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1
Poppe, Erich. „Celtic influence on English relative clauses?“ Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2010/4099/.
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Content:
1. The Problem
2. Preusler
3. Molyneux
4. Discussion
4.1. Preusler on Contact Clauses
4.2. Preusler on Prepositional Relatives
4.3. Preusler on Genitival Relative Clauses
4.4. Molyneux
5. Conclusions
2
Johnson, Ernest B. „The influence of speaking Black English on spelling in standardized English /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8411.
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3
Tuhaienko, V. „The influence of the Internet on English“. Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13200.
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4
Beauprez, Nathalie. „Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students“. Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.
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The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.
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Dumke, Auricéia. „The English influence in shop names in Curitiba“. reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24344.
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6
Lindholm, T. (Tapio). „Influence of English in Finnish televised football commentary“. Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201411262013.
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The aim of this thesis is to examine the influence of English in Finnish televised football commentary. The subject has seen only limited research before in Finland or globally. The goal is therefore to investigate the ways English has influenced the language of Finnish football commentary, examine the adaptation of borrowings into Finnish language, find out reasons behind this influence, and to form a basis for future research into the subject. The theoretical background is contact linguistics, the needs of sports commentary as a specialist language and the phonological and morphological differences between the English and Finnish. The contact situation was determined to be light, with English having some social dominance over the linguistically dominant Finnish, and a certain prestige in football circles. The data was composed of four football games shown in the Finnish television in the spring of 2013. The studio sections and the game commentaries were taped and converted into audio files. These files were listened to, and all elements possibly originating in English were collected. These were examined again and divided into two categories: loan translations and borrowings. The origin and possible intermediary languages of these elements were examined as closely as possible. In the analysis, these categories were divided into smaller ones based on their function and distribution in casual spoken Finnish. The typical characteristics of the vocabulary were investigated, and rough estimates were made on the extent of the phenomenon. Special attention was given to analysing the phonological and morphological adaptation to Finnish observed in the borrowings. It was concluded that the influence of English in the language of Finnish football commentary is diverse. The old Finnish vocabulary of football is largely composed of loan translations that are still in common usage in football commentary. Also unidiomatic translated expressions with origins in English were witnessed. In addition to these, a large number of adapted borrowings was observed, and the adaptation of these borrowings was thoroughly investigated. Part of these are used in casual spoken Finnish, but also borrowings specific to football commentary were observed. Many reasons behind the influence were speculated, the need for words for new phenomena and the need for varied expression in football commentary being the most likely ones. The conclusion could be made therefore, that the influence of English in Finnish football commentary is great, diverse, and easily observed. It fits the expectations formed by examining the theoretical background. This thesis provides a starting point for future research by proving the existence of the phenomenon and outlining its general characteristics and typical reasons behind itTämän pro gradu -tutkielman tarkoituksena on tarkastella englannin kielen vaikutusta suomalaiseen televisioituun jalkapalloselostukseen. Tätä aihetta ei ole Suomessa eikä maailmallakaan liiemmin aiemmin tutkittu. Tämän tutkielman tarkoituksena onkin tutkia, millä tavalla englannin kieli on vaikuttanut suomalaisen jalkapalloselostuksen kieleen, tarkastella miten lainatut elementit ovat mukautuneet suomen kieleen, etsiä syitä lainaamiselle, sekä muodostaa lähtökohta tulevalle tarkemmalle tutkimukselle aiheesta. Teoriataustana toimivat kontaktilingvistiikka ja urheiluselostuksen erityisvaatimukset erikoiskielenä, sekä suomen ja englannin äänne- ja muoto-opilliset erot. Kielten kontakti todettiin kevyeksi, mutta englannin kielellä havaittiin sosiaalisesti dominantti asema kielellisesti dominanttiin suomen kieleen nähden, sekä tietty arvostus jalkapallopiireissä. Tarkastelun kohteeksi valikoitui neljä keväällä 2013 Suomen televisiossa esitettyä jalkapallopeliä, joiden studio- ja selostusosiot nauhoitettiin ja muutettiin myöhemmin äänitiedostoiksi. Nämä äänitiedostot kuunneltiin, ja kaikki havaitut mahdollisesti englannin kielestä peräisin olevat elementit kerättiin. Nämä jaoteltiin karsien lopulta kahteen pääryhmään: käännöslainat ja raakalainat. Elementtien alkuperä ja mahdolliset välittäjäkielet pyrittiin selvittämään mahdollisimman tarkasti. Tutkimuksen analyysiosiossa jaoteltiin nämä ryhmät vielä tarkemmin osiin käyttötarkoituksen ja yleiskielessä esiintymisen mukaan. Sanaston tyypillisiä piirteitä tarkasteltiin ja ilmiön yleispiirteitä sekä yleisyyttä arvioitiin karkealla tasolla. Raakalainoja analysoidessa kiinnitettiin erityishuomiota lainasanojen mukautumiseen suomen kielen äännejärjestelmään ja muoto-oppiin. Tutkimuksessa selvisi, että englannin kielen vaikutus suomalaiseen jalkapalloselostukseen on varsin monipuolista. Vanha suomalainen jalkapallosanasto koostuu pitkälti käännöslainoista ja näitä sanoja käytetään edelleen yleisesti selostuksessa. Lisäksi jalkapalloselostuksessa esiintyy epäidiomaattisia käännettyjä ilmaisuja, joiden alkuperä voidaan jäljittää englantiin. Näiden lisäksi selostuksessa esiintyy runsaasti mukautuneita raakalainoja, joiden yleisimmät mukautumiskeinot tutkittiin tarkoin. Näistä osa on käytössä myös yleiskielessä, mutta myös jalkapalloselostukselle erityisiä uusia lainasanoja havaittiin. Lainaamiselle havaittiin useita syitä, kuten tarve kielellistää uusia ilmiöitä ja jalkapalloselostukselle ominainen tarve vaihtelevalle ilmaisulle. Kaiken kaikkiaan voitiin todeta, että englannin kielen vaikutus suomalaisessa jalkapalloselostuksessa on suuri, monipuolinen ja selkeästi havaittavissa ja sopii teoriapohjan antamiin ennakko-oletuksiin. Tämä tutkimus antaa lähtökohdan tarkemmalle analyysille todistamalla ilmiön olemassaolon, sekä erittelemällä sen yleisiä piirteitä ja tyypillisiä syitä
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White, David Lloyd. „Irish influence and the interpretation of old English spelling /“. Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Ochieng, Dunlop. „Indirect Influence of English on Kiswahili: The Case of Multiword Duplicates between Kiswahili and English“. Doctoral thesis, Universitätsbibliothek Chemnitz, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-179613.
