Dissertationen: „Language“

1

Maciá, Fábrega Josep. „Natural language and formal languages“. Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.

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2

Diallo, Ibrahima. „Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal“. Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.

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This thesis describes language policy practices in Senegal, identifies the languages used by Senegalese people in various social, public, and institutional settings, and details the attitudes of Senegalese people towards their own mother tongues, Wolof, French, and English and these speech communities. It examines also the importance, place, and future of local languages and European languages in Senegal and analyses the issue of language(s) of education in Senegal. To conduct this research, a variety of sampling techniques were used to collect data from a wide range of population-categories including respondents from the general population, public administration, students, and the business sector. Throughout the period of this study, Senegal was undergoing a phenomenal linguistic experience characterised by the sudden arrival and strengthening of English in the country, increasing interest by Senegalese people in local languages, and a gradual decline of the domains of French language use in the country. Against this linguistic backdrop, a number of major findings have resulted from the research including the finding that home languages (in particular, the mother tongues) are dominant in most family and social settings while French is dominant only in public settings. However, the data show that both mother tongues and Wolof are being used increasingly in public institutions; domains that hitherto belonged to French. The language use with people indicates a similar pattern, i.e. local languages are mostly used with close family members and with people in the extended family circle while French is dominant only with people in public institutions. The home languages (mother tongues and Wolof) and, to a lesser extent English, are more popular in public settings, thus reducing the hegemony of the use of French with people in public institutions. The study based on the data collected from the overall sample found also that the attitudes of the Senegalese people towards French, English, and their mother tongues are high and positive but the attitudes towards Wolof show both positive and negative ratings. The results show that, according to Senegalese people, the local languages are not given due importance in the education system. Similarly, they believe that English is not regarded as important in the education system either. Therefore, they request more importance to be given to both languages in the education system. As for French, it is considered very important in the education system and therefore, there were no particular requests to increase its relative importance in education. Further, French is believed to have negative influences in Senegal while this is not the case for English. Regarding the language(s) of instruction, local languages are described as the most appropriate languages for education. However, when languages are analysed in parallel, French maintains its leadership. In general, the Senegalese people have positive attitudes towards the speech communities. However, the attitudes towards the Wolof and French speech communities are both positive and negative. Similarly, the intensity of the desire to learn languages is generally positive but is characterised by the presence of a mix of positive and negative ratings for French and Wolof. However, a cross-sectional analysis shows quite interesting variations across the four population-categories mentioned earlier, mainly regarding language use, the issue of the language(s) of instruction in Senegal, the attitudes of Senegalese people towards languages and towards speech communities, and the intensity of their desire to learn languages - to name but a few areas of variation. The study has resulted in major findings regarding language use in Senegal. One of these is the loyalty of Senegal people towards their languages, that is, first, to their own mother tongue and then to Wolof - as a second language; second the Senegalese people remain attached to the French language, and finally they have a great admiration for English. According to the study, Senegalese people are attached to their language because of the more effective communication opportunities the local languages offer and also because of the positive benefits associated with (early) education in one's own mother tongue. In addition, the respondents believe that local languages help them assert their identity and maintain their cultures. The study found that Senegalese people are attached to the French language because it is an important national language (the official language of the country) and international language (for communication in the Francophone world). As for English, they admire the language because of its prestige and its status as a 'universal' language for communication and its dominance in science, technology, education, and business. The study concludes with a number of recommendations for the improvement of language planning and language-in-education policy in Senegal. The recommendations focus mainly on enhancing considerably the place and role of local languages in the education system, initiating systematic language policy prestige activities, and developing a rigorous policy that fosters positive attitudes towards local languages in general and the Wolof language and the Wolof speech community in particular. As regards the English language, the study recommends offering greater opportunities to learn the language by widespread reinforcement of its teaching in the education system.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Full Text

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3

Cook, Jonathan J. „Language interoperability and logic programming languages“. Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/725.

