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1
Lam, Maggie, und 林美琪. „Language and politics: use and abuse of language in political rhetoric“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38429494.
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2
Chang, Kwai-yan, und 張葵茵. „Will the English language become the single world language in the 21stcentury?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575709.
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3
Ali, Khudeir Ahmed. „Some aspects of the translation of political language beween English and Arabic“. Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296223.
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4
Kau, Ka-man Angel, und 奚家敏. „Modality and voices of authority in Animal farm and 1984“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953050.
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5
Lo, Bianco Joseph. „Officialising language : a discourse study of language politics in the United States“. View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020902.101758/index.html.
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6
Lok, Mai-chi Ian, und 樂美志. „Cultural understanding in English studies: anexploration of postcolonial and world Englishes perspectives“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804749.
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7
Wong, Ngar-chu Mary, und 黃雅珠. „English language policies in Hong Kong and Singapore in the Post-war period: circa 1965-1998“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574870.
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8
Boberg, Per. „Translating Political Text : Cultural and Stylistic Aspects of Translating the American Republican Party's 2004 Political Platform“. Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2375.
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The present paper discusses the cultural and stylistic issues in the translation of a part of the 2004 Republican Party Platform. Political text in American English and Swedish is in focus, and translation examples are accounted for and categorised according to Vinay & Darbelnet’s (1995) system theory of translation procedures. The conclusion is that cultural issues caused fewer problems than stylistic ones when the Republican Party Platform 2004 was translated.
9
Aylward, Louise. „Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /“. Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.
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10
Guan, Qiu Yao Amber. „Repositioning of political stance in news trans-editing :a case study of E-C news reports on the THADD issue“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954323.
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11
Chow, Pok-man Susanna, und 周博汶. „The study of Hong Kong English vocabulary, with particular reference to the study of official and political discourse in the HKSAR“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31952987.
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12
Zaidan, Junia Claudia Santana de Mattos 1972. „Por um inglês menor : a desterritorialização da grande língua“. [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270842.
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Orientador: Kanavillil RajagopalanTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-23T01:33:12Z (GMT). No. of bitstreams: 1 Zaidan_JuniaClaudiaSantanadeMattos_D.pdf: 1280397 bytes, checksum: b31cb87dd36efd7f2cfe5be493a149b6 (MD5) Previous issue date: 2013
Resumo: Nesta tese, discute-se a difusão mundial do inglês, apresenta-se uma crítica da base conceitual sobre a qual se constitui o discurso a respeito deste fenômeno, bem como uma proposta de conceituação articulada entre a Nova Pragmática (RAJAGOPALAN, 2010) e a filosofia da linguagem. O objeto deste estudo é o World English (WE, RAJAGOPALAN, 2004), utilizado por falantes de línguas nativas diversas. Com o objetivo de apontar a insuficiência da base epistemológica para o WE, volta-se primeiramente para a sociolinguística (JENKINS, 2003, SCHNEIDER, 2007) que, embora reconheça a inerente variabilidade da língua, produz discursos comprometidos com o universalismo ao insistir na busca de padrões constantes no uso e ao furtar-se a tratar a língua como categoria política e não ontológica. Na Linguística, o falante nativo idealizado e a língua como estrutura (BLOOMFIELD, 1933; CHOMSKY, 1965) também produzem um WE que fortalece o fundacionismo, mantendo as práticas linguageiras (uso, descrição e ensino) atreladas aos padrões anglo-americanos. Na Linguística Aplicada, apesar das contribuições de Kachru (1985), com a proposição dos Círculos Concêntricos; de Phillipson (1992), com a crítica ao 'imperialismo linguístico', e de Jenkins (2003), com o estudo da variação do WE, mantém-se o centramento, privilegiando supostas essências. Valorações de desempenho linguístico, segregação de profissionais, políticas de publicação restritivas - todas referendadas pelo eurocentrismo - são discutidas como efeitos materiais das invenções naturalizadas por este regime metadiscursivo (MAKONI & PENNYCOOK, 2007) criticado nesta investigação em face da demografia do inglês, que hoje inclui apenas um falante nativo entre quatro não nativos. Ilustra-se este estudo com dados do International Corpus of English, e com as regularidades detectadas por Seidlhofer (2004) no Vienna-Oxford International Corpus of English e aquelas propostas por Jenkins (op.cit.) através do Common Core. A partir do conceito de literatura menor (DELEUZE & GUATTARI, 1977), ancoramos a tese de um inglês menor no postulado da Nova Pragmática, segundo o qual a linguagem e a ação humana pressupõem-se reciprocamente (AUSTIN, 1962), o que expõe i- a indissociabilidade entre a linguagem e a metalinguagem e, portanto, a intervenção da teorização na ontologia que a tradição platônica fez crer