development of communication during infancy : a study led in French context.” 2012. Web. 21 Apr 2021.

Vancouver:

Batista A. Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone : The multimodal development of communication during infancy : a study led in French context. [Internet] [Doctoral dissertation]. Université de Grenoble; 2012. [cited 2021 Apr 21]. Available from: http://www.theses.fr/2012GRENL035.

Council of Science Editors:

Batista A. Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone : The multimodal development of communication during infancy : a study led in French context. [Doctoral Dissertation]. Université de Grenoble; 2012. Available from: http://www.theses.fr/2012GRENL035


Linköping University

9. Jonsson, Elin. Hållbar utveckling ur ett företagsperspektiv : En analys baserad på en fallstudie vid företaget Kinnarps.

Degree: The Tema Institute, 2011, Linköping University

  Den här uppsatsen syftar till att undersöka hur företag kan arbeta med konceptet hållbar utveckling samt att analysera hur begreppet upplevs från ett företags… (more)

Subjects/Keywords: Sustainable development; business; ecological modernization; pragmatic acceptance; Hållbar utveckling; företag; ekologisk modernisering; pragmatiskt accepterande; Civics; Samhällsvetenskap

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APA (6th Edition):

Jonsson, E. (2011). Hållbar utveckling ur ett företagsperspektiv : En analys baserad på en fallstudie vid företaget Kinnarps. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68852

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):

Jonsson, Elin. “Hållbar utveckling ur ett företagsperspektiv : En analys baserad på en fallstudie vid företaget Kinnarps.” 2011. Thesis, Linköping University. Accessed April 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68852.

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

MLA Handbook (7th Edition):

Jonsson, Elin. “Hållbar utveckling ur ett företagsperspektiv : En analys baserad på en fallstudie vid företaget Kinnarps.” 2011. Web. 21 Apr 2021.

Vancouver:

Jonsson E. Hållbar utveckling ur ett företagsperspektiv : En analys baserad på en fallstudie vid företaget Kinnarps. [Internet] [Thesis]. Linköping University; 2011. [cited 2021 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68852.

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

Council of Science Editors:

Jonsson E. Hållbar utveckling ur ett företagsperspektiv : En analys baserad på en fallstudie vid företaget Kinnarps. [Thesis]. Linköping University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68852

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


Karlstad University

10. Lennemyr, Marcus. Kemi med inriktning för hållbar utveckling i förskolan : Hållbar utveckling – meningsfullt lärande om källsortering.

Degree: Educational Studies, 2015, Karlstad University

Den här studien inriktar sig på hur förskollärare jobbar med ämnet kemi. Inom ämnet kemi kommer fokus att ligga på utbildning inom hållbar utveckling… (more)

Subjects/Keywords: Meaningful education; Sustainable development; Chemistry; Pragmatic perspective; Preschool; Meningsfullt lärande; Hållbar utveckling; Kemi; Pragmatisk perspektiv; Förskola

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APA (6th Edition):

Lennemyr, M. (2015). Kemi med inriktning för hållbar utveckling i förskolan : Hållbar utveckling – meningsfullt lärande om källsortering. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38778

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):

Lennemyr, Marcus. “Kemi med inriktning för hållbar utveckling i förskolan : Hållbar utveckling – meningsfullt lärande om källsortering.” 2015. Thesis, Karlstad University. Accessed April 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38778.

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

MLA Handbook (7th Edition):

Lennemyr, Marcus. “Kemi med inriktning för hållbar utveckling i förskolan : Hållbar utveckling – meningsfullt lärande om källsortering.” 2015. Web. 21 Apr 2021.

Vancouver:

Lennemyr M. Kemi med inriktning för hållbar utveckling i förskolan : Hållbar utveckling – meningsfullt lärande om källsortering. [Internet] [Thesis]. Karlstad University; 2015. [cited 2021 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38778.

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

Council of Science Editors:

Lennemyr M. Kemi med inriktning för hållbar utveckling i förskolan : Hållbar utveckling – meningsfullt lärande om källsortering. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38778

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


Stockholm University

11. Pagmar, David. Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction.

Degree: Linguistics, 2016, Stockholm University

  In this study, young children’s development of speech acts was examined. Interaction between six Swedish-speaking parents and their children was observed. The frequency, form… (more)

Subjects/Keywords: Illocutionary speech acts; parent-child interaction; first language acquisition; pragmatic development; General Language Studies and Linguistics; Jämförande språkvetenskap och allmän lingvistik

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

APA (6th Edition):

Pagmar, D. (2016). Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131459

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):

Pagmar, David. “Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction.” 2016. Thesis, Stockholm University. Accessed April 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131459.

