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Picken, Jonathan David. "Metaphor in literature and the foreign language learner." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397594.
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Sorensen, Paul Howard. "Foreign Dispatches From a World of Men." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321901743.
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Mwabi, Eunice B. "Systematic literature review of workplace gos-sip and foreign nationals." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77866.
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Purpose: This research sought to explore and systematically review the landscape of literature on the topics of workplace gossip and foreign nationals, in order to cre-ate an aerial shot of the areas of investigation favoured by researchers, the methods employed for inquiry, theories applied to the subject matter and finally openings in research for expansion and in-depth examination.
Method: A total of 50 initial articles were drawn from elected databases. The data-bases included, Emeralds insight, Google scholar, Oxford, Taylor Francis, PubMed, Research gate, Sage, the South African journal of industrial psychology Springer link and Wiley online. Keyword searches were iteratively formulated, tracked and repli-cated for searches of each database. The yielded articles were originally pitted against predefined inclusion and exclusion criteria; this was done through a prelimi-nary review of the articles’ abstracts. The articles were subsequently grouped based on their research aims. The findings were written out in prose and presented a snap-shot of workplace gossip and foreign national research in the last decade.
Findings: A number of themes were raised through the review process. Prosocial gossip works as an informal discipline system, though the processes of isolation and ostracism. Gossip is a viable tool for social control. Organisational identity and low power interact and also result in lower tendencies to gossip as a means of indirect aggression while high power and low organisational identity result in contrary effects. Greater employee identification with the organisation results in superior perceived cohesion. Job related gossip has an influence on employee cynicism and has a me-diating effect on the relationship between abusive supervisors and cynicism. Psycho-logical contract violation is a predictor of job-related gossip and employee cynicism while the presence of an abusive supervisor predicts both job-related and non-job related gossip. Furthermore, non-whites in white-dominated organisations, racial mi-norities and women experience gossip perpetrated by dominate groups. Dominant groups use gossip to discredit, undermine, exact group exclusion, communicate slurs, communicate subjective evaluations as truth, promote negative talk and opin-ions that minorities do not belong at the top of organisations. Minorities respond in two manners, by acquiescing or avoiding confrontation. Regarding immigrant eco-nomic assimilation, immigrants earn 34% less than their native counterparts. Immi-grants experience greater levels of unemployment than the country natives. Interestingly, immigrants seem to sort into low paying organisations. Moreover, longer re-ported occupation in a host country determines annual increases in pay of around 0.9%. Even more so, immigrants who work at majority native organisations report higher earnings. Residential location plays a role in earnings as the discrimination effect, means employers have biases about who they employ based on their residen-tial address. The relationship between immigrant-native isolation and exposure to immigrant neighbours is negative. Immigrants face barriers to integration through the non-recognition of their qualifications and perception of lower productivity. Employers favour local qualifications and accreditations over those held by immigrants. On the contrary, in some instances local qualifications seem to be considered sporadically and immigrants are put up against lesser qualified natives who are part of the organ-isations racial majorities when seeking career advancement. Immigrants assimilate through focusing on the following behaviours, work-related professional culture, un-derstanding workplace. Non-work related: higher exposure to natives in residential neighbourhoods and intermarrying with locals. Literature displayed that the words immigrant and expatriate are synonyms; however, in the existing international man-agement literature they describe two starkly different groups. Expatriates focused on in management literature are male, of Anglo-Saxon decent, hail from developed countries in North America or Western Europe. On the other hand, immigrants are male and female, hail from developing countries, are racial minorities, earn low wag-es and work in feminized roles that are unskilled and semiskilled. Regarding em-ployee wellness, findings showed that job satisfaction is an indicator of wellbeing. Furthermore, job satisfaction has been connected to organisational commitment in employees and has a negative relationship with employee absenteeism and employ-ee inclination to turnover. In general job satisfaction promotes positive behaviours and limits the negative. Environmental factors, job characteristics and work specific personal factors are just three referenced work-related factors linked to immigrant job satisfaction.
Recommendations for future research: A definite need is an empirical enquiry into whether foreign nationals are targets of gossip. Though in light of the current study, this seems to be eminent that there is a need for evidence driven commentary re-search. Another suggestion is inquiry into how gossip influences the wellbeing of foreign nationals. Finally, I recommend exploring the question on what impact; gossip has on foreign national assimilationDissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
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Miller, Amanda K. "Morality, Sexuality and Conformity: Diderot's Outsiders Penetrate Foreign Societies." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1102042881.
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Erdogan, Armagan. "Encountering the foreign : the educative effect of the foreign in George Eliot's novels of English life." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/73387/.
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This thesis investigates the ways in which the encounter of the self with the other enlarges both individual characters and English life in George Eliot's fiction. The role of the foreign in her novels of English life gradually increases in general from novel to novel, and hence the chapters of my thesis are chronologically structured, and each chapter is devoted to one particular novel. The Introduction consists of a brief history of George Eliot's own awakening through her foreign experiences, as her letters and journals reveal. In addition, critical and theoretical background material, particularly Foucault and Habermas, is briefly introduced. Chapter One is devoted to the first indications of the foreign in Scenes of Clerical Life. Chapter Two considers the foreign in terms of sympathy in the rural world of Adam Bede. The next chapter examines the attitudes of the dominant culture towards the foreign in The Mill on the Floss. Chapter Four centres on different forms of the alien inserted into English life in Silas Marner, 'Lifted Veil' and 'Brother Jacob'. Chapter Five focuses on the ambiguous representation of Harold Transome's anglo-oriental identity, and English attitudes towards the Orient in Felix Holt. The last two chapters study Middlemarch and Daniel Deronda, in which the encounter with the foreign is experienced beyond the borders of England. Chapter Six introduces the conflict between the conditions obtaining 'here-now in England' and those in the metropolitan city of Rome. In the last chapter, a synthesis of various encounters, which connects England to Europe and the Orient, is examined. My thesis concludes by appreciating the complexity of identity, and the broader horizons achieved by the encounter with the foreign in George Eliot's novels of English life.
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Krzakowski, Caroline. "Aftermath: Foreign Relations and the Postwar British novel." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106245.
