second language acquisition thesis

•   Home
• University of Alaska Southeast
• School of Education (SOE)
• Special Education Masters Program Theses

First Time Submitters, Register Here

The impact of language acquisition and language learning on learning process: a meta-synthesis.

Collections

entitlement

Export search results

The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.

• DSpace@MIT Home
• MIT Libraries
• Doctoral Theses

Article semantics in second language acquisition

Alternative title

Other contributors, terms of use, description, date issued, collections.

Show Statistical Information

Second Language Acquisition Ph.D.

The Ph.D. program in SLA at the University of Maryland, College Park, has a strong cognitive and psycholinguistic research focus and is designed for students working in the domain of adult second language acquisition.

Related Links

• Second Language Acquisition Home
• Second Language Acquisition M.A.
• Second Language Acquisition Advanced Graduate Certificate
• Undergraduate Opportunities
• Second Language Acquisition People
• Second Language Acquisition Alumni
• SLA Handbook (PDF)

The program prepares its graduates to work in the academia, the education sector, government and non-profit organizations, and industry. The research agenda centers on English as a foreign language, as well as commonly and less commonly taught languages (LCTLs), including East-Asian, Middle-Eastern, and modern European languages. The program draws upon the expertise of a distinguished cadre of faculty in the SLA program and the School of Languages, Literatures and Cultures , and in affiliate departments, such as Linguistics ; Measurement, Statistics, and Evaluation ; Hearing and Speech Science ; Psychology ; Curriculum and Instruction ; and Human Development and Quantitative Methodology .   There are four areas of specialization: second language learning, second language instruction, second language assessment and second language use. Students select two courses in each of two areas (for a total of four courses), plus two electives in the area of their proposed dissertation work. In addition, all students take two courses in quantitative and/or qualitative research methods. The eight courses (total) represent the minimum coursework requirement; some students may need extra coursework prior to starting the set of eight courses and many will wish to take courses beyond the minimum eight, based on their interests.  

Current Courses, Requirements, Advising, Admissions and Information for International Graduate Students

Requirements for the ph.d..

Prior to being accepted to candidacy for the Ph.D. (i.e., before writing the dissertation), students must write two qualifying papers deemed of publishable quality for a major refereed SLA journal by the examining committee of three faculty members. These papers are in lieu of comprehensive examinations. They will be presented publicly and must be approved by the committee after the presentation. They need to be in two different areas; there can be some overlap, however, between two qualifying papers or between a qualifying paper and the dissertation (the qualifying paper research can serve as a pilot study for the dissertation, for instance). A committee of three faculty members is required for each paper. For the procedures regarding the qualifying papers, refer to the SLA handbook:

Once the two qualifying papers are successfully defended, the student is admitted to candidacy and will write and then defend a dissertation proposal before five faculty members, who will serve as the dissertation committee. Once the proposal is approved, the student will register for SLAA899 credits while writing the dissertation, which must make a substantial and original contribution to knowledge in the SLA field. The chair of the student's dissertation committee, in consultation with the other committee members, will determine when the dissertation is ready to be defended publicly at an oral examination. The dissertation must be approved by the five-member committee.   Foreign Language Requirement Before graduation, all students completing the Ph.D. in Second Language Acquisition must demonstrate three types of experience with non-native language: learning a non-native language, using a non-native language, and teaching a language to non-native speakers of that language. All three types of experience will be verified through official documentation and/or assessment as follows:

1. Language Learning. Students must have spent at least two semesters as a student of a non-native language in a post-secondary classroom environment (6 total credits minimum) verified through transcripts. SLLC will provide this experience for any student who needs it.

2. Language Teaching. Students must have taught a language to non-native speakers of that language for at least 1 semester, or the equivalent of 45 hours verified through contract, letter, etc. SLLC will provide this experience for any student who needs it.

3. Language Use.  Students must show that they are able to communicate in a non-native language at the intermediate-low level on the ACTFL scale through an Oral Proficiency Interview (OPI). Students whose native language is not English will be able to satisfy this requirement through their competency in English. 

These three requirements do not necessarily have to be met in the same language.

