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1
Boatenreiter, Maryana Ruth. ""Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.
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Sausset, Solen. "La syllabe dans la production écrite de mots." Thesis, Poitiers, 2013. http://www.theses.fr/2013POIT5015/document.
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L'objectif général de cette thèse est de préciser le niveau de traitement auquel la syllabe intervient au cours de la production écrite de mots, le rôle qu'elle joue, ainsi que la dynamique de mobilisation de cette unité. Dans le premier chapitre expérimental nous explorons les relations entre l'activation des syllabes et les traitements graphomoteurs. L'activation syllabique apparaît dissociée des traitements graphomoteurs (Expériences 1a et 1b), et la dynamique d'activation des syllabes est sous l'influence des contraintes qui pèsent sur ces traitements graphomoteurs uniquement quand les contraintes sont très fortes (Expériences 2a, 2b, 2c). Les relations entre l'activation des syllabes et le traitement orthographique font l'objet du deuxième chapitre expérimental. Nos résultats montrent que les deux processus semblent dissociés (Expérience 3a et contrôle), et que la dynamique d'activation des syllabes apparaît modifiée en fonction des contraintes orthographiques, étudiée ici à travers la fréquence lexicale (Expérience 3b). L'ensemble de nos données tend à confirmer l'idée selon laquelle les syllabes sont des unités mobilisées à l'interface des traitements orthographiques et graphomoteurs, i.e., dans le buffer graphémique. Ces résultats sont discutés dans le cadre d'un modèle en cascade de la production écrite, auquel il semble que nous ajoutons un niveau de traitement spécifique à la syllabe<br>This research aims at specifying the processing level at which the syllable is involved during handwriting, the role that it plays, as well as the dynamics of its activation. In the first experimental chapter, we explore about relations between syllable activation and graphomotor processing. Our results show that syllable activation and graphomotor processing appear to be distinct (Experiments 1a and 1b), and that the dynamics of syllable activation vary as function of graphomotor constraints when these constraints are very strong. The relations between syllable activation and spelling are addressed is the second experimental chapter. The results show that both processes are distinct (Experiment 3a and control), and that the dynamics of syllable activation change according to spelling constraints, studied here via lexical frequency (Experiment 3b). Taken together, all these data support the assumption that syllables are activated between spelling and graphomotor processing, i.e., in the graphemic buffer. These results are discussed in a cascade model of handwriting, in which might be integrated a specific level of processing devoted to the syllable
3
Terentianus, Maurus Beck Jan-Wilhelm. "Terentianus Maurus, De syllabis." Göttingen : Vandenhoeck & Ruprecht, 1993. http://books.google.com/books?id=wDBoAAAAMAAJ.
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Thesis--München, 1991.<br>Anhang 1: 'Grammatikerstellen zum S': p. [588] - 591 -- Anhang 2: 'Reproduktionen des der "editio princeps" vorausgehenden Briefes von GALBIATE und der Verse 274 - 1321 aus dem Exemplar der Fürstlich Fürstenbergischen Hofbibliothek Donaueschingen (Inc. 463)': p. [592] - [621]. Includes bibliographical references and index.
4
Moreland, Amy L. "General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year College." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2559/.
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In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.
5
Kumar, Rasika S. "Multi-syllabic DNA motif discovery." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/36789.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.<br>Includes bibliographical references (leaves 75-78).<br>This paper describes a method for finding multi-syllabic motifs in a genome. It expands on the algorithm developed by Takusagawa, et al[1, 2] that uses data from Chromatin Immuno-Precipitation (ChIP) experiments to isolate regions that have a given motif. The Takusagawa method uses an enumeration method to search for motifs in both positive and negative intergenic regions in order to determine the statistical significance of the results. Our algorithm also uses enumeration to find motifs that have gaps between the different sub-motifs, or syllables. This thesis also describes a method to calculate the significance of each motif and tests this method via Monte Carlo simulations on random test sets. The significant motifs found using this algorithm are verified against consensus motifs found in the literature.<br>by Rasika S. Kumar.<br>M.Eng.
6
Parana, Jeanne Marie Feder. "Lexical syllabus." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24503.
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Mata, Pereira Miguel. "Le rôle de la syllabe dans la psycho-socio-genèse de l’écrit : le cas du portugais." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20113/document.
