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Multiword sequences in L2 English language learners’ speech: The relationship between trigrams and lexical variety across development.
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A descriptive study on choices of oral corrective feedback by instructors of English as a second language
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Self-corrections by clause type : what these corrections may reveal about L2 cognitive resources
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The effectiveness of Duolingo on Spanish learners' spelling ability ; The effectiveness of Duolingo on Spanish leaners' language learning : learners' spelling ability
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Language use in coaching collegiate basketball : a speech act analysis of collegiate basketball coaches during gameplay ; Language use in coaching sports
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Input and output : a comparison of FYC and ESL writing prompts ; Title on signature form: Input and output : a comparison of ESL and FYC writing prompts
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Abstract:
Based on Krashen's (1980) Input Hypothesis, Swain's (1995) Output Hypothesis, and in response to Brian Tomlinson's (2014) call for principled evaluations of language materials, this study compared assignment sheets provided by ESL instructors from Ball State's Intensive English Institute (IEI) with assignment sheets provided by First Year Composition (FYC) instructors. Instructors were recruited from the advanced (levels 5 and 6) IEI Writing courses and FYC English 103 courses. Assignment sheets were coded based on Littlejohn's (2010) model of materials assessment and subject to a Chi-squared test of independence to determine if there were significant differences in assignment feature frequency between the two contexts. The target features were input form (graphic, individual words/phrases, extended discourse [based on number of words] – written, extended discourse [based on number of words] – aural), input source (instructor, student, or course textbook, or course-external), input nature (fiction, nonfiction) and output form (graphic, individual words/phrases, extended discourse [based on number of words] – written, extended discourse [based on number of words] – aural), output nature (fiction, non-fiction, compare/contrast, cause/effect, and narrative). The results of this study shed light on the transition from the ESL to FYC writing courses, while also presenting potential problems with the application of Littlejohn's model. ; Department of English ; Thesis (M.A.)
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Keyword:
College prose -- Evaluation; English language -- Rhetoric -- Study and teaching (Higher); English language -- Rhetoric -- Study and teaching (Higher) -- Foreign speakers
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URL: http://cardinalscholar.bsu.edu/handle/123456789/200763
http://liblink.bsu.edu/uhtbin/catkey/1858527
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| 7 |
The interaction of affect and learning preference on ESL reading comprehension : a comparison of electronic and paper textbooks
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Urban versus suburban : the northern cities shift in Fort Wayne
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Talkin' Appalachian in Henry County, Indiana : measuring the retention of Appalachian English features in third-generation descendants ; Talking Appalachian in Henry County, Indiana
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Complexity, Accuracy, and Fluency as Properties of Language Performance: The Development of Multiple Subsystems over Time and in Relation to Each Other
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Non-Linguistic Cognitive Effects of Learning American Sign Language as a Second Language
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