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Some proverbs, idioms, nominal compounds, and slogans duplicate in form and meaning between several languages. An example of these between German and English is Liebe auf den ersten Blick and “love at first sight” (Flippo, 2009), whereas, an example between Kiswahili and English is uchaguzi ulio huru na haki and “free and fair election.” Duplication of these strings of words between languages that are as different in descent and typology as Kiswahili and English is irregular. On this ground, Kiswahili academies and a number of experts of Kiswahili assumed – prior to the present study – that the Kiswahili versions of the expressions are the derivatives from their English congruent counterparts. The assumption nonetheless lacked empirical evidence and also discounted other potential causes of the phenomenon, i.e. analogical extension, nativism and cognitive metaphoricalization (Makkai, 1972; Land, 1974; Lakoff & Johnson, 1980b; Ruhlen, 1987; Lakoff, 1987; Gleitman and Newport, 1995). Out of this background, we assumed an academic obligation of empirically investigating what causes this formal and semantic duplication of strings of words (multiword expressions) between English and Kiswahili to a degree beyond chance expectations.
In this endeavour, we employed checklist to 24, interview to 43, online questionnaire to 102, translation test to 47 and translationality test to 8 respondents. Online questionnaire respondents were from 21 regions of Tanzania, whereas, those of the rest of the tools were from Zanzibar, Dar es Salaam, Pwani, Lindi, Dodoma and Kigoma. Complementarily, we analysed the Chemnitz Corpus of Swahili (CCS), the Helsinki Swahili Corpus (HSC), and the Corpus of Contemporary American English (COCA) for clues on the sources and trends of expressions exhibiting this characteristic between Kiswahili and English. Furthermore, we reviewed the Bible, dictionaries, encyclopaedia, books, articles, expressions lists, wikis, and phrase books in pursuit of etymologies, and histories of concepts underlying the focus expressions.
Our analysis shows that most of the Kiswahili versions of the focus expressions are the function of loan translation and rendition from English. We found that economic, political and technological changes, mostly induced by liberalization policy of the 1990s in Tanzania, created lexical gaps in Kiswahili that needed to be filled. We discovered that Kiswahili, among other means, fill such gaps through loan translation and loan rendition of English phrases. Prototypical examples of notions whose English labels Kiswahili has translated word for word are such as “human rights”, “free and fair election”, “the World Cup” and “multiparty democracy”. We can conclude that Kiswahili finds it easier and economical to translate the existing English labels for imported notions rather than innovating original labels for the concepts.
Even so, our analysis revealed that a few of the Kiswahili duplicate multiword expressions might be a function of nativism, cognitive metaphoricalization and analogy phenomena. We, for instance, observed that formulation of figurative meanings follow more or less similar pattern across human languages – the secondary meanings deriving from source domains. As long as the source domains are common in many human\'s environment, we found it plausible for certain multiword expressions to spontaneously duplicate between several human languages.
Academically, our study has demonstrated how multiword expressions, which duplicate between several languages, can be studied using primary data, corpora, documentary review and observation. In particular, the study has designed a framework for studying sources of the expressions and even terminologies for describing the phenomenon. What\'s more, the study has collected a number of expressions that duplicate between Kiswahili and English languages, which other researchers can use in similar studies.
9
Kollmann, Valerie. „Crosslinguistic influence in the speech of Hungarian-English bilinguals“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1232.
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The study is written in an attempt to report on factors that affect language transfer between Hungarian and English and on the extent 1.1 and 1.2 lexical elements are integrated into the speech in either language. An attempt is made to classify the functions of the integrated lexical elements. Furthermore, it is hypothesised that transfer could be interpreted as a production strategy. Data collection included a questionnaire and audio recording of interviews and observations of eleven bilingual participants involved in problem solving tasks.
10
Tyrrell, Thomas. „Remapping Milton : space, place and influence, 1700-1800“. Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/111233/.
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In my examination of the influence of John Milton’s poetry on eighteenth century literature, I argue that eighteenth-century writers engage with ideas of space and place as they seek to transform Miltonic verse into a suitable medium for describing the Newtonian astronomy and imperial geography of their day. My first chapter examines John Philips’s Cyder and John Dyer’s The Fleece alongside county maps and commercial atlases, as part of a study of how their verse appropriates Milton’s politics and revises his geography. In my second chapter, I use digital mapping technology to explore the different viewing perspectives James Thomson uses in The Seasons, how they derive from Milton, and how they support his project to describe a harmonious, providential global geography. My third chapter investigates adaptations of Milton’s A Mask Performed at Ludlow Castle (1634). Across the eighteenth century, A Mask generated an opera, a play and a novel, and I examine how the meaning of each adaptation changes due to the altered place and context of performance. In my last two chapters, I argue that the female tradition of astronomical poetry seeks to reconcile Miltonic verse with Newtonian science whilst also critiquing it from a devotional perspective. Finally, I claim that Ann Yearsley and Charlotte Smith used Milton’s influence as a means to usurp the exclusively male territory of the eighteenth-century prospect poem, through poetry written from Clifton Hill in Bristol and Beachy Head on the South Downs. In my coda on William Wordsworth I conclude that to view him as the culmination of eighteenth-century engagement with Milton is to bias our understanding of both authors. Reconsidering Milton’s eighteenth-century influence is a vital part not only of understanding the worldview of the age, but also of distinguishing Milton himself from what the eighteenth century made of him.
