Dissertationen zum Thema „From English“
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1
Sinar, Rebecca. „A history of English reflexives : from Old English into Early Modern English“. Thesis, University of York, 2006. http://etheses.whiterose.ac.uk/11018/.
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2
Trippe, Julia. „Aviation English Is Distinct From Conversational English: Evidence From Prosodic Analyses And Listening Performance“. Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23925.
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International aviation professionals converse in a register of English derived from
postwar radiotelephony. Decades of use and regulatory pressure established Aviation
English (AE) as the lingua franca for pilots and air traffic controllers. Recently, the
International Civil Aviation Organization (ICAO) required aviation professionals prove
AE proficiency, resulting in development of a variety of AE programs and tests derived
from English language pedagogy, without accounting for unique aviation language
requirements. This dissertation explores linguistic characteristics that must be accounted
for in international AE programs.
Historically, issues of English language dominance were sidestepped by letting
speakers of regional languages use their own aviation jargon, allowing native English
speakers (NESs) to claim AE proficiency without learning a language comprehensible to
international AE users. By allowing limited “plain language” use, this practice paved the
way for colloquial jargon that is often opaque to non-native English speakers (NNESs).
This led to an ICAO requirement that international pilots and controllers have
conversational English (CE) proficiency.
A phonological examination of AE must begin by defining a baseline in
comparison with other language forms. Regarding AE, it is critical to determine if there
are differences with CE, because of the assumption of compatibility inherent in ICAO
proficiency requirements. This dissertation compared AE with CE by examining the
prosody and intelligibility of each language variety.
Prosodic differences in AE and CE were examined in two radio corpora: air
traffic controllers and radio newscasters. From these data I examined rhythm, intonation
and speech rate differences that could affect intelligibility across registers. Using
laboratory studies of pilot and non-pilot NESs and NNESs, I examined AE intelligibility
differences based on language background. NNES pilots scored worse on CE tasks and
better on AE tasks than NES non-pilots, indicating CE proficiency is not a predictor of
AE proficiency.
Dissertation findings suggest AE language training should focus on AE and not
on CE, as is current practice. Given phonological and other differences between AE and
CE, enlisting all AE users to learn and adhere to AE phraseology will save time and
money in training and alleviate miscommunication and confusion in flight, potentially
saving lives.
3
Meziane, F. „From English to formal specifications“. Thesis, University of Salford, 1994. http://usir.salford.ac.uk/1732/.
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Specifications provide the foundation upon which a system can be formally developed. If a specification is wrong, then no matter what method of design is used, or what quality assurance procedures are in place, they will not result in a system that meets the requirements. The specification of a system involves people of different profiles who favour different representations. At the beginning natural language is used because the specification document acts as a contract between the user and the developers. Most of the time, the only representation that users understand and agree on is natural language. At the other end, developers find natural language specifications ambiguous and incomplete and may therefore prefer formal specifications. The transition from informal specifications to formal ones is an error prone and time consuming process. This transition must be supported to ensure that the formal specifications are consistent with the informal ones. In this research we propose an interactive approach for producing formal specifications from English specifications. The approach uses research in the area of natural language understanding to analyse English specifications in order to detect ambiguities. The method used for analysing natural language text is based on McCord’s approach. This method consists of translating natural language sentences into a logical form language representation. This helps to identify ambiguities present in natural language specifications and to identify the entities and relationships. These entities and relationships are used as a basis for producing VDM data types. We also investigate the production of data type invariants for restricted sentences and the production of some common specifications. We test our approach by implementing it in Prolog-2 and apply it to an independent case study.
4
Pauluk, Ivete. „Quite from english into portuguese“. Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102545.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2013-07-16T01:14:45Z (GMT). No. of bitstreams: 1 234147.pdf: 679183 bytes, checksum: acdb4bf8df090b2b0ef0ee71de41b0b5 (MD5)
This thesis reports findings about translations into Portuguese of 278 quite occurrences. The present research was carried out in a Corpus-Based Translation Studies perspective thus, the study also provides some concepts of Corpus Linguistics and Translation Studies. Every quite occurrence was annotated into three distinct variables, namely: Morphosyntactic, Translation Forms and Translational Correspondences for the purpose of investigating how the occurrences of quite are rendered into Portuguese in COMPARA parallel corpus. The referred corpus is composed of original and translated literary texts and it was selected in English-Portuguese translation direction. In short, this work achieved useful findings and it could come up with some suggestions to meet this patterns, like observing collocations and their translations. Moreover, it could also point out the contraints in finding translation patterns from analyzing the source language morphosyntactic structures.
5
Alsulami, Iftikar Saeed, und Danyah Abdulaziz Aleisa. „BUILDING BRIDGES FROM CURRENT ENGLISH CONTENT TO AN IMAGINED ENGLISH FUTURE“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/380.
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Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning.
6
Swan, A. „Learning from multilingual teachers of English“. Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11891/.
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The changing nature of English Language teaching in today’s world, driven by the forces of Globalisation, prompts a number of questions about the roles and identities of English language teachers. Previously acceptable dichotomies, notably ‘native/non-native speaker’ and ‘Centre/Periphery’ are consequently being challenged in studies of who teaches English, where they teach it and what they teach. I embarked on the current study because I felt that the ‘native/non-native’ dichotomy did not adequately describe the knowledge and skills of English teachers I had worked with worldwide. I developed a qualitative interpretative approach, as befitted the interpersonal nature of the study, and gathered data by recording conversations with fifteen participants from seven countries about their experiences of learning, using and teaching English in their contexts. The rich content they provided enabled me to delve below the oft-quoted dichotomies and uncover qualities rarely acknowledged in multilingual teachers. The most important features identified in the study concern the diminished importance of the ‘native speaker’ and the concomitant growth in the confidence of the multilingual teacher. My data reveals that this confidence has been acquired through depth of linguistic knowledge, through observance of other cultures, and through resistance to the encroachment of English by finding a place for the language which satisfies the needs of multilingual users without requiring subservience. In discovering these strengths of multilingual teachers, my exploration of their contexts demonstrates the importance of stepping outside the boundaries of one’s own limited environment and appreciating the range and depth of knowledge which individual English teachers are able to draw on to take ownership of their professionalism.
7
Dorohokuplya, A. O. „Lacunas translation from English into Ukrainian“. Thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/72813.