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

MLA Handbook (7th Edition):

Pagmar, David. “Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction.” 2016. Web. 21 Apr 2021.

Vancouver:

Pagmar D. Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction. [Internet] [Thesis]. Stockholm University; 2016. [cited 2021 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131459.

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

Council of Science Editors:

Pagmar D. Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131459

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

12. Deret, Lydia. Les savoir-agir langagiers professionnels des enseignants débutants : Beginning teachers’ professional language know-hows.

Degree: Docteur es, Sciences de l'éducation, 2019, Normandie

Ce travail s’inscrit dans la lignée des recherches portant sur la professionnalité des enseignants. Nous nous intéressons plus particulièrement à l’activité langagière des débutants. L’hypothèse… (more)

Subjects/Keywords: Savoir-agir langagier professionnel; Développement professionnel; Beginning teachers; Professional didactics; Language pragmatic; Professional language know-hows; Professional development

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APA (6th Edition):

Deret, L. (2019). Les savoir-agir langagiers professionnels des enseignants débutants : Beginning teachers’ professional language know-hows. (Doctoral Dissertation). Normandie. Retrieved from http://www.theses.fr/2019NORMC027

Chicago Manual of Style (16th Edition):

Deret, Lydia. “Les savoir-agir langagiers professionnels des enseignants débutants : Beginning teachers’ professional language know-hows.” 2019. Doctoral Dissertation, Normandie. Accessed April 21, 2021. http://www.theses.fr/2019NORMC027.

MLA Handbook (7th Edition):

Deret, Lydia. “Les savoir-agir langagiers professionnels des enseignants débutants : Beginning teachers’ professional language know-hows.” 2019. Web. 21 Apr 2021.

Vancouver:

Deret L. Les savoir-agir langagiers professionnels des enseignants débutants : Beginning teachers’ professional language know-hows. [Internet] [Doctoral dissertation]. Normandie; 2019. [cited 2021 Apr 21]. Available from: http://www.theses.fr/2019NORMC027.

Council of Science Editors:

Deret L. Les savoir-agir langagiers professionnels des enseignants débutants : Beginning teachers’ professional language know-hows. [Doctoral Dissertation]. Normandie; 2019. Available from: http://www.theses.fr/2019NORMC027


University of South Florida

13. Ciftci, Hatime. Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse.

Degree: 2015, University of South Florida

 Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form… (more)

Subjects/Keywords: pragmatic competence; suggestions; office hour interactions; relational work; English as a foreign language; Other Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Ciftci, H. (2015). Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5927

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):

Ciftci, Hatime. “Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse.” 2015. Thesis, University of South Florida. Accessed April 21, 2021. https://scholarcommons.usf.edu/etd/5927.

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

MLA Handbook (7th Edition):

Ciftci, Hatime. “Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse.” 2015. Web. 21 Apr 2021.

Vancouver:

Ciftci H. Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse. [Internet] [Thesis]. University of South Florida; 2015. [cited 2021 Apr 21]. Available from: https://scholarcommons.usf.edu/etd/5927.

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

Council of Science Editors:

Ciftci H. Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5927

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


University of Iowa

14. Cheng, Stephanie Weijung. An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English.

Degree: PhD, Second Language Acquisition, 2005, University of Iowa

  The present study is an exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude, specifically, gratitude after receiving a favor. Expressing gratitude… (more)

Subjects/Keywords: speech acts; pragmatic development; expressions of gratitude; Chinese; First and Second Language Acquisition

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APA (6th Edition):

Cheng, S. W. (2005). An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/104

Chicago Manual of Style (16th Edition):

Cheng, Stephanie Weijung. “An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English.” 2005. Doctoral Dissertation, University of Iowa. Accessed April 21, 2021. https://ir.uiowa.edu/etd/104.

MLA Handbook (7th Edition):

Cheng, Stephanie Weijung. “An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English.” 2005. Web. 21 Apr 2021.

