masterThesis
The use of a false cognates/friends corpus in A2 learners’ accurate oral production through the development of cross cultural awareness training and speaking Tasks.
Fecha
2014-11-13Registro en:
Allan, K. (2009). Concise Encyclopedia of semantics. Oxford: Elsevier Ltd.
Andersen, R. (1983). Pidginization and creolization as language acquisition. Rowley, Mass:
Newbury House
Baty, R. (1972). Reeducating teachers for cultural awareness: preparation for educating
Mexican-American children in Northern California. New York: Praeger Publishers.
Bell, L., & Bull, G. L. (2010). Teaching with Digital Video: Watch, Analyze, and Create. Eugene,
Or: International Society for Technology in Education.
Black, J.S., & Mendenhall, M. (1990). Cross-cultural training effectiveness: A review and a
theoretical framework for future research. Academy of Management Review, 15(1),
113-136.
Brown , D. (2007). Principles of language learning and teaching. (5th ed.). New York: Pearson
Education.
Brown, G., & Yule, G. (1983). Teaching the spoken Language. Cambridge: Cambridge
University Press
Burns, A. (1998). Teaching speaking. Annual review of Applied Linguistic, 18, 102 – 123.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge:
Cambridge University Press.
Burns, A. (2003). Collaborative action research for English language teachers.
Cambridge: Cambridge University Press
Burns, A. (2010). Doing action research in English Language Teaching.
New York: Routledge
Calhoun, E. F. (1994). How to use action research in the self-renewing school. Alexandria, VA:
Association for Supervision and Curriculum Development.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the
multitrait- multimethod matrix. Psychological Bulletin, 56, 81–105.
Cannell, C.F., & Kahn, R.L. (1968). Interviewing. In G. Lindzey and E. Aronson (Eds.), The
handbook of social psychology 2: Research method. New York: Addison-Wesley.
Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and
productivity on the performance of students with behavioural disorders. Behavioural
Disorders, 18(4), 241-50.
Chamizo, P. (2008). Semantics and pragmatics of false friends. New York: Taylor and Francis
group
Chamizo, P & Nerlich, B. (2002). False friends: their origin and semantics in some selected
languages. Journal of Pragmatics, 34, 1833 -1849
Chamizo, P. (2006). False Friends. In the Concise Encyclopedia of semantics. (First edition, pp.
308 – 310). Oxford: Elsevier Ltd.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education (6th Ed.). New
York, NY: Routledge Francis & Taylor Group.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques to developing
grounded theory (3rd Ed.). Los Angeles, CA: Sage.
Cuesta, L. (2013). A lesson outline through goal setting. (Unpublished paper).
Darwish, A. (2003).Element of translations. A practical guide for translators. Melbourne:
Writescope Pty Ltd.
Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.
De de Groot, M. A. (2011). Language and cognition in Bilinguals and Multilinguals: An
introduction. New York: Psychology press.
Deshpande, S. P., & Viswesvaran, C. (1992). Is cross-cultural training of expatriate managers
effective? A meta-analysis. International Journal of Intercultural Relations, 16, 295–
310
Denzin, N., & Lincoln, Y. (2005). Handbook of qualitative research (3rd Ed.). Thousand Oaks,
CA: Sage.
DiGangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). Self-graphing of on-task behavior:
Enhancing the reactive effects of self-monitoring of on-task behavior and academic
performance. Learning Disability Quarterly, 14(3), 221-230.
Dornyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition. Honolulu:
University of Hawaii at Manoa
Dudden, K. (2007). Check It Out! Using Checklists to Support Student Learning. The English
Journal, 96, 61-66.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford university press.
Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language
learning.Rowley, MA: Newbury House.
Gardner, R., & MacIntyre, P. (1991). An instrumental motivation in language study: Who says it
isn't effective? Studies in Second Language Acquisition, 13, 57-72
Gass, S., & Selinker, L. (1993). Language Transfer in Language Learning. Amsterdam: John
Benjamins B.V.
Glaser, B. G. (1996). Grounded theory: an interview with A. Lowe. Programme 8 of Doing a
PhD in Business and Management. Glasgow: University of Sterling and Heriot-Watt
University
Granger, S. (1993). Cognates: An aid or a barrier to successful L2 vocabulary development, ITL
Review of Applied linguistics, 99-100, 43-56.
Gutiérrez, V., & Simon, G. (2007). The discriminant accuracy of a grammatical measure with
Latino-English speaking children. Journal of speech, language and hearing
research,50 , 968-981. doi:10.1044/1092-4388(2007/068)
Hallahan, D. P., & Kauffman, J. M. (2000). Exceptional learners: Introduction to special
education (8th Ed.). Boston: Allyn and Bacon.
Holden, J., & Westfall, P. (2010). An instructional Media Selection Guide for Distance Learning:
Implications for Blended Learning & Virtual Worlds (2nd Ed.). United States: United
States distance learning association.
Jaszczolt, K. (1995). Typology of contrastive studies: specialization, progress and applications.
Language teaching, 28, 1−14.
Jones, P. (1996). Planning an oral language program: Talking to Learn (Ed). Melbourne: PETA.