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Notre recherche est une contribution socio-constructiviste à la compréhension de l’entrée dans l’écrit en portugais. Spécifiquement, nous nous intéressons au rôle de la syllabe dans ce processus. Traditionnellement, les écrits syllabiques sont entendus comme une tentative mise en œuvre par l’enfant apprenti-scripteur pour mettre en correspondance l’oral et l’écrit. Néanmoins, l’universalité d’une période syllabique de l’écrit a été contestée par des recherches récentes. Il semble que les écrits syllabiques sont dépendants de facteurs contextuels, tels que les caractéristiques de la langue d’apprentissage ou le type d’activités didactiques menées au sein des classes.L’objectif de cette thèse est l’approfondissement de la relation entre les facteurs contextuels et l’écriture syllabique. Pour ce faire, nous avons réalisé cinq études empiriques : dans la première étude, nous analysons les écrits produites par les élèves portugais de jardin d’enfants, tout comme les différentes procédures et mécanismes mobilisés pour y parvenir. Dans la deuxième étude, nous cherchons le type de pratiques didactiques mis en oeuvre autour de la syllabe par les enseignants portugais de jardin d’enfants. Dans l’étude trois, nous nous intéressons à la relation entre le contexte didactique et l’écriture syllabique. Dans l’étude quatre, nous analysons la relation entre le contexte linguistique, notamment la structure syllabique et le nombre de syllabes, et l’écriture syllabique. Finalement, dans la cinquième étude, nous menons une intervention didactique expérimentale pour inciter l’enfant à produire des écrits syllabiques.Les résultats obtenus dans l’ensemble de ces études indiquent que les écrits syllabiques sont fortement dépendants des facteurs contextuels. L’entrée dans l’écrit en portugais doit être considérée comme un processus développemental de nature psycho-socio-génétique, lors duquel la syllabe joue un rôle déterminant<br>Our research is a socio-constructiviste contribution to the understanding of spelling acquisition in Portuguese. Specifically, we are interested in the role of the syllable in this process. Traditionally, syllabic spellings have been seen as an attempt put forward by children in order to connect speech and print. Nevertheless, the existence of a universal syllabic period has been contested by recent research. It seems that syllabic spellings are dependent of contextual constrains, such as the proprieties of the language of acquisition or the type of didactic activities conducted at kindergarten classrooms.The goal of this research is to study the relationship between the contextual constrains and syllabic spellings. In order to do it, we have conducted five empirical studies: in the first study, we analyze the spellings produced by Portuguese-preschool-children, and also the different procedures and mechanisms put forward to spell. In the second study, we investigate the type of didactic practices carried out around syllables by Portuguese kindergarten teachers. In the third study, we are interested in the relationship between didactic context and syllabic spellings. In the fourth study, we analyze the relationship between the linguistic context, namely the syllabic structure and the number of syllables, and syllabic spellings. Finally, in the fifth study, we have conducted an experimental didactic intervention intended to encourage children to produce syllabic spellings. The results obtained in all this studies indicate that syllabic spellings are heavily dependent on contextual constrains. Spelling acquisition in Portuguese should be considered as a developmental process with a psycho-social-genetic nature, in which the syllable plays a determinant role
8
Edwards, Gail G. (Gail Graham). "A Two Semester Life Science Syllabus for Use in Texas Public Schools with Seventh Grade Students." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279246/.
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The problem of using a state adopted textbook written to apply to a large body of students with varying interests and needs was overcome by using a detailed syllabus that arranged course content in a meaningful sequence that appealed to student interest. The outlined syllabus prepared a two semester life science curriculum to be used by the teacher to guide lesson planning. Both semesters were divided into three units each. Materials included in the syllabus were given to actual student groups in real classroom settings. Since hands on learning was an important part of classroom instruction, two laboratory sections were included in the appendices to be used with the syllabus.
9
Takahashi, Toyomi. "Syllable theory without syllables." Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406644.
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10
Solopova, Elizabeth. "Studies in Middle English syllabic verse before Chaucer." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240327.
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Al-Otaibi, Abdulhadi S. "Arabic speech processing : syllabic segmentation and speech recognition." Thesis, Aston University, 1988. http://publications.aston.ac.uk/8064/.
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A detailed description of the Arabic Phonetic System is given. The syllabic behaviour of the Arabic language is highlighted. Basic statistical properties Of the Arabic language (phoneme and syllabic frequency of repetition) are included. A thorough review of the speech processing techniques, used in speech analysis, synthesis and recognition applications are presented. The development of a PC-based speech processing system is described. The system has proven to be a useful tool in Arabic speech analysis and recognition applications. A sample speotrographic study of two pairs of Arabic similar sounds was performed. it is shown that no clear acoustical property exist in distinguishing between the phonemes /O/ and /f/ except the gradual rise of F1 during formant movements (transitions). The development of an automatic Arabic syllabic segmentation algorithm is described. The performance of the algorithm is tested with monosyllabic and multisyllabic words. An overall accuracy of 92% was achieved. The main parameters affecting the accuracy of the segmentation algorithm are discussed. The syllabic units generated from applying the Arabic syllabic segmentation algorithm are utilized in the implementation of three major speech applications, namely, automatic Arabic vowel recognition system, isolated word recognition system and an acoustic-phonetic model for Arabic. Each application is fully described and its performance results are indicated.
12
Malan, Roxanne. "Syllabic tone variation by Sepedi speakers with dysarthia." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60384.
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Background: Speech production in Bantu languages places great demands on
neuromotor control, because unique speech motor behaviours such as syllabic tone
variation and the aspiration of speech sounds require an additional level of vocal fold
control compared to speech production in Germanic languages. As these motor
behaviours play an important role in differentiating the meaning of words (Van der
Merwe & Le Roux, 2014a), neuromotor speech disorders such as dysarthria may have
a greater impact on communication in Bantu languages than in Germanic languages.
The focus of this study was on syllabic tone variation in Bantu language speakers with
dysarthria compared to typical speakers. Sepedi was the Bantu language investigated.
Syllabic tone variation refers to pitch level changes for every syllable of words in a
tone language (Zerbian & Barnard, 2008a) and requires manipulation of vocal fold
length and mass over and above the voicing or devoicing of sounds within words.