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We discuss P#, our implementation of a tool which allows interoperation between a concurrent superset of the Prolog programming language and C#. This enables Prolog to be used as a native implementation language for Microsoft's .NET platform. P# compiles a linear logic extension of Prolog to C# source code. We can thus create C# objects from Prolog and use C#'s graphical, networking and other libraries. P# was developed from a modified port of the Prolog to Java translator, Prolog Cafe. We add language constructs on the Prolog side which allow concurrent Prolog code to be written. We add a primitive predicate which evaluates a Prolog structure on a newly forked thread. Communication between threads is based on the unification of variables contained in such a structure. It is also possible for threads to communicate through a globally accessible table. All of the new features are available to the programmer through new built-in Prolog predicates. We present three case studies. The first is an application which allows several users to modify a database. The users are able to disconnect from the database and to modify their own copies of the data before reconnecting. On reconnecting, conflicts must be resolved. The second is an object-oriented assistant, which allows the user to query the contents of a C# namespace or Java package. The third is a tool which allows a user to interact with a graphical display of the inheritance tree. Finally, we optimize P#'s runtime speed by translating some Prolog predicates into more idiomatic C# code than is produced by a naive port of Prolog Cafe. This is achieved by observing that semi-deterministic predicates (being those which always either fail or succeed with exactly one solution) that only call other semi-deterministic predicates enjoy relatively simple control flow. We make use of the fact that Prolog programs often contain predicates which operate as functions, and that such predicates are usually semi-deterministic.

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4

Wolf, Göran. „Language contact, change of language status : ‘Celtic’ national languages in the British Isles and Ireland“. Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1936/.

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Contents: Conceptual Clarifications Contact Situations – a Brief Outline Under Scrutiny I: Cornwall, Isle of Man and Scotland Under scrutiny II: Wales Under Scrutiny III: Ireland – a Lengthy Discourse

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5

Meyer, Hans Joachim. „A global language or a world of languages“. Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.

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6

Service, Elisabet. „Phonological coding in working memory and foreign-language learning“. Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.

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7

Kopetzki, Dawid [Verfasser], Bernhard [Akademischer Betreuer] Steffen und Sven [Gutachter] Jörges. „Generation of domain-specific language-to-language transformation languages / Dawid Kopetzki ; Gutachter: Sven Jörges ; Betreuer: Bernhard Steffen“. Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1217843558/34.

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8

Livingstone, Daniel Jack. „Computer models of the evolution of language and languages“. Thesis, University of the West of Scotland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398331.

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9

Loza, Christian. „Cross Language Information Retrieval for Languages with Scarce Resources“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12157/.

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Our generation has experienced one of the most dramatic changes in how society communicates. Today, we have online information on almost any imaginable topic. However, most of this information is available in only a few dozen languages. In this thesis, I explore the use of parallel texts to enable cross-language information retrieval (CLIR) for languages with scarce resources. To build the parallel text I use the Bible. I evaluate different variables and their impact on the resulting CLIR system, specifically: (1) the CLIR results when using different amounts of parallel text; (2) the role of paraphrasing on the quality of the CLIR output; (3) the impact on accuracy when translating the query versus translating the collection of documents; and finally (4) how the results are affected by the use of different dialects. The results show that all these variables have a direct impact on the quality of the CLIR system.

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10

Botha, Gerrti Reinier. „Text-based language identification for the South African languages“. Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-090942008-133715/.

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11

Loza, Christian E. Mihalcea Rada F. „Cross language information retrieval for languages with scarce resources“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12157.

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12

Lee, Feng-Yuh. „Martian language : an alien language or an international language? /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1467899081&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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13

Sugrañes, Ernest Caterina. „A plurilingual approach to language teaching and learning in Catalonia: Using heritage languages in the additional language classroom“. Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.