como existente a priori; e ii- a natureza ético-política da teorização, uma vez que este exame do WE assume sua inscrição no social. Tem-se, pois, que o inglês menor, ao invés de apontar para um quantitativo reduzido de usuários, indica um uso não amparado pelo poder das instituições, um uso que se detecta como potência de variação e não como poder das constantes; um uso que não opera como raiz de árvore, mas por rizoma, a desterritorializar-se em seu devir, escapando à palavra de ordem ratificadora de fundacionismos e universais. Como micropolítica linguística, propõem-se os seguintes princípios para uma pedagogia menor do WE: privilegiar o híbrido, o repertório de línguas - incluída a língua mãe - e de estratégias; rejeitar toda sorte de prescrição metodológica; fomentar a consciência metalinguística, a noção de opacidade do texto e de gramática como epifenômeno, o pertencimento provisório a comunidades de prática, o uso da língua como ação política e a negociação interacional
Abstract: This thesis discusses the spread of English worldwide and presents both, a critique of the conceptual framework on which the discourse about this phenomenon rests, and an alternative theoretical proposal grounded on New Pragmatics (RAJAGOPALAN, 2010) and on the philosophy of language. Our object of study is, thus, the English used by speakers of distinct native languages, i.e., World English (WE, RAJAGOPALAN, 2004). Sociolinguistic accounts of WE are revised (JENKINS, 200, SCHNEIDER, 2007) and presented as evidence of a resilient universalist orientation reflected on the insistent quest for and reification of patterns of use. Both, the idealized native speaker and the construct 'language', as defined by Linguistics (BLOOMFIELD, 1933; CHOMSKY, 1965) are examined as part and parcel of the foundationism which keeps language practices (use, description and pedagogy) still attached to angloamerican standards. As for Applied Linguistics, even though contributions from several studies (KACHRU, 1985; PHILLIPSON, 1992; and JENKINS, 2003) have shed light on the phenomenon, thus providing a more pluralistic view of the spread and an increasing political awareness in its study, centralization and the pervasive essentialism in the field are still strong, as the analysis shows. Value judgments of linguistic performance, restrictive publishing policies and the segregation of professionals are, it is argued, the material effects of the naturalized inventions perpetrated by the metadiscursive regimes (MAKONI & PENNYCOOK, 2007) criticized in this research. This enterprise is undertaken mainly in view of the demography of English in the contemporary scenario, which displays native speakers and nonnative speakers in a ratio of 1 to 4, respectively. Data from The International Corpus of English, as well as from the patterns identified by Seidlhofer (2004) in the Vienna-Oxford International Corpus of English, and by Jenkins (op.cit.) in the Common Core are used as a resource for the investigation we set out to pursue. The precept of New Pragmatics (Cf. AUSTIN, 1962), namely that language and human action are mutually inclusive, is understood as implying that i- since language and metalanguage cannot be set apart, theory-building is but neutral in affecting ontology, which contradicts the platonic tradition; ii- theory-building is ethical-political by nature, thus compelling us to acknowledge the study of WE as inscribed in social reality. Our proposal of minor English is based on the concept of minor literature, as put forward by Deleuze and Guattari (1977). Minor does not refer to the quantity of users, but to the use they make of language. In other words, by distancing itself from the rigid standards of institutionalized power, a minor English escapes from the constraints of supposedly permanent regularities and induces an imbalance in its components, taking advantage of its rhizomatic design to deterritorialize the major uses of language through its ongoing process of becoming. Not subject to an arborescent structure, a minor English is rid of the order word that ractifies universalism and purism, thus calling for a minor pedagogy for WE, which involves: privileging hybridity and the repertoire of strategies/languages - including the mother tongue; rejecting methodological prescriptivism; raising metalinguistic awareness; fostering interactional negotiation, an understanding of texts as opaque, of grammar as epiphenomenal, of language use as political action, and of communities as practice
Doutorado
Linguistica
Doutora em Linguística
13
Chan, Ling-ling Clare, und 陳玲玲. „Language policy and the Hong Kong Government in the post-1997 period“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31952938.
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14
Poon, Jeanya Chermainea, und 潘君雅. „The role of English language teaching in Hong Kong: linguistic imperialism or linguistic empowerment?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26815655.
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15
Au, Yong Tan-fung, und 歐陽丹鳳. „The changing roles of English in two key public sectors in post-colonial Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26777885.
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16
Jackson, David Lee. „ESL for political action : a critical evaluation of the farmworkers ESL crusade and its Freire-inspired philosophy“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26841.
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This thesis evaluates the first three years of the Canadian Farmworkers Union ESL Crusade and the Freire-based philosophy which inspired it. Based on the author's three years of participant-observation, it pursues the following question: In the context of the union, is it possible to operate an ESL program which will both teach basic ESL and further the union's goal of organizing Punjabi farmworkers?
