M.A. - English as a Second Language

Permanent URI for this collectionhttps://hdl.handle.net/10125/2055

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Now showing 1 - 11 of 11

The Maori language in New Zealand: a case study of language shift
(University of Hawaii at Manoa, 1983) Love, Patricia A.; English as a Second Language
This thesis examines the language shift that has occurred among the Maori people of New Zealand. The displacement of the Maori language by English is described in terms of current theories of language loss involving factors such as bilingualism and diglos
A study of Woleaian grammar for the bilingual education program in Woleai
(University of Hawaii at Manoa, 1982) Tawerilmang, Anthony Francisco; English as a Second Language
Woleaian is one of several languages which make up what is often referred to as the Trukic Continuum. It is spoken by about 1,600 people on the following atolls: Eauripik, Woleai, Faraulep, Ifalik, Elato, and Lamotrek, all of which are in Yap State. The T
A study of the roles of Tahitian, French, and English in the educational system of French Polynesia
(University of Hawaii at Manoa, 1982) Le Caill, Moea; English as a Second Language
This thesis reveals, through an intensive study of the educational system of French Polynesia, how the different languages which are used there are taught, the role they play in the educational system, and the effect they may have on the lives of the Polynesians both current and future. Of particular interest is the teaching of and through three languages: French, English and Tahitian. This thesis addresses the language problems that Polynesian children encounter in schools patterned after the French schools and proposes three educational programs for adapting the French system to the needs and interest of the children of French Polynesia.
Use of the cloze procedure to measure readability and reading comprehension in the Samoan language
(University of Hawaii at Manoa, 1981) Bowne, Gary L.; English as a Second Language
A series of cloze reading tests of varying deletion rates and a traditional multiple-choice reading test wer~ administered to a group of high school students in American Samoa in order to determine the efficacy of using the cloze procedure as a measure of
Attitudes, motivation and attained proficiency in Esl: a sociolinguistic study of American Samoan ninth graders
(University of Hawaii at Manoa, 1978) Vogel, Kenneth R.; English as a Second Language
A population of American Samoan secondary students was studied in order to determine if there is a relationship between their motivational orientation and attitudes, and their proficiency in English as a Second Language. Ninety-seven ninth graders from Sa
Linguistic dimensions of vernacular education for Saipan Carolinians
(University of Hawaii at Manoa, 1977) Elameto, Jesus Mareham.; English as a Second Language
Saipanese Carolinian is a Micronesian language spoken on the island of Saipan in the Mariana Islands by approximately four thousand people. Another ten thousand people on Saipan are speakers of a very different language, Chamorro. After several years of a
Working memory and relative clause attachment in first and second language processing
(University of Hawaii at Manoa, 2005) Omaki, Akira
Development in the L2 acquisition of English reflectives by Korean adults and children
(University of Hawaii at Manoa, 2005) Lee, Sun-Young, 1976
Holistic, analytic, and linguistic measures of second language writing placement test decisions
(University of Hawaii at Manoa, 2005) Ellis, David P.
Word order, animacy, and agreement cues in sentence processing by L1 Mandarin EFL learners
(University of Hawaii at Manoa, 2003-05) Lin, Yowyu; Doughty, Catherine; English as a Second Language
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.
Effects of Task Complexity on Second-Language Production
(University of Hawaii at Manoa, 2002-12) Kong, DongKwan; Long, Michael H; English as a Second Language
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.

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