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Articles 1 - 6 of 6
Full-Text Articles in Education
The Acquisition Of Bare Nominals By Three Populations Of Spanish-English Bilingual Adults, Lauren Elizabeth Miller
The Acquisition Of Bare Nominals By Three Populations Of Spanish-English Bilingual Adults, Lauren Elizabeth Miller
Open Access Dissertations
The present study contributes to our understanding of cross-linguistic influence by studying three different groups of Spanish-English speakers’ knowledge of the distribution of definite articles in both of their languages using a battery of tests that require them to draw on different linguistic abilities. These three groups include native English speakers who learned Spanish after adolescence, native Spanish speakers who learned English after adolescence and simultaneous bilinguals who grew up in the United States speaking both English and Spanish from birth. Specifically, this study explores interpretation, production and intuition regarding the acceptability of definite articles in different contexts. Since the …
L2 Effect On Bilingual Spanish/English Encoding Of Motion Events: Does Manner Salience Transfer?, Heidi E. Parker
L2 Effect On Bilingual Spanish/English Encoding Of Motion Events: Does Manner Salience Transfer?, Heidi E. Parker
Open Access Dissertations
This study explores the potential effect of a second language (L2) on first language (L1) encoding of motion events. The domain of interest is MANNER and the goal is to investigate if the degree of manner salience can be restructured under the effect of a L2. Slobin (2004, 2006) proposes an expansion of Talmy’s (1985, 1991, 2000) binary typology and observes that the degree of manner saliencevaries cross-linguistically. The two languages investigated in this study, Spanish and English, are at divergent points along the cline of manner salience. In addition, Slobin (1996b) suggests dividing MANNER into tier one (T1) …
It Is "Broken" And "Accented": Non-Native English-Speaking (Nnes) Graduate Students' Perceptions Toward Nnes Instructors' English, Hyo Jung Keira Park
It Is "Broken" And "Accented": Non-Native English-Speaking (Nnes) Graduate Students' Perceptions Toward Nnes Instructors' English, Hyo Jung Keira Park
Open Access Dissertations
This study investigates the perceptions of non-native English-speaking graduate students towards non-native English speaking (NNES) instructors’ accented English. Students (N=161) who were enrolled in an oral English course at Purdue University participated in a survey. Follow-up interviews were conducted with voluntary participants (N=9) to examine the perceptions of NNES graduate students towards NNES instructors in depth. The findings in the survey showed that more than one third of the participants experienced difficulty with their NNES instructors due to their limited intelligibility and restricted command of English. Furthermore, one third of the participants expressed that they would transfer to another section …
Metacognitive Instruction In L2 French: An Analysis Of Listening Performance And Automaticity, Shannon Becker
Metacognitive Instruction In L2 French: An Analysis Of Listening Performance And Automaticity, Shannon Becker
Open Access Dissertations
The goal of the present study was to investigate the instructional potential of metacognitive strategies to improve listening comprehension and the automaticity of listening processes. Metacognition can be described as focusing attention on the cognitive processes one is currently using. In the classroom, metacognitive listening instruction means guiding learners in applying metacognition to learning by monitoring the mental strategies they use while listening, evaluating the relative success of these strategies, and planning for future listening experiences. I argue that providing students with these tools to monitor and regulate the perceptual and cognitive processes involved in listening contributes significantly to building …
English Language Learning Kindergartners' Dynamic Responses To Picturebook Reading, Jiyoung Yi
English Language Learning Kindergartners' Dynamic Responses To Picturebook Reading, Jiyoung Yi
Open Access Dissertations
This study explores the nature of English language learning by kindergartners as they engage in multimodal literacy practices in response to picturebook readings in a mainstream classroom. Three focal Spanish-speaking kindergartners and their classroom teacher took part in this study. Data were collected daily for four months in a half-day morning kindergarten program. The participants' verbal and nonverbal classroom interactions during picturebook readings were coded and analyzed to characterize the nature of ELL kindergartners' multimodal responses to picturebook readings. Findings indicate that the classroom instruction did not fully address the differences in the focal children's levels of English language proficiency. …
A Sociosemantic Examination Of Secondary English Teacher Written Feedback, Ryan Angus
A Sociosemantic Examination Of Secondary English Teacher Written Feedback, Ryan Angus
Open Access Dissertations
The purpose of this study was to provide a functional linguistic based description of teacher writing comments in secondary ELA classrooms. Based within a case study methodology, this study used analytical tools from Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT) in order to discover the various meanings that teachers make through their commenting practices. The findings of the study show that teacher comments focus on the content of the student writing, but also, significantly, help teachers to discursively realize various teacher identities. It was also found that teacher comments tended to either be concrete in their reference to …