The thesis begins by summarizing Freire's educational/ political philosophy, and continues by examining the program's context: conditions of farmwork in British Columbia, the role of CFU in improving them, and the dynamics of the Punjabi community which affect this process. This is followed by a detailed description and evaluation of the Crusade: its objectives, recruiting and training of volunteer tutors, teaching methods and materials, curriculum topics, organizing strategies, results in terms of both teaching ESL and organizing, and finally analysis of the program's limitations.
The following section re-evaluates Freire's philosophy in view of three years experience in a North American setting. Key issues include the relationship between students' concerns and the union's agenda, dialogue versus banking, the complex nature of oppression for North American immigrants, the distinction between a realistic and idealistic frame of reference in operating and evaluating a program, and the importance of organizers reflecting on their own vested interests. All these issues proved salient to the daily operation of the program and have ramifications for other programs.
In the course of three years, the Crusade was able to develop methods and materials which had good potential both for ESL instruction and organizing, and which approached the Freirian ideal. However, a number of limitations prevented the program from fulfilling this potential. Some of these could be overcome with changes in the Crusade's format, such as using full-time Punjabi tutors rather than Anglo volunteers. The study concludes by outlining these changes plus directions for further research.Education, Faculty of
Graduate
17
Arroyo, de Romano Jacqueline Elena. „The policy implications of the No Child Left Behind Act for English language learners“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2589.
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18
Arnold, Thomas Clay. „Political theory and language“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184561.
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The relationship of language to the study and practice of political theory is the subject of the following analysis. Though by no means a "new" or even overlooked topic, it has experienced keen and lively debate. This was especially the case in the 1960s and 1970s, when advocates of political theory's "demise" and/or "rebirth" as a field of inquiry both took recourse in what they deemed to be the "lessons" of language. Today, however, debate has focused on the question of whether or not a more directly linguistic approach to the study and practice of political theory (as is exhibited, for example, in the works of, among others, Habermas, Flathman, and Shapiro) is in fact "political." Increasingly, the position is today that it is not. Some (Baumgold, 1981; Gunnell, 1979) even claim language a threat to theory's properly political foundations (Chapter One). I argue the contrary. Building from both the Wittgensteinian and Habermasian schools of thought (Chapters Two and Three) and, even more importantly, from the linguistic practices of Hobbes and Tocqueville (Chapter Four), study reveals language not only relevant but central to the discipline as even Baumgold and Gunnell understand it. As will be shown below, language's significance is grounded in its value as both a unit for political analysis and as a medium for political participation.
19
Williamson, John Roxburgh. „Aspects of children's language in National Curriculum English“. Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.
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No subject in the National Curriculum has been the source of more controversy than English. It has been at the heart of fierce debates in the political arena, amongst the policy makers responsible for the National Curriculum, in the academic world and in the media. Underlying these arguments have been, on the one hand, an agreement that English is a subject of special importance in the curriculum and, on the other, often profound disagreements about what the nature of that subject ought to be. At the same time, there has been a tendency for policy to be made without reference to evidence about the necessity, the feasibility or even the desirability of the proposals being put forward. In the main, the work presented in this submission provides evidence relevant to the National Curriculum for English as it has developed over the last six years.
20
Lam, Maggie. „Language and politics use and abuse of language in political rhetoric /“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38429494.
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21
Yiu, Suet-yee, und 姚雪儀. „Aspects of tone in Cantonese English“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211151.
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22
Maghway, J. B. „Aspects of prosody in English and Swahili“. Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/19090.
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Mazraani, Nathalie. „Aspects of language variation in Arabic political speech-making“. Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284199.
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24
Jayadeva, Sazana. „Overcoming the English handicap : seeking English in Bangalore, India“. Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708998.
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25
Alvarez, Heidi Lee. „Regional aspects of Miami crime fiction“. FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/1263.
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This thesis argues that forces of literary regionalism and postmodern culture are behind the explosion of crime fiction being written in and about South Florida by a growing number of resident authors.
Research included four methods of investigation: 1. A critical reading of many of the novels that make up the sub-genre. 2. A study of the theories of regionalism, postmodernism and the genre of the crime fiction. 3. Interviews with a number of the authors and a prominent Miami book seller. 4. Sociological studies of Miami in terms of historical events and their cultural significance.