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In the aftermath of the Second World War, British writers engaged with the reconfiguration of national identity that resulted from the dissolution of the empire. In many regards, the postwar British novel performs the work of diplomacy. While colonial power held together global networks before the war, an emerging discourse of internationalism urged cooperation after the war. Rebecca West's travelogue about Yugoslavia, Black Lamb and Grey Falcon, as well as her reportage on the Nuremberg Trials, laid the groundwork for her incomplete tetralogy, Cousin Rosamund: A Saga of the Century. In both her fiction and non-fiction, West considers questions of British responsibility on the international stage. Similarly, Lawrence Durrell writes about the aftermath of the Second World War by reflecting on the motives and effects of British foreign policy in the Mediterranean. Durrell's travelogue, Bitter Lemons of Cyprus, influenced the narrative structure of the Alexandria Quartet. By focalizing Mountolive, the third volume of the Quartet, through the character of a diplomat, the narrative reflects on questions of the private and public responsibilities of ambassadors. Olivia Manning's Balkan Trilogy, which concerns British nationals in Romania before and during the war, is concerned with global events that provoke mass displacements. Even the British become refugees because of aggressive warfare. While journalists craft their reputations through authorship in the public sphere and diplomats inscribe their perspective into the reports they send to embassies, the spy's works remain hidden from the public gaze. Nonetheless, it fulfills a diplomatic function. In The Spy Who Came in from the Cold and The Looking Glass War, John Le Carré shifts novelistic attention to the ways in which spies skirt democratic processes and opt for creating international relationships through secret means. This thesis relies on archival documents and theories of narrative in order to demonstrate how a concern with international cooperation influences postwar preoccupations and narrative structure. Although literary critics often characterize the postwar British novel as being in decline, mid-century novelists, in fact, adapt the genre to changes in the global balance of power.Les écrivains britanniques d'après-guerre révisent l'identité nationale suite à la dissolution de l'empire. Un discours de coopération internationale remplace les liens globaux maintenus par le colonialisme. Pendant cette période, le roman britannique sert à une fonction diplomatique de plusieurs façons. Le récit de voyage de Rebecca West, Black Lamb and Grey Falcon et ses articles sur les procès de Nuremberg ont influencé sa tétralogie inachevée, Cousin Rosamund: A Saga of the Century. Dans ses romans ainsi que dans ses reportages, West se penche sur la question de responsabilité de la Grande Bretagne dans un climat de diplomatie internationale. De la même manière, Lawrence Durrell écrit à propos des motivations et des effets de la politique étrangère britannique dans la region méditerranéenne. Son récit de voyage, Bitter Lemons of Cyprus, a influencé la structure narrative de la série Alexandria Quartet. Le troisième roman dans la série, Mountolive, focalise sur la question des responsabilités privées et publiques à travers la figure du diplomate. La trilogie d'Olivia Manning, Balkan Trilogy, qui raconte l'histoire de personnages britanniques habitant la Roumanie avant et après la guerre, se préoccupe des effets que les catastrophes globales ont sur les réfugiés de guerre. Dans ce roman, même les personnages britanniques deviennent des réfugiés. Pendant que les journalistes forment leur reputation dans la sphère publique et que les diplomates incluent leur opinion des faits implicitement dans les rapports qu'ils envoient à leur ambassades, le travail de l'espion demeure caché du regard public. L'espion contribue cependant au travail diplomatique. Dans ses romans, The Spy Who Came in from the Cold et The Looking Glass War, John Le Carré ré-oriente l'attention sur les moyens par lesquels les espions contournent les procédés démocratiques et choisissent de créer des liens internationaux par des voies secrètes. Cette thèse met en valeur les sources archivales d'auteurs et de départments gouvernementaux, dont elle a recours. En général les critiques littéraires considèrent que le roman britannique d'après-guerre représente un déclin. Toutefois, cette étude démontre que les romanciers de cette époque adaptent leurs romans aux changements du pouvoir politique international.
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Moudry, Nick. "A Foreign Mirror: Intertexts with Surrealism in Twentieth-Century U. S. Poetries." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/202600.
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EnglishPh.D.
In the latter half of the twentieth-century, fewer U. S. poets translated foreign poetry than their modernist predecessors. The scope of their translation projects correspondingly narrowed. Gone, for example, were projects like Ezra Pound's reaching back to thirteenth-century Italy to see how U. S. poets could push forward. Instead, translations of European and Latin American modernism prevailed. Often, multiple translations of the same author were produced by different translators at the expense of presenting a more well-rounded vision of national literatures. Of these translations, a surprisingly large number were of poets who were either loosely or explicitly connected to surrealism as a literary movement. This dissertation locates this explosion of interest in surrealism as an attraction to the surrealist emphasis on reconciling binaries. This emphasis allows American poets a convenient frame through which to confront the difficult questions of place and nation that arise as the U. S. position in the field of world literature shifts from periphery to core. Previous researchers have traced the history of surrealism's early reception in the United States, but these studies tend to not only focus on the movement's influence on American art, but also stop shortly after surrealist expatriates returned to Europe following WWII. This dissertation extends these approaches both by bringing the conversation up to the present and by examining the key role that translation and other forms of rewriting play in mediating the relationship between surrealism and American audiences. As surrealism enters the U. S. literary system, the transformed product is often not what one might expect. U. S. rewritings of surrealist literature are primarily carried out by poets and critics whose fundamental interest in the movement lies in finding a foreign mirror for their own aesthetic or ideological preoccupations. This in turn provokes the development of a strand of surrealist-influenced writing whose aims and goals are vastly different from those of the movement's founders.
Temple University--Theses
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Okuni, Akim. "An examination of the ESL/EFL literature teacher education course content and methodology and its influence on literature learning in Ugandan schools." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326577.
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Margerison, Angus. "Marketing a foreign language : the case of French in South Africa." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8730.
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Includes bibliographical references (leaves 152-160).It is not unusual for a student to study French from secondary school to university level and still not be able to communicate effectively with a native speaker. In addition, for many years, apart from translation diplomas, the traditional Bachelor of Arts degree in French prepared students for little more than teaching the language. In South African universities, the introduction of courses in Business French is relatively recent. An individual might be motivated to learn a foreign language because of its aesthetic value or practical use. Howevere, in South Africa, the decision to allocate state funds and school-learning hours towards the promotion and teaching of a foreign language has deeper implications, particularly when there are eleven official languages competing for recognition. In India in early 1900, Michael West had attempted to establish why Indian people should learn English ("in order to read") and how they should learn English ("through reading"). Abbot (1981: 12) called this random teaching of a foreign language "TENOR (teaching English for no obvious reason "'. Similarly, the question as to why South Africans should be taught French or any other foreign language needs to be answered. If not, we risk falling into he same trap as "TENOR" except in this case we will be teaching French for no apparent reason. While the purpose of this research is not to discredit those students who desire to learn French for personal reasons, the main argument presented in this thesis is based on whether South Africans should learn French in order to trade more effectively with Francophone countries. Combining qualitative and quantitative research, preliminary conclusions indicate that an in-depth cost and benefits analysis might prove the link French language acquisition with economic expansion. However, within the limitations of this research, there is insufficient justification for the allocation of state funding for foreign language acquisition over and above the need for other mainstream school disciplines. A more viable solution would be to train and to employ South Africa's new language resource, that of the Francophone refugees currently living in the country, assuming that they are willing to remain in this country.
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ALVES, LEONARDO PACE. "ANALYSIS OF AMERICAN LITERATURE REGARDING THE CHINESE FOREIGN POLICY DURING THE 1980S." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2000. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=2646@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOA dissertação aborda a literatura estadunidense sobre a política externa chinesa durante a década de 1980. Seis autores são analisados no debate sobre as variáveis explicativas do comportamento internacional de Pequim através da categorização em três diferentes grupos: os especialista que trabalham com o nível de análise do Estado- nação;os que lidam com o nível de análise do sistema internacional e aqueles que incorporam os dois níveis anteriores.
The thesis works on the American literature regarding the Chinese foreign policy during the 1980s. Six authors are analyzed in a debate about the explicative variables of Peking-s international behavior. They are categorized according to three different groups: the ones focusing on the nation-state level of analysis; those who concentrate on the international system level of analysis, and finally, those who incorporate both levels.
