Academic literature on the topic 'English-speaking persons'
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Journal articles on the topic "English-speaking persons"
Reyes-Ortiz, Carlos A. "Communication with non-English-speaking persons." Journal of General Internal Medicine 11, no. 8 (August 1996): 501. http://dx.doi.org/10.1007/bf02599052.
Full textFrayne, Susan M., Risa B. Burns, Eric J. Hardt, Amy K. Rosen, and Mark A. Moskowitz. "The exclusion of non-english-speaking persons from research." Journal of General Internal Medicine 11, no. 1 (January 1996): 39–43. http://dx.doi.org/10.1007/bf02603484.
Full textRunci, Susannah, Colleen Doyle, and Jenny Redman. "An Empirical Test of Language-Relevant Interventions for Dementia." International Psychogeriatrics 11, no. 3 (September 1999): 301–11. http://dx.doi.org/10.1017/s1041610299005864.
Full textMyers, Lorna, Marcelo Lancman, Gonzalo Vazquez-Casals, Marcela Bonafina, Kenneth Perrine, and Jomard Sabri. "Depression and quality of life in Spanish-speaking immigrant persons with epilepsy compared with those in English-speaking US-born persons with epilepsy." Epilepsy & Behavior 51 (October 2015): 146–51. http://dx.doi.org/10.1016/j.yebeh.2015.07.024.
Full textDavidhizar, Ruth, and Ruth Shearer. "Strategies for Providing Culturally Appropriate Pharmaceutical Care to the Hispanic Patient." Hospital Pharmacy 37, no. 5 (May 2002): 505–10. http://dx.doi.org/10.1177/001857870203700509.
Full textMenggo, Sebastianus, I. Made Suastra, Made Budiarsa, and Ni Nyoman Padmadewi. "Speaking for Academic Purposes Course: An Analysis of Language Functions." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 308. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p10.
Full textAhlborn, Leslie, Jeffrey Michael Franc, and D. Sport Med. "Tornado Hazard Communication Disparities among Spanish-Speaking Individuals in an English-Speaking Community." Prehospital and Disaster Medicine 27, no. 1 (February 2012): 98–102. http://dx.doi.org/10.1017/s1049023x12000015.
Full textS., Deepa M., and Shyamala K. C. "Analysis of Verb Expressions in the Conversational Speech of Kannada-English Speaking Bilingual Persons with Mild." Studies in Linguistics and Literature 3, no. 2 (May 21, 2019): p182. http://dx.doi.org/10.22158/sll.v3n2p182.
Full textJaconelli, Joseph. "Constitutional Disqualification: A Critique of English and English-Derived Law." ICL Journal 14, no. 2 (August 4, 2020): 167–97. http://dx.doi.org/10.1515/icl-2019-0056.
Full textSegal-Gidan, Freddi. "CANNABIS USE BY CAREGIVERS OF PERSONS WITH DEMENTIA." Innovation in Aging 3, Supplement_1 (November 2019): S204. http://dx.doi.org/10.1093/geroni/igz038.739.
Full textDissertations / Theses on the topic "English-speaking persons"
Von, Bentheim Ingrid. "Narrative discourse in English speaking coloured persons with aphasia and normal controls in the Western Cape, South Africa." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3483.
Full textThis study aimed to characterise the discourse performance of English speaking Coloured persons with mild to moderate aphasia and match controls. It ascertained whether various narrative discourse tasks resulted in differences in discourse performance between the two groups in the amount of information and the quality of information provided as well as the number of evaluative devices used in various narrative tasks. Furthermore, adaptation features, dialectal features and ethnic discourse markers were identified. A narrative Discourse Test Battery devised by Ulatowska et al (1998) consisting of two composite pictures, a picture sequence story, a story retell and a personal experience task were administered to all subjects. In order to gain further insight into higher level cognitive processes the formulation of main ideas, providing the lessons for the stories and interpreting proverbs were used. All narrative samples were transcribed and the date treated in terms of the length of narratives, propositional units, quality analysis and analysis of evaluation. The results indicated that for all of these methods of assessment the experimental group performed poorer than the control group.