Vancouver:

Cheng SW. An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English. [Internet] [Doctoral dissertation]. University of Iowa; 2005. [cited 2021 Apr 21]. Available from: https://ir.uiowa.edu/etd/104.

Council of Science Editors:

Cheng SW. An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English. [Doctoral Dissertation]. University of Iowa; 2005. Available from: https://ir.uiowa.edu/etd/104


University of Kansas

15. Bagi, Viktoria. Direct discourse methods in non-native speakers' German language use.

Degree: PhD, Germanic Languages & Literatures, 2009, University of Kansas

 This dissertation investigates the methods used by intermediate, advanced and superior level learners of German when quoting formerly uttered speech in direct discourse. The study… (more)

Subjects/Keywords: Language, linguistics; Communicative competence; Direct speech; Interlanguage; Pragmatic development; Quotatives; Reported speech

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

APA (6th Edition):

Bagi, V. (2009). Direct discourse methods in non-native speakers' German language use. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5963

Chicago Manual of Style (16th Edition):

Bagi, Viktoria. “Direct discourse methods in non-native speakers' German language use.” 2009. Doctoral Dissertation, University of Kansas. Accessed April 21, 2021. http://hdl.handle.net/1808/5963.

MLA Handbook (7th Edition):

Bagi, Viktoria. “Direct discourse methods in non-native speakers' German language use.” 2009. Web. 21 Apr 2021.

Vancouver:

Bagi V. Direct discourse methods in non-native speakers' German language use. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1808/5963.

Council of Science Editors:

Bagi V. Direct discourse methods in non-native speakers' German language use. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5963

16. Ziogas, Sara G. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The lack of teacher training and textbook teaching materials for developing pragmatic awareness in ESL (English as a second language) and EFL (English as… (more)

Subjects/Keywords: pragmatic awareness; communicative competence; speech acts; workshop; teacher training; Adult and Continuing Education and Teaching; Higher Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Ziogas, S. G. (2017). Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/577

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):

Ziogas, Sara G. “Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.” 2017. Thesis, University of San Francisco. Accessed April 21, 2021. https://repository.usfca.edu/capstone/577.

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

MLA Handbook (7th Edition):

Ziogas, Sara G. “Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.” 2017. Web. 21 Apr 2021.

Vancouver:

Ziogas SG. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2021 Apr 21]. Available from: https://repository.usfca.edu/capstone/577.

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

Council of Science Editors:

Ziogas SG. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/577

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


Kent State University

17. O'Brien, Erin A. An Analysis of Designer Problem-Solving in Addressing Overconsumption of Clothing.

Degree: MFIS, College of the Arts / School of Fashion Design and Merchandising / Fashion Industry Studies, 2020, Kent State University

 Driven by fast fashion and overconsumption of clothing, the fashion industry is one of the largest polluters in the world. The purpose of this research… (more)

Subjects/Keywords: Design; Sustainability; fashion design; fashion Industry; design; design research; design thinking; design process; creative process; creativity; overconsumption; sustainability; problem-solving; pragmatic solutions; product development

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APA (6th Edition):

O'Brien, E. A. (2020). An Analysis of Designer Problem-Solving in Addressing Overconsumption of Clothing. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1601029403307031

Chicago Manual of Style (16th Edition):

O'Brien, Erin A. “An Analysis of Designer Problem-Solving in Addressing Overconsumption of Clothing.” 2020. Masters Thesis, Kent State University. Accessed April 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1601029403307031.

MLA Handbook (7th Edition):

O'Brien, Erin A. “An Analysis of Designer Problem-Solving in Addressing Overconsumption of Clothing.” 2020. Web. 21 Apr 2021.

Vancouver:

O'Brien EA. An Analysis of Designer Problem-Solving in Addressing Overconsumption of Clothing. [Internet] [Masters thesis]. Kent State University; 2020. [cited 2021 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1601029403307031.

Council of Science Editors:

O'Brien EA. An Analysis of Designer Problem-Solving in Addressing Overconsumption of Clothing. [Masters Thesis]. Kent State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1601029403307031

18. Licorish, Sherlock Anthony. Collaboration patterns of successful globally distributed agile software teams: the role of core developers .

