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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...196 197 198 199 200 201 202 203 204...9.177 Hits 3.981 – 4.000 of 183.538 3981 Helping Language Learners Align with Readers Through Narrative: Insights into the Breadth, Targets, and Explicitness of Evaluation from Appraisal Studies of Second Language German Writers Quam, Justin Erle. - : Georgetown University, 2020 BASE Show details 3982 Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations Mueller, Hannah. - : Prescott College, 2020 BASE Show details 3983 The Impact of Direct Instruction at English Learner Instructional Sites Compared to Indirect Instruction at English Learner Support Sites Shim, Lauren. - : Lindenwood University, 2020 BASE Show details 3984 Nursing Faculties’ Perceptions of Teaching Students Who Speak English as Second Language Ruiz Muniz, Natalia S.. - : Walden University, 2020 BASE Show details 3985 Negotiating Identity in Community ESL Classes: A Narrative Inquiry Akyempon, Komfort. - : California State University, Long Beach, 2020 BASE Show details 3986 Redesigning an International Pathway Program: a Change Management Plan Parker, Laura Denise. - : Capella University, 2020 BASE Show details 3987 Culturally Responsive Teaching: an Investigation of Effective Practices for Korean English Language Learners Kim, Kisong. - : St. John's University (New York), 2020 BASE Show details 3988 Supporting the Needs of General Education Teachers of English Language Learners Rocchio, Jillian M.. - : Notre Dame of Maryland University, 2020 BASE Show details 3989 An Investigation of the Learning Perspectives of Non-Native English Speakers in an ESL / EPP Writing Program Lundry, Susan L.. - : Lindenwood University, 2020 BASE Show details 3990 The Interplay between Working Memory and Topic Familiarity in L2 Reading Comprehension Shin, Jihye. - : Northern Arizona University, 2020 BASE Show details 3991 Investigating Omani Parental Involvement in Their Children's English Language Learning Al Harthy, Said Rashid. - : Indiana University of Pennsylvania, 2020 BASE Show details 3992 Non-Native English-Speaking Teachers (NNESTs) in Diverse Classrooms PhongSavanh, Bounemy Sayfone Phothisane. - : Piedmont College, 2020 BASE Show details 3993 The Promise of Educational Media for Dual Language Learners’ L1 and L2 Vocabulary Development Wong, Kevin M.. - : New York University, 2020 BASE Show details 3994 Predictors of Code-Switching in Young Spanish-English Bilinguals Tulloch, Michelle K.. - : Florida Atlantic University, 2020 BASE Show details 3995 The Speech Act of Requesting by Saudi ESL Learners Alsakaker, Saleh Mohammad. - : Indiana University, 2020 BASE Show details 3996 Personal Narratives of Long-Term English Learners: High School Perspectives from Inside English Learner Policy Burnell McCoy, Michelle. - : Lewis and Clark College, 2020 BASE Show details 3997 If You Start from Behind, the Race Isn't Fair: Math Placement of Language Minority High School Students Powers, Kimberly Ann. - : California State University, Long Beach, 2020 BASE Show details 3998 Culturally Valid Assessment of the Alphabetic Principle for Early Elementary Hmong Students Learning English Bostrom, Cheryl A.. - : Regent University, 2020 BASE Show details 3999 Be-Insertion in Interlanguage: A Topic Marker, A Tense/Agreement Morpheme, or Both? Nam, Bora. - : Indiana University, 2020 Abstract: This dissertation aims to investigate the be-insertion phenomenon in L2 English. In L2 production, be-forms are often inserted before thematic verbs, creating nontargetlike forms. There have been two main hypotheses concerning the function of such be-forms: The Topic Marker Hypothesis claims that the learners from topic-prominent L1s confuse subjects and topics and analyze be-forms as morphemes marking topics, while the T/AGR Morpheme Hypothesis argues that learners acquire suppletion (e.g. is/was) before affixal inflection (e.g. –ed) and overgeneralize be-forms as exclusive tense/agreement morphemes. Focusing on the proposed hypotheses of be-forms in previous research, this study examined their explanatory adequacy in the case of Korean and Russian learners at different proficiency levels. Their oral production and grammaticality judgments suggested that regardless of the L1, be-forms had multiple functions in the early stages of interlanguage. Due to L1 transfer, however, there were relatively stronger relationships between be-forms and topic marking in the interlanguage of the Korean group and between be-forms and encoding agreement in that of the Russian group. As proficiency increased, the functions of be-forms were concretized and the two learner groups followed different developmental paths. The Korean group associated be-forms with both Topic and T features, but they retained the function of past tense marking relatively longer. The Russian group associated be-forms only with the AGR feature and replaced the bare verbs following be-forms with the -ing form to match L2 input. These findings provide a clear picture of how and where Topic and T/AGR features are checked in early interlanguage, how interlanguage changes as proficiency increases, and ultimately, how the complicated interplay between L1 transfer and UG shapes the process of Second Language Acquisition. Keyword: Linguistics|Multicultural Education|Language|English as a Second Language URL: http://pqdtopen.proquest.com/#viewpdf?dispub=28025895 BASE Hide details 4000 On Identifying Situations of Use: L1 and L2 Knowledge about Situation-Bound Utterances Allendorfer, William Hastings. - : Indiana University, 2020 BASE Show details Page: 1...196 197 198 199 200 201 202 203 204...9.177

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