Coppe, Raelee Sharon, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Correlates of Screening Mammography for Italian and Anglo-Australian Women." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040825.105605.
Full textVladimirou, Dimitra. "Personal Reference in Linguistics Journal Articles : Exploring the English-speaking vs. the Greek- speaking Academic Communities." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524754.
Full textPallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARM/09armp168.pdf.
Full textFidan, Merih Bektas. "The third person in the room : the impact of the interpreter on the counselling process with non-English speaking clients." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40907.
Full textEbrahim, Hallat Rajab. "Narrative analysis of the oral stories of personal experience told by Iraqi Kurdish and white British English-speaking women." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39096.
Full textEl-Mereedi, Mary L. "Transactional Literature Discussions in English Language Teaching: An Investigation of Reader Stance and Personal Understanding Among Female Arabic-Speaking Learners of English at Qatar University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384349370.
Full textSmith, C. Julianne. "A Seal of Living Reality: The Role of Personal Expression in Latter-day Saint Discourse." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1301.
Full textSedaghat, Amir. "Le soufisme de Roumi reçu et perçu dans les mondes anglophone et francophone : étude des traductions anglaises et françaises." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA187/document.
Full textCalâleddin Mohammad Balxi or Rumi, a Persian mystical poet of the 13th century, is amongst the best known in the West and one of the most translated authors of Persian literature, especially in English. This is due to the abundance of his poetic works which consist of mystical and didactic Masnavi e ma’navi and a collection of lyrical qazals and quatrains, Divân e Şams e Tabrizi. He is also known and translated because of the relatively recent strong appeal of his poems, with their spiritual undertone, to the North American audience. Rumi’s poems appeared sporadically in German, English and French since the beginning of the 19th century until the full English translation of Masnavi in the early 20th century. Ever since, the English-speaking world has had waves of reception thanks to numerous retranslations and adaptations. In the French-speaking world, however, the reception of Rumi has been far less important: the majority of the translations were introduced in the second half of the 20th century and failed to find an equally enthusiastic audience. Despite numerous translations in both languages, transferring the poetic discourse of Rumi to French and English is a particularly complicated task, considering the specificities of Persian poetry and the mystical quality of his thought. In this study, we will first look into the principal obstacles that translators must surmount and we will work from linguistic, semiotic, stylistic, poetic, and hermeneutic perspectives. We will subsequently show how this transferring process has been carried out by French and English-speaking translators of various periods by applying the principles of Berman’s theory of translation ethics to their works. Working from a diverse bilingual corpus and using the sociolinguistic theories of translation, the present thesis intends to explain the differences in the level and nature of this reception in the two target cultural spheres
"Communicative acts and identity performance on YouTube first-person vlogs: the case of English-speaking young people." 2013. http://library.cuhk.edu.hk/record=b5549272.
Full text是次研究探討六個常博客,結合了定量和質量的分析方法。視頻在語言表達方法的框架下被輯錄,然後用兩個層面去分析。本研究首先詳細探討每一個表達方法有什麼不同的用處,然後在探討這些方法結合後怎樣表達語言。
本研究採用社會學的方法,目的在探討先前題過的方法怎樣表達出博客的身份,重點在博客如何以反諷表達。是次研究結果亦指出博客如何學會在YouTube上講和寫,以達到他們想有更多影片觀看者的動力。
本論文表現出一個傳統的言語行為理論怎樣在線上多媒體的研究上發揮作用。言語行為能被重新定義為多個小事件的結合。研究亦發現了新的言語行為種類,而這些種類是多媒體溝通才能遇見得到的。本研究解釋了反諷如何在線上多媒體進行表現和內涵的語言是並存的。本研究亦討論了博客線上和線下的身份如何取得平衡。
本論文提出了本研究採用的方法與傳統研究的方法有什麼抵觸,尤其是在資料收集方法和研究倫理的層面上。本論文提出機密度和匿名度如何在線上研究收到對待。
This thesis is an investigation into the identity performance of YouTube vloggers (videobloggers), with emphasis on how that is achieved linguistically by three modes of communication available in a video: speech, subtitle, and annotation. YouTube is a popular video-sharing site that is also seen as a platform for social networking. The study looks into three aspects of linguistic analysis: speech act analysis, stancetaking, and verbal irony. Speech acts in this study are redefined as communicative acts to suit the multimodal nature of YouTube vlogs. This study aims to understand vloggers’ identity performance by investigating the use of communicative modes to perform communicative acts, stances, and irony.
