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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 Abstract: Language users never communicate in a vacuum. Successful meaning-making through language depends on an awareness of one’s presumed audience and the choice of linguistic tokens appropriate to that interaction. In their engagement with that presumed audience, literate language users are characterized by their ability to express individuality, offer explicit and implicit opinions, assert affiliation with their readers, persuade their readers, and reinforce or challenge socially valued concepts. In Systemic Functional Linguistics (SFL), these uses of language fall under the interpersonal metafunction, which encompasses the goal of the action performed by the language user and their relationship with an intended audience (Eggins, 2004; Halliday, 1984). One key component of interpersonal meaning making is evaluative language, described within the context of SFL by the APPRAISAL system (Martin & White, 2005), which operates at the level of discourse semantics and facilitates analysis of evaluation patterns beyond the word or sentence level (Coffin, 2002). Current L2 writing research on interpersonal meaning making is characterized by a lack of studies examining (a) genres outside of academic writing and (b) languages other than English. To expand instructors’ awareness of (a) students’ command of interpersonal resources at various curricular levels and (b) instructional activities that can foster students’ continued development, this project explores the use of evaluative language in narrative texts written by L2 learners of German at three proficiency levels. This project consisted of two rounds of data collection. In the first study, fairy tales written by a small group of students of varying proficiency levels were analyzed in detail; potential patterns in APPRAISAL were flagged for further analysis. In the second study, a larger set of texts were analyzed to assess whether patterns emerging from the first study achieved statistical significance. Results revealed trends in the use of APPRAISAL types across the various levels, with lower proficiency writers relying more heavily on APPRECIATION and narrator-centered evaluations, whereas higher proficiency writers drew more often on AFFECT as a vehicle for implicit evaluation and broadened the scope of their evaluations to include valued behaviors and traits. The thesis concludes with potential instructional activities and remarks on the applicability of the current APPRAISAL scheme to narrative analysis. Keyword: Linguistics|English as a Second Language|Sociolinguistics URL: http://pqdtopen.proquest.com/#viewpdf?dispub=28091138 BASE Hide 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 BASE Show 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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