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Follmer, Carl Roland. "Finding the familiar in the foreign: Saracens, monsters, and medieval German literature." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/1138.
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This thesis examines the treatment of real and fictitious Eastern cultures in three works of German medieval literature: "Herzog Ernst", Wolfram von Eschenbach's "Parzival", and Otto von Diemeringen's version of "The Travel's of Sir John Mandeville". Using Edward Said's "Orientalism" as a framework for examining these narratives, this paper determines that each text's protagonists use chivalric, religious, and racial aspects of medieval culture as a lens to judge foreign cultures.
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Tayie, Samy Abdel Raouf Mohamed. "The role of the Egyptian mass media in the formation of young Egyptians' images of foreign people and foreign countries : a content analysis and audience study." Thesis, University of Leicester, 1989. http://hdl.handle.net/2381/27630.
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This study included a content analysis and audience study. It was carried out to investigate the question about the role of the mass media in the formation of Young Egyptians' images of foreign people and foreign countries. The content analysis was performed on a sample of foreign news in the daily newspaper al-Akhbar, radio and television news bulletins and current affairs programmes. From the content-analysis it was found that four main factors were influencing the coverage and selection of foreign news across the Egyptian mass media. Those are: the sources of foreign news, Egypt's relationships with other countries, cultural proximity and geographical proximity. In this concern, the findings support those from the interviews conducted with a sample of Egyptian journalists and broadcasters. It was also found that the images of foreign people and foreign countries portrayed in the mass media differed and that the above factors play a major role in these images. The audience study was carried out on a sample of young people (men and women), from the middle and working classes and two geographical areas (Cairo and Upper Egypt). Results of the survey showed that images of the respondents about foreign people and foreign countries differed across the above three variables. Generally speaking, it was found that these images, which change over time, were influenced to a great extent, by politics. They may also depend on the available sources of information and the sort of information received from these sources. The formation of these images is a complicated process which may be influenced by mass media as well as external non-media influences. Whatever the other influences, those of the mass media always remain strong as they were found to be the most important sources of information on foreign people and foreign countries.
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Ståhlberg, Sophie. "Using Literature in the Upper Secondary EFL Classroom." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935.
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The Swedish upper-secondary level curriculum defines the English language as a necessary skill that the students need to be able to take part of the world around them, to participate in different social and cultural contexts and to learn about the world and broaden their horizons. In the curriculum, it is also stated that English literature is to be illustrate the different aspects of the English language. Literature is, in fact, introduced as a vital tool for the teachers of English. The purpose of this essay is to explore English teachers’ reasons and goals for using literature when teaching English, as well as their opinions on how literature should be used and is used in the English classroom. The results show that teachers see literature as a strong pedagogical tool that they use to help their students develop social and cultural understanding, as well as a tool for learning and studying the language itself. The problems encountered are the students’ negative attitude towards literature and their lack of motivation as well as planning and conducting literature-based teaching within a restricted time frame. All the teachers that took part in the study wished that they could use literature in a more extensive way and saw it as a great source for teaching a foreign language.
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Miranda, Caniceiro Gwendoline. "ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1470428048.
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Johnsen, Kristen Brooke. "The influence of gender on foreign policy beliefs and behavior : a literature review." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53130.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Since feminist approaches to international relations (IR) first made their appearance in the late 1980s, efforts to explain the 'gender gap' have proliferated. Gender studies within IR in particular have been focused on foreign policy opinion, seeking to discover whether men and women have different views on foreign policy simply due to the fact that they are of different genders. The correlate of this is that if women believe differently than men, in which way do they believe differently and if this were then taken to its logical end, what would happen if they were more equally responsible for foreign policy decision-making? As an illustration of the varying approaches to feminist IR, this research project undertakes a brief overview of the history of feminist IR, showing how the tools and language of traditional IR do not encompass the needs of feminist IR study. The research article then reviews the literature of gender, feminism and foreign policy beliefs and behavior, examining its research core and evolution to date. Three research questions are covered. Firstly, is gender a relevant variable in foreign policy analysis? Secondly, if yes, does it make a difference to the foreign policy beliefs of women? Thirdly, where women play a significant role in foreign policy decisionmaking, are countries more pacific on the international level? Dealt with separately, foreign policy beliefs are found to have a clear gender-based breakdown. Foreign policy behavior is less simple to approach since the dataset of countries led by women during international disputes is limited. The research project and literature review also looks forward, pointing toward the future, not only of gender and foreign policy studies but also to the implications that future developments in feminist IR may have for the study of IR.
AFRIKAANSE OPSOMMING: Pogings om die geslagsgaping te verduidelik het vermenigvuldig sedert die feministiese benadering tot Internasionale Verhoudinge die eerste keer in die laat 1980's sy verskyning gemaak het. Geslagstudies binne Internasionale Verhoudinge het veral gefokus op opinies oor buitelandse beleid om sodoende vas te stelof mans en vroue verskillende sienings oor buitelandse beleid huldig bloot as gevolg van die feit dat hulle verskillende geslagte is. Die keersy hiervan is dat indien vroue anders glo as mans, op watter manier hulle anders glo, en - indien dit dan tot 'n logiese uiteinde gevoer word - wat sou gebeur indien daar meer gelyke verantwoordelikheid vir buitelandse beleidsbesluite sou wees. As 'n illustrasie van die verskillende benaderings tot feministiese Internasionale Verhoudinge, onderneem hierdie navorsingsprojek 'n oorsig van die geskiedenis van feministiese Internasionale Verhoudinge om sodoende te toon dat die gereedskap en taal van tradisionele Internasionale Verhoudinge nie aan die behoeftes van feministiese Internasionale Verhoudingstudies voldoen nie. Hierdie navorsingsartikel gee dan 'n oorsig oor geslagsliteratuur, feminisme en buitelandse beleidsopinies en -gedrag deur sy navorsingskern en evolusie tot datum te ondersoek. Drie navorsingsvrae word behandel. Eerstens, is geslag 'n relevante veranderlike in buitelandse beleidsanalise? Tweedends, indien ja, veranderdit die buitelandse beleidsopinies van vroue? Derdens, is lande meer passief op internasionale vlak waar vroue 'n wesentlike rol in buitelandse beleidsbesluitneming speel? Afsonderlik beskou, is daar gevind dat daar 'n duidelike geslagsonderskeid in buitelandse beleidsopinies is. Dis egter minder eenvoudig om buitelandse beleidsgedrag te bestudeer, aangesien slegs beperkte inligting oor lande wat gedurende internasionale dispute deur vroue beheer is beskikbaar is. Die navorsingsprojek en literatuuroorsig kyk ook vorentoe met spesifieke verwysing na die toekoms van nie net geslag en buitelandse beleidstudies nie, maar ook na die implikasies wat toekomstige verwikkelinge In feministiese Internasionale Verhoudinge 'n vir die studie van tradisionele Internasionale Verhoudinge kan hê.
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Chattopadhyay, Sayan. "Foreign selves : Indian self-fashioning as European and twentieth-century Indian English literature." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648897.