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Способи перекладу лакун на українську мову включають: (1) транскрипцію і транслітерацію (тобто відтворення мовою перекладу форми слова вихідної мови); (2) трейсинг (відтворення морфемного складу слова або складових ідіом); (3) описовий переклад (використання слів і словосполучень, що описують поняття при відсутності еквівалентної одиниці в мові перекладу); (4) створення слів-аналогів (знаходження схожих або приблизно подібних одиниць у мові перекладу); (5) уточнення або узагальнення (переклад за допомогою більш вузьких / більш широких лексичних одиниць); (6) пошук синонімів.Способы перевода лакун на украинский язык включают: (1) транскрипцию и транслитерацию (то есть воспроизведение на языке перевода формы слова исходного языка); (2) трейсинг (воспроизведение морфемного состава слова или составных идиом); (3) описательный перевод (использование слов и словосочетаний, описывающих понятие при отсутствии эквивалентной единицы в языке перевода); (4) создание слов-аналогов (нахождение сходных или приблизительно сходных единиц в языке перевода); (5) уточнение или обобщение (перевод с помощью более узких / более широких лексических единиц); (6) поиск синонимов.
There are other methods of translation of such lexical units into Ukrainian. They include: (1) transcription and transliteration (that is, reproduction in the language of the translation of the form of the word of the original language); (2) tracing (reproduction of the morphemic composition of the word or constituent idioms); (3) descriptive translation (the use of words and phrases that describe the concept when there is no equivalent unit in the language of translation); (4) creation of word-analogues (finding similar or approximately similar units in the language of translation); (5) specification or generalisation (translation with the help of a narrower / broader lexical units); (6) finding the synonyms.
8
Dorohokuplya, A. O. „Lacunas Translation from English into Ukrainian“. Thesis, Sumy State University, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67147.
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Numerous linguistic studies made it clear that some concepts that exist
in a certain language do not have their verbal equivalents in another
languages. Canadian linguists Zh.P. Vina and J. Darbelne were the first to
introduce the term “lacuna” and define it as a phenomenon when the word
of one language has no direct equivalent in the other language.
9
Padrin, Rita <1993>. „English language in globalising Japan - 'Attitude transfer' from Japanese to English language“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12573.
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The purpose of this thesis is to understand the role of language ideology in Japan in the rivalry between Japanese language and English language. Japan versus the West has been a mainstream theme in twenty-century literature about Japan, and beliefs bounding national identity to the language remain widespread. From the entry of English language in Japan, and due to the fact that English is said to be the global language, many scholars investigated the role it assumed in the country. The present work is articulated as follows. Chapter one includes the theoretical premises about language planning, language ideology and Japanese context, while chapter two explores the globalization of English language. In Chapter three, reflecting on the connection between beliefs about one’s own language and those about other languages, the value of native-speakersism is traced back to the idea that the monolithic conceptualization of languages, affecting either Japanese and English language, sustains the vested interests hided in a monolingual social structure. Finally, in chapter four, the attainability of this idea will be verified through reasoning about the ideas behind English language teaching for 2020 Tokyo Olympics, to conclude with some answer about what needs to be improved and what remains to be studied.
10
Lopez, Jaramillo Maria Gabriela. „ARE TEACHERS READY FOR ELF? EVIDENCE FROM NON-NATIVE ENGLISH SPEAKING MA TESOL STUDENTS“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1527.
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This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English. Five research questions guided the study: 1) What variety of English do non-native teachers aspire to for themselves? 2) What variety of English do non-native teachers aspire to for their students? 3) What environments (native vs. non-native) do they consider to be most conducive for the acquisition of English? 4) Do they emphasize accuracy vs. intelligibility? 5) Is there a relationship between their aspirations and their preferences for accuracy and/or acceptability? The findings provided empirical evidence that non-native English teachers are aware of the different English varieties. The participating teachers seemed to put higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede international communication. The results also revealed a dual orientation in participants' aspirations, where their awareness of the diversity of English varieties and their emphasis on intelligibility was paradoxically contradicted by their own strong preferences for native-like models of pronunciation and lexical knowledge.
11
Bridges, Susan Margaret, und n/a. „English Language Immersion: Theorising from Stakeholders' Accounts“. Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060322.144245.
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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.
12
McMahon, April M. S. „Constraining lexical phonology : evidence from English vowels“. Thesis, University of Edinburgh, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236336.
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13
Carlsson, Thomas. „Homework for English from the Students’ Perspective“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34839.
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This study investigates students’ beliefs and thoughts on homework for English. Two focus group interviews were conducted at the senior level of a compulsory school in the south of Sweden. From the interviews, we see that the students see an increasing vocabulary as the main purpose for homework in the English classroom, and that homework as such is never discussed in class. All students feel stressed because of homework, but a solution to this would be to have extra time in school for doing their homework. Moreover, the home context is an important factor in a student’s engagement in homework. In addition, the results show that vocabulary learning is the most frequent homework task for English, and that this is also the most preferable task. Finally, it seems that homework tasks are not individualised in the English classroom. To conclude, it is suggested that homework should be discussed more widely, and that the different assignments for English are varied and based upon different learner strategies.
14
Hamilton, Rachael Louise. „Colour in English : from metonymy to metaphor“. Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7353/.
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Colour words abound with figurative meanings, expressing much more than visual signals. Some of these figurative properties are well known; in English, for example, black is associated with EVIL and blue with DEPRESSION. Colours themselves are also described in metaphorical terms using lexis from other domains of experience, such as when we talk of deep blue, drawing on the domain of spatial position. Both metaphor and colour are of central concern to semantic theory; moreover, colour is recognised as a highly productive metaphoric field. Despite this, comparatively few works have dealt with these topics in unison, and even those few have tended to focus on Basic Colour Terms (BCTs) rather than including non-BCTs. This thesis addresses the need for an integrated study of both BCTs and non-BCTs, and provides an overview of metaphor and metonymy within the semantic area of colour. Conducted as part of the Mapping Metaphor project, this research uses the unique data source of the Historical Thesaurus of English (HT) to identify areas of meaning that share vocabulary with colour and thus point to figurative uses. The lexicographic evidence is then compared to current language use, found in the British National Corpus (BNC) and the Corpus of Contemporary American (COCA), to test for currency and further developments or changes in meaning. First, terms for saturation, tone and brightness are discussed. This lexis often functions as hue modifiers and is found to transfer into COLOUR from areas such as LIFE, EMOTION, TRUTH and MORALITY. The evidence for cross-modal links between COLOUR with SOUND, TOUCH and DIMENSION is then presented. Each BCT is discussed in turn, along with a selection of non-BCTs, where it is revealed how frequently hue terms engage in figurative meanings. This includes the secondary BCTs, with the only exception being orange, and a number of non-BCTs. All of the evidence discussed confirms that figurative uses of colour originate through a process of metonymy, although these are often extended into metaphor.