These pitch changes convey the lexical and grammatical meaning of words and may
differentiate between the meanings of two orthographically identical words (Zerbian &
Barnard, 2008a). Studies on lexical tone variation in speakers with dysarthria to date
have focused mostly on the tone languages of Asia and Scandinavia (Kadyamusuma,
De Blesser, & Mayer, 2011). No studies of tone variation in Bantu language speakers
with dysarthria were found. Furthermore, past research only regarded tone variation
in monosyllabic words, with no reference to how tone would be affected across
bisyllabic words and within each of the two syllables of these words. No inquiries were
made into the tone variation ability of speakers with dysarthria when producing short
utterances compared to longer utterances and mostly speakers with congenital
dysarthria were used as research participants. These shortcomings needed to be
addressed to gain a more holistic and accurate view of the extent to which tone
variation is a challenge for Bantu language speakers with dysarthria.
Aims: The first aim of the study was to determine whether a difference exists between
typical Sepedi speakers and Sepedi speakers with dysarthria, in their ability to vary
tone across CVCV words with a HL tone pattern. The second aim of the study was to
determine whether a difference in tone variation exists between short and longer
utterances in typical Sepedi speakers and Sepedi speakers with dysarthria. Method: A quasi-experimental, between-group comparison was used in the study.
Speech samples were obtained from a control group of five typical Sepedi speakers
and from an experimental group of four Sepedi speakers with dysarthria. These
speech samples consisted of 20 consonant-vowel-consonant-vowel (CVCV) words
with high-low (HL) tone variation produced in three- and also in six- /seven-syllable
utterances (resulting in a total of 40 words). The speech samples were analysed
acoustically using Praat software. To achieve the first aim, the following acoustic
measures were obtained from the 40 words produced by participants: (1) Mean
fundamental frequency (F0) of syllable 1 (S1) and syllable 2 (S2), (2) Change in F0
across words from the highest F0 point of S1 to the lowest F0 point of S2, (3) Intrasyllabic
change in F0 within S1 and S2. To achieve the second aim of the study, the
change in F0 across words in short utterances was compared to the change in F0
across words in longer utterances for the typical speakers and speakers with
dysarthria.
Results: Wilcoxon rank tests were used for statistical analyses. Descriptive statistics
were performed and median values were used to achieve research aims. All of the
control participants and participants with dysarthria produced S1 with a higher mean
F0 than S2, as was appropriate for the HL tone pattern ascribed to the target words.
For most of the individuals from both groups, the mean F0 of S1 was significantly
higher than the mean F0 of S2. However, one participant from each group produced
an insignificant difference between the mean F0 values of the two syllables. The control
group produced slightly greater median F0 changes across the words and within S1
than the dysarthria group, but the differences between the speaker groups for the
change in F0 across words and the change in F0 within S1 were insignificant. In
contrast to this, the control group produced a significantly smaller median change in
F0 within S2 than the dysarthria group. Individual speakers from both groups produced
unique patterns of F0 changes for all aspects of tone variation (change in F0 across
words and changes in F0 within S1 and S2). Both speaker groups produced a
significantly greater median change in F0 across words in short utterances compared
to long utterances. The difference in the change in F0 across words between short and
long utterances was significantly greater for the control group than for the dysarthria
group. Conclusions: The speakers with dysarthria in the study maintained the ability to vary
tone across bisyllabic words with an HL tone pattern. The dysarthria group only
differed significantly from the control group with regard to the extent of tone reduction
in the second syllable. This finding may point to possible difficulties in the required
graded relaxation of the vocal folds. Individual differences in F0 changes were found
for both typical speakers and speakers with dysarthria, indicating that unique tone
variation patterns may normally exist for all speakers. For both control and dysarthria
groups, greater tone variation was observed in short compared to longer utterances.
The role of increased utterance length in decreased F0 variation was greater for the
typical speakers than for the individuals with dysarthria.<br>Dissertation (M Communication Pathology)--University of Pretoria, 2016.<br>Speech-Language Pathology and Audiology<br>M Communication Pathology<br>Unrestricted
13
Rundqvist, Johan. "Modified tool for analyzing syllabi at Karlstad University." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84218.
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Arias, Beatriz. "Grupos consonánticos cultos en el siglo XVI y XVII: ¿representación fonémica o norma gráfica?" Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100139.
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Este trabajo analiza la representación gráfica de algunos grupos consonánticos “cultos” del español colonial mexicano en documentos, cartillas y ortografías de los siglos XVI y XVII. A partir de este estudio se ha podido registrar varios tipos de representación gráfica de las consonantes en posición implosiva, muchas de las cuales son similares a las que se registran en el habla popular de esta zona. La presente investigación advierte, por una parte, que el estudio gráfico de documentos novohispanos ofrece pistas sobre la “realización” de los grupos cultos de la época en cuestión. Por otra parte, concluimos que muchos de estos fenómenos que ocurren en los contornos de la sílaba, en concreto en la coda, son bastante parecidos a los analizados en el habla popular de los mexicanos del siglo XXI.<br>This paper examines the graphic representation of some consonant groups considered educated in the colonial Mexican Spanish in documents, charts and orthographies from XVI and XVII centuries. As of this work, it has been possible the registration of some different types of graphic representations for the consonants in implosive position, they are similar to the ones registered in the popular language of this zone. This research offers two striking points. On one side, it demonstrates that the graphic study of novo-Hispanic documents provides clues about the “realization” of the educated groups from the period under scrutiny. On the other hand, I conclude that many of these phenomena occur in the outlines of the syllable, specifically in the coda, and that they are very similar to those found in the popular speech of Mexicans from the XXI.