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Silva, Gabriela Soares da. "A constelação de capriuro, de Fazil Iskander: tradução e comentário." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8155/tde-05072012-135750/.
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Fazil Iskander (1929- ) é um dos mais representativos escritores soviéticos remanescentes da geração do degelo. Devido ao desconhecimento deste autor no Brasil, este trabalho consiste na tradução da novela que lhe deu notoriedade, precedida por uma apresentação e comentário: Sozvezdie Kozlotura, em português, A constelação do capriuro, de 1966. Apesar de pertencer à tradição satírica russa, junto a nomes como Nikolai Gógol e Mikhail Bulgákov, a prosa de Iskander carrega as singularidades da sua origem não-russa. A sua terra natal, a Abkházia, com a sua história e costumes, além de reverberarem na obra do autor, entrecruzam-se com a cultura russo-soviética numa relação complexa que dá às suas narrativas um caráter único. Neste trabalho, foram analisados os elementos que tornam a sátira de Iskander tão inovadora.Fazil Iskander (1929- ) is one of the most representative remaining writers of the Thaw Generation. Due to the lack of recognition of this author in Brazil, the present dissertation consists in the translation of the short-novel that has made him internationally renowned, preceded by a presentation and commentary: Sozvezdie Kozlotura from 1966, or A constelação do Capriuro in Portuguese. Though the prose of Iskander belongs to the Russian satire tradition, along with names like Nikolai Gogol and Mikhail Bulgakov, it carries the singularities of his non-Russian origin. His motherland, Abkhazia, with its proper history and customs, besides reverberating on his works, entwines itself with the Russian-soviet culture in a complex and tense relationship that gives these narratives their unique nature. In this research, it is analyzed the characteristics that make the satire of Iskander so innovative.
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Oraby, Ebtissam. ""Reading with My Eyes Closed” Arabic Literature as a Site for Engagement with Alterity: An Ethnographic Study of Arabic Literature Collegiate Classroom." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28258301.
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This study investigates the reading and studying of Arabic literature in U.S. collegiate education as a site for engagement with alterity. The purpose is to explore how students in foreign language (FL) literature courses encounter alterity, how they construct the other and reconstruct themselves as they read modern Arabic literary texts, and how the political, historical, geographical, and cultural contexts in which students read shape their reading. Using ethnographic methods, I examine an Arabic literature U.S. collegiate class that I created and taught. Data sources include audio recordings of class discussions, audio recording of out-of-class discussion groups with students, researcher’s memos after classes and out-of-class discussion sessions, in-depth interviews of students, qualitative analysis of students’ written work. Witnessing the growing movement of literacy-based approaches to foreign language education, I use theories of alterity as a framework to illuminate understanding of literacy in foreign language contexts and possibly engender an other-oriented literacy. Notions of alterity that constitutes my theoretical framework are synthesized through analyses of Levinas’s ethics of alterity and post-colonial conceptualization of alterity, supporting my investigation of the consumption of Arabic literature in the Western Academy (Huggan, 2002). The post-colonial lens enables me to interpret the construction of the self and the other through the act of reading within its specific historical, cultural and political contexts (Drabinski, 2011). Building on the works of scholars using Levinas’s ethics to theorize an ethical reading (Attridge, 2004a; Cohen, 2004; Davis, 2010; Tarc, 2015), my theoretical framework envisions an ethical textual engagement with the literary work. Participants of the study encountered different aspects of alterity when reading and studying Arabic literary works, and each aspect posed a different challenge to them. Through the encounter with the alterity of the literary works, the Arabic language and their peers, participants were challenged to rethink their habitual modes of thinking, (Attridge, 2004a), to be open to different interpretation and be uncertain about their own, to embrace their differences (Biesta, 2004), to rely on and be responsible for each other, and learn from each other (Todd, 2003) and to produce knowledge in conversation with an other (Katz, 2013). In their reading, participants encountered cultural distance with the literary works (Attridge, 2011) both close and far and made efforts to account for it. The study demonstrates how alterity as a framework in FL literature class can create opportunities for students to ethically respond to literary works and to each other and engage in learning as a transformative experience of encountering otherness.
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Tan, Xinyi. "Exotes en Asie Francophone: Francois Cheng, Ying Chen, Shan Sa, Kim Thuy, Victor Segalen." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531487440124725.
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Iventosch, Mieko Shimizu 1956. "Developing critical consciousness: Shutaisei in teaching and learning a foreign language." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/284322.
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This dissertation examined students' learning processes and development of Japanese as a foreign language (FL) in relationship to a human ability called shutaisei in Japanese. Based on the premise that aspects of shutaisei and language use have an intrinsic relationship, this study explored the meanings of the concept of shutaisei and FL ability. It challenged the current notion of FL proficiency that sets a native-like competence as a major goal. Shutaisei is the ability to direct one's own conduct as an autonomous person. In order to lead an independent life harmoniously with other people in human society, this autonomous ability has three over-arching characteristics: make critical decisions, put decisions into action, and respect other people's attempts to lead equally independent lives. These characteristics involve further attributes: the unity of subjectivity and objectivity, the unity of reflection and action, risk-taking, introspection, critical pursuit of one's own interests, among others. Based on learner-centered philosophy and the functional view of language, this study examined how students' shutaisei actually affected their functional use and development of Japanese in two consecutive beginning Japanese as a FL courses. Both the practice and the lack of their shutaisei had considerable effects on the extent and quality in every phase of their studying Japanese, such as learning grammar, participating in activities and using Japanese meaningfully. Shutaisei induced the students' willingness and initiative in their learning, and enhanced the development of their control over the use of Japanese. The contribution that this dissertation offers to foreign language education is a significant implication of shutaisei in the development of critical, functional, and independent FL ability. This view of FL ability acknowledges the same responsibility that native speakers must take as language users: to search for the form that truly reflects one's own meanings. This dissertation extends the importance of practicing and developing shutaisei to every learning context inside and outside of school. It also calls for developing teachers' own shutaisei in their decision making. Students will not develop shutaisei unless teachers present themselves as learners and practice their own shutaisei in the classroom.
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Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
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Liu, Changqing. "Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1629.
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This project provides a background on English instruction in Taiwan, and presents a literature review that builds a theoretical foundation for this project. It also introduces a model of teaching instruction based on an integrated literature approach, and offers a curriculum design which includes plans for instructional lessons.
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Huber, Kate. "Transnational Translation: Foreign Language in the Travel Writing of Cooper, Melville, and Twain." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216589.
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EnglishPh.D.
This dissertation examines the representation of foreign language in nineteenth-century American travel writing, analyzing how authors conceptualize the act of translation as they address the multilingualism encountered abroad. The three major figures in this study--James Fenimore Cooper, Herman Melville, and Mark Twain--all use moments of cross-cultural contact and transference to theorize the permeability of the language barrier, seeking a mean between the oversimplification of the translator's task and a capitulation to the utter incomprehensibility of the Other. These moments of translation contribute to a complex interplay of not only linguistic but also cultural and economic exchange. Charting the changes in American travel to both the "civilized" world of Europe and the "savage" lands of the Southern and Eastern hemispheres, this project will examine the attitudes of cosmopolitanism and colonialism that distinguished Western from non-Western travel at the beginning of the century and then demonstrate how the once distinct representations of European and non-European languages converge by the century's end, with the result that all kinds of linguistic difference are viewed as either too easily translatable or utterly incomprehensible. Integrating the histories of cosmopolitanism and imperialism, my study of the representation of foreign language in travel writing demonstrates that both the compulsion to translate and a capitulation to incomprehensibility prove equally antagonistic to cultural difference. By mapping the changing conventions of translation through the representative narratives of three canonical figures, "Transnational Translation" traces a shift in American attitudes toward the foreign as the cosmopolitanism of Cooper and Melville transforms into Twain's attitude of both cultural and linguistic nationalism.
