http://hdl.handle.net/10125/2151 Wed, 19 Jun 2013 08:06:22 GMT 2013-06-19T08:06:22Z http://hdl.handle.net/10125/20887 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Second language (L2) learners' overpassivization of unaccusatives such as '*the accident was happened' have been widely investigated. One popular account claims that L2 learners lexically causativize unaccusatives and then syntactically passivize them. This study suggests an alternative possibility: Passive unaccusatives may be caused by learners' confusion in the agentivity of passives and inchoatives. This study therefore explores whether L2 learners know the distinction between passives and inchoatives in terms of agentivity. (a) The window was Broken. (passive) (b) The window broke. (inchoative) Unlike inchoatives, passives imply the agent even if not expressed in the syntax.; The results of the EFL study showed that L2 learners have knowledge of constructional meanings of passives and inchoatives but did not show their knowledge when there was no agent in context given as a stimulus for conceptualization. In the KFL study, L2 learners showed native-like knowledge of the passive and the inchoative in Korean. The results suggests that L2 learners' overpassivization can be caused by their incomplete knowledge of constructional meanings.; This dissertation includes two studies: the English as a foreign language (EFL) and the Korean as a foreign language (KFL). Each study includes three experiments: a movie judgment tasks, and two written acceptability judgment tanks---one with sentences and one with question-answer mini-dialogues. The EFL study tested 148 L2 learners of English in Korea and 42 native speakers of English. In the KFL study, the participants were 117 L2 learners of Korean in the U.S. and 64 native speakers of Korean. In the movie test, participants viewed an animation with one of the context types (animate, inanimate, and no agent) and read a passive/inchoative sentence describing the movie and then judge how well the sentence describes the movie. The sentence test investigated how well the participants know that by the agent-phrases (with an animate or inanimate agent) sound natural only with passives, not inchoatives, but that by itself-phrases sound natural with only inchoatives, not passives. The Q&A test examined whether passive and inchoative why-questions expect different types of answers (purpose, animate-cause, and inanimate-cause).; Includes bibliographical references (leaves 242-247).; Also available by subscription via World Wide Web; 275 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20887 2008-01-01T00:00:00Z Joo, Hye Ri http://hdl.handle.net/10125/20886 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; As for address behavior, the data revealed that L1 speakers consistently used informal pronouns and verb morphology, while employing a variety of resources to do 'being close'. The learners' data presented two distinctive groups. The first displayed large variety in their use of formal and informal address forms. A longitudinal exploration revealed that, in order for learners to develop proficiency in the use of the Spanish address system, a minimum amount of interaction is needed. The students' knowledge of the address system at the beginning of the study may also be a determinant on the ratio of development, as well as personal attitude and their first language. In addition, learning seemed to happen when there was explicit focus on the address forms.; This dissertation explores the potential of synchronous computer-mediated communication (SCMC) to promote pragmatic competence among language learners in a higher education context. Specifically, the development of their L2 address system and their interactive resources to display closeness when engaged in communication with L1 speakers. Through Conversation Analysis (CA), the sequential organization of SCMC between L1 speakers of Spanish and L2 Spanish learners was analyzed to discover what type of address behavior they exhibited, as well as documenting any change in their pragmalinguistic resources and patterns of interaction. Eight weeks of SCMC between US students of Spanish and L1 Spanish speakers in Spain were microanalyzed through Conversation Analysis (CA). The data illustrate how students engaged in organized meaningful interaction, employing a turn-taking system borrowed from oral communication but re-shaped and adapted to the medium, much in the same way that L1 speakers do.; Includes bibliographical references (leaves 242-286).; Also available by subscription via World Wide Web; 301 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20886 2008-01-01T00:00:00Z Gonzalez-Lloret, Marta http://hdl.handle.net/10125/20885 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; The results of the current study indicated that: (a) the two group oral tasks and three semi-direct speaking tasks are not comparable in difficulty, (b) the method effect of the group oral tasks is so strong as to attenuate trait effect, (c) the three tasks demonstrate a strength in eliciting different aspects of oral proficiency such as accuracy, complexity, and lexical diversity, and (d) there is no statistically meaningful association between how the examinees perceived difficulty of the tasks and how they performed on them. In concluding this study by summarizing the findings, pedagogical implications, limitations, and future research avenues are also discussed.; This dissertation aims to explore the extent to which three test tasks---discussion, information gap, and semi-direct---are comparable in L2 speaking assessment. One hundred twenty two students in a Japanese university performed the three speaking test tasks in English, and their performance rated by ten judges was analyzed using diverse statistical analytic techniques such as the Multi-facet Rasch Method, ANOVA, multitrait-multimethod confirmatory factor analysis, and speech sample analysis. Using ability scores, the comparability