15
Winters, Alison Kit Ping. "Tu Fu and his nineteen hepta-syllabic regulated verses." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28565.
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Though Tu Fu was one of China's most prolific poets, his accomplishments and contributions to Chinese poetry were not widely or fully recognized by contemporary writers and scholars during his life time.
This thesis provides a detailed study of a manageable portion of Tu Fu's work—nineteen poems—related by their form, which is hepta-syllabic regulated verse, their period, approximately two years in the author's life, their theme of nostalgia, and by three poetic techniques.
Chapter one presents a biographical sketch of Tu Fu; it focuses on those aspects of his life and historical context which bear directly on an understanding of the poetry he wrote in K'uei-chou in 766 and 767 A.D. In chapter two I review past criticism of Tu Fu's works from the 12th century to the 19th century and summarize the three major approaches which have characterized past scholarship. In this chapter I also discuss my own approach to Tu Fu's poetry, an approach which is based on the assumption that his works are perhaps best considered in terms of theme and poetic techniques. In the nineteen poems which I analyse, Tu Fu expresses his deep sense of nostalgia toward Ch'ang-an and, insofar as they are thematically connected, I believe there is much to be learned from taking these poems and analysing the three poetic techniques—association of one time with another, association of one place with another, and transformation of the external world informed by the subjective world, which Tu Fu uses to express the theme of nostalgia.
Chapter three is a study of Tu Fu's nineteen hepta-syllabic regulated verses written in K'uei-chou in 766 and 767 A.D. In this chapter, I cite each poem in translation; then I discuss the imagery, meaning, and poetic technique of each poem.
In chapter four I summarize Tu Fu's poetic techniques employed in these poems. I conclude that Tu Fu expresses his spiritual torment eloquently and gracefully, and that his poetic techniques are as impressive and innovative by the standards of today as they were in his own time.<br>Arts, Faculty of<br>Asian Studies, Department of<br>Graduate
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Paradis, Johanne Catherine. "The syllable structure of Japanese." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28262.
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The question of how to represent prosodic structure is of current theoretical interest in three dimensional phonology. Two current theories/models of representation are the onset/rime model (Kaye and Lowenstamm 1982, Kaye Lowenstamm and Vergnaud 1987 and Levin 1985) and the mora model (Hyman 1985, McCarthy and Prince 1986 and Hayes 1988). This thesis consists of a detailed investigation of the descriptive adequacy of these two theories for the Japanese language. Japanese can be considered an archetypal mora language since in the indigenous linguistic tradition it is analysed into moras.
The version of each model which I am adopting is explicitly stated in a set of universal syllabification rules. This syllabification algorithm is compatible with the following assumptions:
(1) a. No predictable prosodic structure is present in the underlying representation. The distribution of glides in most cases is predictable.
b. Prosodic structure is built by rule and is erected around a syllabic peak which is determined by the relative sonority of segments and not by a feature [syllabic].
Furthermore, the version of the onset/rime model I propose is a paramaterized model where the unmarked setting does not include a nucleus constituent. This onset/rime model is designed to account for weight distinctions as well as the mora theory. Sample structures from both theories are given below.
(2) [Diagram Omitted]
A syllabification algorithm for Japanese is adapted from the general algorithm and fitted into a model of the lexical phonology of Japanese. It is shown that Japanese prosodic structure can be generated by rule, in either model, with no underlying distinctions between glides and high vowels, and with no feature [syllabic].
Therefore, it is concluded that both the onset/rime model and the mora model are adequate for describing the Japanese language. This conclusion crucially depends on the parameterization within the onset/rime model. Because Japanese is not the only language which employs the weight distinctions a Type I model represents, the parameterization is necessary for the onset/rime model to remain equal in descriptive power with the mora model.<br>Arts, Faculty of<br>Linguistics, Department of<br>Graduate
17
Sen, Ranjan. "Syllable and Segment in Latin." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517335.
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Stewart, Darryl William. "Syllable based continuous speech recognition." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325993.
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DAVIS, STUART MICHAEL. "TOPICS IN SYLLABLE GEOMETRY (PHONOLOGY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187997.