Today's South Florida crime fiction authors cast their narratives in the old genre of the detective novel where characters are delineated according to traditional definitions of good and evil. Evil characters threaten established order. What makes South Florida crime fiction different from traditional detective fiction is its interest in the exotic, postmodern culture and setting of South Florida. Like the region, the villains are exotic and the order that they threaten is postmodern. There is less of an interest in attributing a larger social meaning to the heroes. Rather, there is an ontological interest in the playing out of good against evil in an almost mythical setting that magnifies economic, environmental and racial issues. There is a unique cultural diversity of the city due to the geographical location of Miami in relationship to Latin America and the Caribbean, and the political forces at work in the region. South Florida's subtropical climate, fragile ecosystem, and elements of frontier life in a cosmopolitan city work to support Miami crime fiction. The setting personifies the unpredictability and pastiche of a postmodern world and may call for a new definition for literature that relies on non-traditional regional characteristics.
26
Matuka, Yeno Mansoni. „Patterns of tense, aspects and modality in the metalanguage of academic English prose“. Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505145.
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27
Lawrence, Helen Rachel. „Aspects of English : an examination of aspect within past temporal reference in northern British English“. Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341495.
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28
Чекотун, H. В., und О. М. Михальчук. „Linguistic Aspects of American and British English“. Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46643.
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The theme of our investigation is linguistic aspects of American and British English.
British English is considered to be he classical, exemplary variant. It has the status of the
national standard of pronunciation in the United Kingdom. BBC adopted RP for the use by its
news-readers since 1920. But “the circle of native speakers is extremely narrow –
only 3-5% of the Earth’s population”. General American has wider level of usage
– approximately 33%. It comprises the majority of American accents from Ohio
and to the Pacific coast. Some scholars consider this variant of English to be standard for the
USA, others claim that there is no nationwide pronunciation standard. These two accents have
a number of differences.
29
Blumenthal, Laura F. „Self-Efficacy in Low-Level English Language Learners“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.
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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners.
This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners.
This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.
30
Zanut, Jara <1990>. „Motivational aspects of Italian students studying English as a foreign language“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8538.
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The purpose of this thesis is to understand how the motivational aspects of learning English as a foreign language (EFL) change in Italian students (from elementary school to high school). According to some theories, there are multiple reasons why students decide to learn a second language and there are also several educational concepts to take into account for a good development of the language.
The thesis will be divided in two sections, a theoretical part and the research part.
In the first part, there will be an analysis of language learning situations and the theories of motivation and psychological aspects in L2 learning. Being fortunate enough to speak a second language is a very valuable trait in today’s world; unlike its predecessors (French and Latin), English is the most spoken language in the world, either as a second or a first language. English is the lingua franca that helps everyone to communicate and it is one of the most studied foreign language in the world. In Italy, in particular, EFL is studied starting from elementary school and continues through middle school and high school.
The second part of the thesis will focus on the research. The research focuses on the students of some school in the city of Pordenone (two elementary schools, one middle school and two high schools). The students filled out a questionnaire on motivation in class, but also participated to a debate on what could be improved during the English hours to create a better learning environment.
31
Zanut, Jara <1990>. „Motivational aspects of Italian students studying English as a foreign language“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8539.
Der volle Inhalt der QuelleAnnotation:
The purpose of this thesis is to understand how the motivational aspects of learning English as a foreign language (EFL) change in Italian students (from elementary school to high school). According to some theories, there are multiple reasons why students decide to learn a second language and there are also several educational concepts to take into account for a good development of the language.
The thesis will be divided in two sections, a theoretical part and the research part.
In the first part, there will be an analysis of language learning situations and the theories of motivation and psychological aspects in L2 learning. Being fortunate enough to speak a second language is a very valuable trait in today’s world; unlike its predecessors (French and Latin), English is the most spoken language in the world, either as a second or a first language. English is the lingua franca that helps everyone to communicate and it is one of the most studied foreign language in the world. In Italy, in particular, EFL is studied starting from elementary school and continues through middle school and high school.
The second part of the thesis will focus on the research. The research focuses on the students of some school in the city of Pordenone (two elementary schools, one middle school and two high schools). The students filled out a questionnaire on motivation in class, but also participated to a debate on what could be improved during the English hours to create a better learning environment.
32
Jamshidifard, Saman. „English language policy and planning in Iran“. Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/349430/.
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Iran has been in the headlines in the recent years and decades for many socio-political reasons. Many of these involve the confrontation between Islamic revolutionary values and the foreign policies and aspirations of Western governments. Among the Iranian state’s revolutionary values there are no articulated aspirations to isolate the country from the outside world but progress and globalisation are defined within Islamic, revolutionary and nationalistic discourses and therefore the status of English as a foreign language in Iran has been controversial and questionable. Of course the English language is in demand in Iran and it is associated with globalization and progress. However, in the dominant official discourses it is often considered a threat because it incorporates Western values, allows access to these values, and could thus be deemed harmful to local cultures and identities. The two paradoxical perspectives on the English language in Iran are among the main reasons for tension and difference between top-down official policies and the bottom-up grass-roots English language learning practices of contemporary Iranian society. The state prescribes mainstream English language teaching (ELT) provision from the age of twelve, but parents who can afford private sector ELT provision encourage their children to learn English outside the limited mainstream education system. Restricted and limited mainstream ELT could therefore be seen as the English language learned by the masses, but private sector ELT remains for the privileged few. The aim of this thesis is to make a contribution to studies of language policy and planning in general and to an understanding of language policies and practices in Islamic states in particular, with a special emphasis on Iran. In principle, language policy as a sub-discipline of sociolinguistics can be studied in all communities and nation-states, including Iran, but at the same time one of the main aspirations of the thesis is the introduction of this critical field of research to a context to which it has not previously been applied.