Current Courses

AREA 1: Second Language Learning SLAA610: Research and Theories of SLA SLAA611: Fundamentals of Language Acquisition and Instruction SLAA740: Research Issues in Second Language Learning SLAA741: Cognitive Processes in Second Language Learning SLAA742: Second Language Processing SLAA743: Interlanguage Studies SLAA744: Age Effects/Maturation Constraints SLAA749: Special Topics in Second Language Learning

AREA 2: Second Language Instruction SLAA750: Instructed SLA SLAA751: SLA Classroom Research SLAA754: Task Based Language Teaching SLAA759: Special Topics in Second Language Instruction

AREA 3: Second Language Assessment and Research SLAA620: Second Language Research Methodology SLAA630: Second Language Testing and Assessment SLAA760: Research in Second Language Assessment

AREA 4: Second Language Use SLAA770: Sociolinguistics in Second Language Acquisition SLAA771: Developmental and Cross-Cultural Pragmatics SLAA772: Bilingualism and Multilingualism SLAA773: The Heritage Language Speaker

Students are required to meet with their advisor before they can register for classes. At the Ph.D. level, students are initially advised by the director of the program in SLA until they choose their own academic advisor (usually, the same as their advisor for either of their qualifying papers or the dissertation). By the end of their second semester in the program, students should choose a permanent advisor and register this choice with the director of the program in SLA. In all cases, final responsibility for meeting Graduate School requirements and deadlines rests with the student, not with the advisor. Students should regularly check the graduate school website for all official deadlines. For more details on specific program requirements and procedures, please see the Ph.D. Advising Sheet .

Financial Assistance Students admitted to the Ph.D. program may be eligible for funding in the form of graduate assistantships or research assistantships within SLLC or on grants and contracts from the UMCP-affiliated Applied Research Laboratory for Intelligence and Security ( ARLIS ) or the National Foreign Language Center ( NFLC ), depending on language expertise and the availability of positions. There may also be stipends for participation in special research projects. Depending on the instructional needs of individual language programs in SLLC, students may receive teaching assistantships to teach one of the languages offered in SLLC. Please note that in order to be considered for any financial support, students must be full-time and their GRE scores must be on file. If you would like to be considered for support, please indicate this on the graduate school application .

Limited funds for travel to national conferences may be available through SLLC when the student is presenting a paper.  However, students should also explore other possibilities for funding available through the conference organizers, external agencies or institutions, as well as the College of Arts and Humanities and the Graduate School.

• Information on travel funds available through the Graduate School .

Students interested in the interdisciplinary study of language are welcome to join the language science community at UMD .   Requirements for Admission Note that prior to admission to the program, applicants must have successfully completed a bachelor's degree from an accredited university in a relevant field, e.g., SLA, linguistics, education, psychology, or applied linguistics.

General information about the admissions process to the University of Maryland is available at the Graduate School website . However, some details specific to our program differ from what is posted on that site, so please be sure to follow the instructions below regarding where these materials should be sent, and what is required for admissions consideration. Admission Deadlines (all documentation MUST be in by this date!)

• September 28 (Spring application deadline for domestic and international applicants)
• January 17 (Fall application deadline for domestic and international applicants)

Materials Required for all University of Maryland Applicants

For the information about the application process and the materials required for all University of Maryland applicants, please visit the Graduate School website .

Information about the  Application fee waiver

Students whose native language is not English must satisfy the Graduate School’s English proficiency requirements . Applicants should arrange for TOEFL, IELTS or PTE scores to be sent directly to the University of Maryland; the institutional code for the University of Maryland is 5814.   Supplemental Materials Required by the SLA Program The SLA program requires the following supplemental materials to be uploaded as part of the application:

• Three letters of recommendation, preferably from faculty members who have taught you recently and who can attest to your scholarly potential in the field of SLA. References from those who know you professionally are acceptable as well. 
• A statement of purpose, in English, describing your academic and career background and future plans, specifying why you believe the SLA program at the University of Maryland is suitable for you, and you are suitable for it, and how you would expect to use the training received at UMD.  The statement of purpose is in lieu of the separate "Statement of Goals and Research Interests" and "Statement of Experiences" listed on the Graduate School website.
• Writing sample: Evidence of an ability for and desire to undertake scholarly work appropriate for the heavily research-oriented Ph.D. in SLA, as demonstrated through a writing sample such as an excellent M.A. thesis, a seminar paper, or published articles.
• Verbal and quantitative GRE scores are required for all applicants. Please have ETS send your GRE scores directly to the university; the institutional code for the University of Maryland is 5814.