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Aquesta tesi estudia els efectes de l'adopció d'un enfocament plurilingüe de l'ensenyament i l'aprenentatge de llengües en una aula de llengua addicional d’una escola pública de Barcelona amb 45 alumnes de 10 i 11 anys. Un període d'observació inicial condueix a la hipòtesi que el reconeixement i l'ús de les llengües d'origen dels alumnes és rellevant per a la seva identitat plurilingüe. L'estudi té com a objectiu avaluar si promoure la identitat plurilingüe pot afectar la motivació i les actituds cap a les llengües, d'una banda, i el rendiment acadèmic (català, castellà i anglès) de l'altra. Finalment, també es planteja la hipòtesi que l'adopció d'un enfocament plurilingüe pot afectar les actituds de la mestra de llengua vers les llengües i el seu ensenyament i aprenentatge. Basat en un Enfocament Plurilingüe Integrat (EPI) (Esteve i González Davies, 2016), s'empren dos eines pedagògiques de translanguaging: TOLC (Traducció per a altres contextos d’aprenentatge), (González Davies, 2012, 2014) i LITS (Textos d’identitat de llengua), una adaptació dels textos d'identitat de Cummins (2001, 2009) amb la finalitat de crear contes en anglès i traduir-los en les diferents llengües presents a l'aula. Seguint un enfocament mixte de la Grounded Theory (Teoria fonamentada en dades), es recullen dades quantitatives i qualitatives. Les principals conclusions de l'estudi són que l'adopció d'un enfocament plurilingüe vers l’ensenyament i aprenentatge de llengües és rellevant per a la identitat plurilingüe. Al seu torn, la identitat plurilingüe afecta significativament la motivació de l'alumne i el seu desig vers l'aprenentatge de llengües. A més, el rendiment acadèmic no es veu afectat per l'adopció d'un enfocament plurilingüe i la consciència lingüística dels alumnes i la seva actitud vers les llengües i el seu aprenentatge augmenta. Finalment, també es conclou que la mestra de llengües ha tenir una competència plurilingüe per tal d’ensenyar llengües.
Esta tesis estudia los efectos de la adopción de un enfoque plurilingüe de la enseñanza y el aprendizaje de lenguas en un aula de lengua adicional de una escuela pública de Barcelona con 45 alumnos de 10 y 11 años. Un período de observación inicial conduce a la hipótesis de que el reconocimiento y el uso de las lenguas de origen de los alumnos es relevante para su identidad plurilingüe. El estudio tiene como objetivo evaluar si promover la identidad plurilingüe puede afectar la motivación y las actitudes hacia las lenguas, por un lado, y el rendimiento académico (catalán, castellano e inglés) de la otra. Finalmente, también se plantea la hipótesis de que la adopción de un enfoque plurilingüe puede afectar las actitudes de la maestra de lengua hacia las lenguas y su enseñanza y aprendizaje. Basado en un Enfoque Plurilingüe Integrado (EPI) (Esteve y González Davies, 2016), se emplean dos herramientas pedagógicas de translanguaging: TOLC (Traducción para otros contextos de aprendizaje), (González Davies, 2012, 2014) y LITS (Textos de identidad de lengua), una adaptación de los textos de identidad de Cummins (2001, 2009) con el fin de crear cuentos en inglés y traducirlos en las diferentes lenguas presentes en el aula. Siguiendo un enfoque mixto de la Grounded Theory (Teoría fundamentada en datos), se recogen datos cuantitativos y cualitativos. Las principales conclusiones del estudio son que la adopción de un enfoque plurilingüe hacia la enseñanza y aprendizaje de lenguas es relevante para la identidad plurilingüe. A su vez, la identidad plurilingüe afecta significativamente la motivación del alumno y su deseo hacia el aprendizaje de lenguas. Además, el rendimiento académico no se ve afectado por la adopción de un enfoque plurilingüe y la conciencia lingüística de los alumnos y su actitud hacia las lenguas y su aprendizaje aumenta. Finalmente, también se concluye que la maestra de lenguas ha tener una competencia plurilingüe para enseñar lenguas.
This thesis studies the effects of adopting a plurilingual approach to teaching and learning languages in an additional language classroom of state primary school of Barcelona with 45 pupils aged 10 and 11. An initial observation period leads to the hypothesis that acknowledging and using the heritage languages of pupils is relevant to their plurilingual identity. The study aims to assess whether plurilingual identity encouragement may affect motivation and attitudes towards languages on the one hand, and academic achievement (Catalan, Spanish and English) on the other. Finally, it is also hypothesised that adopting a plurilingual approach may affect the language teacher’s attitudes towards languages and language teaching and learning. Based on an Integrating Plurilingual Approach (IPA) (Esteve & González Davies, 2016), two translanguaging pedagogical tools are employed, namely TOLC (Translation for Other Learning Contexts), (González Davies, 2012, 2014) and LITS (Language Identity Texts), an adaptation of Cummins’s identity texts (2001, 2009) in order to create storybooks in English and translate them into the different languages present in the classroom. Following a Grounded Theory and mixed-method approach, quantitative and qualitative data are collected. The main conclusions of the study are that adopting a plurilingual approach to language teaching and learning is relevant to plurilingual identity. In turn plurilingual identity significantly affects pupil’s motivation and desire towards learning languages. Also, the academic performance is not affected by adopting a plurilingual approach and the pupils' linguistic awareness and attitude towards languages and language learning increases. Finally, it is also concluded that the language teacher must be plurilingualy competent in order to teach languages.