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Freebury-Jones, Darren. „Kyd and Shakespeare : authorship, influence, and collaboration“. Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/91745/.
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The aim of this thesis is to establish the canon of Thomas Kyd’s plays and to explore Shakespeare’s relationship with that oeuvre. Chapter One begins by examining Shakespeare’s verbal indebtedness to plays that have been attributed to Kyd for over two centuries, including The Spanish Tragedy (1587), Soliman and Perseda (1588), and The True Chronicle History of King Leir (1589). The first chapter argues that Shakespeare’s extensive knowledge of Kyd’s plays contributed towards the development of his dramatic language. The second chapter provides an overview of some of the complex methods for identifying authors utilized throughout the thesis. Chapter Three then seeks to establish a fuller account of Kyd’s dramatic canon through a variety of authorship tests, arguing that in addition to the three plays above Arden of Faversham (1590), Fair Em (1590), and Cornelia (1594) should be attributed to Kyd as sole authored texts. The fourth chapter examines the internal evidence for Kyd’s hand in Shakespeare’s Henry VI Part One (1592). The chapter contends that Shakespeare’s chronicle history play was originally written by Kyd and Thomas Nashe for the Lord Strange’s Men, and that Shakespeare subsequently added three scenes for the Lord Chamberlain’s Men. The fifth chapter argues that Shakespeare and Kyd collaborated on The Reign of King Edward III (1593) and that Kyd should thus be recognized as one of Shakespeare’s earliest co-authors. Finally, Chapter Six, by way of conclusion, outlines other possible links between Kyd’s plays and Shakespeare. The thesis as a whole argues for a reconsideration of Kyd’s authorship of a number of key plays that influenced Shakespeare, and for a reconsideration of the collaboration between these two dramatists.
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Teramura, Misha. „Shakespeare and Chaucer: Influence and Authority on the Renaissance Stage“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493336.
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Over the course of Shakespeare’s career, plays written for the commercial theatre were increasingly being published and read as literary works. This dissertation argues that Shakespeare’s own complex response to the changing status of dramatic texts can best be discerned in his engagements with the figure who represented vernacular literary authority itself, Geoffrey Chaucer. Renaissance readers venerated Chaucer as a prodigious polymath, a proto-Protestant, and, above all, the authoritative founding father of English literature. Whereas ambitious early modern poets like Edmund Spenser were eager to claim their own place in a Chaucerian tradition, Shakespeare’s adaptations and appropriations of Chaucer’s works reveal not only an acute awareness of the precarious position of plays within this literary tradition but also a deep ambivalence about the incommensurability of stage and page as media of dramatic representation.
In The Two Noble Kinsmen, the most explicitly Chaucerian play of the period, Shakespeare and Fletcher treat The Knight’s Tale with a mixture of reverence and hostility, thematizing the challenge of adapting a culturally authoritative poem for the commercial stage. In A Midsummer Night’s Dream and the two parts of Henry IV, Shakespeare adopts framing techniques from Chaucer’s works in order to explore the literary possibilities of drama, even as the deployment of these techniques on stage reveals a tension between poetic ambition and theatrical pragmatism. The iconoclastic Troilus and Cressida, by emphasizing an antagonism between auctor and actor, vandalizes the poetic authority of its Chaucerian and Homeric sources; yet, in doing so, the play posits its own vision of a distinctly theatrical longevity. This dissertation argues that Shakespeare throughout his career found Chaucer most valuable not as a model to be imitated, but as an interlocutor to think with (and against) at a critical cultural moment when theatrical scripts were becoming “literature.”English
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Williams, Malcolm. „Response to Erich Poppe’s Contribution on “Celtic influence on English relative clauses?”“. Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2010/4100/.
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Bills, Rebecca A. „Scots Under the Influence“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/681.
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Thesis advisor: Michael J. ConnollyOld English, Old Norse (both Danish and Norwegian variants), Latin, Old French and various Celtic languages have influenced the development of the Scots language in different ways than they have British Standard English due to Scotland’s unique political relationships with each of these cultures. This paper explores the linguistic developments of these interactions, drawing examples from the Scottish poem Sir Patrick Spence, place names in Scotland, and other sources, with especial focus on the Germanic languages
Thesis (BA) — Boston College, 2009
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program
Discipline: Slavic and Eastern Languages
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Huffman, Sarah. „The influence of collaboration on attitudes towards English vocabulary learning“. [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476305.
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Chan, Cheng Cheng. „The influence of computer-mediated communication on English learning motivation“. Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456361.
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Islam, S. M. Ariful. „L1 Influence on the Spoken English Proficiency of Bengali Speakers“. Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-883.
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Pascolini-Campbell, Claire. „François Villon in English : translation and cross-cultural poetic influence“. Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/11827.
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This thesis argues that François Villon becomes a significant, but overlooked, influence in the tradition of English poetry, and that this influence reveals itself in translations, adaptations, and responses to his work. By focusing on the way in which numerous high profile poets in the United Kingdom and the United States have reacted to Villon, this study will posit that the reasons behind the appeal of his oeuvre as a source text lie both in the protean nature of his narrative voice and in the myth of his life. The inter-lingual intertextual relationships established through translation and the residue of Villon in English poetic tradition will be presented by means of five case studies, all taking the work of a specific poet as their theme: Algernon Charles Swinburne; Dante Gabriel Rossetti; Ezra Pound; Basil Bunting; and Robert Lowell. These five poets are presented as being exemplary of a greater tradition of translating Villon into English, and will take the reader from the first verse translations of his work in the nineteenth century, to postmodern adaptations and parodies of Villon in the twentieth. They will illustrate the specified intertextual relationships that exist both between source text and target text, and the work of one translator and another, thereby demonstrating the accumulation of influences at play in any one translation of this medieval French poet. In so doing, this thesis will also explore translation and adaptation as dialogical and transformative spaces, distinct from other genres in their ability to establish cross-cultural and interlingual intertexts. Translation and adaptation as spaces of cultural and linguistic hybridity will be demonstrated by observing some of the ways in which Villon has left his mark on English verse, and some of the Villons that anglophone poets have created in their turn.