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A central topic of recent research in phonological theory has been the syllable and the question of its internal structure. A common view that emerges from this work is that the syllable consists of two major constituents, the onset and the rhyme. A careful scrutiny of the major arguments for the rhyme, however, reveals that the class of phonological generalizations (rule-types) that are only supposed to make reference to elements within the rhyme make reference to other elements as well. To cite one example, some stress rules are required to make reference to onsets. Moreover, there is other evidence in addition to that from stress rules. Phonotactic constraints can hold across segments in the onset and segments within the constituents of the rhyme. Thus, arguments which have been cited to support the rhyme actually do not support it when additional evidence is taken into consideration. In addition, I demonstrate that analyses of stress rules sensitive to the rhyme and formulated in the metrical framework are also compatible with a rhymeless syllable containing an onset, a nucleus, and a coda. In fact, when onset-sensitive stress rules are considered (and these have not really been considered in the literature until now) it is the latter type of syllable that is best able to handle such stress rules. Finally, external evidence that bears on the nature of syllable structure, such as the "movement" phenomena involved in speech errors and language games, provides indirect support for a syllable that consists of onset, nucleus, and coda, and not a structure containing an onset and a rhyme. I conclude that the syllable structure with the highest degree of descriptive and explanatory adequacy is one that only consists of an onset, a nucleus, and coda.
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Turk, Cathy Christine. "Syllabus for Advanced Placement Biology." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.
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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
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Sardo, Claudia Estima. "An EFL student-generated syllabus." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1
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Previous issue date: 1993<br>Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.
22
Harper, Kasey. "Genetics Lecture and Laboratory Syllabus for a Junior-Level Course." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278031/.
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The following is a complete syllabus for a college level genetics course. The syllabus contains lecture outlines and notes for each chapter, along with a list of transparencies needed. The quizzes and exams are prepared and placed at the beginning of the syllabus. The beginning of the course will consist of a lecture to introduce the students to the basics of genetics, followed by many applications of genetics. The process of cell division will be mastered by the students, as well as Mendelian genetics, quantitative genetics, chromosome mapping, and inheritance. The replication, synthesis, and organization of DNA are also discussed within the lectures. The final topics that will be covered using this syllabus are genetics of cancer and immunology and population genetics. These topics are essential for a detailed genetics course. The syllabus is written in great detail, and will require a full semester to be completed. The book used in association with this syllabus is Essentials of Genetics by William S. Klug and Michael R. Cummings.
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Molinu, Lucia. "La syllabe en sarde." Université Stendhal (Grenoble), 1998. http://www.theses.fr/1998GRE39045.
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Notre recherche a pour objet de decrire la structure syllabique du sarde. Dans cette optique, nous nous refererons a une theorie phonologique non-lineaire qui pose comme centrale la notion de contrainte: la theorie des contraintes et des strategies de reparation (tcsr). Dans le premier chapitre consacre a la syllabe, nous avons essaye de donner un apercu des problemes lies a la definition de cette notion d'un point de vue phonetique et surtout phonologique. Dans le deuxieme chapitre, nous avons analyse le role et la fonction des contraintes a l'interieur de la tcsr en faisant des comparaisons avec d'autres modeles phonologiques. Une partie de ce chapitre a ete consacree a la representation des segments et a la description des principes qui determinent le licenciement des segments au sein de la syllabe: le gouvernement et le liage. Les chapitres suivants (3-5) sont consacres a l'analyse de toute une serie de phenomenes lies a des contraintes sur la syllabification: le renforcement du /j/ en attaque, le polymorphisme du /s/ en coda, et les contraintes sur la structure des segments (processus de propagation, de debuccalisation ou d'effacement). Le dernier chapitre est consacre a la metathese du /r/. Il s'agit d'un processus tres productif, surtout dans certains parlers meridionaux. Dans ce domaine nous avons en outre constate un phenomene de pseudo-metathese qui concerne le groupe rd. En ce qui concerne les enquetes, nous avons explore une douzaine de localites. Les points d'enquetes ont ete choisis en fonction des particularites que les parlers en question presentaient au niveau segmental ou syllabique, dans le but de mieux comprendre et de verifier in loco certains faits que nous avions deja observes<br>The goal of our research is to describe to sardinian syllabic structure. We follow the framework of theory of constraints and repair strategies. In chapter 1 we propose a definition of syllable particularly from phonology standpoint. In chapter 2 we analyse the function of constraints in theory of constraints and repair strategies, in optimality theory and in declarative phonology and the principles of segments licensing: government and binding. In chapters 3-5, we examine a set of phenomena concerning syllabification constraints (/j/ renforcement in onset position), and segments structure constraints (process of spreading, debuccalisation or deletion). In chapter 6 we analyse the /r/ metathesis
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Chi, Man-yu. "Incidence of backing affecting syllable-initial and syllable-final consonants in normal Cantonese-speaking children /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209636.
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Thesis (B.Sc)--University of Hong Kong, 1998.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
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Tung, Yao-Tsu. "A Case Study of Undergraduate Course Syllabi in Taiwan." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28487/.
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Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate syllabi at a public university in Taiwan with a (traditional) syllabus component template and a learning-centered syllabus component template derived from the literature in the U.S. to describe (1) the contents of syllabi, and (2) the extent that syllabi in Taiwan were congruent to U. S. syllabus component templates. Syllabi at this university were highly congruent with the (traditional) syllabus component template and were congruent at the medium level with the learning-centered component template. About 90% of syllabi included 8 of 10 major components. Additional findings included: 70% of faculty were male, and 30% were female; more than 75% of the faculty earned their doctoral degrees from the United States or Europe; gender made no difference on inclusion of major components for both templates; there was no difference in inclusion of components on both templates for faculty who earned their doctoral degrees from the U.S. or Taiwan; a high percentage (80%) of college courses adopted English textbooks published in the U.S.; some differences existed and use of English in the syllabus and on components included in the syllabi. Based on these syllabi, it is evident that syllabi in Taiwan represent course planning and organization congruent to recommended practices in the United States.