Six vloggers participated in the study, which adopted a mixed method approach to data collection and analysis, alchemizing quantitative counting analysis with qualitative interview methods. Vlogs from the informants were transcribed with respect to the three modes of communication of interest, and analyzed in two ways. First, the modes were analyzed separately, revealing how vloggers use these modes differently. Next, the modes were investigated as a whole, looking into the essence of multimodal communication: how cross-modal interactions (mode-mixing and mode-switching) are performed.
A socialistic approach to discourse was adopted to investigate how the aforementioned performance of communicative acts informs vloggers’ identity performance. More specifically, this study looked at how irony is realized by communicative acts and alternations of stances, and how the performance of irony is related to the vloggers’ online identity performance. Findings also revealed vloggers’ learning of how to speak and write in order to become popular and attract more viewers, which is one of their motivations of vlogging.
This thesis demonstrates that the traditional linguistic model of speech acts can be adapted to the context of online multimodal communication with adjustments in definition: by seeing acts as a combination of microevents which interact to make meaning. The study also reports on newly identified categories of communicative acts made possible by multimodal discourse. The investigation reveals how irony is realized in multimodal communication, in which the surface and intended meaning are both present. The study discusses how these practices inform the performance of vloggers’ online identity, and how online and offline identities are maintained in balance.
The methods adopted in the study raise questions of how traditional conducts of research should be understood in the context of online research, particularly in the realm of data collection methods and research ethics. This thesis includes a thorough discussion of how confidentiality and anonymity are treated in this context.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Lien, Feng Pierre.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 140-146).
Abstracts also in Chinese.
Abstract (English) --- p.ii
Abstract (Chinese) --- p.iv
Acknowledgements --- p.vi
Table of Contents --- p.viii
List of Figures and Tables --- p.xii
Transcription Conventions --- p.xv
Chapter Chapter 1 --- Introduction --- p.1
Chapter 1.1. --- Overview --- p.1
Chapter 1.2. --- The Advent of Web 2.0, YouTube, and Social Networking: An Auto-ethnographic Account --- p.1
Chapter 1.3. --- YouTube: An Overview --- p.4
Chapter 1.3.1. --- The Mechanics of YouTube --- p.5
Chapter 1.3.2. --- From an Epistemic to an Affective Site: Social Networking on YouTube --- p.9
Chapter 1.3.3. --- Identity Construction on YouTube --- p.12
Chapter 1.4. --- From Experience to Theory: Perspectives Taken in this Study --- p.14
Chapter 1.5. --- Research Aims and Research Questions --- p.16
Chapter 1.6. --- Organization of the Thesis --- p.17
Chapter Chapter 2 --- Literature Review --- p.19
Chapter 2.1. --- Introduction --- p.19
Chapter 2.2. --- Orality and Literacy --- p.20
Chapter 2.3. --- Computer-Mediated Communication (CMC) --- p.22
Chapter 2.3.1. --- Past Studies of CMC and Computer-Mediated Discourse (CMD) --- p.23
Chapter 2.3.2. --- Cyberdiscursivity: When Orality and Literacy are not enough --- p.26