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Singh, Ishtla Anandi Shakti. „Superstratal influence on the formation of Trinidad's English-based creole“. Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627398.
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Kreutz, Josefin, und Natalie Rhodin. „The influence of ICT on learners’ motivation towards learning English“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34532.
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This degree project aims to investigate if ICT has any influence as motivation for English foreign language learners. Furthermore, this study is to investigate in what way the motivation is affected, if it is affected at all. Today, computers and other digital tools such as tablets influence the society greatly and are a part of the learners’ everyday life. The data in this study is analyzed and collected through survey questionnaires. The participants are 45 third graders from a Swedish elementary school. Many students today have a great interest in computers and tablets since it is a part of their daily life. Andersson (2003) states that many are bored since the Swedish school still hold to the old traditions. Hence, this project aims to investigate if incorporating ICT in the EFL classroom can increase students’ motivation. The conclusion of this study is that the majority of students are affected by ICT in a positive way. Also, the collected data showed that students’ motivation increased because the lessons got more fun and they felt happier when incorporating ICT in the EFL classroom.
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DUFFIELD, EBRU DIRSEL. „INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874.
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Dirsel-Duffield, Ebru. „Influence of context in nonnative English-speaking teacher's identity transformation“. Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1026829874.
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King, Neil Anthony. „Sport policy in an English city : interests, influence and change“. Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/35181.
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The aim of this study is to examine the influence of local sport interests in one English city in mediating national sport policy initiatives in education, land-use planning and health. This is attempted through an analysis of relationships between key policy actors and the strategies adopted to pursue and defend policy priorities, set within an historical, institutional, political and socio-economic context. Given the increasing political salience of sport, the rationale for the study is to understand the consequences for local sport interests of the re-structuring of the policy area over the last decade. The study is grounded in the ontological and epistemological assumptions of critical realism and its attendant understanding of the dialectical relationship between structure and agency. A neo-pluralist theory of the state and power is adopted in order to provide a macro-level context to the three meso-level theoretical approaches utilised in this study for analysing policy processes, namely: policy networks, the multiple streams framework (MSF) and the advocacy coalition framework (ACF). This approach to examining sport policy processes is complemented by insights from the literature on local government and governance, given that the primary empirical focus is on Liverpool City Council. The empirical work consists of an investigation of first, city council sport policy from the 1970s to date and particularly the period 1995–2006, and second, three aspects of local sport policy that relate to national sport policy, namely: school sport, the playing fields issue, and sport's role in health policy. In terms of research methods, the study utilises a case study approach that included undertaking forty semi-structured interviews with personnel within the sport policy area at the local, county, regional and national levels; an analysis of policy-related documentation produced by central and local government; and observation in council meetings and forums. A discussion of the findings examines the utility of the theoretical frameworks drawn upon in explaining the findings of the study.
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Crosby, Christiane Fleur. „L1 Influence on L2 Intonation in Russian Speakers of English“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1070.
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This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.
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Parrilla, Larissa Karina. „Multimedia Technologies' Influence on Language Acquisition in English Language Learners“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.
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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.
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Chakrabarty, Sushanta Kumar. „The Influence of Greek and Latin tragedies on English drama“. Thesis, University of North Bengal, 1996. http://hdl.handle.net/123456789/1209.
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Freedman, Skott Elliot. „A beautiful day in the neighborhood the influence of neighborhood density on speech production /“. Diss., [La Jolla] : University of California, San Diego ; [San Diego] : San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3386582.
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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.Title from first page of PDF file (viewed January 12, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 161-169).
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Chong, Jae Im. „FIRST LANGUAGE ATTRITION IN KOREAN-ENGLISH BILINGUAL TEENAGERS“. OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/646.
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This thesis is based upon a longitudinal study of L1 attrition in two bilingual teenage siblings, J and her older brother S, with Korean as their L1 and English as their L2. The two teenagers' initial exposure to English occurred at the age of 9. When the two siblings began to have sustained exposure to and immersion in an English L2 environment, they were at the postpubertal age. They had been attending high school in a Mid-Western city in the U.S for about two years when the study was conducted. The longitudinal study addressed three main questions. The first question concerned the siblings' language (L1 and L2) development, language dominance and cross-lingusitic influence from a bidrectional perspective. The second question examined the evidence for L1 attrition in relation to lexis, morphology and syntax, and their relative levels of vulnerability. The third question examined the role of extra-linguistic factors in the process of L1 attrition. In order to address the above questions, the two siblings were observed in their home over a period of 8 months. The data for the longitudinal study included the siblings' (i) spontaneous speech interactions in the home (ii) oral narratives in the L1 and L2 and (iii) their responses to a language background questionnaire. The results showed that the two siblings' English L2 developed and improved over time, but that they continued to maintain their L1 (Korean) as their dominant language. The evidence from both siblings' L1 and L2 use supported bidirectional cross-linguistic influence (i.e. from the L1 onto the L2 and from the L2 onto the L1). L1 attrition occurred only minimally in relation to morphology (e.g. honorification, case particles, classifiers, and plural marking) and lexical choice, while the siblings' L1 syntax remained relatively stable over time. Overall, the siblings were largely successful in maintaining their L1. In part, this was because their L1 was already firmly established or entrenched, as their immersion in an L2 environment occurred only when they were older (around puberty). Furthermore, their frequent use of their L1 for social networking, along with their positive attitudes toward their heritage language, also played a crucial role in maintaining and stabilizing their L1. Finally, the theoretical and practical implications of the findings of the present study, as well as recommendations for the future research are discussed.
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Mahfoud, Elias. „The English Language’s Influence on Social Identities in Sweden: The Role of L2 English in Identity Construction“. Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-32381.
