http://hdl.handle.net/10125/2054 Mon, 20 May 2013 05:26:38 GMT 2013-05-20T05:26:38Z http://hdl.handle.net/10125/11603 Thesis (M.A.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 179-190).; xvi, 190 leaves, bound 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11603 2005-01-01T00:00:00Z Omaki, Akira http://hdl.handle.net/10125/11602 Thesis (M.A.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 133-139).; ix, 139 leaves, bound ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11602 2005-01-01T00:00:00Z Lee, Sun-Young, 1976 http://hdl.handle.net/10125/11601 Thesis (M.A.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 108-120).; ix, 120 leaves, bound ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11601 2005-01-01T00:00:00Z Ellis, David P http://hdl.handle.net/10125/7109 Research within the Competition Model has shown that different language speakers use different strategies to interpret sentences. Despite the fact that crosslinguistic studies have incorporated a variety of cues in the experiments, studies investigating Mandarin used mostly word order and animacy cues only. Modifying experiment designs of the previous studies and adding agreement cues in the research, the present study presented subjects a series of both grammatical and ungrammatical English sentences and asked them to identify the "actor" of these sentences. One group of English native speakers and two groups of Taiwanese English learners with different English proficiency were recruited. Three research questions were investigated in the present study: (1) Which cues, word order, agreement and animacy, would be used most for the three different groups of subjects? (2) What kind of language transfer would be found in nonnative learners of English, especially Taiwanese high school students? (3) Would learners of English with different levels of proficiency differ in their use of cues in sentence processing? Findings of the present research indicated that English native speakers used word order as the primary cues, while intermediate and advanced Taiwanese English learners used mainly animacy and word order cues respectively, which demonstrated that a different length of exposure to a foreign language did influence learners' strategies in sentence processing. In addition, results of the present study also revealed a pattern of forward transfer in sentence processing by intermediate nonnative subjects, while the advanced group of subjects did not show this transfer. Interestingly, after modifying previous research designs, the effect of animacy cues in the group of English native speakers did not reach significance in the present study. This may shed light on the influence of real world bias in the previous studies. xv, 133 leaves Thu, 01 May 2003 00:00:00 GMT http://hdl.handle.net/10125/7109 2003-05-01T00:00:00Z Lin, Yowyu http://hdl.handle.net/10125/7077 In task-based syllabus design, task sequencing in terms of task complexity, defined by the cognitive demands imposed by the task structure itself, has been a valid candidate for an objective and prospective approach to task-based syllabus design. The present study explored the effects of task complexity on second-language production. Performance data from 30 Korean speakers with English as their L2 were examined in terms of complexity and accuracy on two tasks. The results were discussed from two perspectives: between-task and within-task effects. The between-task comparison revealed that more complex tasks elicited more complex but less accurate production. The within-task comparison also proved that more complex versions of the car tasks induced more complex but less accurate language. In the within-task comparison, task complexity interacted with proficiency and prior knowledge. Methodological limitations and suggestions for future research on task complexity are noted. xi, 86 leaves Sun, 01 Dec 2002 00:00:00 GMT http://hdl.handle.net/10125/7077 2002-12-01T00:00:00Z Kong, DongKwan