15
Bridges, Susan Margaret. „English Language Immersion: Theorising from Stakeholders' Accounts“. Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.
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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
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Visedo, Elizabeth. „From Limited-English-Proficient to Educator| Perspectives on Three Spanish-English Biliteracy Journeys“. Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588408.
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The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become educators in the U.S.?; From the perspectives of these three L1-Spanish/L2-English CLD high-achiever educators, what impact, if any, did digital technologies have on their biliteracy experience? With a critical-pedagogy approach to multicase-study (Stake, 2006) inquiry, I used online methods to collect data on three high-achieving (GPA > 3.01) L1-Spanish graduates initially identified as limited-English-proficient by the American school system. For data collection, I used a participant-selection questionnaire, individual and group semi-structured interviews via Skype, e-journals for biliteracy autobiographies, artifact e-portfolios, my reflective e-journal, and one face-to-face unstructured interview with one participant only. Concurrently, I engaged in on-going data analysis to build meaning inductively and guide further data collection, analysis, and interpretation, until saturation, in an application of the dialectical method into research (Ollman, 2008). I included the email communications with the participants and their member checks. Two external auditors reviewed all data-collection and analytic procedures. I analyzed each case individually followed by the cross-case analysis. The findings indicated the importance of family and L1-community support, host-culture insiders as mentors, access to information, empowerment by means of conscientization, and the participants' advocacy of others by becoming educators. In this way, the study identified how the participants escaped the statistics of doom, which helps understand how to better serve growing L2-English student populations. The study closed with a discussion from the viewpoint of reviewed literature and critical pedagogy, my interpretation of the findings, and suggestions for future praxis in education and research.
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Fritz, Clemens W. A. [Verfasser]. „From English in Australia to Australian English : 1788-1900 / Clemens W. A. Fritz“. Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042540616/34.
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Gavling, Anna. „The art of translation : A study of book titles translated from English into Swedish and from Swedish into English“. Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1748.
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The purpose of this paper is to investigate the process of translating a book title from English into Swedish and vice versa. I have investigated the different methods used when translating a title, as well how common each strategy is. By contacting publishing companies and translators in Sweden, I learned of the process of adapting a title from the source language into a foreign market and the target language. Studying 156 titles originally published in English, and 47 titles originally written in Swedish, I was able to see some patterns. I was particularly interested in what strategies are most commonly used.
In my study I found nine different strategies of translating a book title form English into Swedish. I have classified them as follows: Keeping the original title, Translating the title literally, Literal translation with modifications, Keeping part of the original title and adding a literal translation, Adding a Swedish tag to the English title, Adding a Swedish tag to the literal translation, Translation with an omission, Creating a new title loosely related to the original title and finally Creating a completely different title. In the study of titles translated from Swedish into English, I found eight different translation strategies; seven of the strategies were the same as in the translation of titles from English into Swedish. The one method that differed is called Translation with an addition. The study of titles originally published in Swedish was much smaller; and yet more variety and creativity was shown in the translations. The conditions for translating from Swedish into English are different since English readers normally have no knowledge of Swedish. Names of characters and places for example, are very likely to sound very odd to an English reader, and therefore more translations are necessary. Swedish readers on the other hand are generally relatively proficient in English since they are exposed to the language naturally in their everyday lives through for example, television. Therefore it was easier to stay close to the original in the translations from English into Swedish.
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De, Pascale Carla. „From Received Pronunciation to Estuary English: a shift from diastratic variation“. Doctoral thesis, Universita degli studi di Salerno, 2013. http://hdl.handle.net/10556/895.
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2010 - 2011The starting point of the present study was the idea that all the talk about Estuary English produced in the last few decades could not be ignored. The focus of the research, however, did not lie on the description of Estuary English and its ongoing development; it rather tried to concentrate on the use of this supposed middle-ground variety by speakers who, due to social factors, are generally not meant to speak it. Politicians, members of the Royal Family and BBC journalists are generally considered RP speakers; however, they sometimes shift towards less standard varieties. In this regard, questions have been asked in order to understand whether they consciously or unconsciously use Estuary English features and to investigate the place, the time and the manner for them to recur. Thus, a diaphasic perspective has been added to the prevailing diastratic relevance of the variety. The study has provided an empirical observation of the linguistic attitudes of the speakers belonging to the selected categories. Furthermore, it has verified that the Estuary English-as register-hypothesis, as proposed by Altendorf (2003), can function and represent a stylistic option for speakers who want to accommodate and converge towards wider speech communities. [edited by author]
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Bell, Diana C. Neuleib Janice. „Motivation and critical pedagogy a view from within /“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633384.
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Thesis (D.A.)--Illinois State University, 1995.Title from title page screen, viewed May 9, 2006. Dissertation Committee: Janice Neuleib (chair), Ronald Strickland, Heather Graves. Includes bibliographical references (leaves 216-228) and abstract. Also available in print.
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Skwarchuk, Sheri-Lynn. „Children's acquisition of the English cardinal number words, a special case of vocabulary development“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/NQ30648.pdf.
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Infantino, Jean Anne. „Facilitating the transition on limited English proficient students from their native language to English“. [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-04182005-163323.
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Ali, Heba. „How Can English Teaching Benefit from Students’ Extramural English in Secondary School 7-9?“ Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40852.
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Abstract This empirical study investigates how students in secondary school 7-9 learn the English language outside of school, in an informal setting, and how they can benefit from it in a formal setting in school. The usage of digital technology is more common nowadays amongst youngsters than it used to be before. Digital technology has become a part of young people’s daily lives, whether it is for social media, schoolwork, gaming or blogging. Most students in Swedish secondary schools have their own computers, mobile phones, and have the opportunity to borrow an iPad from school, if needed. For this reason, it is relevant and interesting to investigate how students use their informal knowledge of English in a school setting, and how teachers take advantage of that knowledge. The research focused primarily on how the incorporation of extramural English can be used as a motivating factor for students to develop their English language in a formal setting. The results showed that students who are given the opportunity to use their previous knowledge in the classroom, appeared to be more encouraged to engage in classroom activities. They were also more motivated to work with the assignments handed to them. Teachers who involved students’ interests and previous knowledge in the classroom were experienced in the use of different media in the classroom and had good knowledge about students’ daily lives and experiences, something that helped them establish a positive teacher-student relationship. Keywords: extramural English, out-of-school English, teaching materials, motivation, informal- and formal settings, students’ perceptions.