Temple University--Theses
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Wainwright, Danielle. "Vers Une Problematique De L'Alterite Dans La Constuction De L'Identite Haitienne: Etude De Romans Choisis De Jean Metellus et De Marie Vieux Chauvet." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363856587.
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Min, Gyungsook. "Reporting East Asia : foreign relations and news bias." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/4721.
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This thesis, Reporting East Asia: Foreign Relations and News Bias, seeks to argue for the importance of understanding foreign relations in the study of 'bias' in international news. It begins by pointing out that many previous studies have examined pressures on news emanating from inside national boundaries, but have excluded force from outside, and most notably, the military and economic relations between reporting and reported nations. For the purpose of the study, newspapers from three countries; the US, South Korea and Japan (which different represent types of power order within the military and economic spheres in the Pacific region), were chosen. Three recent key events in the region were selected as case studies for news analysis: 1)The Shooting Down of the Korean Airline 007, by the Soviet Union in 1983; 2)The Former Philippine President, Marcos' Step Down in 1986 : and 3) the Anti-Government Demonstrations in South Korea in 1987. Throughout the thesis, the relationship between reporting countries and reported countries has been analysed. The relationships between the reporting nations and more powerful and influential nations, has also been examined, in order to establish how far the news content of a less powerful country is also shaped by its relations with dominant nations. The results of the study indicate that there is a strong relationship between the 'biased' news reporting of international events and the unequal relationships between and among nations. Consequently, it implies that understanding foreign relations is an important tool in the analysis of bias in international news reporting. However, the thesis concludes by suggesting that in order to fully understand the operating environment of international news, the internal dynamics of news organizations, media systems (including the relationship of news media to governmenta, and national power structures) needs to combined with the analysis of foreign relations in any future research.
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Reber, Teresa. "Effective teaching behaviors and attitudes as perceived by foreign language teachers." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280364.
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Schrier and Hammadou (1994) assert that in order to evaluate effective foreign language (FL) teaching, attributes of effective teaching should first be identified, should be agreed upon as being worth evaluating, should be identified on repeated occasions, and should be proved worthwhile in many settings. The more that is known about successful FL teaching and learning, the more likely FL teachers will be to create models for FL teacher preparation and evaluation that implement relevant behaviors and attitudes of effective FL teaching. The purpose of this study was to investigate teacher perceptions concerning the teaching behaviors and attitudes that contribute to effective FL teaching and learning. The data was collected by means of a questionnaire to which 457 post-secondary FL teachers of Spanish, French, and German who are members of ACTFL responded (the response rate was 45.7%). The 80-item questionnaire elicited responses to FL teaching behaviors and attitudes on a Likert-type scale from 1 (not important at all for effective FL teaching) to 5 (essential for effective FL teaching), based on teachers' perceptions regarding how important each attribute is for effective teaching. Based on current research on second language acquisition (SLA), on pedagogical theories underlying current teaching methodologies, and on teaching behaviors and attitudes found to be effective in the field of general education, various teaching behaviors and attitudes of effective FL teachers were identified for inclusion on the questionnaire. The results indicate that there is emerging professional consensus regarding a number of teacher behaviors and attitudes related to FL teaching. This study contributes to the knowledge of what acceptable classroom teaching behavior is. The more that is known about successful FL teaching and learning, the more likely FL teachers, administrators, and curriculum developers will be able to create models for FL teacher preparation and evaluation that reflect effective behaviors and attitudes for FL teaching.
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Kanon, Nillen. "Foreign character language : A case study on Kagura from Gin Tama." Thesis, Högskolan Dalarna, Japanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35925.
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Role language in Japanese is a term defined in 2000 by Satoshi Kinsui. Role language usesdifferent pronouns, copula and sentence-ending particles to depict a certain type of characterusing language. This thesis compares the language of the character Kagura from the mangaGin Tama , written and illustrated by Hideaki Sorachi, to the role language definitions featured inSatoshi Kinsui’s work Virtual Japanese: Enigmas of Role Language , as well as the standardizedJapanese language. Kagura is an alien character landing on planet earth in Edo -period Japan,her character is portrayed with Chinese details and her language is known as the aruyo rolelanguage, which has been used to represent the Chinese in fiction.The case study consisted of 530 lines from the original manga gathered from seven differentvolumes spanning ten years between the first and the last.The analysis featured in the result section produced statistics of how many lines contained acertain phrase or sentence-ending particle and began analyzing the meaning of particles andhow they are used in the context of the manga . The conclusion brings forth new discoveriesregarding the command conjugation and its equivalence in role language.
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Soubeyran, Mathilde. "The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.
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Tomlinson, Brian. "The role of visualisation in the reading of literature by learners of a foreign language." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339612.
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Aljuhani, Hind S. "USING CORPORA IN A LEXICALIZED STYLISTICS APPROACH TO TEACHING ENGLISH-AS-A-FOREIGN-LANGUAGE LITERATURE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/272.
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As a lingua franca across the globe, English plays a vital role in international communications. Due to rapid economic, political, and educational globalization, the English language has become a powerful means of communication. Therefore, English education is vital to the development of many countries around the world. Since 1932, the need for a lingua franca in Saudi Arabia developed as the country progressed politically, economically, and educationally. Now, English is important to Saudis’ economic, educational, and career development and success.
Vocabulary is a major step in learning any language. By deepening students’ lexical knowledge, they will be able to use English accurately to express themselves. However, teaching words in isolation and through memorization is not highly effective; English-as-a-foreign-language (EFL) learners need to interact with the language and its usage in a more profound way. This can be done by integrating corpora and stylistics analysis in an EFL curriculum. The importance of stylistics analysis to literary texts in the EFL classroom lies in the way that EFL learners will be exposed to authentic language. At the same time they will get insight into how English is structured; and by accessing corpora, which provide a wide range of data for the analysis of stylistics, students will be able to compare the lexical and grammatical patterns in authentic texts. Also, it is important to introduce students to the different levels of English (i.e. semantic, lexis, morphology); this will enlarge EFL learners’ knowledge of English vocabulary and various grammatical patterns.
This project offers an innovative perspective on how to teach English for EFL university-level students by using corpora in a lexicalized stylistics approach, which will enable EFL learners to acquire vocabulary by reading literary texts. This provides a rich environment of lexical items and a variety of grammatical patterns. This approach offers EFL learners analytical tools that will improve their linguistic skills as they interact with and analyze authentic examples of English and gain insight about its historical, social and cultural background.
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White-Stanley, Debra Marie. "Foreign Bodies: Military Medicine, Modernism and Melodrama." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195151.