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14

Alang, Jaapar. „The effect of language contact and language use on second language competence and language attitude“. Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296186.

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15

Connell, Professor T. J. „Languages (in particular Spanish) : language teaching and learning & languages for the professions“. Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.

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16

Barra, Melissa Ann. „Teaching Spanish slang, familiar language, and electronic language in the classroom /“. Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.

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17

Yu, Yuanfang. „Foreign language learning : a comparative study of Australian and Chinese University students /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.

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18

Manning, Patricia. „Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning“. n.p, 1994. http://ethos.bl.uk/.

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19

Winn, Tiffany Rose, und winn@infoeng flinders edu au. „LDPL: A Language Designer's Pattern Language“. Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.123254.

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Patterns provide solutions to recurring design problems in a variety of domains, including that of software design. The best patterns are generative: they show how to build the solution they propose, rather than just explaining it. A collection of patterns that work together to generate a complex system is called a pattern language. Pattern languages have been written for domains as diverse as architecture and computer science, but the process of developing pattern languages is not well understood. This thesis focuses on defining both the structure of pattern languages and the processes by which they are built. The theoretical foundation of the work is existing theory on symmetry breaking. The form of the work is itself a pattern language: a Language Designer's Pattern Language (LDPL). LDPL itself articulates the structure of pattern languages and the key processes by which they form and evolve, and thus guides the building of a properly structured pattern language. LDPL uses multidisciplinary examples to validate the claims made, and an existing software pattern language is analyzed using the material developed. A key assumption of this thesis is that a pattern language is a structural entity; a pattern is not just a transformation on system structure, but also the resultant structural configuration. Another key assumption is that it is valid to treat a pattern language itself as a complex, designed system, and therefore valid to develop a pattern language for building pattern languages. One way of developing a pattern language for building pattern languages would be to search for underlying commonality across a variety of existing, well known pattern languages. Such underlying commonality would form the basis for patterns in LDPL. This project has not directly followed this approach, simply because very few pattern languages that are genuinely structural have currently been explicitly documented. Instead, given that pattern languages articulate structure and behavior of complex systems, this research has investigated existing complex systems theory - in particular, symmetry-breaking - and used that theory to underpin the pattern language. The patterns in the language are validated by examples of those patterns within two well known pattern languages, and within several existing systems whose pattern languages have not necessarily been explicitly documented as such, but the existence of which is assumed in the analysis. In addition to developing LDPL, this project has used LDPL to critique an existing software pattern language, and to show how that software pattern language could potentially have been generated using LDPL. Existing relationships between patterns in the software language have been analyzed and, in some cases, changes to patterns and their interconnections have been proposed as a way of improving the language. This project makes a number of key contributions to pattern language research. It provides a basis for semantic analysis of pattern languages and demonstrates the validity of using a pattern language to articulate the structure of pattern languages and the processes by which they are built. The project uses symmetry-breaking theory to analyze pattern languages and applies that theory to the development of a language. The resulting language, LDPL, provides language developers with a tool they can use to help build pattern languages.

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20

McGarry, Theresa. „Language Ideology and Second Language Learning“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.

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21

Woodall, Billy Ray. „Language-switching in second language writing /“. Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.

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22

Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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23

Chan, Mei-lan, und 陳美蘭. „Notions of language dominance, language preference and language choicein the study of bilingual first language acquisition (BFLA)“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45163893.

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24

Henry, Patricia (Patricia Mary) 1947. „Language function in the adult language addressed to young language-delayed children“. Monash University, Dept. of Linguistics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8640.

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25

Fellin, Luciana. „Language ideologies, language socialization and language revival in an Italian alpine community“. Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279819.