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This study aims to examine if English as a L2 influences the construction of Swedes’ social identities but also whether any linguistic strategies are used to strengthen their identity. Furthermore, the study aims to study if there is a difference in bilingual Swedes' reflections on the topic compared to multilingual Swedes. With Giles and Johnson’s Ethnolinguistic Identity Theory and Gumperz’ Interactional Theory as theoretical backgrounds, data was gathered through both quantitative methods, such as an online questionnaire, and qualitative methods in the form of a focus group consisting of both bilingual and multilingual Swedes. The results vary as some of the participants see English as influential to their identity construction while others view it merely as a practical tool. Moreover, the data also shows that it is more common amongst multilingual Swedes to use linguistic strategies such as code-switching, to strengthen their in-group relationships whilst bilingual participants used linguistic strategies for a different purpose: to distance themselves from their in-group identity.
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Vermeiren, Koenraad. „Under the influence sympathetic narration in the nineteenth-century English realist novel /“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380146.
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Thesis (Ph.D.)--Indiana University, Dept. of English, 2009.Title from PDF t.p. (viewed on Jul 14, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4692. Adviser: Andrew Miller.
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Wong, Hoi-wah Winnie. „The influence of Cantonese in the acquisition of English negation among Cantonese ESL learners“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31963146.
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Chen, Caicai. „The Influence of Chinese Topic Prominence Construction on English Acquisition : A Study on Non-English Majors and English Majors at a Chinese College“. Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8345.
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As Chinese is a topic prominent language and English is a subject prominent language, there are many differences between these two languages. The present study investigates the influence of Chinese topic prominence constructions on the acquisition of English with the instrument of a translation task. 60 Chinese college students of two levels were divided into two groups according to their English proficiency level (the non-English majors for low level and the English majors for high level). The results were analyzed and calculated in terms of four types of topic prominence constructions: Noun phrases as topics, clauses as topics, verb phrases as topics and prepositional phrases as topics. Through this study, it is found that the interlanguage of Chinese learners for English is characterized by topic prominence construction. What is more, Chinese learners of English can gradually decrease the use of topic prominence construction, turning into more target-like interlangage with the increase of their English proficiency level. The findings of the present study contribute to a better understanding of Chinese English learners' interlanguage development from topic prominence to subject prominence. Furthermore, the results of the current study are significant for the English teaching in China. The language teacher should enhance the comparison between Chinese and English so that the learners could be more aware of the difference between these two languages and errors could be avoided.
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Hockey, Hannah. „Which skills influence pre-school children's repetition of words, non-words and sentences?“ Thesis, City University London, 2014. http://openaccess.city.ac.uk/14454/.
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This study explores the role of existing language knowledge and phonological short-term memory (PSTM) on pre-school children’s non-word, word and sentence repetition (NWR, WR and SR). Previous studies have revealed that children with language difficulties find these tasks difficult, but there is debate about which skills are measured. This study aimed to contribute to this understanding. Identification of the underlying skills would enable speech therapists to plan targeted therapy to support the children’s difficulties. Data was collected at two time points: at time one from fifty-four participants, aged 3-3 ½ years old; and at time two from fifty-two of the original sample (aged 4 -4½ years). The study is split into four parts. First it explores three influences on the children’s WR and NWR: knowledge of the words, speech sound skills and PSTM, at both time-points. The second part divides the group into children with and without identified speech and language difficulties. It explores differences in performance by the two groups. Part three explores the influence of grammar (morphology) and PSTM on sentence repetition. Part four investigates relationships between children’s NWR and WR at both time points with their SR at the second time-point. There was evidence at both time-points that children draw on long-term word knowledge during WR and no evidence of them using PSTM in this task. There was a clear influence of PSTM on their NWR. The children’s speech affected both NWR and WR. The clinical group repeated both known words and non-words less accurately than the non-clinical group. They showed a similar pattern of performance in their repetition of non-words, but achieved lower scores across all syllable lengths. Children aged 4 years used existing grammatical skills when repeating sentences. There was limited evidence of the influence of PSTM. A correlation was found between children’s NWR and later SR. The relationship was due to the influence of language knowledge and PSTM on both tasks. Results from the study suggest that for both NWR and SR language knowledge and PTSM interact in their effect on accuracy. The tasks are however useful clinically because children’s scores are influenced by their existing language knowledge.
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Reddick, Yvonne J. „The genius of the stream : Ted Hughes and fluvial influence“. Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/57454/.
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The thesis engages with Harold Bloom’s theories of poetic influence, beginning with an examination of influence, both literary and fluvial, in Anglophone poetry. The first chapter details the canon of English river-writing, ranging from Spenser’s Prothalamion, Drayton’s Polyolbion, Milton’s ‘Lycidas’ and Pope’s The Dunciad to Wordsworth’s ‘Sonnet XXXVI’ and Eliot’s The Waste Land. I examine Hughes’s reading of these texts as an undergraduate, and introduce the ways in which he engages with them in his poetry. The second chapter demonstrates how Hughes’s work owes a poetic debt to three major writers who lived through the First World War. Hughes’s own father fought in the First World War, and I question whether or not the relationship between Hughes and these ‘father figures’ is Bloomian. Eliot mentored Hughes at Faber & Faber, and the influence of The Waste Land (1922) on Hughes’s river-poetry was seminal. Williamson was a war veteran, and his Tarka the Otter is the source of many tributes by Hughes, from newspaper articles to eulogies. Hughes cites Tarka as having formed his ambition to write for himself. Graves, another war veteran, greatly influenced Hughes via his reading of The White Goddess. In the third chapter, following the methodology of Heather Clark’s 2011 study The Grief of Influence, I trace the ways in which Plath’s work shaped the manuscript drafts of Hughes’s poetry, especially River. I argue that the influence of such writing about water as ‘Johnny Panic and the Bible of Dreams’ and ‘Ocean 1212W’ was so seminal as to have to be edited out of Hughes’s work. There follows a very detailed chronological appraisal of Plath’s impact on Hughes’s manuscript drafts from the Emory archive. In the fourth chapter, by examining letters in the British Library, I discuss the ways in which the publication of River was a bold statement for the preservation of British rivers. Although his project was not entirely successful, I examine how Hughes’s bids to secure funding from British Gas for his project were motivated by his environmental activism. I also demonstrate how the publication of this book fits into the bigger picture of his campaigns for water quality. The fifth chapter shows how Hughes and Seamus Heaney influenced each other, how Hughes and his son Nicholas Hughes drew ideas from each other’s work, and how Hughes has influenced Alice Oswald. There are elements of a Bloomian ‘family romance’ here, but I largely reject a Bloomian reading by demonstrating that Heaney and Hughes’s friendship, and Nicholas and Ted’s close bond, do not support Bloom’s theories.