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Infantino, Jean Anne. „Facilitating the Transition of Limited English Proficient Students From Their Native Language to English“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26965.
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The purpose of this research was to learn how teachers, school division policies, and community influences facilitated the transition of middle school Limited English Proficient (LEP) students from their native language to English. The research questions are: (1) How did the content area teachers influence the LEP student with learning English? (2) How did the ESL teacher influence the LEP student with learning English? (3) How did the school division policies influence the LEP student with learning English? (4) Which community influences assisted the LEP student with learning English?
ESL students from one school district were randomly selected from a list of students currently enrolled the middle school level three ESL program. Selection criteria included: (1) middle school student, (2) level three English proficiency, (3) Spanish speaking as the primary language of the student, and (4) enrollment for five consecutive years within the school system. Individual interviews were conducted with students, regular education teachers and ESL teachers selected to participate in the study. Data were analyzed using the Constant Comparative Method (Maykut & Morehouse, 1994).
Findings revealed the content area teacher assisted the student by using a variety of instructional strategies including small group assistance, games and hands on activities, use of visuals and articulation. The ESL tutor assisted the student by using games, hands on activities, and visuals. The tutors also focused on grade level curriculum, provided testing assistance and positive reinforcement. The school division policies influenced the student by structuring policies to assist with proper placement and success of the LEP student. These policies include scheduling, grading, screening, and communication with parents. The community influenced the LEP student by the language spoken in the home, family and extended family assistance, and parent involvement with the school.
As a result of the research, recommendations for changes to the current ESL program were suggested. These recommendations include increased parent and community involvement, content area teacher training including teaching strategies, revision and distribution of the ESL policy guide, and formation of a steering committee including parents, teachers, administrators, community members and ESL coordinator.Ed. D.
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Mador, Martha. „Strategic decision making processes : cases from English universities“. Thesis, Henley Business School, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412430.
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De, Klerk Vivian A. „Black South African English : where to from here?“ World Englishes, 1999. http://hdl.handle.net/10962/d1011587.
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Black South African English is generally regarded as the variety of English commonly used by mother-tongue speakers of South Africa's indigenous African languages in areas where English is not the language of the majority. This paper explores some of the problems involved in defining this variety, problems such as whether it is a `new' variety of English or a dialect, and problems relating to whose English it is: the English of those learners who have encountered only a smattering of English in informal contexts or the variety of English acquired during formal schooling. The second half of the paper focuses on the possible future of Black South African English (BSAE) against the backdrop of South Africa's new multilingual policy. Reasons for the continued appeal of English are examined, alongside the range of factors influencing the possible future growth of BSAE as a distinct variety. It is argued that South Africans are unlikely ever to be free not to learn English, owing to the huge economic, political and ideological constraints which make the `choice' of English inevitable. The success of current efforts to resist value judgements and recognise the worth of BSAE will depend not only on the goodwill of South Africans, and on the cooperation of all speakers of English, world-wide, but on the rate at which the variety drifts away from recognised standard forms of English.
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Goodwin, Phil. „Translating the English Bible : From Relevance to Deconstruction“. Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518525.
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Narmontienė, Kristiana. „From noun to verb. Denominal verbs in translation from English into Lithuanian“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_180134-47165.
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The translation of Denominal verbs is not enough analyze in Lithania, thus, the work specifies some definitions of the phenomena, provides its derivation and classifications as well as emphasizes the pecularities of denominal verb in translation process. The subject of the research is based on contrastive analyzes of source and target languages by reffering to Ken Kesey‘s novel ‚ One Flew over Cuckoo‘s Nest‘. The aim of the work is point out pecularities of denominal verbs in tralslation of the novel from English into Lithuanian.Denominatyvinių veiksmažodžių vertimas mažai tyrinėtas Lietuvoje, todėl darbe supažindinama su šių veiksmažodžių definicijomis, kilme ir klasifikacijomis, bei išryškinami vertimo ypatumai.Tyrimo objektu pasirinkta gretinamoji Keno Kizio romano ‚Skrydis virš gegutės lizdo‘ originalo kalbos ir vertimo kalbos analizė. Tyrimo tikslu siekiama nustatyti denominatyvinių veiksmažodžių ypatumus verčiant šį romaną iš anglų kalbos į lietuvių kalbą.
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Hillilä, M. (Miia). „From monster to ideal boyfriend:morality and family“. Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201609012674.