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This study is set within a national context which pointed to "a drastic decay of dialects" on the Italian peninsula, and a broader European one which indicated a resurgence of minority languages on the continent. It investigates the ideologies and practices of child language socialization of speakers belonging to a small multilingual community in the Italian Alps to determine if the community is experiencing a dialect revival, and if so, what forms such a process is taking. My analysis focuses on (1) community members' explicit theories on the community codes' values, functions, and roles in child language socialization; (2) caretaker-child interactions in Italian-oriented homes and in the schools. After years of convergence towards Italian, the community is witnessing a resurgence of its local vernacular Nones. The revival phenomenon is sustained by overt and covert communicative practices. The former include explicit support of the dialect as marker of a rediscovered cultural heritage and local identity, and the promotion of Italian-Nones bilingualism as a cognitive advantage. The latter include practices whereby in Italian contexts speakers switch to the dialect to index authority, community-mandated rights and responsibilities, and both positive and negative affect. Also, the community has witnessed the rise of "prestigious practices" which elevate the status of Nones from dialect to language. These consist in speakers' use of the dialect in more prestigious domains and for higher order functions that in a recent past were strictly reserved to Italian. Finally, the sum of overt and covert practices contribute to a resurgence of the dialect supporting its vitality and transmission.

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26

Petersen, Kenneth A. „Implicit corrective feedback in computer-guided interaction does mode matter? /“. Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/642826969/viewonline.

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27

Richard, Erin. „Individual differences and second language acquisition among low-income preschoolers“. Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2957.

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Thesis (M.A.)--George Mason University, 2007.
Title from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 65. Includes bibliographical references (p. 58-64). Also available in print.

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28

Itani-Adams, Yuki. „One child, two languages : bilingual first language acquisition in Japanese and English“. Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This study investigates Hannah’s lexical development, the acquisition of morphology and syntax in the two languages. Unlike previous studies in bilingual children’s lexicon (Deuchar and Quay, 2000), this study focuses on the composition of the lexicon in each language to test for language-specific developmental patterns (Gentner and Boroditsky, 2001).The study also compares the development of these two languages in terms of MLU, lexical, morphological and syntactic development. Furthermore, the study examines the relationships between lexical and grammatical development within each of the two languages and tests the Critical Mass Hypothesis (Marchman and Bates, 1994) in a bilingual context. One of the central issues in the field of BFLA, identified by scholars such as DeHouwer (2005) and Meisel (1990a), is to characterise the relationship between the two developing languages of one child. Does a bilingual child initially develop the two languages as one linguistic system that later separates into two as expounded by Volterra and Taeschner (1978), or does a bilingual child develop the two languages separately from the beginning, as represented by De Houwer’s (1990) Separate Development Hypothesis (SDH)? Previous BFLA studies addressing this issue (e.g., De Houwer, 1990; Meisel, 1990a; Mishina, 1997; Paradis and Genesee, 1996) did not have a common point of reference to compare the development of two different languages directly. In the present study, PT provides a common point of reference for a direct comparison of the development of two typologically distant languages. Results indicate that both Japanese and English of the child developed in the sequence predicted by PT. They also support the SDH for lexical development, the acquisition of morphology and word order. The study confirms the Critical Mass Hypothesis in bilingual context. The results from the present study suggest that, for one bilingual child, Japanese and English each developed in parallel but in a separate manner.

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Dijk, Wilhelmina Van, und Lori Jean Marks. „English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both Languages“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.

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30

Wong, Chin Han. „An analysis of factors predicting graduation of students at Defense Language Institute Foreign Language Center“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FWong.pdf.

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31

Lawrence, Tracee Ann Lang Adler Susan A. „First language literacy and second language reading“. Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

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32

Melander, Linda. „Language attitudes : Evaluational Reactions to Spoken Language“. Thesis, Högskolan Dalarna, Engelska, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2282.

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33

Edelstam, Johannes. „Language Assessment of anN Interoperability Assessment Language“. Thesis, KTH, Industriella informations- och styrsystem, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-81478.

