Global ETD Search
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Showing 1 to 6 of 6 for “"Japanese EFL learners"”.
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A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory
… processability theory. The participants were 872 Japanese university students, whose TOEIC scores ranged from 200 to 875. The difficulty order of the 38 structures was displayed according to their Rasch difficulty estimates: The most difficult structure was subjunctive and the easiest one was …
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Differences in written language between Japanese EFL learners with different proficiency: From Systemic Functional Linguistic perspectives
… of meaning-making strategies in writing between Japanese EFL learners of different proficiency levels. By adopting Systemic Functional Linguistic (SFL) as its theoretical framework, the thesis also aims to explore the potential of SFL to clarify what linguistic resources learners have learned and …
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Typologizing Native Language Influence on Intonation in a Second Language: Three Transfer Phenomena in Japanese EFL Learners
… for overcoming challenges in the analysis of L2 learners' intonation production due to the interlanguage mixing of their native and L2 systems. The proposed method involves first creating a stylization of the learner's intonation contour and then running queries to extract phonologically-relevant …
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Some difficulties in responding to negative polar interrogatives and negative declaratives in English and pedagogical implications for Japanese EFL learners
Traditional Japanese learners of English as a Foreign Language (EFL) are taught to respond to negative questions (e.g. Do you not like English?) with yes for positive answers (e.g. Yes, I do) and no for negative answers (e.g. No, I don't). However, this is subject to variation in native speaker …
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The Differential Effects of Explicit and Implicit Instruction: Focusing on the L2 Acquisition of Epistemic Stance by Japanese EFL Learners.
… on the interlanguage pragmatic development of Japanese EFL learners. The interventions, which were taught in intact classes, focused on the semantic-pragmatic domain of epistemic stance. The main research questions guiding this study focused on the relative effects of explicit and implicit …
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Effects of Prosody-Based Instruction and Self-Assessment in L2 Speech Development
… the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their …