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dc.contributor.supervisorKouritzin, Sandra (Curriculum, Teaching, and Learning)en_US
dc.contributor.authorCarter, Kevin
dc.date.accessioned2012-03-19T18:36:14Z
dc.date.available2012-03-19T18:36:14Z
dc.date.issued2012-03-19
dc.identifier.urihttp://hdl.handle.net/1993/5197
dc.description.abstractBased on the premise that novice EAL learners have limited working memory resources to comprehend academic text, L1 explanatory notes were seen as a possible instrument to use in decreasing the cognitive demands of reading and increase the available working memory resources available for discussions. The hypotheses of this study were largely unsupported but from the data emerged a new hypothesis for second language acquisition; The Formality Hypothesis. This hypothesis posits that the presence or absence of the L1 signals various levels of formality in the learning task. Isolation of the L2 may therefore signal high levels of formality leading to the development of learners’ CALP (Cummins, 1979) whereas incorporation of the L1 into L2 input signals lower levels of formality leading to the development of learners’ BICS (Cummins, 1979).en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectLanguageen_US
dc.subjectESLen_US
dc.subjectInstructionen_US
dc.subjectEALen_US
dc.subjectSLAen_US
dc.subjectL1en_US
dc.titleAn exploration into the effects of L1 explanatory notes on L2 oral production: liberation of the mind or shackles of dependency?en_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.contributor.examiningcommitteeLi, Yi (Curriculum, Teaching, and Learning) Young, Jon (Educational Administration, Foundations and Psychology)en_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.noteMay 2012en_US


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