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Zhang, Caicai. "A phonetic study of the syllabic constituents in Lengshuijiang dialect /." View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202009%20ZHANG.
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Robinson, Cory S. "A Statistical Approach to Syllabic Alliteration in the Odyssean Aeneid." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4199.
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William Clarke (1976) and Nathan Greenberg (1980) offer an objective framework for the study of alliteration in Latin poetry. However, their definition of alliteration as word initial sound repetition in a verse is inconsistent with the syllabic nature both of the device itself and also of the metrical structure. The present study reconciles this disparity in the first half of the Aeneid by applying a similar method to syllable initial sound repetition. A chi-square test for goodness-of-fit reveals that the distributions of the voiceless obstruents [p], [t], [k], [k^w], [f], and [s] and the sonorants [m], [n], [l], and [r] differ significantly from a Poisson model. These sounds generally occur twice per verse more often than expected, and three or more times per verse less often than expected. This finding is largely consistent with existing observations about Vergil's style (e.g. Clarke, 1976; Greenberg, 1980; Wilkinson, 1963). The regular association of phonetic features with differences in distribution suggests phonetic motivation for the practice.
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Lee, Kit-mei Gloria, and 李潔媚. "Syllable fusion in Cantonese connected speech." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B30253494.
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LeSourd, Philip S. "Accent and syllable structure in Passamaquoddy." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14451.
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Howitt, Andrew Wilson. "Automatic syllable detection for vowel landmarks." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86617.
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Thesis (Sc.D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.<br>Includes bibliographical references (p. 192-200).<br>by Andrew Wilson Howitt.<br>Sc.D.
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LeSourd, Philip S. "Accent and syllable structure in Passamaquoddy /." New York ; London : Garland, 1993. http://catalogue.bnf.fr/ark:/12148/cb374027980.
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Redford, Melissa Annette. "An articulatory basis for the syllable /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Decroo, Kenneth Louis. "Creating a student accessible online syllabus." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.
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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.
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Gustafsson, Lisa. "The development of Swedish syllabi of English in the past 50 years." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12857.
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This paper aims to analyse syllabi written for teachers of English in Sweden from 1962 up until 2000. The syllabi are placed into a matrix to provide a lucid view of the development. The syllabi used in this study are the documents published in 1962, 1980 and 2000. The paper moves on to historically acknowledge methods and approaches in language teching serves as the basis of the division made in the matrix, as well as White's (1988) classification of two types of syllabi. The study shows that the syllabi have become more and more communicative and drawn from the structural type. The teachers are still the ones in charge, but the syllabus today is more open for interpretation that the previous documents.
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Coltekin, Cagri. "From syllable to meaning: effects of knowledge of syllable in learning the meaning bearing units of language." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608305/index.pdf.
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This thesis aims to investigate the role of the syllable, a non-meaning bearing unit, in learning high level meaning bearing units---the lexical items of language. A computational model has been developed to learn the meaning bearing units of the language, assuming knowledge of syllables. The input to the system comprises of words marked at syllable boundaries together with their meanings. Using a statistical learning algorithm, the model discovers the meaning bearing elements with their respective syntactic categories. The model'<br>s success has been tested against a second model that has been trained with the same corpus segmented at morpheme boundaries. The lexicons learned by both models have been found to be similar, with an exact overlap of 71%.
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Shepherd, Hazel Kennedy Larry DeWitt. "A content analysis of course syllabi in elementary teacher preparation." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633426.
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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 25, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.
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Sederstrom, Olivia Marie. "Communicating Performance: First-Year Writing Syllabi as Rhetorical Contact Zones." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91189.
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Syllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt's idea of the "contact zone" as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.<br>Master of Arts<br>Syllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt’s idea of the “contact zone” as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.