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The aim of this thesis is to chronologically study the changes in morality and in the families of vampires represented in literature. The analysis focuses on three vampires from different eras: Dracula, Lestat and Edward. The material consists of the Gothic horror novel Dracula by Bram Stoker, the first two books of The Vampire Chronicles by Anne Rice, (Interview with a Vampire and The Vampire Lestat), and all four books of the young adult romance series Twilight Saga by Stephanie Meyer. The main method of analysis is semiotics and Uspensky’s point of view levels: space-time level, psychological level, ideological level and phraseology level. These point of view levels are used to study the characteristics and values of these characters, both moral and family values. This thesis may be used as an example of how to examine chronological changes of a mythological creature or perhaps used to guide the analysis of female vampires in literature or in television. One could also study the phraseology of these books deeper or examine aspects other than morality and family. In the introduction, it is explained that this thesis is necessary, because even though there are plenty of studies written about vampires already, there is a lack of more vast and detailed analysis of vampires. In the second section, the material and the characters are introduced and there is also a subsection explaining the method of analysis. The third section consists of the description of semiotics, terms of analysis and Uspensky’s point of view levels and how they will be used to analyze the characters. The fourth section consists of the analysis of each of the three vampires separately. These three subsections are further divided into morality and family subsections that are analyzed by using Uspensky’s point of view levels. The fifth section focuses on the chronological changes and similarities between these vampires. Finally, the results of the analysis show that vampires have been obviously humanized through time, changing from monsters to heroic romantic partners. Also, vampires were represented more as lone hunters before, whereas now they have larger families. Vampires have stayed patriarchal and sensual, yet, genderless at the same time. Vampire sexuality has varied and has often been incestuous, but at the moment they are often represented in a heteronormative manner. Recently, vampires have gained the ability to have intercourse and create babies with humans. All of this makes vampires more relatable and more human to the readersTämän opinnäytetyön tarkoitus on tutkia kronologisesti muutoksia kirjallisuudessa kuvattujen vampyyrien moraalisuudessa ja perheissä. Analyysi keskittyy kolmeen vampyyriin eri aikakausilta: Draculaan, Lestatiin ja Edward Culleniin. Materiaali sisältää vain kirjallisuutta ja se koostuu goottisesta kauhuromaanista Bram Stokerin Draculasta, Anne Ricen Vampyyrikronikoiden kahdesta ensimmäisestä kirjasta, (Veren Vangit ja Vampyyri Lestat), ja Stephanie Meyerin nuorten aikuisten romantiikka sarjan Twilight Saagan kaikista neljästä osasta. Analyysin päätutkintamenetelmä on semiotiikka ja Uspenskyn näkökulmatasojen analyysi: kirjojen tapahtumispaikan ja -ajan taso, psykologinen taso, ideologinen taso ja fraseologien taso. Uspenskyn näkökulmatasot selitetään Ann Shukmanin kirjassa Literature and Semiotics: A study of the writings of Yu. M. Lotman (1977). Uspenskyn näkökulmatasoja käytetään hahmojen luonteenpiirteiden ja arvojen analyysissä, sekä moraalisten että perhe arvojen. Tätä opinnäytetyötä voidaan käyttää esimerkkinä, miten voi tutkia myyttisten olioiden kronologisia muutoksia tai ehkä esimerkkinä kirjallisuuden tai television naisvampyyrien tutkimiseen. Materiaaliksi käytettyjen kirjojen fraseologiaa voitaisiin myös tutkia syvemmin tai analysoida muitakin ominaisuuksia kuin moraalisuutta ja perhettä. Johdannossa selitetään, että tämä opinnäytetyö on tarpeellinen, koska vaikka vampyyreistä on jo kirjoitettu monia tutkimuksia, vampyyreistä ei ole tehty laajoja ja yksityiskohtaisia analyysejä. Toisessa luvussa esitellään käytetty materiaali ja henkilöhahmot ja se sisältää myös alaluvun, jossa analyysimenetelmä selitetään. Kolmas luku sisältää kuvauksen semiotiikasta, käytetyistä termeistä ja Uspenskyn näkökulmatasoista ja siitä miten niitä käytetään hahmojen analyysissä. Neljännes luku sisältää erikseen analyysit jokaisesta näistä kolmesta vampyyristä alaluvuissa. Nämä kolme alalukua ovat vielä jaettu alalukuihin hahmojen moraalisuudesta ja perheestä, joita tutkitaan Uspenskyn näkökulmatasojen avulla. Viidennessä luvussa keskitytään kronologisiin muutoksiin ja samankailtaisuuksiin näiden vampyyrien välillä. Viimeiseksi, analyysin tulokset näyttävät, että vampyyrejä ollaan inhimillistetty ajan kuluessa, muuttuen hirviöistä romanttisiksi kumppaneiksi. Lisäksi, vampyyrejä kuvattiin ennen enemmän yksinäisinä metsästäjinä, mutta nykyään heillä on suurempia perheitä. Vampyyrit ovat säilyneet patriarkaalisina ja sensuelleina, mutta silti sukupuolettomina samaan aikaan. Vampyyrien seksuaalisuus on ollut monipuolinen ja usein insestimäinen, mutta tällä hetkellä niitä kuvataan usein heteronormatiivisellä tavalla. Vampyyrit ovat vasta saaneet kyvyn seksualliseen kanssakäymiseen ja lasten tekemiseen ihmisten kanssa. Kaikki tämä tekee vampyyreistä samaistuttavampia ja ihmismäisempiä lukijoille
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Flowers, Candice April. „Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English?“ BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6953.
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When learning a second language, there are elements of a learner's native language that can transfer and are exhibited during production in the second language. This can extend not only to the way things are said but even to gestures that are language- and speech-act-specific. However, there is evidence that the same can occur backwards, that is to say that elements of a second language can be exhibited during production of one's native language (Pavlenko and Jarvis, 2002). This study focuses on English L1 learners of Japanese who have spent significant time both in country and learning the language to see if they exhibit Japanese tendencies when performing apologies in their native English. Comparisons between those with no Japanese experience were made with those who had extensive Japanese experience. Through video recordings of 45 participants engaging in six apology-induced scenarios (non-Japanese, n=24; Japanese, n=21), the participants showed that backward transfer occurs with repetition of IFIDs and nonverbal cues. Further research through different methods can be more telling.
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Szakay, Anita. „Identifying Maori English and Pakeha English from Suprasegmental Cues: A Study Based on Speech Resynthesis“. Thesis, University of Canterbury. School of Classics and Linguistics, 2007. http://hdl.handle.net/10092/975.
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This thesis investigates the suprasegmental properties of Maori English and Pakeha English, the two main ethnolects of New Zealand English. Firstly, in a Production Experiment the speech of 36 New Zealenders is acoustically analysed. Using the Pairwise Variability Index (PVI) to measure syllabic rhythm, the study reveals that the two ethnic varieties display differing rhythmic patterns, with Maori English being significantly more syllable-timed than Pakeha English. It is also shown that, overall, Maori speakers use a higher percentage of High Rising Terminals than Pakeha speakers. The results relating to pitch suggest that Maori English pitch is becoming higher over time, with young Maori speakers producing a significantly higher mean pitch than young Pakeha speakers. Secondly, a Perception Experiment using 107 listeners is carried out to investigate the role of suprasegmental information in the identification of Maori English and Pakeha English. The ability of listeners to identify the two dialects based on prosodic cues only is tested in seven different speech conditions. The various conditions aim to isolate the precise suprasegmental features participants may use to identify speaker ethnicity. The results reveal that listeners are aware of the differing rhythmic properties of Maori English and Pakeha English, and are capable of tuning into the rhythmic characteristics of a speaker to use it as a cue in dialect identification, with some level of accuracy. The perceptual relevance of other prosodic cues is also discussed and the results indicate that, based on certain stereotypes, Maori English speech is assumed to be low-pitched, monotonous, hesitant and slow in pace. It is also shown that listeners who have had greater exposure to Maori English perform significantly better in a dialect identification task than those who are not integrated into Maori social networks, proving that the linguistic experience of the listener is a key indicator of his or her performance in ethnic dialect identification.