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Earl, Jennifer. „The influence of African folktales on Sylvia Path's 'Ariel voice'“. Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12847.
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Includes bibliographical references.In this study I trace the influence of Paul Radin’s collection of African folktales on Sylvia Plath’s Ariel poems. Elements from these tales have been identified by various critics in Plath’s “Poem for a Birthday” sequence which, according to Hughes, she wrote around the same time as she was reading the African tales. However, the importance of the tales to her later poetry has not yet been fully explored in Plath criticism. “Poem for a Birthday” marks an important stage in the emergence of what has become known as Plath’s “Ariel voice” and it is my contention that the influence of the African tales is significantly present even in this later work. The Ariel poems manifest a preoccupation with motherhood which merges thematically with creative fruitfulness. I examine how Plath adopts and uses the concept of “the African” in Ariel to represent repressed aspects of the human psyche which must emerge into consciousness in order for creative expression to attain a level of deep resonance. This engagement is repeatedly presented as a vital “primitive” force emerging from beneath a stony silent reality. The Africanfolktales provided Plath with a novel set of imagery and resources with which to portray this explorative process. I therefore explore Plath’s interest in “primitivism”. I also argue that the orality of the African tales inspired Plath to focus on the oral nature of her later writing. I hope in this study to free Plath’s Ariel voice from the shadow of her suicide. More importantly, I hope to show that her own collection of Ariel poems represented an important moment in her creative development that envisaged a vital spirit of possibility, activated dramatically by an engagement with Radin’s African tales.
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McMullen, Albert Joseph. „Echoes of Early Irish Influence in Anglo-Saxon Literary Landscapes“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467346.
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This study traces the cultural interplay between Irish and Old English literary landscapes. Combining an ecocritical approach to reading representations of the landscape with a comparatist perspective, each chapter shows that the landscape and the natural world were not only static motifs, but that they allow for the observation of literary influence. The first chapter investigates the political use of the landscape in Irish and Anglo-Saxon saints’ Lives. I argue that the anonymous author of the Life of Cuthbert was following a common Irish hagiographic practice of using place-names to claim churches, monasteries, or lands for the writer’s monastic foundation. Furthermore, Bede was aware of this agenda when he rewrote the Life of Cuthbert some twenty years later and consciously removed many of the place-names that localize Cuthbert’s miracles and ministrations from the text. The second chapter compares the use of the natural world in the Old English Boethius to early Irish cosmological treatises. The Old English translator diverges from Boethius in the amplification of cosmological details (e.g., information about the universe and the elements) that have distinct analogues in early Irish sources. The third chapter examines Grendel’s mere in Beowulf as a reflex of the bog of Germanic pre-Christian worship and as a place which draws on imagery common to insular sources pertaining to hell. Reading the mere as an overlay landscape that places pagan past and Christian present in apposition, I argue that this layered landscape is analogous to landscapes in early Irish poetry and saga. In my final chapter, I explore the paradisiacal landscapes presented in Guthlac A and The Phoenix. These descriptions closely parallel representations of paradise in Irish tradition, especially in contemporaneous Irish poetry. Additionally, like early Irish writers, the Old English poets appropriate the landscape of Eden to reflect and emphasize the spiritual state of the monastic. While scholars have often noted connections between early Irish and Anglo-Saxon literature—though few concerning the representation of the landscape or the natural world—this project is the first study to address the influence of early Irish literary landscapes in Old English works. As such, my dissertation holds the potential to redefine ways of thinking about the transmission of influence between these two early medieval cultures. I show that the landscape and the natural world loomed large in early insular literature in ways that have gone unrecognized, while also providing a model to track the paths of literary influence. My investigations revise the received wisdom about Anglo-Saxon literary landscapes, while contributing to a body of scholarship concerned with connections between early Ireland and Anglo-Saxon England.Celtic Languages and Literatures
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Moran, andrew Damian. „The Influence of St Augustine on Evelyn Waugh's "Brideshead Revisited"“. W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539626222.
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Uždalevič, Aelita. „The influence of the English language over Lithuanian and Russian lexis“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_115332-34899.