33
Bock, Mary Stewart. „Aspects of style in the novels of Henry Fielding“. Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22437.
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The prefatory essays in Fielding's two major novels Joseph Andrews and Tom Jones foreground his interest in the problems and challenges of the writing of fiction. In the narrative, he experiments with answers to the questions raised in these discursive sections. Analysis of style in these novels also shows a gradual development from the pervasive and self-reflexive irony and the interplay of stylistic modes that characterise the earlier novel to the more confident and increasingly serious authorial voice of the latter. Both Fielding's theoretical concerns and the development in his narrative style help to situate him in relation to eighteenth-century debates about language and the nature of fiction. This thesis attempts to show that appropriate stylistic analysis can reveal connections between the syntactic patterns in the text and the underlying assumptions and broader concerns of the writer. As the first chapter will indicate, the term 'stylistic analysis' covers widely divergent practices proceeding from equally divergent assumptions about the proper scope of stylistics. My a priori assumption is that the literary text is an instance of discourse, of language in use in a communicative situation. Since no single model of discourse analysis is adequate to describe all aspects of literary style, I have drawn from different analytical approaches to illuminate different aspects of Fielding's prose. For the analysis of the rhetorical and expressive values of his syntax, the most productive approach has been the 'functionalist' stylistics of by M.A.K. Halliday, complemented by Roman Jakobson's theory of the poetic function of language. But neither of these approaches is adequate to deal with the specific challenge to the analyst of language in the novel: the diversity of styles and registers that are available to the novelist. Mikhail Bakhtin's theory of novelistic style as 'dialogical' or multi-voiced accommodates the diversity in Fielding's prose and affords insights into both the social-ideological resonances and the artistic function of the language of the texts.
34
Ihsheish, Shaher. „Morphological aspects of Arabic verb in translation /“. Campbelltown, N.S.W. : University of Western Sydney, Macarthur, Faculty of Education and Lnaguages, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030806.094016/index.html.
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35
Wong, Wai-ho Savio, und 黃蔚皓. „The cortical and functional organization of Chinese and English in bilinguals“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30690328.
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Birnbaum, Tahlia. „Aspects of Shame in Anglo-Saxon England“. Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13719.
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This thesis explores a new kind of shame introduced to the Anglo-Saxons with the conversion to Christianity. Shame came to be viewed as a positive emotion; it encouraged one to recognise sinful behaviour and repent. It differed from heroic shame, a negative emotion to be avoided for its association with humiliation. This new sense of shame had to be learnt; it was taught through preaching, and internalised through processes of confession and repentance. The first chapter, an examination of vernacular glosses to the Psalms, looks at the translation of two words from Latin into Old English, forwandian and aswarnian, which enabled religious concepts of shame to be expressed verbally. Chapter Two argues for the importance of the Alfredian Pastoral Care as an administrative document aimed at regulating the behaviour of society through encouraging penance and feelings of shame. The second half of the thesis uses this understanding of shame to reinterpret literature tied more closely to historical events. Chapter Three focuses on Aldhelm's seventh-century treatise, De Virginitate, which includes shameful descriptions of sexual behaviour to reinforce the sanctity of virginity for a monastic audience. Chapters Four and Five examine the broad range of documentary evidence for King Æthelred II’s reign, suggesting that by the end of the Anglo-Saxon period, shame could incorporate a range of nuanced meanings, and could be used as a political tool to manipulate people’s behaviour and opinions. Looking at how shame is used as a rhetorical device alerts us to the different agenda of each author, enabling new interpretations of these texts and the events they record.
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Bruce, Alastair. „Aspects of time and narrative in the novels of J.M. Coetzee“. Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/21171.