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In order to assure the usability, validity and reliability of an enterprise architecture analysis framework, it needs to be tested and evaluated. This report shows how such a test and evaluation can be performed using a real world scenario. The study will investigate a language for interoperability assessment proposed by Johan Ullberg et. al. in a construction project in Stockholm called the Royal Seaport project. The language is first used to evaluate the interoperability in the future IT-architecture in this project. Then the use of the language is evaluated according to best practices in a case study. Finally improvements and changes are proposed to the language, which would enhance its use in the earlier mentioned project.

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Yin, Bo Electrical Engineering &amp Telecommunications Faculty of Engineering UNSW. „Language identification with language and feature dependency“. Awarded By:University of New South Wales. Electrical Engineering & Telecommunications, 2009. http://handle.unsw.edu.au/1959.4/44045.

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The purpose of Language Identification (LID) is to identify a specific language from a spoken utterance, automatically. Language-specific characteristics are always associated with different languages. Most existing LID approaches utilise a statistical modelling process with common acoustic/phonotactic features to model specific languages while avoiding any language-specific knowledge. Great successes have been achieved in this area over past decades. However, there is still a huge gap between these languageindependent methods and the actual language-specific patterns. It is extremely useful to address these specific acoustic or semantic construction patterns, without spending huge labour on annotation which requires language-specific knowledge. Inspired by this goal, this research focuses on the language-feature dependency. Several practical methods have been proposed. Various features and modelling techniques have been studied in this research. Some of them carry out additional language-specific information without manual labelling, such as a novel duration modelling method based on articulatory features, and a novel Frequency-Modulation (FM) based feature. The performance of each individual feature is studied for each of the language-pair combinations. The similarity between languages and the contribution in identifying a language by using a particular feature are defined for the first time, in a quantitative style. These distance measures and languagedependent contributions become the foundations of the later-presented frameworks ?? language-dependent weighting and hierarchical language identification. The latter particularly provides remarkable flexibility and enhancement when identifying a relatively large number of languages and accents, due to the fact that the most discriminative feature or feature-combination is used when separating each of the languages. The proposed systems are evaluated in various corpora and task contexts including NIST language recognition evaluation tasks. The performances have been improved in various degrees. The key techniques developed for this work have also been applied to solve a different problem other than LID ?? speech-based cognitive load monitoring.

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Slocum, Sheryl. „First language status and second language writing“. Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.

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In spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, others may have basic L1 literacy, others may have studied their L1 as a school subject, while others may have studied in the medium of their L1, either in their family's home country or in a bilingual education program in the US. The purpose of this study is to determine which kind of English learning support and which kind of L1 education are more likely to prepare bilingual learners to write English successfully at college.

This study uses three sources of data: a survey on language background, a writing sample, and an optional interview. Twenty-nine college undergraduate bilingual learners participated. Their survey responses develop a profile of the varied kinds of English and L1 education they received. Each participant's communication course placement composition, written as she was applying to college, is analyzed with 12 different measures: six for surface features, four for discourse/rhetorical features, and two for coherence. The writing analysis scores are correlated with the survey data and enriched with interview excerpts to discover which forms of English and L1 education correlate with high or low writing analysis scores.

The results for this group of participants show that bilingual education and ESL support correlate most often with highly-rated communication placement compositions. Moreover, formal education in the L1 explains the writing analysis scores more accurately than the kind of language learning education the participants received. Interview data suggests that bilingual education and formal L1 education may assist students' English composition skills by helping them develop metalinguistic awareness.

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Breuer, Esther [Verfasser]. „First Language versus Foreign Language / Esther Breuer“. Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/1048086259/34.

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Bruckert, Lisa. „Is language laterality related to language abilities?“ Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5.