Klippel, F.(1984). Keep talking. Communicative fluency activities for language teaching. Great
Bretain: Cambridge University Press.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Larsen, D. (2006). The Emergence of Complexity, Fluency, and Accuracy in the Oral and
Written Production of Five Chinese Learners of English. Applied Linguistics, 27,
590–619. doi:10.1093/applin/aml029
Lemhöfer, K., Dijkstra, A., & Michel, M. (2004). Three languages, one ECHO: Cognate effects
in trilingual word recognition. Language and Cognitive Processes, 19, 585– 611.
López, J. (2011). Spanish – English writing structure interferences in second language learners.
Gist Education and Learning Research Journal, 5, 158 – 179.
Lott, D. (1983), Analysing and counteracting interference errors, ELT Journal, 37, 256- 261
Matsumoto, D. (2000). Culture and psychology: People around the world. Belmont,
CA:Wadsworth
Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco,
CA: Jossey-Bass.
Miles, M. B., & Huberman, M. A. (1994). Qualitative Data Analysis: An Expanded Sourcebook
(2nd Ed.). Thousand Oaks, Calif.: Sage
Munhall, P. (2010). Nursing research: A qualitative perspective (5th Ed.). United Stated: Jones
&Bartlett learning
Nash, J. (1976). Phantom cognates and other curiosities in puerto rican englanol.
Mondo Lingvo Problemo, 5, 157–167
Odlin, T. (1989).Language transfer. Cambridge. Cambridge University Press.
Odlin, T (2003). Cross-linguistic influence. In C. Doughty & M. Long (Eds.), The handbook of
second language acquisition (pp. 436-486). Malden, MA: Blackwell Publishing
Omaggio, A. C. (1986). Teaching language in context: Proficiency-oriented instruction. Boston:
Heinle and Heinle.
Oppenheim, A. N. (1992). Questionnaire Design, Interviewing and Attitude Measurement.
London: Pinter.
Patton, M. Q. (1980).Qualitative Evaluation Methods. Beverly Hills, CA: Sage.
Pica, T. (1988). Interactive adjustments as an outcome of NS-NNS negotiated interaction.
Language Learning, 38, 45-73.
Prince, W., & Hoppe, M. (2000). Communicating across cultures. Greensboro, NC: Center for
Creative Leadership
Risager, K. (2007). Language and Culture Pedagogy: From a National to a Transnational
Paradigm. Clevedon, GBR: Multilingual Matters Limited
Robinson, S. G., & Nocon, H. (1996). Second culture acquisition: ethnography in the foreign
language classroom. The Modern Language Journal, 80, 431-49.
Robson, C. (2002). Real World Research (2
nd Ed). Oxford: Blackwell.
Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (1996). Effective strategies for teaching
appropriate behaviours to children with emotional/behavioural disorders. Reston,
VA: Council for Children with Behavioral Disorders.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied
Linguistics, 17(1), 38-62.
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences
on foreign language performance. Language Teaching Research, 1, 185−211
Stevick, E. (1976b).Memory, meaning and method. Rowley, MA: Newbury House.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and
techniques. Newbury Park, CA: Sage.
Strauss, A. L. & Corbin, J. (1994). Grounded theory methodology: an overview. In N. Denzin
and Y. Lincoln (Eds.) Handbook of Qualitative Research, (273–285). Thousand Oaks,
CA: Sage,
Stringer, E.T. (2007). Action research. (3rd Ed.). Los Angeles, CA: Sage Publications.
Taylor, B. (1975). The use of overgeneralization and transfer learning strategies by elementary
and intermediate students in ESL. Language Learning, 25, 73-107.
Thomas, D. & Inkson, K. (2009). Cultural Intelligence: Living and Working Globally. (2nd Ed).
Williston, VT: Berrett-Koehler Publishers
Valdez, M. J. (1986). Culture bounds: Bridging the Cultural Gap in Language Teaching.
Cambridge. Cambridge University Press.
Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional, diverse, and at-risk
students in the general education classroom. (2nd Ed.). Boston: Allyn and Bacon.
Vygotsky, L. S. (1978). Pensamiento y lenguaje. Madrid: Paidós.
West, C. (2011). Action Research as a Professional Development Activity. Arts education policy
review, 112, 89-94. doi: 10.1080/10632913.2011.546697
Wilson, N. & McLean, S. (1994). Questionnaire Design: A Practical Introduction. Newtown
Abbey, Co: University of Ulster Press.
Willis,J. (1996). A framework fortask-based learning. Harlow: Longman.
Wunderle, D., (1962).Through the lens of cultural awareness: a primer for US armed forces.
Deploying to Arab to middle Eastern countries. Washington D.C: Combat studies
institute press.
260003
TE06976
Autor
Shepherd, David
Institución
Resumen
This research study aimed at providing evidence of the influence that the use of a false cognates and friends corpus has on the oral production of a group of A2 English level in a bilingual environment.Additionally, it was also based on the need to develop cross cultural awareness in the EFL classroom, since cultural component usually is neglected and is a vital component to support the language learning process.