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Pereira, RogÃria Costa. "EstratÃgias de reformulaÃÃo da estrutura silÃbica complexa na interlÃngua de aprendizes brasileiros do alemÃo como lÃngua estrangeira." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18595.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>A presente pesquisa objetivou investigar as estratÃgias de reformulaÃÃo de constituintes silÃbicos complexos na interlÃngua de brasileiros aprendizes do AlemÃo como LÃngua Estrangeira (ALE). Nossa hipÃtese bÃsica prevà que estes aprendizes possuem dificuldades na produÃÃo de ataques iniciais e codas finais do ALE, desenvolvendo diferentes estratÃgias para acomodar estas estruturas ao molde silÃbico do PB. Pressupondo a estrutura da sÃlaba em constituintes (SELKIRK, 1987), comparamos as fonotÃticas do alemÃo e do PB, constatando que o alemÃo aceita constituintes silÃbicos complexos com atà quatro consoantes (HALL, 1992a, 1992b, 2000; RAMERS e VATER, 1995; WIESE 1996 e YU 1992a, 1992b); e que o PB apresenta mais restriÃÃes e uma estrutura menos complexa, com ataques constituÃdos por atà dois segmentos e por codas simples (BISOL 1999, MATEUS e dâANDRADE, 1998 e 2000). Neste contexto, a InterlÃngua (SELINKER, 1972) se apresenta como conceito-chave, a qual entendemos como uma lÃngua natural, sistemÃtica e emergente de um processo complexo e dinÃmico, que se desenvolve autonomamente por falantes nÃo-nativos de uma LE em seu
processo de aquisiÃÃo/aprendizagem, objetiva a comunicaÃÃo estratÃgica e sofre adaptaÃÃes a partir da testagem de hipÃteses acerca da LE e eventos de interaÃÃo (CORDER, 1978; MUCKAY, 2012 e RUTHERFORD, 1984). Investigamos a IL de dezoito brasileiros adultos em trÃs experimentos. Analisamos transversalmente cinco tipos de ataque e nove de coda,
constituÃdos por atà quatro consoantes, e elegemos como variÃveis o nÃvel de proficiÃncia dos aprendizes, a mudanÃa de estilo (LIN, 2001, 2003) e a marcaÃÃo do constituinte (GREENBERG, 1966b; TROPF, 1987). Discutimos os resultados baseados no Modelo OntogÃnico-FilogÃnico (MAJOR, 2001), em achados de pesquisas acerca da aquisiÃÃo da estrutura silÃbica do InglÃs por brasileiros, e do ALE por espanhÃis (TROPF, 1987;
TRUJILLO, 2001). Os resultados revelaram que a frequÃncia de modificaÃÃo de clusters apresenta correlaÃÃo com os fatores tarefa e nÃvel de proficiÃncia: quanto mais formal a tarefa
e avanÃado o aprendiz, menos modificaÃÃes ocorrem. A influÃncia da marcaÃÃo silÃbica e dos universais linguÃsticos foi constatada para a coda, tipologicamente marcada, sendo mais frequentemente modificada que o ataque. Algumas hipÃteses foram corroboradas somente para o ataque: houve uma maior frequÃncia de modificaÃÃes na estrutura mais longa que na
curta; e as estruturas que violam o princÃpio de sonoridade foram mais frequentemente reformuladas que aquelas que o obedecem. Nestes casos, as diferenÃas percentuais na coda nÃo sÃo estatisticamente relevantes. Exploramos, ainda, a correlaÃÃo dos mesmos fatores na seleÃÃo de trÃs tipos de estratÃgia: o apagamento de segmentos, a vocalizaÃÃo da lateral e a epÃntese por prÃtese, anaptixe e paragoge. Confirmamos que o nÃvel de proficiÃncia tem influÃncia na seleÃÃo da estratÃgia de modificaÃÃo, com a epÃntese sendo mais selecionada por iniciantes que por intermediÃrio-avanÃados. Na lista de palavras, foram produzidas mais epÃnteses que na lista de frases; o ataque à especialmente modificado atravÃs da epÃntese por prÃtese, mostrando a coda maior correlaÃÃo com a proficiÃncia: iniciantes usam paragoge e intermediÃrio-avanÃados o apagamento ou o paragoge.
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Yap, Ngee Thai. "Modeling syllable theory with finite-state transducers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 279 p, 2006. http://proquest.umi.com/pqdweb?did=1179954391&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Laubstein, Ann Stuart. "The nature of the production grammar syllable." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4620.
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Cahill, Lynne Julie. "Syllable-based morphology for natural language processing." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386529.
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This thesis addresses the problem of accounting for morphological alternation within Natural Language Processing. It proposes an approach to morphology which is based on phonological concepts, in particular the syllable, in contrast to morpheme-based approaches which have standardly been used by both NLP and linguistics. It is argued that morpheme-based approaches, within both linguistics and NLP, grew out of the apparently purely affixational morphology of European languages, and especially English, but are less appropriate for non-affixational languages such as Arabic. Indeed, it is claimed that even accounts of those European languages miss important linguistic generalizations by ignoring more phonologically based alternations, such as umlaut in German and ablaut in English. To justify this approach, we present a wide range of data from languages as diverse as German and Rotuman. A formal language, MOLUSe, is described, which allows for the definition of declarative mappings between syllable-sequences, and accounts of non-trivial fragments of the inflectional morphology of English, Arabic and Sanskrit are presented, to demonstrate the capabilities of the language. A semantics for the language is defined, and the implementation of an interpreter is described. The thesis discusses theoretical (linguistic) issues, as well as implementational issues involved in the incorporation of MOLUSC into a larger lexicon system. The approach is contrasted with previous work in computational morphology, in particular finite-state morphology, and its relation to other work in the fields of morphology and phonology is also discussed.
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Jensen, Michael J. "Special operations aerial mobility vehicle training syllabus." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38957.
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Approved for public release; distribution is unlimited.Approved for public release; distribution is unlimited.<br>This project extends research initiated by Major Dave Kenney into Special Operations Forces use of light-sport aircraft to gain an operational advantage over known and potential adversaries. Major Kenneys December 2012 masters thesis concluded that Special Operations Air Mobility Vehicles (SOAMV) enabled a proven doctrine for sustainable circumvention of anti-access and area-denial technologies. This conclusion sparked intense interest across USSOCOM and created demand for a feasible SOAMV program. This project represents a first step toward establishing a SOAMV program for USSOCOM by researching and developing a safe, effective, and efficient training protocol for training SOAMV fliers. If a full-scale program is not immediately required, building an established protocol will precisely define the cost and time required to build a SOAMV-capable force if needed. This syllabus project blends USSOCOM training standards with existing proven programs (Federal Aviation Administration Regulations) and adds military Tactics, Techniques, and procedures.