Chapter 2.3.3. --- YouTube as a CMCMD --- p.28
Chapter 2.4. --- Linguistic Discourse and Multimodality --- p.30
Chapter 2.4.1. --- Cross-modal interaction: Mode-switching and Mode-mixing --- p.32
Chapter 2.5. --- Language and Identity in CMC --- p.34
Chapter 2.5.1. --- Identity Performance in CMC --- p.35
Chapter 2.5.2. --- Multimodal Identities in CMC --- p.39
Chapter 2.5.3. --- Identity and Stancetaking in CMD --- p.40
Chapter 2.6. --- Language as Performatives: Speech Acts and Communicative Acts --- p.42
Chapter 2.6.1. --- Speech Acts in CMC: Expanding the Framework --- p.45
Chapter 2.6.2. --- Identity and Playfulness in CMC --- p.46
Chapter 2.6.2.1. --- Humor and Irony in CMC --- p.47
Chapter 2.6.2.2. --- Irony and Communicative Acts --- p.50
Chapter 2.7. --- Summary --- p.51
Chapter Chapter 3 --- Methodology --- p.53
Chapter 3.1. --- Introduction --- p.53
Chapter 3.2. --- Reprise of Research Aims and Research Questions --- p.53
Chapter 3.3. --- Multiple-Case Study --- p.54
Chapter 3.3.1. --- Informants --- p.55
Chapter 3.4. --- Data Collection --- p.57
Chapter 3.4.1. --- Vlog linguistic transcriptions --- p.57
Chapter 3.4.2. --- Interview Data --- p.61
Chapter 3.5. --- Procedure --- p.63
Chapter 3.6. --- Pilot Study with Lindsey --- p.65
Chapter 3.7. --- Challenges and Insights in Online Methodological Design --- p.68
Chapter 3.7.1. --- Online Interviews --- p.68
Chapter 3.7.2. --- Ethics of Online Research --- p.70
Chapter 3.8. --- Summary --- p.73
Chapter Chapter 4 --- Communicative Acts and Irony on Vlogs --- p.75
Chapter 4.1. --- Introduction --- p.75
Chapter 4.2. --- Overview of Vloggers and Their Vlogs --- p.75
Chapter 4.3. --- Communicative Act Analyses --- p.76
Chapter 4.3.1. --- Intra-semiotic Analysis --- p.77
Chapter 4.3.2. --- Inter-semiotic Analysis --- p.82
Chapter 4.5. --- Summary --- p.91
Chapter Chapter 5 --- The Case of Lindsey --- p.93
Chapter 5.1. --- Introduction --- p.93
Chapter 5.2. --- Profile of Lindsey --- p.93
Chapter 5.3. --- Learning to Write on Vlogs: Establishing Identity through Idioms of Practice . --- p.95
Chapter 5.4. --- Subtitling a Vlog: Stancetaking, Contradiction, and Irony --- p.101
Chapter 5.5. --- Identity on and off YouTube --- p.110
Chapter 5.6. --- Summary --- p.113
Chapter Chapter 6 --- The Case of Ron --- p.114
Chapter 6.1. --- Introduction --- p.114
Chapter 6.2. --- Profiling Ron --- p.114
Chapter 6.3. --- Blending in: Becoming a Part of the YouTube Community --- p.115
Chapter 6.4. --- Question of the Week: Expansion of Idioms of Practice and Playfulness --- p.117
Chapter 6.5. --- Ron’s Identity Performance --- p.122
Chapter 6.5.1. --- Ron’s Writer and Speaker Identities --- p.122
Chapter 6.5.2. --- ‘I don’t need to be real’: Online and Offline Identities --- p.126
Chapter 6.6. --- Summary --- p.128
Chapter Chapter 7 --- Conclusion --- p.130
Chapter 7.1. --- Introduction --- p.130
Chapter 7.2. --- Findings to Research Questions --- p.130
Chapter 7.2.1. --- Findings to Research Question Set 1 --- p.131
Chapter 7.2.2. --- Findings to Research Question Set 2 --- p.132
Chapter 7.2.3. --- Other findings --- p.134
Chapter 7.3. --- Implications of the Study --- p.135
Chapter 7.4. --- Limitations and Directions for Future Research --- p.138
Books on the topic "English-speaking persons"
Rogers, Bruce. You can say that again!: A fun approach to sounding better when you open your mouth to speak. Toronto: Hounslow Press, 1999.