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Horton, Brian Wayne. „Predicting common ground sequences from prosody, timing, friendship, and experience“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174658582.
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Chan, Siu-ling. „From letters to sound the dyslexic bridge to reading /“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3159847X.
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Curdy, Averill. „From the lost correspondence : poems /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164499.
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Kolbeck, Maike. „From word to land : early English reports from North America as worldmaking texts /“. Frankfurt am Main [u.a.] : Lang, 2008. http://www.gbv.de/dms/bs/toc/547495234.pdf.
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Kolbeck, Maike. „From word to land early English reports from North America as worldmaking texts“. Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/985961287/04.
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Wong, Wai Hou. „A study of the English language attitudes of new immigrants from mainland China and returnees from English speaking countries in Hong Kong“. HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/318.
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McDonald, Catherine. „The question of transferability : what students take away from writing instruction /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9494.
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Beiner, Judith Sue. „From informal to formal : syntactic variation in written English /“. Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798079.
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Kallunki, K. P. (Kari-Pekka). „Learning English in World of Warcraft:perspectives from the players“. Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201603111310.
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This thesis seeks to investigate how an online video game called ‘World of Warcraft’ facilitates learning English as a second language and provide a critical analysis of both advantages and disadvantages of this type of informal language learning. The relevance for this study stems from the fact that playing video games has risen in popularity since the beginning of 2000s, and approximately 35 percent of the playerbase in World of Warcraft, for example, are female players. This means that more and more people are learning English from video games. The data for this study has been gathered by conducting a survey for European World of Warcraft players, asking them to share their thoughts, opinions and experiences on learning English in World of Warcraft. The results of the survey are analysed from the perspective of formal English education in order to evaluate whether the language in video games pose a threat to the objectives of formal language education or if there is something that formal teaching could take from learning English in video games. The aims of formal language education have started to shift from native-like proficiency towards achieving communicational competency. Networked online video games are one of the most accessible ways to converse and interact with people from all over the world. Hampel (2006) and Furstenberg (1997) say that computer-assisted language learning provides the learners opportunities to actively participate and collaborate with their peers in language learning situations without the need for physical attendance. Sylvén and Sundqvist (2012) say that World of Warcraft provides its players authentic situations to hear and practice English. According to Gee (2003, 2007), video games inspire genuine motivation, which alongside authenticity is something that schools often have difficulties to reproduce. Gee (2007) also says that video games are an effective platform for learning because the learning in them becomes ‘situated’, meaning that the language in the game is constantly supported by the visual and auditory clues and actions from the player. Saarenkunnas (2006) notes that this is why children are quite adeptly able to play video games in English even at a young age. The results evoke mixed opinions. On one hand, playing World of Warcraft appears to be an immersive and effective way to learn new and even complex vocabulary. World of Warcraft also functions as a social platform for the players to collaborate, interact and communicate with each other. On the other hand, English is mostly spoken as an international language in the game, which means that a learner is exposed to various different Englishes that might not always conform to the basic rules of English spelling, syntax and grammar. Thus, World of Warcraft might not be the best place to learn to speak English correctly, and the level of social engagement and exposure to English language is rather dependent on the player’s own activity and preferences. Toxic language and behavior is often mentioned in the responses, which leads to the question if a game community like this can be considered to be socially encouraging. A question for future research would be how video games can be harnessed for the uses of formal language education while ensuring that only positive effects on learning English are transferredTämän Pro Gradu -tutkielman tavoitteena on tutkia, millä tavoin verkossa pelattava moninpeli World of Warcraft edesauttaa englannin oppimista vieraana kielenä. Samalla tavoitteena on kriittisesti arvioida pelaamisen kautta tapahtuvan kielenoppimisen hyötyjä ja haittoja. Videopelien pelaaminen on yleistynyt 2000-luvulta lähtien, ja esimerkiksi World of Warcraftin pelaajakunnasta noin 35 prosenttia on naispuolisia pelaajia. Videopeleillä on alati laajeneva kohderyhmä, ja englantia opitaan yhä enemmän pelien kautta, joten on aiheellista tutkia kielenoppimista peleissä kouluopetuksen näkökulmasta. Tämä tutkimus perustuukin eurooppalaisilla World of Warcraftin pelaajilla teetettyyn kyselyyn, jossa heitä pyydettiin kertomaan ajatuksiaan, mielipiteitään ja kokemuksiaan liittyen englannin oppimiseen World of Warcraftin kautta. Tutkimuksen eräänä tavoitteena on myös selvittää, onko videopelien avulla tapahtuvaa englannin oppimista syytä pitää uhkana koulujärjestelmän asettamien kielenoppimisen tavoitteiden kannalta vai voitaisiinko videopeleistä ottaa jopa vaikutteita kouluopetukseen. Verkossa pelattavat moninpelit ovatkin yksi kätevimmistä keinoista päästä harjoittelemaan englantia kansainvälisessä kontekstissa. Hampel (2006) ja Furstenberg (1997) sanovat, että tietokonepohjaisissa kielenoppimistilanteissa oppija pääsee toimimaan aktiivisena osallistujana ja saa tehdä yhteistyötä muiden oppijoiden kanssa. Sylvén ja Sundqvist (2012) jatkavat, että World of Warcraft tarjoaa pelaajilleen mahdollisuuksia käyttää englantia aidonkaltaisissa vuorovaikutustilanteissa. Gee (2003, 2007) puolestaan sanoo, että videopelit herättävät pelaajassa aitoa motivaatiota oppimista kohtaan. Gee (2007) myös perustelee videopelien tehokkuutta kielenoppimisen välineenä sanomalla, että kieli on peleissä vahvasti kontekstualisoitua. Pelissä suoritetut toiminnot ja pelin tarjoamat kuvalliset ja äänelliset vihjeet siis tukevat kielen ymmärtämistä ja helpottavat oppimista. Saarenkunnas (2006) toteaakin, että tästä syystä myös nuoret lapset kykenevät pelaamaan englanninkielisiä pelejä. Tutkimuksesta saadut tulokset kuitenkin antavat ristiriitaisen kuvan kielenoppimisesta World of Warcraftissa. Toisaalta pelaaminen on helppo ja mielenkiintoinen tapa oppia uutta ja monimutkaista sanastoa. World of Warcraft myös tarjoaa pelaajilleen sosiaalisen ympäristön, jossa harjoitella englannin puhumista autenttisissa kielenkäyttötilanteissa. Toisaalta taas pelaajien puhuman englannin taso vaihtelee puhujakohtaisesti, eikä pelissä puhuttu kieli noudata aina kaikkia englannin kielioppi- tai oikeinkirjoitussääntöjä. Pelissä myös törmää usein epäsoveliaaseen kielenkäyttöön ja käytökseen, joten pelin kannustavuus kielenoppimisympäristönä voidaan kyseenalaistaa. Kouluopetuksessa voitaisiin kuitenkin ottaa mallia videopelien tavasta luoda motivoivia ja autenttisia kielenkäyttötilanteita. Jatkotutkimuksessa voitaisiinkin selvittää, miten videopeleistä saadut kielenoppimisen hyödyt voitaisiin valjastaa kouluopetuksen käyttöön siten, että vain kielenoppimisen kannalta myönteiset vaikutukset siirtyvät pelistä oppijaan
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Tegelström, Liv. „An English Language Textbook Study from a Gender Perspective“. Thesis, University of Gävle, Ämnesavdelningen för svenska språket och engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4682.
