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A Study Of The Intelligibility, Comprehensibility And Interpretability Of Standard Marine Communication Phrases As Perceived By Chinese Mariners, Lillian Christine Holland
A Study Of The Intelligibility, Comprehensibility And Interpretability Of Standard Marine Communication Phrases As Perceived By Chinese Mariners, Lillian Christine Holland
Dissertations and Theses
Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The …
Peer Response Groups In The Esol Classroom : A Study, Karin Dorothy Krueger
Peer Response Groups In The Esol Classroom : A Study, Karin Dorothy Krueger
Dissertations and Theses
This qualitative study is introduced through a discussion of peer response groups and the researcher's interest in them. The guiding question of whether peer response groups are as useful for teaching writing ESOL classrooms as in first language classrooms is stated along with supplementary research questions. These are fol lowed by a review of relevant theories and summaries of peer response group hi story, social and cultural factors, and research done on peer response groups in first and additional language classrooms.
The Effects Of A Course In American Jokes On A Class Of Intermediate Level Esl Students, John Randolph Carruthers
The Effects Of A Course In American Jokes On A Class Of Intermediate Level Esl Students, John Randolph Carruthers
Dissertations and Theses
Teachers of English to speakers of other languages have often incorporated humor in the curriculum, yet a recent computer search revealed that there were no empirical studies which have shown that curricular humor enhances English language learning. The three specific questions of the thesis are: does the use of curricular humor 1) improve memory/recall, 2) improve over-all English proficiency, and 3) result in the subjects' having more positive attitudes towards Americans, and if so, does a more positive attitude correlate with improved memory/proficiency?