Degree: 2013, AUT University

 Agile global software development (AGSD) has become increasingly prevalent in the last decade. AGSD occurs in environments that are inherently affected by elevated incidence of… (more)

Subjects/Keywords: Global software development; Collaboration patterns; Core developers; Pragmatic research; Attitudes and knowledge sharing; Task performance

…agreeing to release their development information from which the software engineering process may… …development practices. I am grateful for the employment opportunities that were provided by SERL and… …approval. x Abstract Agile global software development (AGSD) has become… …under a pragmatic case study design to study artefacts contributed by ten IBM Rational Jazz… …insights for those intending to adopt a pragmatic approach in the study of software repository… 

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APA (6th Edition):

Licorish, S. A. (2013). Collaboration patterns of successful globally distributed agile software teams: the role of core developers . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/5973

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):

Licorish, Sherlock Anthony. “Collaboration patterns of successful globally distributed agile software teams: the role of core developers .” 2013. Thesis, AUT University. Accessed April 21, 2021. http://hdl.handle.net/10292/5973.

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

MLA Handbook (7th Edition):

Licorish, Sherlock Anthony. “Collaboration patterns of successful globally distributed agile software teams: the role of core developers .” 2013. Web. 21 Apr 2021.

Vancouver:

Licorish SA. Collaboration patterns of successful globally distributed agile software teams: the role of core developers . [Internet] [Thesis]. AUT University; 2013. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10292/5973.

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

Council of Science Editors:

Licorish SA. Collaboration patterns of successful globally distributed agile software teams: the role of core developers . [Thesis]. AUT University; 2013. Available from: http://hdl.handle.net/10292/5973

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

19. Wang, Xun. The Change and the Development of the Chinese Euphemisms : A Study Based on a Survey of the Use of Euphemisms byRespondents of Different Age Groups.

Degree: Chinese, 2017, Dalarna University

The Chinese euphemisms have aroused much interest of many researches due to its distinctive function and diversity. The choice and use of Chinese euphemisms… (more)

Subjects/Keywords: Chinese; broad euphemisms; narrow euphemisms; changes and development; pragmatic principles; sociolinguistics; 汉语,广义委婉语,狭义委婉语,时代变迁,语用原则,社会语言学; Languages and Literature; Språk och litteratur

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APA (6th Edition):

Wang, X. (2017). The Change and the Development of the Chinese Euphemisms : A Study Based on a Survey of the Use of Euphemisms byRespondents of Different Age Groups. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-27203

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):

Wang, Xun. “The Change and the Development of the Chinese Euphemisms : A Study Based on a Survey of the Use of Euphemisms byRespondents of Different Age Groups.” 2017. Thesis, Dalarna University. Accessed April 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27203.

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

MLA Handbook (7th Edition):

Wang, Xun. “The Change and the Development of the Chinese Euphemisms : A Study Based on a Survey of the Use of Euphemisms byRespondents of Different Age Groups.” 2017. Web. 21 Apr 2021.

Vancouver:

Wang X. The Change and the Development of the Chinese Euphemisms : A Study Based on a Survey of the Use of Euphemisms byRespondents of Different Age Groups. [Internet] [Thesis]. Dalarna University; 2017. [cited 2021 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-27203.

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

Council of Science Editors:

Wang X. The Change and the Development of the Chinese Euphemisms : A Study Based on a Survey of the Use of Euphemisms byRespondents of Different Age Groups. [Thesis]. Dalarna University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-27203

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


Universitetet i Tromsø

20. Pettersen, Anja Helen Høyen. En kvantitativ studie om sammenhengen mellom pragmatisk kompetanse ved 8,5år, og språk- og kommunikasjonsutvikling ved 18 og 36 måneder. Basert på informasjon fra Den norske mor, far og barn undersøkelsen, og Språk-8 studien .