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Preston, E. Lynn. "Syllabus Outline for Genetics Lecture and Laboratory." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.
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This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.
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Schulz, Leslie. "Anatomy and Physiology Syllabus for Community Colleges." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.
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This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.
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Law, Thomas Ka Tung. "Stuttering in a Syllable-Timed Tone Language." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22882.
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Stuttering is a developmental speech disorder affecting the fluency of speech. The cause of stuttering is not fully understood. Evidence has suggested an underlying speech neural processing deficit that is influenced by linguistic and environmental factors. A number of studies have identified the factors in spoken language that are associated with stuttering. However, most studies are conducted in languages that have a stress-timed language rhythm or non-tone languages. There is a dearth of research in syllable-timed languages and tone languages. Cantonese is one of the seven dialects of Modern Chinese. It possesses two unique linguistic features that are of theoretical value to understanding any causal model of stuttering: syllable-timed language rhythm and lexical tone. Syllable-timed language rhythm contains properties of a powerful fluency-inducing condition, and lexical tone could be related to stuttering due to the established evidence on syllabic stress and stuttering. These two factors influence the speech motor demands of speech production, which may directly be responsible for triggering stuttering. This thesis begins with a brief overview of stuttering. The current evidence on the association of stuttering and features of spoken language is then reviewed, followed by an introduction to Cantonese. These form the foundation to understand the linguistic features of stuttering in Cantonese. This thesis contains three original studies on the nature of stuttering in Cantonese. These studies investigated the behavioural features of stuttering in Cantonese, the role of lexical tone in triggering stuttering, and the role of syllable-timed language rhythm and stuttering in Cantonese. The findings of these studies showed that stuttering in Cantonese consists of a range of behavioural features and complexity. Further, the results not only confirmed that the speech motor effort in varying syllabic stress is important to the triggering of stuttering, but also showed that the magnitude of speech motor demands may, in fact, play a more crucial role. In conclusion, this thesis contributes to the development of the multifactorial causal models of stuttering. It also extends our knowledge in understanding the nature of stuttering in a syllable-timed tone language.
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Burov, Ivaylo. "Les phénomènes de Sandhi dans l'espace gallo-roman." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2012. http://tel.archives-ouvertes.fr/tel-00807535.
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Cette thèse de doctorat s'inscrit principalement, mais non entièrement, dans le domaine de la phonologie générale et romane. Elle a pour objet d'étude plusieurs phénomènes de sandhi attestés dans quelques variétés de gallo-roman : français, occitan, wallon, franco-provençal. Comme une grande partie des phénomènes phonologiques postlexicaux étudiés sont panromans, la thèse ne les analyse pas comme des processus isolés, mais à travers leur variation diatopique et diachronique, c'est-à-dire comme des manifestations concrètes de tendances communes aux langues romanes, tout en essayant d'expliquer leur motivation par des principes phonologiques universels, ainsi que par les méthodes de l'analyse contrastive.Dans cette thèse on pourrait délimiter trois grandes parties thématiques. La première a une portée théorique et englobe les chapitres I et II où sont présentées et analysées des données d'une soixantaine de langues parlées dans le monde entier. Dans cette partie je passe en revue les diverses acceptions controversées du terme de sandhi en vue d'en proposer ma propre définition grâce au formalisme de la phonologie prosodique. La deuxième partie a une portée phonologique et englobe les chapitres III, IV et V où sont étudiés trois phénomènes de sandhi de l'espace gallo-roman, à savoir la liaison, le redoublement phonosyntaxique et les alternances vocaliques avec zéro en syllabe initiale. La dernière partie thématique est représentée par le chapitre VI qui a une portée sociolinguistique. Les trois phénomènes de sandhi en question y sont comparés et analysés à la lumière des facteurs pour leur variation, parmi lesquels la tradition graphique occupe une place privilégiée.
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Demir, Ema Kristina. "English Textbooks in Sweden : Textbook Choice, Evaluation and the English Syllabi." Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37260.
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Li, Chonghui. "Syllabi reforms and their intended impact on English teaching and learning." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29390.
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This study investigates the development of the subject of English in Swedish upper secondary schools through an analysis of the syllabi in the curricula Lgy 70, Lpf 94 and Lgy 11, with a focus on English teaching and learning. In the last 50 years, the Swedish upper secondary school has undergone three major reforms. These three reforms have had an impact on the ways of teaching the English subject. By employing Fairclough’s (1992a) three-dimensional model, the study finds that these three major reforms had an impact on English teaching and learning in terms of communicative competence and individualization and teachers’ roles. The finding is important because it indicates that the current upper secondary English classroom needs to be changed when it comes to teaching and learning methods.
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Levy, Andrea S. "Secondary mathematics teacher education : a methods course syllabus /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.
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Wong, Wai Yi Peggy. "Syllable fusion in Hong Kong Cantonese connected speech." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1143227948.
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