Find full textReyes, Sharon Adelman. Diary of a bilingual school: How a constructivist curriculum, a multicultural perspective, and a commitment to dual immersion education combined to foster fluent bilingualism in Spanish and English-speaking children. Portland, Ore: DiversityLearningK12, 2012.
Find full textProgram of access to health and social services in the English language for English-speaking persons: Frame of reference. [Québec]: Gouvernement du Québec, Ministère de la santé et des services sociaux, 1994.
Find full textHenry, Eric S. The Future Conditional. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754906.001.0001.
Full textMick, Jennifer L. ALTO Spanish Grammar and More Book For The English Speaking Person. BookSurge Publishing, 2004.
Find full textPalmer, R. R. The British Parliament Between King and People. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691161280.003.0006.
Full textMick, Jennifer L. ALTO English Grammar and More Book For the Spanish Speaking Person Para aprender ingles: Para Aprender Ingles. BookSurge Publishing, 2004.
Find full textGregerson, Linda. Open Voicing. Edited by Jonathan Post. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199607747.013.0013.
Full textRichardson, Martin. OUP España. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199574797.003.0019.
Full textNicholls, Simon, Michael Pushkin, and Vladimir Ashkenazy. People and publications. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863661.003.0006.
Full textBook chapters on the topic "English-speaking persons"
Barrière, Isabelle, Sarah Kresh, Katsiaryna Aharodnik, Géraldine Legendre, and Thierry Nazzi. "The comprehension of 3rd person singular -s by NYC English-speaking preschoolers." In Three Streams of Generative Language Acquisition Research, 7–33. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/lald.63.02bar.
Full textKurki, Visa A. J. "A Short History of the Right-Holding Person." In A Theory of Legal Personhood, 31–54. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198844037.003.0002.
Full textDebes, Remy. "Respect." In Respect, 1–26. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198824930.003.0001.
Full textBaskin, Colin, Michelle Barker, and Peter Woods. "Industry-Relevant Smart Community Partnerships." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 433–38. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch075.
Full textHarris, James C. "Origins, Changing Concepts, and Legal Safeguards." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0005.
Full textAksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.
Full textCho, Hyesun, and Lizette Peter. "Taking the TESOL Practicum Abroad." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 149–71. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch009.
Full textMoya, Mario R. "Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 210–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch011.
Full textMossman, Douglas. "Stalking, Competence to Stand Trial, and Criminal Responsibility." In Stalking. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780195189841.003.0015.
Full textVelliaris, Donna M. "Across the Four Domains." In Study Abroad Contexts for Enhanced Foreign Language Learning, 120–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch006.
Full textConference papers on the topic "English-speaking persons"
Chen, Jie, Cheri Chan, Rachel Pulverman, Twila Tardif, Marianella Casasola, Xiaobei Zheng, and Xiangzhi Meng. "English- and Mandarin-speaking infants' discrimination of persons, actions, and objects in a dynamic event without audio inputs." In 2009 IEEE 8th International Conference on Development and Learning. IEEE, 2009. http://dx.doi.org/10.1109/devlrn.2009.5175539.
Full textVecino-Ramos, Sonia, and Paola Ruiz-Bernardo. "Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.
Full textKhoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.
Full textNoever, David, Josh Kalin, Matthew Ciolino, Dom Hambrick, and Gerry Dozier. "Local Translation Services for Neglected Languages." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110110.
Full textReports on the topic "English-speaking persons"
DiGrande, Laura, Sue Pedrazzani, Elizabeth Kinyara, Melanie Hymes, Shawn Karns, Donna Rhodes, and Alanna Moshfegh. Field Interviewer– Administered Dietary Recalls in Participants’ Homes: A Feasibility Study Using the US Department of Agriculture’s Automated Multiple-Pass Method. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.mr.0045.2105.
Full text