Degree: 2020, Universitetet i Tromsø

 Hensikten til masteroppgaven var å undersøke om det finnes tidlige kjennetegn ved 18 og 36 måneder som predikere senere pragmatisk kompetanse ved 8,5år. Pragmatisk kompetanse… (more)

Subjects/Keywords: VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Spesialpedagogikk: 282; VDP::Social science: 200::Education: 280::Special education: 282; barns språkutvikling; pragmatisk kompetanse; Språk-8; MoBa; pragmatiske språkvansker; utviklingsforløp; pragmatic language development; predictive characteristics

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APA (6th Edition):

Pettersen, A. H. H. (2020). En kvantitativ studie om sammenhengen mellom pragmatisk kompetanse ved 8,5år, og språk- og kommunikasjonsutvikling ved 18 og 36 måneder. Basert på informasjon fra Den norske mor, far og barn undersøkelsen, og Språk-8 studien . (Masters Thesis). Universitetet i Tromsø. Retrieved from http://hdl.handle.net/10037/19166

Chicago Manual of Style (16th Edition):

Pettersen, Anja Helen Høyen. “En kvantitativ studie om sammenhengen mellom pragmatisk kompetanse ved 8,5år, og språk- og kommunikasjonsutvikling ved 18 og 36 måneder. Basert på informasjon fra Den norske mor, far og barn undersøkelsen, og Språk-8 studien .” 2020. Masters Thesis, Universitetet i Tromsø. Accessed April 21, 2021. http://hdl.handle.net/10037/19166.

MLA Handbook (7th Edition):

Pettersen, Anja Helen Høyen. “En kvantitativ studie om sammenhengen mellom pragmatisk kompetanse ved 8,5år, og språk- og kommunikasjonsutvikling ved 18 og 36 måneder. Basert på informasjon fra Den norske mor, far og barn undersøkelsen, og Språk-8 studien .” 2020. Web. 21 Apr 2021.

Vancouver:

Pettersen AHH. En kvantitativ studie om sammenhengen mellom pragmatisk kompetanse ved 8,5år, og språk- og kommunikasjonsutvikling ved 18 og 36 måneder. Basert på informasjon fra Den norske mor, far og barn undersøkelsen, og Språk-8 studien . [Internet] [Masters thesis]. Universitetet i Tromsø 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10037/19166.

Council of Science Editors:

Pettersen AHH. En kvantitativ studie om sammenhengen mellom pragmatisk kompetanse ved 8,5år, og språk- og kommunikasjonsutvikling ved 18 og 36 måneder. Basert på informasjon fra Den norske mor, far og barn undersøkelsen, og Språk-8 studien . [Masters Thesis]. Universitetet i Tromsø 2020. Available from: http://hdl.handle.net/10037/19166

21. Kritsotakis, Georgios. Συγκριτική διερεύνηση της πραγματολογικής ικανότητας μαθητών δημοτικού σχολείου με τυπική ανάπτυξη, υψηλής λειτουργικότητας αυτισμό και ειδικές μαθησιακές δυσκολίες.

Degree: 2020, University of Ioannina; Πανεπιστήμιο Ιωαννίνων

The aim of the present thesis is to investigate the pragmatic ability in the area of figurative language (Idioms & Proverbs), and its association with… (more)

Subjects/Keywords: Πραγματολογική ικανότητα; Μεταφορικός λόγος; Μορφοσυντακτική ικανότητα; Προσληπτικό λεξιλόγιο; Αναγνωστική κατανόηση; Τυπική ανάπτυξη; Διαταραχή αυτιστικού φάσματος υψηλής λειτουργικότητας; Ειδικές μαθησιακές δυσκολίες; Pragmatic ability; Figurative language; Morphosyntactic ability; Receptive vocabulary; Reading comprehension; Typical development; High-functioning autism; Specific learning difficulties

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APA (6th Edition):

Kritsotakis, G. (2020). Συγκριτική διερεύνηση της πραγματολογικής ικανότητας μαθητών δημοτικού σχολείου με τυπική ανάπτυξη, υψηλής λειτουργικότητας αυτισμό και ειδικές μαθησιακές δυσκολίες. (Thesis). University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Retrieved from http://hdl.handle.net/10442/hedi/48809

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):

Kritsotakis, Georgios. “Συγκριτική διερεύνηση της πραγματολογικής ικανότητας μαθητών δημοτικού σχολείου με τυπική ανάπτυξη, υψηλής λειτουργικότητας αυτισμό και ειδικές μαθησιακές δυσκολίες.” 2020. Thesis, University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Accessed April 21, 2021. http://hdl.handle.net/10442/hedi/48809.