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Foreign Bodies: Military Medicine, Modernism and Melodrama traces how representations of warfare in the modernist novel, girls' romances, nursing memoirs, and war films dramatize the humanitarian disaster of war through the figure of woman. My analysis focuses on the visual and literary poetics of violence as troped in and through the bodies of combat nurses. The "uncanny" serves as a lens to explore the complex links between gendered war work and the radical transgression of the boundaries of the nation state and the body experienced during wartime. To establish the unique explanatory power of the uncanny for gender issues, I trace how feminist and postcolonial theorists have revised Freud's analysis of the uncanny. I trace medical metaphors of wounding and infection in the novel and various cinematic adaptations of A Farewell to Arms (1932, 1951, 1957, 1996). I read the letters and diaries of World War I nurse Agnes von Kurowsky against the censored memoirs of American nurses Mary Borden and Ellen La Motte. I show how the uncanny aesthetic adopted by Ernest Hemingway in A Farewell to Arms is subverted by these women writers. I explore how these uncanny aesthetics also manifest in adolescent nursing romances from Sue Barton to Cherry Ames. With the onset of World War II, I trace how the discourse of foreign bodies in relation to the metaphor of malaria in the South Pacific. Focusing on the portrayal of the Japanese foreign body, often encoded through off-screen sound, I demonstrate how medical metaphors of malaria operate in films portraying nursing in the South Pacific such as So Proudly We Hail (1943) and Cry Havoc (1943). Turning to the Korean and Vietnam Wars, I explore the representation of post-traumatic stress disorder in M*A*S*H (1970) and in nursing memoirs such as American Daughter Gone to War (1992) and Home Before Morning (1983). I bring this history of nursing representation to bear on media texts concerning the war in Iraq including Baghdad E.R. (HBO, 2006).
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Eda, Sanae. "A Synthesis of Memory Theories and Pedagogy: Teaching Pronunciation in Japanese as a Foreign Language." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392137535.
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Queguiner, Margaret. "Foreign language learning in New York State: Individual differences, student perceptions and sociocultural values." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114150.
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Despite the burgeoning acceptance of cultural and ethnic diversity present in U.S. educational institutions, the plight of the monolingual American continues to prevail. Although a relatively large number of American students succeed in achieving respectable grades in foreign language classes, few succeed in becoming proficient in a language other than English. Journalists and politicians alike have spoken out to offer diverse opinions on the reasons as to why this situation persists. Yet there is a paucity of research to date that specifically addresses the problem by taking into consideration both the nested sociocultural contexts of the learners themselves, as well as the individual differences that may impact their foreign language learning. This case study of New York State university French learners attempts to provide the reader with a deeper understanding of the problem by tracing the foreign language learning careers of nine participants. Starting with accounts of their current personal motivation as relearners of French at the university, these students embark upon a journey back in time, in order to provide rich descriptions of their beginnings as foreign language students. Conducted in the paradigm of a mixed methods triangulation design, the researcher employs quantitative testing measurements to enhance participant interview data.By offering up their stories, this particular group of language learners demonstrates how American sociocultural values have impacted and continue to impact their attitudes and beliefs towards foreign language learning. Combining this information with data that examines the individual differences of motivation, foreign language learning aptitude and loss of previously learned French only sharpens the portrait of the American foreign language learner in this instance. The thesis concludes by offering possible methodological suggestions for future research, as well as suggestions for priming sociocultural values within the context of the classroom by amending educational practices that would allow future foreign language learners to become capable and confident foreign language speakers.Malgré la réception bourgeonnante de la diversité culturelle et ethnique dans les écoles aux U.S.A., la condition de l'Américain monolingue continue à dominer. Bien qu'un nombre relativement important des étudiants américains réussissent à obtenir des notes respectables dans leurs cours de langues étrangères, peu réusissent à apprendre à parler couramment une langue autre que l'anglais. Depuis les dernières vingt années, des journalistes, ainsi que des hommes politiques ont offert des opinions diverses comme pourquoi cette situation persiste. Mais il y reste encore de nos jours une pénurie de recherche qui s'adresse spécifiquement au problème, tout en tenant compte des divers contextes des étudiants eux-mêmes, ainsi que leurs différences individuelles qui pourraient influencer l'apprentissage de langues. Cette étude de cas de neuf étudiants, suivant des cours de français dans une université dans l'état de New York, entreprend à offrir au lecteur une connaissance plus profonde du problème, en traçant leur apprentissage d'une langue étrangère. Commençant par des récits de leur motivation personnelle actuelle pour ré-apprendre le français au niveau universitaire, ces étudiants débarquent sur un voyage de retour en arrière pour fournir des déscriptions riches de leurs débuts comme étudiants de langues étrangères. Sous le paradigme de "methode combinée de triangulation", la chercheuse emploie des mésures quantitatives pour mettre en valeur les données obtenues par des entretiens des participants.En offrant leurs histoires, ce groupe particulier d'étudiants de langue démonstre comment les valeurs socioculturels américains ont produit et continuent à produire un effet sur leurs attitudes et leurs opinons vis-à-vis l'apprentissage d'une langue étrangère. En combinant ces resneignements avec les données qui examinent les différences individuelles telle que la motivation, l'aptitude pour apprendre une langue étrangère, et la perte du français déjà "appris", ne fait que rendre plus clair le portrait de l'étudiant de langue étrangère américain dans cet instance. Cette thèse finit par offrir des suggestions en ce qui concernent la méthodologie de la future recherche, ainsi qui celles pour amorcer des valeurs socioculturels dans le milieu académique, en modifiant les pratiques pédagogiques qui permettraient aux étudiants à l'avenir de devenir des locuteurs de langues étrangères compétents et assurés.
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Morgan, Joy. "Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117137.
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The present study examines the feasibility and effectiveness of integrating a focus on content/meaning into a predominantly form/language-focused French foreign language high school classroom context in rural, upstate New York. A classroom intervention was conducted with 27 student participants and their French teacher, implementing a French content-based unit on environmental issues. The study used a mixed-methods approach for data collection and data analysis. Data were analyzed using both qualitative content-analyses and quantitative statistical analyses. Results indicate that implementing a counterbalanced content-based unit into a traditional form-focused foreign language classroom, while challenging on many levels, is feasible and has the added benefit of helping students progress in both content and language, while making a meaningful and deep connection with students. Keywords: counterbalanced instruction, content-based language teaching (CBLT), content-based instruction (CBI), content and language integrated learning (CLIL), French, foreign language, science education, classroom context.Cette étude examine la faisabilité et l'efficacité de l'intégration d'une concentration sur le contenu/le sujet dans un contexte principalement concentré sur la forme/la langue. Le contexte choisi pour cette étude est une classe de français langue étrangère dans un lycée d'une petite ville rurale du nord-ouest de l'État de New York. Une intervention dans la salle de classe a été conduite avec 27 participants-étudiants et leur professeur de français. Cette intervention mettait en pratique un module (« une situation d'apprentissage et d'évaluation ») en français sur les problèmes environnementaux. L'étude a adopté des méthodes mixtes pour rassembler et analyser les données. Ces dernières ont été analysées au regard du contenu qualitatif aussi bien que par des analyses statistiques quantitatives. Les résultats ont indiqué que la mise en pratique d'un module basé sur l'instruction contrepoids dans une salle de classe de langue étrangère qui se concentre sur la langue est faisable, même s'il y a plusieurs défis. En outre, cette approche peut soutenir le progrès des étudiants tant dans le contenu que dans la langue, en créant une connexion significative et profonde avec les étudiants. Mots-clés: l'approche du « contrepoids », l'enseignement des langues par le contenu (CBLT), l'instruction par le contenu (CBI), l'intégration d'une langue étrangère et une discipline non linguistique (DNL), l'enseignement de matières par intégration d'une langue étrangère (EMILE/CLIL en anglais), le français, la langue étrangère, l'enseignement des sciences, le contexte de salle de classe.