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Building on the approaches of critics such as David Attwell, and starting from the premise that the concepts of time and narrative are inextricably linked, this thesis aims to show how J.M. Coetzee's fictional narratives are concerned with the effects of historical time on both the characters of the novels and on the novels themselves; that is, more generally ,speaking, on literature. The study analyses the novels paying attention to their juxtaposition of literature and history and the tension between these two discourses. Coetzee tries to establish the legitimacy of a fictional, artistic time and space opposed to the violence of historical time and space. In so doing, he reveals the ironic dependence of literature on history as well as the metaphysical and ethical need for the continuing presence of literature in history. The novels are examined in sequence, allowing for illumination of trends and developments in Coetzee' s fiction. The first chapter shows how Dusklands is concerned with breaking down, mainly through parody, the oppressive structures that Coetzee finds in historical time. The second and third, on In the Heart of the Country and Waiting for the Barbarians respectively, discuss how the novels oppose history thematically and formatically. The chapters on Life and Times of Michael K and Foe show characters escaping the restrictive terms of history, and how the novels establish a "fictional realm". The Age of Iron chapter examines more closely the authority of this realm, and notes that the novel issues a plea for the continuation of fictional time and its potential for liberation. The previous five novels all express, ironically enough, reservations about the possible dependence of art or literature on history. The Master of Petersburg, so the chapter argues, takes the trend to its logical conclusion and offers a somewhat ironic look at the ethics of fiction writing.
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Chan, Haw-fung Victor, und 陳可風. „Hong Kong English and the internet“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31951806.
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Bubalo, Ruth Ann. „Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853.
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Devi, Sarojani. „Validating aspects of a model of academic reading“. Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.
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In the past, the focus in language testing, teaching and research has largely been on careful reading while expeditious (quick, efficient and selective) reading has been largely ignored. However, some research suggests that careful reading ability alone is inadequate for students to meet the demands of undergraduate academic reading. In the main English for Academic Purposes (EAP), test instruments have been previously based on careful reading models which assume reading to be unicomponential. If this is not the case, the issue for language testing is whether the construct of academic reading can be validly measured by a focus on careful reading alone. The aims of this study were to investigate the types of academic reading required of firstyear undergraduates based on Urquhart and Weir's (1998) four-cell matrix of reading types which also forms an important part of Khalifa and Weir's (2009) reading model. Based on this, a valid academic reading test battery for undergraduate students was developed and used to examine the divisibility of the academic reading construct. The literature review on reading models suggested that current models were nearly all premised on careful reading and expeditious reading had in the main been ignored. The findings of a pilot and main questionnaire survey with undergraduates suggested that both careful and expeditious reading were important in accomplishing academic reading tasks at the undergraduate level. Accordingly, the empirical data generated by these surveys validated Urquhart and Weir's (2009) reading matrix and aspects of the reading model by Khalifa and Weir (2009). Based on this matrix and aspects of the model, a valid reading test was developed and administered to first-year undergraduate students. The performance of undergraduates across the different parts of the reading test confirmed that academic reading was a divisible construct. The findings of this study add to the literature on EAL academic reading by lending empirical support to a componential approach to the teaching and testing of reading. The componential model and the test design methodology employed should help test designers develop valid academic reading tests embracing both careful and expeditious reading types. The results from such tests might usefully inform pedagogical practice leading to more efficient reading practice at undergraduate level.
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Gomes, Deisiane de Oliveira. „Developing awareness raising of rhetorical aspects in English as an additional language“. Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2012. http://tede2.pucrs.br/tede2/handle/tede/2033.
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Previous issue date: 2012-01-03Learning a language is not just knowing its vocabulary, grammar and phonology. These are undoubtedly important aspects of language. On the other hand, in order to be able to communicate efficiently the learner also needs to be familiar with the pragmatic aspects of language. Bearing this in mind, we will propose an analysis of two texts (one literary and other political). We will discuss Rhetoric considering it a subarea of Pragmatics and analyze its theoretical issues and application. Afterwards we will compare it to Speech Act and Conversational Implicature theories. The aim of this research is, then, to compare both theories and check if it is possible to work with both in the same analysis as complementary tools to promote a more complete analysis of texts and speeches. With the final considerations we intend to suggest for English as Additional Language (EAL) teaching, as well as for first language teaching, strategies aspiring to promote pragmatic awareness raising skills among students, being included the rhetorical awareness.
Aprender uma l?ngua n?o ? somente conhecer seu vocabul?rio, gram?tica e fonologia. Estes s?o, sem d?vida, aspectos importantes da l?ngua. Por outro lado, para se tornar apto a comunicar-se eficientemente, o aprendiz tamb?m necessita estar familiarizado com os aspectos pragm?ticos da l?ngua. A fim de demonstrarmos isto, faremos uma an?lise de dois textos (um liter?rio e outro pol?tico). A Ret?rica ser? discutida como sendo uma sub?rea da Pragm?tica, e analisando suas quest?es te?ricas e aplica??o. Posteriormente, ser? feita uma compara??o da Ret?rica com as teorias de Atos de Fala e Implicaturas Conversacionais. O objetivo desta pesquisa ?, ent?o, comparar ambas as teorias e verificar se ? poss?vel trabalhar com ambas na mesma an?lise como ferramentas complementares para promover uma an?lise mais completa de textos e discursos. Com as considera??es finais, pretende-se sugerir para professores de ILA, assim como para ensino de l?ngua materna, estrat?gias que visam promover a tomada de consci?ncia pragm?tica nos estudantes, nisto estando inclu?da a consci?ncia ret?rica.