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

MLA Handbook (7th Edition):

Kritsotakis, Georgios. “Συγκριτική διερεύνηση της πραγματολογικής ικανότητας μαθητών δημοτικού σχολείου με τυπική ανάπτυξη, υψηλής λειτουργικότητας αυτισμό και ειδικές μαθησιακές δυσκολίες.” 2020. Web. 21 Apr 2021.

Vancouver:

Kritsotakis G. Συγκριτική διερεύνηση της πραγματολογικής ικανότητας μαθητών δημοτικού σχολείου με τυπική ανάπτυξη, υψηλής λειτουργικότητας αυτισμό και ειδικές μαθησιακές δυσκολίες. [Internet] [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10442/hedi/48809.

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

Council of Science Editors:

Kritsotakis G. Συγκριτική διερεύνηση της πραγματολογικής ικανότητας μαθητών δημοτικού σχολείου με τυπική ανάπτυξη, υψηλής λειτουργικότητας αυτισμό και ειδικές μαθησιακές δυσκολίες. [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2020. Available from: http://hdl.handle.net/10442/hedi/48809

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


University of Hawaii

22. Ikeda, Maiko. CONVERSATION IN CMC – TRACING NOVICE AGENCY FROM A LANGUAGE SOCIALIZATION PERSPECTIVE.

Degree: 2021, University of Hawaii

Subjects/Keywords: Language; Pedagogy; Agency; Computer-Mediated-Communication; Japanese sentence ending form; Language Socialization; Pragmatic development

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APA (6th Edition):

Ikeda, M. (2021). CONVERSATION IN CMC – TRACING NOVICE AGENCY FROM A LANGUAGE SOCIALIZATION PERSPECTIVE. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/73348

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):

Ikeda, Maiko. “CONVERSATION IN CMC – TRACING NOVICE AGENCY FROM A LANGUAGE SOCIALIZATION PERSPECTIVE.” 2021. Thesis, University of Hawaii. Accessed April 21, 2021. http://hdl.handle.net/10125/73348.

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

MLA Handbook (7th Edition):

Ikeda, Maiko. “CONVERSATION IN CMC – TRACING NOVICE AGENCY FROM A LANGUAGE SOCIALIZATION PERSPECTIVE.” 2021. Web. 21 Apr 2021.

Vancouver:

Ikeda M. CONVERSATION IN CMC – TRACING NOVICE AGENCY FROM A LANGUAGE SOCIALIZATION PERSPECTIVE. [Internet] [Thesis]. University of Hawaii; 2021. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10125/73348.

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

Council of Science Editors:

Ikeda M. CONVERSATION IN CMC – TRACING NOVICE AGENCY FROM A LANGUAGE SOCIALIZATION PERSPECTIVE. [Thesis]. University of Hawaii; 2021. Available from: http://hdl.handle.net/10125/73348

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


University of Oulu

23. Loukusa, S. (Soile). The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory.

Degree: 2007, University of Oulu

Abstract This research explored, within the framework of relevance theory, how normally developing 3- to 9-year-old children and two age groups (age 7–9 and age… (more)

Subjects/Keywords: Asperger syndrome; comprehension strategies; context; high-functioning autism; inference; pervasive developmental disorders; pragmatic comprehension; pragmatic language development; relevance theory; relevanssiteoria; Aspergerin oireyhtymä; hyvätasoinen autismi; konteksti; laaja-alaiset kehityshäiriöt; pragmaattinen kielen kehitys; pragmaattinen ymmärtäminen; päättely; vastausstrategiat

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APA (6th Edition):

Loukusa, S. (. (2007). The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789514285783

Chicago Manual of Style (16th Edition):

Loukusa, S (Soile). “The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory.” 2007. Doctoral Dissertation, University of Oulu. Accessed April 21, 2021. http://urn.fi/urn:isbn:9789514285783.

MLA Handbook (7th Edition):

Loukusa, S (Soile). “The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory.” 2007. Web. 21 Apr 2021.

Vancouver:

Loukusa S(. The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory. [Internet] [Doctoral dissertation]. University of Oulu; 2007. [cited 2021 Apr 21]. Available from: http://urn.fi/urn:isbn:9789514285783.

