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- Adult college students -- United States -- Case studies (1)
- Adult education -- Study and teaching -- Longitudinal studies (1)
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- English language -- Intonation -- Study and teaching -- Longitudinal studies (1)
- English language -- Study and teaching -- Russian speakers -- Longitudinal studies (1)
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Full-Text Articles in Education
Lighting The Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest In Stem Careers: A Case Study At The Community College Level, Patricia Marie Deturk
Lighting The Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest In Stem Careers: A Case Study At The Community College Level, Patricia Marie Deturk
Dissertations and Theses
In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students …
L1 Influence On L2 Intonation In Russian Speakers Of English, Christiane Fleur Crosby
L1 Influence On L2 Intonation In Russian Speakers Of English, Christiane Fleur Crosby
Dissertations and Theses
This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 …