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Gomes, Deisiane de Oliveira. „Developing awareness raising of rhetorical aspects in English as an additional language“. Pontifícia Universidade Católica do Rio Grande do Sul, 2011. http://hdl.handle.net/10923/4057.
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000437305-Texto+Completo-0.pdf: 426541 bytes, checksum: 64e9c3f6149cf06c3e3dc83ede91bcfa (MD5)
Previous issue date: 2011Learning a language is not just knowing its vocabulary, grammar and phonology. These are undoubtedly important aspects of language. On the other hand, in order to be able to communicate efficiently the learner also needs to be familiar with the pragmatic aspects of language. Bearing this in mind, we will propose an analysis of two texts (one literary and other political). We will discuss Rhetoric considering it a subarea of Pragmatics and analyze its theoretical issues and application. Afterwards we will compare it to Speech Act and Conversational Implicature theories. The aim of this research is, then, to compare both theories and check if it is possible to work with both in the same analysis as complementary tools to promote a more complete analysis of texts and speeches. With the final considerations we intend to suggest for English as Additional Language (EAL) teaching, as well as for first language teaching, strategies aspiring to promote pragmatic awareness raising skills among students, being included the rhetorical awareness.
Aprender uma língua não é somente conhecer seu vocabulário, gramática e fonologia. Estes são, sem dúvida, aspectos importantes da língua. Por outro lado, para se tornar apto a comunicar-se eficientemente, o aprendiz também necessita estar familiarizado com os aspectos pragmáticos da língua. A fim de demonstrarmos isto, faremos uma análise de dois textos (um literário e outro político). A Retórica será discutida como sendo uma subárea da Pragmática, e analisando suas questões teóricas e aplicação. Posteriormente, será feita uma comparação da Retórica com as teorias de Atos de Fala e Implicaturas Conversacionais. O objetivo desta pesquisa é, então, comparar ambas as teorias e verificar se é possível trabalhar com ambas na mesma análise como ferramentas complementares para promover uma análise mais completa de textos e discursos. Com as considerações finais, pretende-se sugerir para professores de ILA, assim como para ensino de língua materna, estratégias que visam promover a tomada de consciência pragmática nos estudantes, nisto estando incluída a consciência retórica.
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Jaworska, Ewa. „Aspects of the syntax of prepositions and prepositional phrases in English and Polish“. Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:f5aaca25-2abc-412c-aa1e-a97f743d885b.
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The present thesis focusses on the structure of PP's in English and Polish, and the occurrence of PP's in subject and object positions. The main theoretical references are the X-bar Theory of syntactic categories and the Government Binding framework (GB). A consideration of English data corroborates Jackendoff's and Emonds' claim that apart from an NP, prepositions can take a PP and an S′ complement or no complement at all, though details of Jackendoff's analysis are revised. Polish prepositions allow the same range of complements, including no complement, although,with a greater variety of complex prepositions and with intransitive prepositions modified by relative and appositive clauses, the P-PP and the P-S′ structures are less common in Polish than in English. Subject and object PP's have so far received little attention. Like PP objects of prepositions, they are used if the intended meaning cannot be expressed by a suitable NP. The appearance of subject PP's in raising and passive sentences poses a problem for classical Transformational Grammar, though not for a slightly revised version of GB – another category-based framework. The analysis proposed here involves a particular view of the representation of Case, and a revised Case Filter. The Case Filter rules out not merely any lexical NP with no Case but any lexical XP which requires Case but has not been assigned Case. Thus, the properties of being an NP and requiring Case are independent of each other. It emerges from the investigation (i) that prepositions in English and Polish are more alike than one might expect, given the obvious differences between the two languages; (ii) that prepositions and PP's are like verbs and VP's – as Jackendoff emphasizes – but in some respects they show greater resemblance to other categories; and (iii) that syntactic categories are less important for the distribution of phrases than is commonly assumed, and that the meaning of phrases is of central importance for their distribution.
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Manng, Christina. „The Political Feasibility of Policy Reform for English Language Learners in Arizona“. Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/311789.
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McKenzie, Robert M. „A quantitative study of the attitudes of Japanese learners towards varieties of English speech : aspects of the sociolinguistics of English in Japan“. Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1519.