An admissions interview may be required and will be conducted in-person or by telephone. On your application, please be sure to provide a current telephone number and e-mail address where we can reach you.

Completed applications are reviewed by an admissions committee in each graduate degree program. The recommendations of the committees are submitted to the dean of the Graduate School, who will make the final admission decision. Students seeking to complete graduate work at the University of Maryland for degree purposes must be formally admitted to the Graduate School by the dean. For questions related to the admissions process, prospective students may contact the Graduate School .  

Information for International Graduate Students

The University of Maryland is dedicated to maintaining a vibrant international graduate student community. The office of International Students and Scholars Services (ISSS) is a valuable resource of information and assistance for prospective and current international students.  International applicants are encouraged to explore the services they offer and contact them with related questions.

The University of Maryland Graduate School offers admission to international students based on academic information; it is not a guarantee of attendance.  Admitted international students will then receive instructions about obtaining the appropriate visa to study at the University of Maryland which will require the submission of additional documents.  Please access the Graduate Admissions Process for International applicants for more information.

Program Director

Professor, School of Languages, Literatures, and Cultures Professor, Second Language Acquisition

3125 Jiménez Hall College Park MD, 20742

EWU Digital Commons

Home > College, Department, or Program > CALE > English > TESL Theses

Teaching English as a Second Language Masters Thesis Collection

Theses/dissertations from 2020 2020.

Teaching in hagwons in South Korea: a novice English teacher’s autoethnography , Brittany Courser

Theses/Dissertations from 2019 2019

“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education , Natalie Marie Giles

Stylistic imitation as an English-teaching technique : pre-service teachers’ responses to training and practice , Min Yi Liang

Telling stories and contextualizing lived experiences in the Cuban heritage language and culture: an autoethnography about transculturation , Tatiana Senechal

“This is the oppressor’s language, yet I need it to talk to you”: a critical examination of translanguaging in Russian speakers at the university level , Nora Vralsted

Theses/Dissertations from 2018 2018

Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level , Ghader Alahmadi

Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher , Eiman Alamri

The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher , Ibrahim Alamri

Strategic Contemplation as One Saudi Mother’s Way Of Reflecting on Her Children’s Learning Only English in the United States: An Autoethnography and Multiple Case Study of Multilingual Writers at the College Level , Razan Alansari

“If you wanted me to speak your language then you should have stayed in your country”: a critical ethnography of linguistic identity and resiliency in the life of an Afghan refugee , Logan M. Amstadter

Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach , Carol Lee Anderson

Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity , Patrick Cornwall

One size does not fit all: exploring online-language-learning challenges and benefits for advanced English Language Learners , Renee Kenney

Understanding the potential effects of trauma on refugees’ language learning processes , Charis E. Ketcham

Let's enjoy teaching life: an autoethnography of a novice ESL teacher's two years of teaching English in a private girls' secondary school in Japan , Danielle Nozaka

Developing an ESP curriculum on tourism and agribusiness for a rural school in Nicaragua: a retrospective diary , Stan Pichinevskiy

A Literacy Narrative of a Female Saudi English Teacher and A Qualitative Case Study: 12 Multilingual Writers Identify Challenges and Benefits of Daily Writing in a College Composition Class , Ghassoon Rezzig

Proposed: Technical Communicators Collaborating with Educators to Develop a Better EFL Curriculum for Ecuadorian Universities , Daniel Jack Williamson

Theses/Dissertations from 2017 2017

BELL HOOKS’ “ENACTMENT OF NON-DOMINATION” IN THE “PRACTICE OF SPEAKING IN A LOVING AND CARING MANNER”: AN AUTOETHNOGRAPHY OF A SAUDI “WIDOW’S SON” , Braik Aldoshan