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It is well known that language processing depends on specialized areas in the left side of the brain in the majority of the population. A popular view is that developmental language disorders result from a poorly lateralized brain, but evidence in support of this has been weak and inconsistent. In this thesis, I investigated language-related asymmetries in brain structure and function, and their behavioural relevance in both individuals with specific language impairment (SLI) and typically developing adults. Combining different brain imaging techniques, I looked at group-level as well as individual estimates of language laterality and its relationship to language abilities. The aim of my first two studies was to investigate the neural underpinnings of SLI in terms of white matter microstructure and functional organization associated with auditory processing. For this, diffusion and functional MRI data was obtained in a small number of families with a history of SLI and in control families. Compared with neurotypical controls, children with SLI had lower white matter integrity in the corpus callosum, and in white matter areas corresponding to the dorsal and ventral language pathways. The expected functional lateralization for auditory processing was not observed in either group. In the second half of my thesis, I assessed language laterality in 215 neurotypical adults. I demonstrated that functional transcranial Doppler (FTCD) ultrasonography could reliably assess functional lateralization across different language processes. From this large group, I identified 16 individuals with atypical language lateralization and compared them to a group of 16 typically lateralized individuals using a combination of FTCD, MRI and behavioural measures of language laterality and language abilities. The two groups differed significantly in terms of lateralization assessed by functional MRI and diffusion imaging. The atypical group had lower left and greater right hemisphere activation compared with the typical group, and lacked the leftwards asymmetry in the ventral language tract seen in the typical group. The groups did not differ in terms of cognitive measures. Different functional laterality assessments were concordant in the typically lateralized individuals but were inconsistent in the individuals assessed as atypical by FTCD. In brief, my findings suggest that for some individuals language lateralization may be unstable and varies depending on task or other factors. Even so, such differences do not appear to have consequences for language or other cognitive development.

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Murray, Neil Langdon. „Communicative language teaching and language teacher education“. Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.

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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.

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Risner, Kevin. „A First Language in Second Language Writing“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.

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40

Estigarribia, Bruno. „Asking questions language variation and language acquisition /“. May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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41

Schneider, Allison Frances. „NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING“. Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.

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42

Gadacha, Ali. „Language planning and language conflict : the case of multilingual Tunisia : aspects of status, function and structure of the languages and language varieties used and sociolinguistic implications of the language shift on the new century's eve : thèse“. Nice, 1998. http://www.theses.fr/1998NICE2030.

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43

Eichmann, Hanna. „"Hands off our language!" : deaf sign language teachers' perspectives on sign language standardisation“. Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21824/.

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In light of the absence of codified standard varieties of British Sign Language (BSL) and German Sign Language (Deutsche Gebclrdensprache, DGS), there have been repeated calls for the standardisation of both languages primarily from outside the deaf communities. The development of standard varieties has been suggested to facilitate political recognition and the establishment of linguistic norms which could enable sign language users to gain equal access to education, administration and commerce. Although frequently labelled as sociolinguistic enquiry, much research in standardisation and language planning displays a certain preference for investigating the linguistic aspects of language. Explicit discussion of social-theoretical perspectives is scarce. In order to address this imbalance, this study focuses on the social aspect of the subject matter by investigating the concept of sign language standardisation from the perspective of deaf sign language teachers. Taking a comparative approach, research findings are based on 17 in-depth interviews conducted in Germany and the UK which were analysed drawing on grounded theory. Participants in both countries conceptualised sign language standardisation predominantly as externally imposed language change pertaining to the eradication of regional dialects. Given that in contrast to hearing learners of sign languages, participants did not regard regional variation as a problem but as a highly valued feature of BSL and DGS, sign language standardisation was seen as a threat to sign languages. Moreover, the subject matter was also perceived as embodying hearing people's hegemony by bringing to the fore traditional power imbalances between deaf people and hearing stake holders in the political and educational realms. This study is the first to explore and examine perceptions of and attitudes towards sign language standardisation in the UK and Germany. It thereby contributes to knowledge in respect to sign language sociolinguistics, as well as standardisation and language planning in the wider field. Moreover, taking an explicitly sociolinguistic approach and in drawing on social research methodology, this study offers an atypical perspective on the issue of language standardisation in general.

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Schmidt, Christina D. „My church – my language?: Language attitudes and language policiy in South African church“. Universität Leipzig, 2006. https://ul.qucosa.de/id/qucosa%3A33610.

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This study examines the language attitudes of members of three (formerly) Afrikaans-speaking congregations of the multilingual Moravian Church in South Africa (MCSA) with regard to current language practices within the Church and their ideas for a future language policy. It is based on interviews held with members of these congregations, while concepts of identity serve as a theoretical framework. Through these, it is shown that the MCSA could neither pursue a monolingual nor a consistently multilingual language policy in order not to aggravate the identification of its members with the Church.

