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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...11 Hits 21 – 40 of 204 21 Investigating the Stories of Success of Students who are African American and Male in AP English McArdle, Erin E. - 2019 BASE Show details 22 Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation Bowen, Diana Leigh. - 2019 BASE Show details 23 Exploring Identities and Relationships: Narratives of Second-Generation, Black, West Indian College Students From Boston English, Shelvia R.. - 2019 BASE Show details 24 A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS Ditter, Margaret. - 2019 BASE Show details 25 UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY Nolan, Edward Charles. - 2019 BASE Show details 26 THE COMPARISON OF L1 AND L2 CASE PROCESSING: ERP EVIDENCE FROM TURKISH KARATAS, NUR BASAK. - 2019 BASE Show details 27 THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS Meyer, Anna. - 2018 BASE Show details 28 SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) Al Thowaini, Assma Mohammad. - 2018 Abstract: With the rapid growth of language education programs, such as Content-and-Language-Integrated Learning (CLIL) and English as a medium of instruction (EMI), research on input modification shifted perspectives. The current study investigates L2 input modification by comparing the speech of non-native speakers to that of native speakers towards low-proficiency learners of English using quantitative methods. Furthermore, the study explores the effects of these modifications on learners’ content comprehension and the possible content dilution (e.g., loss of essential information) triggered by linguistic simplification. In this experiment, two types of participants were recruited: speakers and listeners. Twenty native and advanced non-native speakers of English participated (ten of each). The speaker participants were divided into two subgroups: those with language teaching experience and those without. For the listeners, three groups were recruited: 20 native speaker controls, 20 high-proficiency, and 20 low-proficiency English learners (listeners). Each speaker narrated stories to three assigned listeners (one from each condition) in one-on-one sessions. Each session included an introduction, two warm-up stories, and three main stories. Speech was audio-recorded to examine the types of modification employed with high- and low-proficiency listeners, as opposed to native listener controls, and the effects of those modifications on story content and listener comprehension. After each story, the listeners took a content comprehension assessment. The transcripts were coded for lexical complexity (diversity and sophistication), syntactic complexity, and content dilution. The results showed a significant difference between native and non-native speakers in their speech to the three listener conditions in terms of lexical sophistication and syntactic complexity, as well as a significant difference between speakers with language teaching experience and speakers without in terms of lexical diversity. Furthermore, all speaker conditions exhibited significant linguistic modification (lexical diversity, lexical sophistication, and syntactic complexity) in their speech towards low- and high-proficiency listeners compared to their speech towards the native controls. In addition, only native speakers showed significant content dilution (measured by the count of mentioned information bits) in their speech towards high- and low-proficiency listeners. Finally, the high- and low-proficiency listeners’ scores on the content comprehension assessment were significantly lower than the scores of the native controls. Keyword: Content and Language Integrated Learning; Content dilution; English as a medium of instruction; Input modification; Language; Linguistic complexity; non-native speakers; Social sciences education URL: https://doi.org/10.13016/M2VQ2SD7P http://hdl.handle.net/1903/20967 BASE Hide details 29 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 30 The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy Kendal, Jessica Leigh. - 2018 BASE Show details 31 English Teacher as Dungeon Master: Game Design Theory Meets Course Design in Rhetorical Education Frankos, Rick James. - 2018 BASE Show details 32 STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM Palmer, Leslie. - 2018 BASE Show details 33 “Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua Walberg, Lindsay. - 2018 BASE Show details 34 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 35 Elementary General Education Teachers’ Decision Making Process During the Referral of English Learners to Special Education: Distinguishing between English Language Acquisition and Learning Disability GORDON, NORDIA. - 2018 BASE Show details 36 "I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience Morin, Molly Francine. - 2018 BASE Show details 37 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 38 HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT? Anand, Supreet. - 2018 BASE Show details 39 Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program Nyunt, Gudrun. - 2018 BASE Show details 40 BUILDING BLOCK OF THE WORLD, BUILDING BLOCK OF YOUR IDENTITY: MULTILINGUAL LITERACY SOCIALIZATION OF HERITAGE LANGUAGE LEARNERS Tigert, Johanna. - 2017 BASE Show details Page: 1 2 3 4 5 6...11

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