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Toprak, Elif Leyla. "An eclectic approach to narrative comprehension teaching with special reference to Turkish universities." Thesis, University of Kent, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244326.
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Hsu, Chia-shu. "Developing a mastery in seeking rather than knowing an approach to literature in a foreign language /." Diss., Connect to online resource - MSU authorized users, 2008.
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Belsky, Stella. "The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5481/.
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This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.
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Rubies, I. Mirabet Joan Pau. "Vijayanagara in foreign eyes : a study of travel literature and ethnology in the Renaissance (1420-1600)." Thesis, University of Cambridge, 1992. https://www.repository.cam.ac.uk/handle/1810/236170.
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This dissertation attempts to understand the formationand transmission of images of non-European societies duringthe Renaissance from a case-study. An introductory chapterexplains travel literature as a genre, and establishes itsgeneral importance for the early development of the humansciences in the European cultural tradition, in particularthe empirical assumption that dominates the production ofpractically-oriented narratives based on the creative useof everyday language. The argument then goes on to focuson various descriptions of the South Indian kingdom ofVijayanagara written in the fifteenth and sixteenthcenturies by foreign observers. This body of literature isstudied thoroughly and in chronological order, withreference to the education and interests of the travellersand to the quality-of. their Indian experiences. Thus. theargument compares medieval with sixteenth-century travelnarratives, and texts produced within a Muslim and a LatinChristian traditions. Finally, it attempts to evaluate theuse travellers made of their rhetorical possibilities froma modern understanding of the complexity of the indigenouscultural tradition and political system. Continuousreference to the travel literature of the late Middle Agesand the Renaissance connects this original case-study withthe contemporary process of formation of ethnologicallanguages in Europe. The conclusion argues for theunderstanding of travel literature as a possible form ofcultural translation. It also defines the fundamentalassumptions of Renaissance ethnology as the understandingof human diversity in natural and historical terms, albeitin the limited form of descriptions of social behaviourwhich avoided the open discussion of religious beliefs.
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Donatello, Aryn E. "THE IMPACT SHORT TERM MEDICAL MiSSIONS HAVE ON FOREIGN COMMUNITIES." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525719084229235.
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Pettegree, Jane K. "Foreign and native on the English stage, 1588-1611 : metaphor and national identity." Thesis, St Andrews, 2009. http://hdl.handle.net/10023/786.
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Lindstedt, Kubik Anna-Karin. "Using literature in EFL education : the connection between theory and practice." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8299.
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Originating in a curiosity of how literature is used in the EFL classroom, the aim for this study has been to examine if four teachers‟ purpose for, and procedure in, using literature in the EFL classroom concur with what is a useful method on the subject as demonstrated by a methodological model constructed from current research. For this study, a model of beneficial methods of using literature in the EFL class was constructed from selected current research. Because there is a lot of research in this area, there is no claim that this study includes all theories regarding the use of literature in the EFL classroom. Still, it was possible to construct a useful model of common and constructive methods of literature use in EFL education. The conclusion of this study is that the teachers‟ purpose when using literature in the EFL class varies with the different teachers. However, they do concur with that of the national syllabi and to some extent also to written research on the subject. Further on, the teachers do work both in accordance with, and opposite to, procedures that the methodological model establishes to be productive.
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Oliveira, Desiree. "Portuguese as a Foreign Language: Motivations and Perceptions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2874.
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Portuguese enrollments have been on a continuous rise at universities in the United States. Due to this increase it is important that teachers and department administrators understand what the motivations of Portuguese students are. This study reports on the findings of a survey conducted with lower-level Portuguese students at Brigham Young University regarding their motivations to study the language and compares these motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on students' perspectives on Portuguese in contrast to their perspectives on these other four European languages. Other issues considered include Portuguese students' native and foreign language backgrounds, their motivation to further pursue the study of Portuguese in the future, and their interest in two different varieties of the language, Brazilian and European Portuguese. Results revealed that only for Portuguese students were career plans the main motivation to study the language. Most Portuguese students already spoke Spanish fluently, either as a native or foreign language, and were also greatly motivated by the similarity between the two languages. Many Portuguese students were interested in pursuing their language studies in the future. Students reported being very interested in Brazilian Portuguese, but minimally interested in the European variety. Portuguese students' perceptions of the language were for the most part more positive than their perceptions of French, German, Italian, and Spanish, whereas non-Portuguese students' perceptions of Portuguese were mostly less positive than their perceptions of these other four European languages. Based on Portuguese and non-Portuguese students' responses to the survey questions, the study gives recommendations to promote the study of Portuguese as a foreign language at the post-secondary level.
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Jones, Andrew Cessna. "Exposing romantic folly comic performance in Mark Twain's foreign travel writing /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Ozkut, Iffet E. "The nature of motivational factors related to achievement of English as a Foreign Language in Turkey." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7819.
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The motivational dimension of second/foreign language learning has received considerable emphasis in the literature as a means of better predicting language achievement and understanding the factors that influence language learning. The present study is an attempt to analyze the nature of orientations towards learning English as a foreign language, and to test whether they are related to other constructs, such as motivation and proficiency, in a context not hitherto explored. To this end, four instruments were administered to a random sample of approximately 200 male and female university students in Humanities and Science in Turkey. These students were enrolled in intensive English language programs at the time of testing. The instruments consisted of (1) a cloze test to measure language proficiency; (2) a questionnaire to assess Ss' reasons for studying L$\sb2$; (3) a Motivational Intensity Scale to assess the students' effort in studying L$\sb2$; and (4) a Desire to Learn L$\sb2$ Scale to assess the degree to which Ss want to learn L$\sb2$. The data was subjected to factor analyses and seven orientations to learn English were found to be common to all groups studied. Results of correlational analyses showed that there was a relationship between motivation and proficiency for females in the sample. There was no significant relationship between proficiency and any of the seven orientations for either sex. Results based on MANOVA to determine the main effects for sex and field of study revealed significant effects for sex but not for field. A second factor analysis was done to assess the relationships between the seven orientations and motivation and proficiency for males and females separately. Four factors for females and three factors for males were obtained. A detailed description was given of the cultural, historical and educational context where English as a Foreign Language (EFL) takes place, where there is almost no contact with native speakers of English outside the classroom. This study contributes to those already conducted to test the most recent models of language learning in contexts both outside and within North America.