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Language attitude studies focussing specifically on native speaker perceptions of varieties of English speech have demonstrated consistently that standard varieties tend to be evaluated positively in terms of competence/ status whilst non-standard varieties are generally rated higher in terms of social attractiveness/ solidarity. However, the great majority of studies which have investigated non-native attitudes have tended to measure evaluations of ‘the English language’, conceptualised as a single entity, thus ignoring the substantial regional and social variation within the language. This is somewhat surprising considering the importance of attitudes towards language variation in the study of second language acquisition and in sociolinguistics. More specifically, there is a dearth of in-depth quantitative attitude research in Japan concentrating specifically on social evaluations of varieties of English, as the limited number of previous studies conducted amongst Japanese learners have either been qualitative in design or too small in scale. Moreover, the findings of these studies have been somewhat inconclusive. The present quantitative study, employing a range of innovative direct and indirect techniques of attitude measurement, investigated the perceptions of 558 Japanese university students of six varieties of English speech. The results obtained suggest that Japanese learners are able to differentiate between speech varieties within a single language of which they are not native speakers and hold different and often complex attitudes towards (a) standard/ non-standard and (b) native/ non-native varieties of English speech. For instance, the learners rated both the standard and non-standard varieties of inner circle speech more highly than varieties of expanding circle English in terms of prestige. In contrast, it was found that the learners expressed higher levels of solidarity with the Japanese speaker of heavily-accented English and intriguingly, with speakers of non-standard varieties of UK and US English than with speakers of standard varieties of inner circle English. Moreover, differences in the Japanese students’ gender, level of self-perceived competence in English, level of exposure to English and attitudes towards varieties of Japanese all had significant main effects on perceptions of varieties of English speech. However, the regional provenance of the informants was not found to be significant in determining their language attitudes. The results also imply that Japanese learners retain representations of varieties of English speech and draw upon this resource, whether consciously or unconsciously, in order to identify and evaluate (speakers of) these speech varieties. The findings are discussed in relation to the pedagogical and language planning implications for the choice of linguistic model in English language teaching both inside and outwith Japan and in terms of the methodological importance of the study for potential future attitudinal research in this area.
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Malallah, Seham. „A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning“. Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.
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This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.
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Yu, Siu-hung, und 余小紅. „The teaching of English: a sociological perspective“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.
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Lee, Sze-yan, und 李詩甄. „Language attitudes of Hong Kong students towards English, Cantonese and Putonghua“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31608255.
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Huynh, Tuan Anh. „A cognitive meta-linguistic approach to teaching English information structure for the development of communicative language ability among learners of English as a second language“. Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/344629/.
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In the realization that second language learners’ grammatical competence does not always guarantee their communicative language ability and that meta-knowledge of English information structure might play an important role in developing their communicative language ability, I carried out a project in which the learners in the study, who were considered to have adequate grammatical competence but unsatisfactory communicative language ability, were given explicit instructions enhancing their meta-knowledge of English information structure as an initial step towards the development of their reading and writing skills and ultimately their communicative language ability. The approach adopted in the study is action research aiming at improving the teaching of academic reading and writing skills to undergraduate students for their communicative development and at the same time contributing the clarity of theories of language transfer, and the role of cognitive approaches in communicative language teaching. Answers to the following major research questions were to be sought. First, what problems do L2 learners have in their reading and writing in relation to their not having a clear and systematic understanding of English information structure? Second, to what extent are their problems influenced by their L1 meta-knowledge of information structure, and L1 strategies? Third, can a cognitive meta-linguistic approach to teaching information structure improve L2 learners’ understanding of English academic texts and structuring of written communication through which they might improve their communicative language ability? My teaching method is both knowledge-oriented and skill-oriented with each lesson being divided into two phases: meta-knowledge introduction and the follow-up skill development. Four data collection methods were applied: questionnaire, interview, test, and classroom-based methods. The data analysis suggests that the learners in the study encountered the reading and writing problems investigated and that they showed development in their reading and writing skills during and after the teaching phase. My conclusion is that there is a causal relationship between a meta-linguistic approach to teaching information structure to L2 learners and their communicative ability development.
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Kollmann, Valerie. „Aspects of current English language teaching practices with a special focus on task“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/646.
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This portfolio is written with the intention to explore current English language teaching practices in global as well as Australian contexts, with emphasis on task-based language teaching. As a result of the forces of globalisation, the number of learners involved in English language instruction has increased throughout the world and with it the necessity of language programs that would facilitate instruction in accordance with the needs of the market. Since the task-based language syllabus is founded on needs generated by the learners, there is potential for this language teaching methodology to become the recommended mode of instruction in the future. The central feature of the portfolio is the examination ef the current discourse of task and subsequent disconnect as it applies in two situations, in the field of applied linguistic research and actual second language teaching contexts. Two small scale studies have revealed that in actual teaching practice task-based language teaching has either been applied in a limited sense, or not at all. The findings also indicate that such failure to implement task-based language learning principles is largely due to a lack of understanding of the concept of task and the use of global textbooks.