Council of Science Editors:

Loukusa S(. The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory. [Doctoral Dissertation]. University of Oulu; 2007. Available from: http://urn.fi/urn:isbn:9789514285783


University of Manchester

24. Castro Hernandez, Jorge Alberto. Rural Territorial Development in the Midst of the Conflict.

Degree: 2010, University of Manchester

 The aim of this dissertation is to provide a critical understanding of a Rural Territorial Development (RTD) intervention in a context of conflict dynamics, by… (more)

Subjects/Keywords: Rural Territorial Development; violent conflict; conflict dynamics; incommensurability; pragmatic articulations.; The Middle Magdalena region (Colombia); Programme for Development and Peace in Middle Magdalena.

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APA (6th Edition):

Castro Hernandez, J. A. (2010). Rural Territorial Development in the Midst of the Conflict. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:101790

Chicago Manual of Style (16th Edition):

Castro Hernandez, Jorge Alberto. “Rural Territorial Development in the Midst of the Conflict.” 2010. Doctoral Dissertation, University of Manchester. Accessed April 21, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:101790.

MLA Handbook (7th Edition):

Castro Hernandez, Jorge Alberto. “Rural Territorial Development in the Midst of the Conflict.” 2010. Web. 21 Apr 2021.

Vancouver:

Castro Hernandez JA. Rural Territorial Development in the Midst of the Conflict. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2021 Apr 21]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:101790.

Council of Science Editors:

Castro Hernandez JA. Rural Territorial Development in the Midst of the Conflict. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:101790


University of Manchester

25. Castro Hernandez, Jorge Alberto. Rural Territorial Development in the midst of the conflict.

Degree: PhD, 2010, University of Manchester

 The aim of this dissertation is to provide a critical understanding of a Rural Territorial Development (RTD) intervention in a context of conflict dynamics, by… (more)

Subjects/Keywords: 320.8; Rural Territorial Development; violent conflict; conflict dynamics; incommensurability; pragmatic articulations.; Middle Magdalena region (Colombia); Programme for Development and Peace in Middle Magdalena.

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APA (6th Edition):

Castro Hernandez, J. A. (2010). Rural Territorial Development in the midst of the conflict. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/rural-territorial-development-in-the-midst-of-the-conflict(490b4f28-217d-4d3f-95e2-7c0c30118eba).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528503

Chicago Manual of Style (16th Edition):

Castro Hernandez, Jorge Alberto. “Rural Territorial Development in the midst of the conflict.” 2010. Doctoral Dissertation, University of Manchester. Accessed April 21, 2021. https://www.research.manchester.ac.uk/portal/en/theses/rural-territorial-development-in-the-midst-of-the-conflict(490b4f28-217d-4d3f-95e2-7c0c30118eba).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528503.

MLA Handbook (7th Edition):

Castro Hernandez, Jorge Alberto. “Rural Territorial Development in the midst of the conflict.” 2010. Web. 21 Apr 2021.

Vancouver:

Castro Hernandez JA. Rural Territorial Development in the midst of the conflict. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2021 Apr 21]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/rural-territorial-development-in-the-midst-of-the-conflict(490b4f28-217d-4d3f-95e2-7c0c30118eba).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528503.

Council of Science Editors:

Castro Hernandez JA. Rural Territorial Development in the midst of the conflict. [Doctoral Dissertation]. University of Manchester; 2010. Available from: https://www.research.manchester.ac.uk/portal/en/theses/rural-territorial-development-in-the-midst-of-the-conflict(490b4f28-217d-4d3f-95e2-7c0c30118eba).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528503

26. WEE TONG BAO. THE DEVELOPMENT OF MODERN CHINESE VERNACULAR EDUCATION IN SINGAPORE :SOCIETY, POLITICS & POLICIES, 1905-1941.