of the three test tasks were examined, especially, concerning examinee abilities, task differences, and rater performance.; While the literature is rich with respect to the use of tasks for L2 classroom practices (e.g., Doughty & Pica, 1986; Pica, 2005; Pica, Kang, & Sauro, 2006) and task features and their impact on L2 examinee performance (e.g., Brown, Hudson, Norris, & Bonk, 2002; Bygate, Skehan, & Swain, 2001; Long, 1985, 1989, 2005; Long & Norris, 2000; Norris, Brown, Hudson, & Yoshioka, 1998; Robinson, 1995, 1998, 2001a, 2001b; Skehan, 1996; Skehan, 1998; Skehan & Foster, 1997, 1999, 2001), researchers in L2 assessment have just begun to explore the use of speaking tasks and their implications to examinee performance (e.g., Elder, Iwashita, & McNamara, 2002; Fulcher, 1996; Iwashita, McNamara, & Elder, 2001; Van Moere, 2006). In particular, studies are not common that examined the extent to which different speaking tasks are comparable in assessing L2 oral proficiency.; Includes bibliographical references (leaves xxx-xxx).; Also available by subscription via World Wide Web; 251 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20885 2008-01-01T00:00:00Z Park, Siwon http://hdl.handle.net/10125/11948 Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 676-721).; Also available by subscription via World Wide Web; 721 leaves, bound in 2 v. ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11948 2005-01-01T00:00:00Z Talmy, Steven http://hdl.handle.net/10125/11947 Mode of access: World Wide Web.; Thesis (Ph. D.)--University of Hawaii at Manoa, 2004.; Includes bibliographical references (leaves 522-572).; Electronic reproduction.; Also available by subscription via World Wide Web; xvi, 572 leaves, bound ill. 29 cm Thu, 01 Jan 2004 00:00:00 GMT http://hdl.handle.net/10125/11947 2004-01-01T00:00:00Z Norris, John M http://hdl.handle.net/10125/10274 Thesis (Ph. D.)--University of Hawaii at Manoa, 1995.; Includes bibliographical references (leaves 282-292).; Microfiche.; ix, 292 leaves, bound ill. 29 cm Sun, 01 Jan 1995 00:00:00 GMT http://hdl.handle.net/10125/10274 1995-01-01T00:00:00Z Ross, Steven John http://hdl.handle.net/10125/6893 This study investigates 'corrective recasts' and other-correction of language form during interaction among native and non-native speakers meeting at a conversation club at an English language school. Several problems were found with the use of 'corrective recast' as an analytic category. However, at times, participants were found to orient to certain turns as performing other-correction of language form. Analysis of sequential and turn-internal organization illustrated how other-correction of language form can be understood to be a collaborative accomplishment of the participants. Analysis of what occurred following other-correction of language form indicated that participants' orientation to language form is somewhat limited. In addition, accounting for a language error and/or a correction could become interactional business for the participants. Finally, this study explored the potential, problems, and limitations associated with the application of straight conversation analysis in the study of second language acquisition. A basic limitation of such application is that there is no learning theory within conversation analysis, making it impossible to investigate language learning. vii, 402 leaves Mon, 01 Dec 2003 00:00:00 GMT http://hdl.handle.net/10125/6893 2003-12-01T00:00:00Z Hauser, Eric K http://hdl.handle.net/10125/6863 The present study investigates the effects of lexical elaboration and typographical enhancement on the acquisition of second language (L2) vocabulary through reading by 297 Korean learners of Freshman English. The primary research questions are whether (1) lexical elaboration, typographical enhancement, or a combination of both, has an effect on L2 vocabulary acquisition through reading, and whether (2) two specific types of lexical elaboration, explicit or implicit, differentially affect L2 vocabulary acquisition. Participants were exposed to 26 low-frequency target words (TWs) by reading one of six versions of an experimental text containing these TWs. An explicitly lexically elaborated text had all TWs immediately followed by which means plus a synonym- or definition-type vocabulary explanation, whereas the TWs in an implicitly lexically elaborated text were immediately followed by an appositive vocabulary explanation only. A typographically enhanced text contained all TWs set in bold face in order to increase perceptual salience, in hopes of drawing participants' attention to the TWs while reading. The study adopted a 2 x 3 factorial multivariate analysis of variance design with typographical enhancement with two levels (enhanced, unenhanced) and type of lexical elaboration with three levels (explicit, implicit, unelaborated) as two independent variables, and form- and meaning-recognition vocabulary posttests as two dependent variables. The results were: (a) lexical elaboration alone did not aid form recognition of L2 vocabulary; (b) explicit lexical elaboration alone aided meaning recognition of L2 vocabulary; (c) typographical enhancement alone did not aid form and meaning recognition of L2 vocabulary; (d) lexical elaboration and typographical enhancement combined did not aid form recognition of L2 vocabulary; (e) both explicit and implicit lexical elaboration aided meaning recognition of L2 vocabulary; (f) explicit and implicit lexical elaboration did not differ in their effect on form and meaning recognition of L2 vocabulary; and (g) whether a text was further enhanced in addition to either explicit or implicit lexical elaboration did not seem to make a difference in the acquisition of either the forms or the meanings of the previously unknown words in the text. Pedagogical implications are discussed and suggestions for future research are proposed. xv, 170 leaves Fri, 01 Aug 2003 00:00:00 GMT http://hdl.handle.net/10125/6863 2003-08-01T00:00:00Z Kim, Youngkyu