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The study analyses the influence of the English language over Lithuanian and Russian lexis and explores the main tendencies. The aim of the research is to describe English borrowings in Lithuanian and Russian mass media in the last two decades. The objectives of my analysis are: to describe main factors (linguistic and extra linguistic) which influence the influx of the English borrowings; to reveal usage tendencies of the loanwords in the Russian and Lithuanian languages, and present examples of modern borrowings; to classify English borrowings semantically and structurally. The research methods used in this study are: descriptive method and content analysis. The results of the research have shown that both languages experience the influence of the English language while borrowing lexical units of different significance as a result of industrial and technological changes, new technological developments, changing attitudes, cultural transmission and other social determinants. Due to the fact, words borrowed from English represent nearly all semantic areas. Moreover, in Russian and Lithuanian languages, loanwords are subjected to various exposures to adapt them to the possibilities of a language system and the needs of those who use these languages: they acquire suffixes and/or endings of Lithuanian and Russian; they become a basis for further word-construction. In relation to this it can be stated that at the expense of borrowings, and on their basis, in the result of... [to full text]Tyrinėjant medžiagą ir analizuojant pavyzdžius buvo įrodyta, jog abi kalbos patiria Anglų kalbos įtaką skolinant leksinius unitus. Be to, Anglų kalbos skoliniai plačiai naudojami Lietuvių ir Rusų kalbos žiniasklaidoje. Pastebėtas naujų reikšmių vystymasis dėl Anglų kalbos įtakos ir vartotojų poreikius. Tai pat tas faktas, kad skoliniai ne iš karto įtraukiami į literatūrinę kalbą yra akcentuojamas, nors jie plačiai naudojami šnekamojoje kalboje. Semantišku požiūrių naujausius Rusų ir Lietuvių kalbos skolinius galima padalinti į keletą semantinių grupių, kuriuos visiškai atspindi tas sferas, kuriuose yra didelis žmonių susidomėjimas, ir tas sferas kuriuose vyksta visuomeniniai pakeitimai. Didžiąją dalis skoliniu Rusų ir Lietuvių kalbose priklauso ekonomikai (deliveris, брокер), technikai (failas, роуминг), muzikai (singlas, римейк), kosmetikai (tattoo, типсы), paslaugoms (single room, шоппинг), kompiuteriui (hakeris, кликнуть) ir politikai (impičmentas, спикер). Be to, galima rasti nemažai skolinių susijusiu su drabužiais (bodis, сникерсы), valgiu (miusliai, спреды), teatrais (kastingas, блокбастер), žmonėmis (breikeris, киллер) ir sportu (geimas, шейкдаун). Kai kurie skoliniai Lietuvių kalboje priklauso kultūrai (pubas) ir statybai (deckas), tuo metu kai Rusu kalboje dalis skoliniu susijusi su antgamtiniais dalykais (суперме). Abi kalbos pasirenka tos skolinius nes Anglų kalbos įtaka labai didelė, ir visos svarbiausios kasdieninio gyvenimo srytis pripildyti neologizmais... [toliau žr. visą tekstą]
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Sheltag, Hussein Abdul-Azim. „The influence of the Arabian Nights upon nineteenth-century English fiction“. Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329854.
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Crum, Catherine Elizabeth. „Influence of Technology on English Language Learners' Vocabulary, Reading, and Comprehension“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3290.
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Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when taught using technology-supported versus traditional textbook instruction. Mayer's cognitive theory of multimedia learning provided the theoretical foundation for the study. A quasi-experimental approach with a nonequivalent pretest and posttest comparison group design was used. All 99 5th grade ELL students at an elementary school in the southeastern United States served as the study sample. Pre-existing classroom groups were taught using technology-supported or traditional textbook instruction. Instructional groups' vocabulary test scores were compared using ANCOVA with pretest social studies vocabulary scores serving as the covariate. Results revealed that 5th grade ELL students in the technology-supported instruction group scored significantly higher on the social studies vocabulary posttest as compared to the traditional textbook instruction group. The findings of this study suggest that technology-supported instruction in social studies is an effective teaching approach for ELL students at the 5th grade level. This study could be used to guide future research in the areas of ELL language acquisition, content area learning and comprehension, and equitable instruction for all students.
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Trips, Carola. „The OV-VO word order change in early middle English evidence for Scandinavian influence on the English language /“. [S.l. : s.n.], 2001. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB9556634.
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Voigt, Suzann Wanda. „The Boethian Influence on the "Alliterative Morte d'Arthure"“. W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625746.
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Herve, Coralie. „French-English bilingual children's encoding of old and new information“. Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/frenchenglish-bilingual-childrens-encoding-of-old-and-new-information(44ec6df5-7df5-4135-be5e-a6403d14d69e).html.
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This thesis examines the issue of cross-linguistic influence (CLI), i.e. language interaction, in context of the bilingual first language acquisition of French and English. It establishes itself in the current line of research that aims to refine the language-internal and language-external predictors of CLI (Hulk & Müller, 2000; Nicoladis, 2006; Serratrice, Sorace, & Paoli, 2004). A large body of research has shown that referential markers of discourse-pragmatics (i.e. determiners, pronouns, dislocations) are ideal candidates to investigate CLI (Hacohen & Schaeffer, 2007; Kupisch, 2007; Müller & Hulk, 2001; Notley, van der Linden, & Hulk, 2007; Serratrice, Sorace, Filiaci, & Baldo, 2009; Unsworth, 2012b). The study of the local and global markers of old and new information is particularly interesting in the context of French-English bilingualism as it provides a unique opportunity to examine a range of variables that may affect CLI. The first two studies investigate the role of typological differences and similarities on CLI by examining whether the contrasting distribution of determiners (i.e. presence vs. absence of definite articles in generic noun phrases), and the comparable pronominal systems (i.e. two non-null argument languages) in French and English predict this phenomenon. The analyses are based on the longitudinal corpus of two French-English children (Anne 2;4-3;4 and Sophie 2;6-3;7). At the determiner level, the results indicate the existence of bi-directional CLI that is determined by both structural overlap (Hulk & Müller, 2000) and economical considerations (Chierchia, 1998) as a function of language proficiency. At the pronominal level, the data indicates that CLI does not occur for structurally similar constructions. Aside from moving the issue of CLI from local referential expressions to the sentence level (i.e. dislocations), the third study investigates the role of input quality, language dominance, frequency, and structural complexity on CLI in the longitudinal corpus. The findings clearly show that input quality does not affect this phenomenon. In fact, the data displays a rather complex picture for CLI. It suggests that a multitude of variables interact with one another and drive this phenomenon. In particular, two measures of language dominance (i.e. children’s language exposure and their expressive skills) affect CLI differently as a function of the frequency and complexity of the structure vulnerable to this phenomenon (i.e. determiners vs. dislocations). Finally, the corpus-based analyses are supplemented by two experimental studies using the priming paradigm to investigate the role of language processing and language exposure on CLI. The findings indicate that (i) bilingual children’s mental representation of syntactic structures is affected by the simultaneous acquisition of two languages; and that (ii) language exposure plays a role on the degree of activation of a particular structure in bilingual children’s processing. Ultimately, the present research shows that CLI is caused by the interaction of a multitude of variables (i.e. language processing, language dominance, frequency, structural complexity) rather than being the consequence of a combination of two factors (e.g. structural overlap, discourse-pragmatics interface) (Hulk & Müller, 2000).