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Luebbering, Candice Rae. „The Cartographic Representation of Language: Understanding language map construction and visualizing language diversity“. Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37543.

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Language maps provide illustrations of linguistic and cultural diversity and distribution, appearing in outlets ranging from textbooks and news articles to websites and wall maps. They are valuable visual aids that accompany discussions of our cultural climate. Despite the prevalent use of language maps as educational tools, little recent research addresses the difficult task of map construction for this fluid cultural characteristic. The display and analysis capabilities of current geographic information systems (GIS) provide a new opportunity for revisiting and challenging the issues of language mapping. In an effort to renew language mapping research and explore the potential of GIS, this dissertation is composed of three studies that collectively present a progressive work on language mapping. The first study summarizes the language mapping literature, addressing the difficulties and limitations of assigning language to space before describing contemporary language mapping projects as well as future research possibilities with current technology. In an effort to identify common language mapping practices, the second study is a map survey documenting the cartographic characteristics of existing language maps. The survey not only consistently categorizes language map symbology, it also captures unique strategies observed for handling locations with linguistic plurality as well as representing language data uncertainty. A new typology of language map symbology is compiled based on the map survey results. Finally, the third study specifically addresses two gaps in the language mapping literature: the issue of visualizing linguistic diversity and the scarcity of GIS applications in language mapping research. The study uses census data for the Washington, D.C. Metropolitan Statistical Area to explore visualization possibilities for representing the linguistic diversity. After recreating mapping strategies already in use for showing linguistic diversity, the study applies an existing statistic (a linguistic diversity index) as a new mapping variable to generate a new visualization type: a linguistic diversity surface. The overall goal of this dissertation is to provide the impetus for continued language mapping research and contribute to the understanding and creation of language maps in education, research, politics, and other venues.
Ph. D.

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Cru, Josep. „From language revalorisation to language revitalisation? : discourses of Maya language promotion in Yucatán“. Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2662.

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Against the background of worldwide processes of language abandonment that are taking place at an unprecedented and rapid pace, in the last two decades language revitalisation has become an ever more prominent area of academic research. This thesis looks at the ideological underpinnings of Yucatec Maya language promotion in the Yucatán Peninsula of Mexico, based on the discourses of both official institutions and grassroots actors. After introducing the historical processes that have led to the present sociolinguistic minorisation of speakers of Maya in the Yucatán Peninsula, I analyse salient themes for language policy and planning pointed out by activists and institutions. Both official and grassroots discourses gathered in the field overwhelmingly revolve around the key concepts of revalorisation and rescate. These notions undergird the strategies that most participants consider as necessary for Maya language promotion, namely, the drafting of specific language legislation; the use of Maya in the education system; and an emphasis on the development of literacy in Maya. While policies in these areas may have a positive impact on raising the status and public profile of Maya and may lead to its legitimation, I argue that they present considerable limitations for actual revitalisation, which I believe should be part of a wider sociopolitical movement coming from the grassroots. On the one hand, vertical language policies that emanate from official institutions, the school being a prominent one, have been central in the cultural and linguistic assimilation to Spanish of indigenous peoples in Mexico. On the other hand, institutional policies that replicate the essentialist tenets of hegemonic languages on minorised languages, such as standardisation, actually devalue plurilingual and mixed practices on the ground and raise the issue of purism, which in the case of Yucatán may be contributing to language shift to Spanish and hindering the revitalisation process. Seen as an alternative and complementary project that comes above all from the ground up, I maintain that grassroots language promotion beyond institutional settings and control is effectively working towards the revitalisation of Maya. Along these lines, the use of this language in social media and modern music genres by youths, as part of their expanding communicative repertoires and heteroglossic practices on the ground, is opening up promising spaces for its maintenance and reproduction.

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Lian, Chaoqun. „Language planning and language policy of Arabic language academies in the twentieth century“. Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708632.

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48

Perez, Ambar A. „LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.

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Taylor, Annelies. „Languages : computation of communication : gender issues in curricular foreign language acquisition“. Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526901.

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50

Barr, John Davidson. „An investigation into computer-based language-learning environments for foreign languages“. Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274111.

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Dissertationen zum Thema „Language“

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