WHEN SPIRITUALITY AND PEDAGOGY COLLIDE: ACKNOWLEDGING RELIGIOUS BELIEFS AND VALUES IN THE ESL CLASSROOM , Carli T. Cumpston

HERITAGE LANGUAGE MAINTENANCE: A MEXICAN AMERICAN MOTHER’S SUCCESS WITH RAISING BILINGUAL CHILDREN , Maria E. Estrada-Loehne

TEACHING THE BIOGRAPHY OF PEARL S. BUCK: DEVELOPING COLLABORATIVE READING STRATEGIES FOR MULTILINGUAL WRITERS , Nichole S. La Torre

An Autoethnography of a Novice ESL Teacher: Plato’s Cave and English Language Teaching in Japan , Kevin Lemberger

INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS , Aiko Nagabuchi

A TRIPLE CASE STUDY OF TWO SAUDI AND ONE ITALIAN LANGUAGE LEARNERS' SELF-PERCEPTIONS OF TARGET LANGUAGE (TL) SPEAKING PROFICIENCY , Jena M. Robinson

Theses/Dissertations from 2016 2016

"I am from Epifania and Tomas": an autoethnography and bi-literacy narrative of a Mexican American orchard workers' daughter , Brenda Lorena Aguilar

Technology use in young English language learners: a survey of Saudi parents studying in the United States , Hamza Aljunaidalsayed

Bilingualism of Arab children in the U.S.: a survey of parents and teachers , Omnia Alofii

College-level ELLs in two English composition courses: the transition from ESL to the mainstream , Andrew J. Copley

Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis , Sony Nicole De Paula

Multilingual writers' unintentional plagiarism: action research in college composition , Jacqueline D. Gullon

Games for vocabulary enrichment: teaching multilingual writers at the college level , Jennifer Hawkins

Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives , Amber D. Pullen

Saltine box full of dreams: one Mexican immigrant woman's journey to academic success , Adriana C. Sanchez

Theses/Dissertations from 2015 2015

Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers , Kelly G. Hansen

Implementing a modified intercultural competency curriculum in an integrated English 101 classroom , Kathryn C. Hedberg

"Don't wake me, my desk is far too comfortable": an autoethnography of a novice ESL teacher's first year of teaching in Japan , Delaney Holland

ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors , Michael E. Johnson

Theses/Dissertations from 2014 2014

Using Media to Teach Grammar in Context and UNESCO Values: A Case Study of Two English Teachers and Students from Saudi Arabia , Sultan Albalawi

A Double Case Study of Latino College Presidents: What Younger Generations Can Learn From Them , Sara Aymerich Leiva

WRITTEN CORRECTIVE FEEDBACK IN THE L2 WRITING CLASSROOM , Daniel Ducken

Academic Reading and Writing at the College Level: Action Research in a Classroom of a homogeneous Group of Male Students from Saudi Arabia , Margaret Mount

Reflections on Teaching and Host Mothering Chinese Secondary Students: A Novice ESL Teacher’s Diary Study and Autoethnography , Diane Thames

Theses/Dissertations from 2013 2013

Peer editing in composition for multilingual writers at the college level , Benjamin J. Bertrand

Educating Ana: a retrospective diary study of pre-literate refugee students , Renee Black

Social pressure to speak English and the effect of English language learning for ESL composition students in higher education , Trevor Duston

Poetry in translation to teach ESL composition at the college level , Peter M. Lacey

Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition , Pui Hong Leung

Learning how to learn: teaching preliterate and nonliterate learners of English , Jennifer L. Semb

Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States , Nicholas Stephens

Teaching English in the Philippines: a diary study of a novice ESL teacher , Jeffrey Lee Svoboda

ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION , Melissa Van De Wege

Theses/Dissertations from 2012 2012

Video games and interactive technology in the ESL classroom , Melody Anderson

English as a second language learners and spelling performance in university multilingual writers , Nada Yousef Asiri

The communal diary, "... " (Naljeogi), transformative education, and writing through migrations: a Korean novice ESL teacher's diary and autoethnography , S. (Sangho) Lee

The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL , Bergen Lorraine McCurdy

The development and analysis of the Global Citizen Award as a component of Asia University America Program at Eastern Washington University , Matthew Ged Miner