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Levesque, Guy-Luc. „Lexico-Semantic Influence in Interlingual Transfer“. PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4771.
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The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.
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Howell, Ellen Sook Hyang. „Life experiences that influence language acquisition in generation 1.5 students“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3100.
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The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.
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Broadwater, Marianne Elizabeth. „The Role of Popular Culture in Language Borrowing Between French and English“. Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1195238224.
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Wood, Madeleine Alice. „Victorian familial enigmas : inheritance and influence“. Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2129/.
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The thesis works from the conceptual premise that the parent-child relation is constitutive of both subjectivity and narrative form in the Victorian novel: the role of the orphan, the dislocation of the family and the drive to reconstitute it, are primary concerns and condense complex issues of narrative structure, genealogical failure, and the problematisation of parental roles. There have been valuable feminist readings of specific family positions in the Victorian novel, such as ‘the mother’ or ‘the daughter’, but there is still a lack of analyses which locate narrative and thematic concerns in the dynamic interplay between parental and childhood desires: the relation between two or more subjects. I look at four novels in detail: Charles Dickens’ Dombey and Son and Little Dorrit, and Wilkie Collins’ No Name and Armadale. The thesis shows how parent-child relationships are mediated through gendered conflicts: it is, in fact, almost impossible to isolate singular relationships for analysis; the family is a gestalt, becoming greater than the sum of its parts. Throughout the novels repudiated family members, or strange family ‘doubles’, become the focus for the movement of the plot: the way in which fantasy operates across a family group, rather than as an intrasubjective phenomenon, is a key concern. The analyses of the literary texts will demonstrate the processes of transformation that familial desires and fantasies undergo in the characters and in the novels themselves. The concept of generational inheritance, central to the aesthetics and psychologies of the Victorian novels considered here, motivated my turn to psychoanalytic theory. I do not limit my use of psychoanalysis to one model, instead using a dialogical approach dictated by the novels themselves; I incorporate aspects of Jean Laplanche’s theories of ‘general seduction’, in addition to Sigmund Freud’s own writings and later psychoanalytic ideas of inheritance and influence. The ‘family’ is the structuring force for the four novels under consideration. Without always attempting to create a ‘realistic’ psychology of character, Dickens creates competing worlds of personal, familial and social fantasy. The family is a site of anxiety, an anxiety which is not wholly contained, or controlled, by the narrative. Collins likewise engages with the question of inheritance, but, increasingly throughout his writings, he prioritised the emergence of female agency in the wake of a persecutory paternal narrative.
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Hurst, Edmund. „Dawnsmoke and the influence of character tropes on the construction of fantasy fiction“. Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16540.
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This thesis is formed of a fantasy novel, Dawnsmoke, and an exegesis that will examine the role played by character tropes on the creation of the three principal protagonists in Dawnsmoke. Dawnsmoke interweaves three narrative strands from a diverse set of principal protagonists. Luke, Samantha and Kain combine narratives in order to tell the story of Arx, a city where fire burns blue and memories can be trapped in metal. Told through three distinct third-person-limited voices, this novel explores the concept of self-induced memory loss, isolation and the price of heroism. The exegesis considers the definitions of fantasy offered by C. N. Manlove, W. R. Irwin, T. E. Apter, Tzvetan Todorov and Rosemary Jackson and contrasts these definitions with modern considerations from Neil Gaiman, George R. R. Martin, Ursula LeGuin and Kazuo Ishiguro. It posits a definition of fantasy literature that encompasses the traditions that Dawnsmoke shares. It analyses the impact of specific sub-genres on the character norms in Dawnsmoke. It examines the inception of Luke, Samantha and Kain in relation to common character tropes and how the subversion of these thematic expectations impacts the narrative arc of each character. It observes the techniques used in crafting unique voices for each character. It concludes with an examination of the resolution of each protagonist’s journey.
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Nilsson, Anna. „Extramural English or School? : A Quantitative Study of What Factors Influence Swedish Senior High School Students’ Variety of English“. Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201400.
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This essay focuses on studying senior high school students’ usage of and attitudes towards American and British English. It also investigates what influences for the students’ use of English and attitudes towards the two varieties can be found in school and outside of school, and how that affects the students’ own variety of English. The study has been carried out using a questionnaire as method and the results have been analyzed through theoretical perspectives. The results show that American English is the favored variety of the two, both in usage, attitudes and influences outside of school. However, a majority of the students states that they use a mixed variety consisting of both American English and British English. The results show that this is also the most commonly variety actually used by the students. A mixed variety is what a large part of the students express is being taught in school as well. This shows that the teaching of English in Swedish schools today follow the directions in the policy documents set up by the National Agency of Education stating that communicative skills are desirable. A mixed variety is accepted and there are no restrictions concerning variety used.
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Huang, Yu-Chun. „The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.
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The purpose of this research is to determine whether speech shadowing influences the values of voice onset time (VOT) of word-initial consonants, /b/, /p/, /t/, /d/, and /k/ in reading and speaking conditions after a four-week training period. Twenty participants separated into two groups from a learning center in Taipei, Taiwan were recruited for this experiment. Mann-Whitney U tests were conducted to compare the values of VOT of five word-initial consonants in reading and speaking conditions, and narrative analyses were conducted to distinguish the differences among reading, speaking, and shadowing conditions. The results indicate that after the training period, the pronunciations of the consonants /b/, /p/, and /d/ had changed in reading and speaking conditions. The teaching of English pronunciation in Taiwan elementary schools was discussed and speech shadowing was recommended as one pedagogical method for improving the acquisition of English pronunciation.