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The aim of this essay is to investigate whether gender stereotypes are reinforced or not in a textbook commonly used in the upper-secondary English A course, Blueprint A version 2.0. This is an important question due to that gender equality is an important goal in our schools and in today’s society. This investigation shows that the textbook is not gender neutral. This indicates that schools need to discuss further what material should be used in schools in order to strive for gender equality.
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Žmėjauskienė, Ivanna. „Translation of educational professional language from english into Lithuanian“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174928-78887.
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Nowadays when Lithuania is a member of the European Union the English language penetrates into all spheres of our life and serves as a precondition for the upsurge of translation from/into English and Lithuanian. Translation in the realm of different professional discourses causes a number of problems. The aim of the research is to specify the peculiarities of translating educational discourses from English into Lithuanian. The paper presents a brief theoretical overview on the issues of the translation. It analyses not only the definitions and the main characteristics of the educational discourse but also reveals the particularities of the professionalisms as a linguistic phenomenon. Besides, it presents the selected examples of educational professional language from English educational discourses and their equivalents in the Lithuanian language. The following sources have been used for the empirical investigation: Paul Ramsden (1992) "Learning to Teach in Higher Education"; Paul Ramsden (2001) "Kaip mokyti aukštojoje mokykloje"; Terence H. McLaughlin (1995) "Public Values, Private Values and Educational Responsibility"; Terence H. McLaughlin (1997) "Šiuolaikinė ugdymo filosofija: demokratiškumas, vertybės, įvairovė".Lietuvai tapus Europos Sąjungos nare, anglų kalba pradėjo skverbtis į visas mūsų gyvenimo sferas. Dėl šios priežasties padaugėjo ir vertimų iš/į anglų kalbos į lietuvių kalbą. Skirtingų profesinių diskursų vertimas sukelia daugybę problemų. Šio tyrimo tikslas yra apibrėžti edukacinių diskursų vertimo iš anglų kalbos į lietuvių kalbą ypatumus. Apžvelgiama teorinė medžiaga apie vertimą, nagrinėjami edukacinio diskurso apibrėžimai ir ypatybės, parodomi profesionalizmų ypatumai. Darbe pateikiami edukacinės profesinės kalbos pavyzdžiai iš anglų kalbos edukacinių diskursų ir jų lietuviški vertimo ekvivalentai, kurie išrinkti naudojant žemiau išvardintus šaltinius: Paul Ramsden (1992) "Learning to Teach in Higher Education"; Paul Ramsden (2001) "Kaip mokyti aukštojoje mokykloje"; Terence H. McLaughlin (1995)"Public Values, Private Values and Educational Responsibility"; Terence H. McLaughlin (1997)"Šiuolaikinė ugdymo filosofija: demokratiškumas, vertybės, įvairovė".
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Blaževičienė, Rasa. „AUDIOVISUAL TRANSLATION OF FEATURE FILMS FROM ENGLISH INTO LITHUANIAN“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_173942-28997.
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The situation of audiovisual translation is in its infancy in Lithuania, thus, the work specifies methods of audiovisual translation and highlights characteristic features of audiovisual-type texts. The novelty of the work lies in the investigation of the voiced-over language of the feature film. With reference to this fact, the contrastive analysis of the source language and voiced-over target language of the feature film “Bridget Jones’s Diary“was chosen as the subject of the research. The aim of the work is the examination of language and authenticity transfer of the film through voice-over as the method of audiovisual translation from English into Lithuanian.Vertimo tyrinėtojai žengia pirmuosius žingsnius audiovizualiojo vertimo tyrinėjimo srityje, nors įgarsintus, subtitruotus ar jau ir dubliuotus filmus žiūrime kasdien per televiziją ar kino teatre. Naujosios technologijos leidžia vos panorėjus mėgautis filmais, kurie atlieka ne tik pramoginę, bet ir kitos kultūros pažinimo funkciją. Didžioji dalis į Lietuvą atkeliaujančių filmų yra anglų kalba. Juos įprasta įgarsinti. Tačiau dėl įvairių priežasčių ne visada lietuviškame filmo variante išgirstame tai, kas buvo pasakyta originale. Šio darbo tikslas – išnagrinėti gerai žinomo vaidybinio filmo „Bridžitos Džouns dienoraštis“ kalbos ir autentikos perteikimą per įgarsintą filmo vertimą, siekiant nustatyti vertimo procese naudojamas vertimo procedūras. Mokslinio darbo teorinėje dalyje išsamiai pristatomi audiovizualaus vertimo metodai, apžvelgiami audiovizualaus teksto ypatumai, jame slypintys kodai bei paaiškinama domestikacijos samprata. Empirinėje darbo dalyje aprašoma tyrimo eiga ir analizuojami rezultatai. Filmo vertimo tyrimas atskleidė, jog dėl pačių kalbų (anglų ir lietuvių) skirtumų, tokių vertimo procedūrų kaip glaudinimas, eliminavimas ir trumpinimas naudojimas bei vertėjo(s) klaidos lėmė prasminius vertimo kalbos nuostolius. Nors vertėja(s) didžiajai teksto daliai rado atitinkamus ekvivalentus bei daugelyje atvejų pasitelkė parafrazę ir plėtimą, vertimo kalba perteikta glausčiau dėl aukščiau minėtų veiksnių bei filmo vertimo metodo ypatumų.