The benefits of art analysis in English 101: multilingual and American writers respond to artwork of their choice , Jennifer M. Ochs

A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self" , Christopher Ryan

Advanced Search

• Notify me via email or RSS
• Colleges, Departments, and Programs
• Disciplines

Author Corner

• EWU Libraries
• Contact EWU Libraries

509.359.7888 | Email

Home | About | FAQ | My Account | Contact | Accessibility | EWU Libraries | EWU Home

Privacy Copyright

• Language Education
• Second Language Acquisition

Second language acquisition research and materials development: Need to bridge the gap between theory and practice

• November 2021
• Pakistan Journal of Humanities and Social Sciences 9(3):281-291
• 9(3):281-291
• CC BY-NC 4.0

• The Islamia University of Bahawalpur

• This person is not on ResearchGate, or hasn't claimed this research yet.

Discover the world's research

• 25+ million members
• 160+ million publication pages
• 2.3+ billion citations

• Jack B. Jelinski
• Bill VanPatten
• STUD SECOND LANG ACQ
• R.M. DeKeyser

• Nick C. Ellis
• Sandra Fotos

• TESOL QUART

• ELLEN BIALYSTOK
• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

TESOL Thesis Topic Second Language Acquisition/Learning and Culture

Related Papers

SMART M O V E S J O U R N A L IJELLH

ABSTRACT Language is the vehicle for inter and intra communication. It is a tool to communicate across geographical boundaries. It would be the key that opens windows to the world, unlocks doors to opportunities, and expands our minds to new ideas. According to Albert C. Baugh & Thomas Cable (2002:10 ) a language communicates ones thoughts, feelings to others, the tool with which they conduct their business, or the government of millions of people, the vehicle by which has been transmitted the science, the philosophy, the poetry of the culture is surely worthy of study. Oxford Advanced Learner’s Dictionary (1989:699) defines language is a system of sounds, words, patterns, etc. used by humans to communicate thoughts and feelings. Robert Lado (1971:12) says that language is intimately tied to man’s feeling and activity. It is bound up with nationality, religion, and the feelings of oneself. It is used to work, worship, and play by everyone, whether he is a beggar or banker, savage or civilized. According to Albert C. Baugh & Thomas Cable (2002: 4) a language may be important as a lingua-franca in a country or region whose diverse populations would be unable to communicate otherwise all these definitions depict various aspects and purposes of language. However, language can be designated differently based on its function, nature, quality, etc.

Karunakaran Thirunavukkarasu

helmin bhoja

International Forum

Safary Wa-Mbaleka

Second language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is "now an established discipline" (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavily demonstrated particularly in the United States, growth seems sparing in other countries. In fact, few are higher education institutions that offer Teaching English to Speakers of Other Languages (TESOL) programs where SLA courses should normally be offered. Without proper knowledge and understanding of how L2s are taught and learned, it is quite likely that teaching English to non-native speakers in these non-English speaking countries is negatively affected. This paper synthesizes important topics pertaining to SLA to help TESOL experts with some fundamental understanding.

Rebeca Carvalho

This paper presents some of my personal thoughts and attitudes toward second language acquisition. During the course, I have learned many things about language acquisition. It was very informative and interesting. Although the ideas which are presented by different linguists I agree, there are also a few points that I’d like to argue against.

Claudia Gutierrez

irene fernandez

Language and Education

Nicole Ziegler

Virginia Yip

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Amalia Oyarzún

Fatma Seçkin

Sofia Alexiou

Science Park Research Organization & Counselling

Ms. San Diego State University.(2000) Interference in …

joseph galasso

Mcgill Journal of Education Revue Des Sciences De L Education De Mcgill

Merrill Swain

Jan Frodesen

Applied Linguistics

Wander Lowie

Fadi Alsuhimat

MaryAnn Christison

Hòa Trần Xuân

Syeda Bukhari

MD. F A R U Q U Z Z A M A N AKAN

Eva Lucia Diaz Sanchez

Raphael Gamaroff

Luz Villarroel Cornejo

Handbook of research in second language teaching …

Tri Westi Iriandini

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024