Degree: 2001, National University of Singapore

Subjects/Keywords: Past studies on the history of Chinese vernacular education in Singapore have essentially been from a Sino-centric perspective or from the perspective of the local British authority. These; essentially; constitute institutional histories written from the standpoint of the policies and politics of the milieu. There are; however; other variables that effected the transformation of the old-styled vernacular Chinese schools to modem ones. Towards the end of the nineteenth century; an awareness and concern arose amongst the local Chinese that they must pay more attention to the education of their children by building more schools and to modernise old ones. They were; like their countrymen in China; affected by China's humiliating defeats under foreign powers; crippling reparations and loss of sovereignty. There was a sense that they must strengthen their community and preserve their culture through reforms; of which; the modernisation of their education system became most crucial. In Singapore; the early modern Chinese vernacular schools were established in the 1900s by the Chinese dialectal bang which formed the basic social unit of the pre¬ war Chinese society. Prior to the 1920s; the British were not very involved with the development of the island's vernacular Chinese schools. Although they formulated educational directives since the nineteenth century; the issue of providing education for the majority of the island's children; Chinese or otherwise; was still not their main concern. Thus; the onus of providing vernacular education for majority of Chinese children became primarily the responsibility of the Chinese communal leaders; which included the bang leadership; as well as the Straits Chinese. Before the twentieth century; the Chinese community had their own schools that taught in the vernacular. These schools were; however; far smaller and fewer than the government and mission schools that taught their Chinese students in English. By the end of the nineteenth century; there were already hundreds of Chinese children being educated in English. The Chinese community; driven by their collective consciousness for the need to selfstrengthen and to preserve their culture; soon felt the need to give their children an education that was not inferior to the Western system; and at the same time; enable them to succeed economically and socially in Singapore. However; by the 1920s; private and communal initiatives to modernise the vernacular Chinese schools met with increased British intervention. The British began introducing policies which on one hand; ensured that the island's vernacular schools progressed; but on the other hand contained provisions for the suppression of seditious elements within local schools. The latter was clearly directed against Chinese schools which had become more politicised by the political transition China was undergoing throughout the pre-war years. Although the Chinese community; and a number of scholars; have considered British intervention in the Chinese schools during this period as a period of suppression; in reality; the number of Chinese schools continued to modernise and proliferate throughout the inter-war years. The crux of the matter was that; some British policies and legislation were geared towards the improvement of all vernacular schools in Singapore; and not just to curtail or moderate them. At the same time; social undercurrents were also present during the pre-war years that pushed the Chinese community to build more schools and modernise old ones. The size of the Chinese community; particularly of women and children; was greatly enlarged through increased immigration and natural births from the late nineteenth century. The Chinese community was becoming more settled and as a result; the need to set up modern communal institutions became an ever-increasing priority; especially when the other non-Chinese communities were raising the standards of their own schools. However; the path of progress was not a smooth and undisturbed one. The progress of Chinese vernacular education was at times hampered by bad economic conditions that affected the whole society. Nevertheless; despite the opposing political directions and social undercurrents that were imbuing the schools; many maintained a pragmatic stance to ensure their continued operation. Thus; the fuller story of the Chinese vernacular schools will be arrived at when one contextualises the study within a wider framework that goes beyond politics and policies.

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

APA (6th Edition):

BAO, W. T. (2001). THE DEVELOPMENT OF MODERN CHINESE VERNACULAR EDUCATION IN SINGAPORE :SOCIETY, POLITICS & POLICIES, 1905-1941. (Thesis). National University of Singapore. Retrieved from https://scholarbank.nus.edu.sg/handle/10635/186801

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):

BAO, WEE TONG. “THE DEVELOPMENT OF MODERN CHINESE VERNACULAR EDUCATION IN SINGAPORE :SOCIETY, POLITICS & POLICIES, 1905-1941.” 2001. Thesis, National University of Singapore. Accessed April 21, 2021. https://scholarbank.nus.edu.sg/handle/10635/186801.

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

MLA Handbook (7th Edition):

BAO, WEE TONG. “THE DEVELOPMENT OF MODERN CHINESE VERNACULAR EDUCATION IN SINGAPORE :SOCIETY, POLITICS & POLICIES, 1905-1941.” 2001. Web. 21 Apr 2021.

Vancouver:

BAO WT. THE DEVELOPMENT OF MODERN CHINESE VERNACULAR EDUCATION IN SINGAPORE :SOCIETY, POLITICS & POLICIES, 1905-1941. [Internet] [Thesis]. National University of Singapore; 2001. [cited 2021 Apr 21]. Available from: https://scholarbank.nus.edu.sg/handle/10635/186801.

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

Council of Science Editors:

BAO WT. THE DEVELOPMENT OF MODERN CHINESE VERNACULAR EDUCATION IN SINGAPORE :SOCIETY, POLITICS & POLICIES, 1905-1941. [Thesis]. National University of Singapore; 2001. Available from: https://scholarbank.nus.edu.sg/handle/10635/186801

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

.