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Xiang, Yang. "Grammatical Error Identification for Learners of Chinese as a Foreign Language." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361927.
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This thesis aims to build a system to tackle the task of diagnosing the grammatical errors in sentences written by learners of Chinese as a foreign language with the help of the CRF model (Conditional Random Field). The goal of this task is threefold: 1) identify if the sentence is correct or not, 2) identify the specific error types in the sentence, 3) find out the location of the identified errors. In this thesis, the task of Chinese grammatical error diagnosis is approached as a sequence tagging problem. The data and evaluation tool come from the previous shared tasks on Chinese Grammatical Error Diagnosis in 2016 and 2017. First, we use characters and POS tags as features to train the model and build the baseline system. We then notice that there are overlapping errors in the data. To solve this problem, we adopt three approaches: filtering out the problematic data, assigning encoding to characters with more than one label and building separate classifiers for each error type. We continue to increase the amount of training data and include syntactic features. The results show that both filtering out the problematic data and including syntactic features have a positive impact on the results. In addition, difference between domains of training data and test data can hurt performance to a large extent.
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Brazzale, Rebecca Leigh. "Student Perceptions of Strategies Used for Reading Hispanic Literature: A Case Study." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4089.
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This qualitative study investigated the experiences of students during their reading tasks for their university Spanish courses during the Fall 2013 semester at Brigham Young University in Provo, Utah. The purpose of this research was to explore what types of reading strategies university Spanish students use during literary readings tasks and their perceptions of the reading strategies they use. This case study employed stimulated recall protocol interviews, student reading logs and student notes in texts. Interviews were conducted within 24 hours of the reading, while reading logs and notes were completed during the reading. The data collected were analyzed for recurring patterns. Results suggested that students employ a variety of reading strategies but are less aware of metacognitive and affective strategies. Furthermore, it was found that individual affective factors such as stress, fatigue, frustration, confidence level and motivation might have a greater impact on strategy use than proficiency in the second language. Assessment and time constraints were also found to affect strategy implementation suggesting a strong washback in the foreign language classroom. Finally, participant comments demonstrated that students perceive reading in the foreign language class to be a pragmatic stepping-stone towards individual learning goals that may differ from the learning outcomes of a literature course.
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Taylor, Juliette. "Foreign music : linguistic estrangement and its textual effects in Joyce, Beckett, Nabokov and Rushdie." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2582/.
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This thesis examines the relationship between multilingualism and defamiliarisation in Joyce, Beckett, Nabokov and Rushdie. Focusing on Joyce’s Ulysses, Beckett’s Trilogy, Nabokov’s Bend Sinister, Pale Fire and Ada, and Rushdie’s Midnight’s Children, the study considers the reasons for these authors’ uses a foreign languages and examines their specialised compositional processes. It evaluates the textual effects produced by these processes, and compares overtly multilingual effects (such as multilingual puns and the hybridisation of language) to more general characteristics of the authors’ prose-styles, including monolingual forms of defamiliarisation. The prose of all four authors is characterised by extreme forms of defamiliarisation, and the thesis develops the concept of ‘linguistic estrangement’ to elucidate a perceived relationship between each author’s perspective of ideological or literal estrangement from language and his subsequent estrangement of that language. In particular, these writers tend to turn the distinctive features of the foreigner’s perspective on language - semantic ambiguity and linguistic materiality - to positive effect: semantic ambiguity is used to produce puns, plays on words and linguistic overdetermination, while in focus on the material characteristics of language is fundamental to the construction of phonetic and rhythmic linguistic patterns. As a result, the work under scrutiny is often characterised by high levels of musicality, iconicity and textual performativity. Apparently ‘negative’ aspects of language - interlingual confusion, distortion, mistranslation, misunderstanding and misuse - thus form the basis of some of the most productive stylistic aspects, and indeed the radically innovative nature, of each author’s work. The thesis explores a wide array of evident intentions associated with such processes including, among others, mimetic, aesthetic, literary historical and socio-political concerns. Translational processes, interlingual contact and linguistic estrangement are thus demonstrated to be fundamental to the particular thematic and stylistic features of the work of each individual author. This study can also, more generally, be seen to address a central dynamic within modernist (and subsequent late-modernist and postmodernist) literary production.
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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.
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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign language classroom setting. The existing theories of orientations and the abstraction of the data results are merged into a new taxonomy. The notion of Grounded Theory--an interplay of data and theories--is a central perspective throughout the study. The JFL program in the Northwest reflects many aspects of the language-as-resource orientation. Most of the participants' voices and hopes are explicitly included in the program and in some standards on foreign language education. However, heritage language and identity issues are not explicitly discussed in this program. The research suggests that this program consider this aspect and develop an appropriate methodology for this population. In addition, a new descriptive orientation taxonomy is suggested in the coding process: Language as means of communication, Language as linguistic means, and Language as a mediator of culture (with two different emphases: First language and culture; and Any language and culture). The research findings and interpretations were negotiated with the participants in order to assure their appropriateness, and the study includes two-year data from various interviews, ranging from a pilot study to final interviews. Final interviews were conducted in addition to the main study in order to assure the results and my interpretations of interview quotations. This study contributes to research methodology itself by incorporating various research tools including descriptive statistics and traditional qualitative methods. As an exploration of this topic, this study presents important implications to foreign language education and pedagogy, and to theory development in language planning and policy.
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Jiménez, Peña Gabriel. "The role of epistemic communities in the formulation of foreign economic policy in Latin America: a literature review." Politai, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/92602.
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This paper is organized as follows. The introduction determines what Foreign Economic Policy is. Then, it builds a theoretical framework about Foreign Economic Policy formulation in developing countries, with a focus in Lain America. This discusses three different approaches: system-centered, society-centered and state-centered. Then, it explores literature about epistemic communities in Latin America in order to determine to what extent this has focus on Foreign Economic Policy formulation. Finally, it explores the importance of studying the role of epistemic communities in public agencies in charge of foreign economic relations in the region.Este escrito está organizado de la siguiente manera. En la introducción se discutirá en quéconsiste la política económica exterior (en adelante PEE). Luego, en primer lugar, se construye un marco teórico en torno de la formación de la PEE en los países en vías de desarrollo y, en particular, en América Latina. Ello a través de tres enfoques diferentes: centrado en el sistema, en la sociedad y en el Estado. En segundo lugar, se busca mostrar de qué manera este marco teórico podría informarse del constructivismo. Asimismo, se aborda la literatura sobre las comunidades de conocimiento latinoamericanas para determinar hasta qué punto ha sido tratada la formación de PEE. Finalmente, se arriba a una conclusión sobre la necesidad de explicar el papel de las comunidades de conocimiento en los organismos o agencias públicas encargadas de las relacioneseconómicas exteriores latinoamericanas.
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Cowan, Grace. "CHILE: Mi Conquista, de Norte a Sur." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/10.
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My thesis is a creative expression in poetry about my study abroad experience in Chile. During my time in Chile I traveled all over the country and tried to experience as much of the culture as possible. These poems speak of different parts of the country that I visited and different cultural aspects to which I was exposed. The work also includes photos from my travels to accompany several of my poems. This thesis was written with the hope that others might be able to better understand my semester in Chile.