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High-performing English learners’ limited access to four-year college
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The practices of exemplary teachers of poetry in the secondary English-language arts classroom
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What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2018)
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English Transition Courses in Context: Preparing Students for College Success
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Griffin, Sarah. - : Community College Research Center, Teachers College, Columbia University, 2018
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“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts
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Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?
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In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018)
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Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text
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In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018)
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Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity
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In: Canillas, Jennifer. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8219c776 (2018)
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Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English
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Lee, Heeju. - : eScholarship, University of California, 2018
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In: Lee, Heeju. (2018). Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/0mz329t3 (2018)
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Abstract:
This dissertation investigates the acquisition of second language (L2) prosody (e.g.,intonation, stress, rhythm) in native English speakers’ Korean and native Korean speakers’English based on the Autosegmental-Metrical (AM) framework. Specifically, by comparingprosodic characteristics of the first language (L1) and L2, this study examines how L2 speakersnegotiate meanings in discourse (e.g., signal turn-taking and convey various pragmaticmeanings) through intonation and co-occurring grammatical resources, and why the speech of L2speakers sounds foreign. There is a lack of understanding of the role of L2 prosody at thediscourse level. Considerable research focuses on L2 prosody in made-up sentences, failing toexplain meaning negotiation conveyed through prosody. Moreover, few studies have usedappropriate prosodic frameworks when describing prosodic errors of L2 speech.In this dissertation, Korean L2 data were collected from 12 oral proficiency interviews(OPI) between Korean L2 interviewees and a native Korean interviewer; four interviews withnative Korean speakers served as controls. English L2 data were collected from 12 oralproficiency tests designed for international teaching assistants at the University of California,Los Angeles; three presentations by native English speakers served as controls. The data werelabeled using the Korean TOnes and Break Indices (K-ToBI, Jun 1993, 2000, 2005) andMainstream American English (MAE) ToBI (Pierrehumbert, 1980; Beckman & Pierrehumbert,1986; Beckman et al. 2005) transcription systems. Analysis revealed that L2 speakers at differentproficiency levels (i.e., intermediate and advanced) were able to use prosody to signal turncontinuations but more advanced speakers were better at using prosody to convey variouspragmatic meanings appropriate to the conversational context. However, the foreign accents orerror types in prosody were frequent in L2 production at both proficiency levels, suggesting lateracquisition of these features.This study introduces how the AM framework can be used to analyze L2 prosody indiscourse. The study further suggests crosslinguistic similarities in the acquisition order betweenprosody associated with pragmatic meanings and prosody associated with nonpragmaticmeanings.
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Keyword:
Discourse; Education; English; Intonation and prosody; Korean; Linguistics; Second Language Acquisition; ToBI
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URL: http://www.escholarship.org/uc/item/0mz329t3
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Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma
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In: Cano, Sandra E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/2k53b8nd (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy
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In: Her, Yer Kathy. (2018). Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/5mk283jn (2018)
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Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018)
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Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361 (2018)
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An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381 (2018)
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Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018)
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Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018)
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How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers
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In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018)
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