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Michailinienė, Viktorija. „The Translation of Discourse Markers from English into Lithuanian“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_155614-75200.
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The paper analyzes the translation of discourse markers from English into Lithuanian. Discourse markers are words or word combinations, who contribute little to the propositional meaning of an utterance but serve a variety of important conversational functions guiding interlocutors towards the intended interpretation of an utterance. The aim of the research is to prove the polyfunctional nature of discourse markers and the significance of rendering their meanings in translation from English into Lithuanian. The paper reviews the basic theoretical orientations within which discourse markers are analyzed and presents the list of defining and non-defining properties of discourse markers. Correct interpretation of discourse markers depend on the conversational function they serve in a particular situation rather than on lexical meaning of an item, therefore the functions of the discourse markers selected for the analysis (you know, I mean, well, okay, so, like, now) are reviewed as well. The empirical part is based on the analysis of the translation of discourse markers in two novels: John Irving’s 'A Widow for One Year' and Melvin Burgess’ 'Doing it'.Darbe nagrinėjamas diskurso žymeklių vertimas iš anglų į lietuvių kalbą. Diskurso žymekliai - tai žodžiai ar žodžių junginiai, kurių leksinė reikšmė turi mažai įtakos sakinio prasmei, bet kurie atlieka daug svarbių funkcijų, padedančių pašnekovui teisingai interpretuoti pasakymą. Darbo tikslas – įrodyti diskurso žymeklių daugiafunkcinę prigimtį ir tų funkcijų perteikimo svarbą verčiant iš anglų į lietuvių kalbą. Darbe apžvelgiamos svarbiausios teorinės kryptys, kuriomis remiantis analizuojami diskurso žymekliai, ir pristatomi jų skiriamieji bei jiems būdingi bruožai. Kadangi teisinga diskurso žymeklių interpretacija priklauso ne nuo leksinės lingvistinio vieneto reikšmės, bet nuo jo atliekamos funkcijos, darbe taip pat aprašomos analizei pasirinktų žymeklių (you know, I mean, well, okay, so, like, now) funkcijos. Empirinė dalis pagrįsta diskurso žymeklių vertimu dvejuose romanuose: John Irving "A Widow for One Year" ir Melvin Burgess "Doing it".
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Lui, Yuan Jenq. „Extracting significant phrases from documents in English and Chinese“. Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497044.
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Callaghan, Nathan Christian. „Water loss from wet woodlands of the English lowlands“. Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441152.
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Tollfree, Laura. „Modelling phonological variation and change : evidence from English consonants“. Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309701.
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Kiczkowiak, Marek. „Native speakerism in English language teaching : voices from Poland“. Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/20985/.
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In recent decades, a widespread and deeply-rooted bias against ‘non-native speaker’ teachers which exists in English Language Teaching (ELT) has been documented. This prejudice together with the discourses that support and normalise it has been recently described as the ideology of native speakerism. This study examines the presence and the effects of native speakerism on ELT in Poland. It also aims to provide suggestions how the ELT profession can move forward beyond the ideology of native speakerism, towards an English as a Lingua Franca perspective on teaching English. More specifically, a mixed methods research design was used to answer five research questions; namely, (1) how students, teachers and recruiters in private Polish language schools understand the concept of a ‘native speaker’, (2) to what extent they prefer ‘native speaker’ teachers and (3) what the possible reasons for such preference might be, (4) what skills and qualities the three cohorts value highly in effective English teachers, and (5) how important is the teacher’s ‘nativeness’ in comparison. Focus groups, questionnaires and semi-structured interviews were used to gather data on these research questions. Results show that native speakerism is still deeply embedded in ELT in Poland with many participants preferring ‘native speaker’ teachers. Nevertheless, the findings also indicate that the participants are aware of the global nature of English and that they do not see ‘native speakers’ as the only correct models of the English language. In addition, the teacher’s ‘nativeness’ seems to be the least important quality of an effective English teacher according to the three cohorts. Several practical implications of these results for classroom practice, materials writing and teacher training are suggested.
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Poole, Brian David. „Perspectives on the EdD from academics at English universities“. Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571874.
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Since first appearing in British universities during the early 1990s, the Doctor of Education (EdD) degree has spread rapidly through the UK higher education sector. However, despite the existence of a single set of Quality Assurance Agency (QAA) descriptors for doctoral level achievement, some in academia have always been willing to describe the EdD, either openly or in private, as inferior to the PhD. This thesis endeavours (through a wide-ranging questionnaire completed anonymously by 27 academics from a total of 16 English universities, and follow-up interviews with seven individuals selected from the original sample) to discover how a sample of those who teach on such programmes (EdD academics) view the EdD, in general terms. For instance, it seeks to ascertain how widespread among EdD academics is the notion that the EdD does not reach the ‘gold standard’ represented by the PhD in Education. As data collection proceeds from the questionnaire to the interviews, the focus narrows to three key topics: specific characteristics of the EdD as compared with the PhD in Education (in terms, for example, of learning experience, programme aims, and modes of assessment); strengths, weaknesses and purposes of the EdD viva voce examination; and the concept of 'originality' as operationalised by EdD academics/examiners in deciding whether or not an EdD candidate/thesis displays 'doctorateness'. A range of informed and sometimes forthright views from EdD academics on these matters is recorded. On the basis of data analysis and interpretation, the thesis concludes with proposals for further, more extensive research, and a call for one of two courses of action: either the abolition of the EdD, or the appointment of a committee to review EdD practices nationally, and to recommend ways of strengthening EdD rigour and reputation.
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Nackoul, David Douglas. „Text to Text : plot unit searches generated from English“. Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61175.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 51).
The story of Macbeth centers around revenge. World War I was started by an act of revenge. Even though these two stories are seemingly unrelated, humans use the same concept to draw meaning from them. Plot units, revenge included, are the common set of structures found in human narrative. They are the mistakes, the successes, the revenges and the Pyhrric victories. They are the basic building blocks of stories. In order to build a computational model of human intelligence, it is clear that we must understand how to process plot units. This thesis takes a step in that direction. It presents an English template for describing plot units and a system that is capable of turning these descriptions into plot-unit searches on stories. It currently processes 26 plot units, and finds 10 plot units spread out over Macbeth, Hamlet, the E-R Cyber Conflict, and a collection of legal case briefs.
by David Douglas Nackoul.
M.Eng.