Dissertations / Theses: 'Language use in 5'

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Pogulis, Amanda. "Teachers' Opinions on the Use of English in the EFL classroom and students' Grades." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-83489.

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The aim of this study was to show whether there was a correlation between teachers’ opinions on the use of English in the EFL classroom and the students’ grades. The participants were four classes consisting of 75 students and four teachers from two Swedish upper secondary schools. A mixed-method was used consisting of two questionnaires and the students’ final grades from their English 5 course. The questionnaires were self-administrated and distributed via Google drive. Findings from this study indicate that there was no relationship between the teachers’ opinions and the students’ grades, but that Extramural English seems to affect the students’ grades. The extent of this has, however, not been established in this study. Further research within this area is needed.

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Ho, Chun-yue. "A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readers." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43240884.

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Birston, Paul. "Jesus' powerful use of language for effective preaching a sample rhetorical analysis of his hyperbole for the judging hypocrite (Matthew 7:1-5) /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p018-0110.

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.

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Master of Philosophy in Education
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1758.

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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1519.

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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development-three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten literacy skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.

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Case, Cornelia, Gunilla Forsberg, and Annemo Uppman. "Ordfrekvens och ordformer : Analys av samtal mellan barn i åldersgrupperna 5-8 år respektive 9-12 år." Thesis, Department of Clinical and Experimental Medicine, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20283.

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Språket är i ständig förändring vilket innebär att språkligt material med tiden föråldras och blir inaktuellt. Vid talaudiometrisk testning av barn är det viktigt att testmaterialet innefattar ord som är välkända för barn eftersom förståelsen för materialet kan inverka på mätresultatet. Det talaudiometriska test som idag används för barn bygger på ordmaterial som ursprungligen insamlats under 1930-talet. Föreliggande studie är en del av ett större projekt och inleder arbetet med att utarbeta ett nytt talaudiometriskt material för barn.

Syftet med föreliggande studie var att beräkna och jämföra ordfrekvens och antal ordformer utifrån inspelade samtal mellan de deltagande barnen i åldersgrupperna 5-8 år (Grupp 1) respektive 9-12 år (Grupp 2). Totalt 79 barn mellan 5 och 12 år deltog i studien. Inspelningar av barns samtal med varandra gjordes på förskolor och fritidshem i Linköpings tätort och cirka 300 minuter inspelat material analyserades. Barnens yttranden transkriberades ortografiskt och de ord som användes i samtalen grupperades för att därefter delas in i sex olika kategorier. Frekvensberäkning av ord per åldersgrupp utfördes och de båda åldersgruppernas totala volym av ordformer räknades ut.

Resultaten visade att ordfrekvensen var högre i Grupp 2 än i Grupp 1. I Grupp 2 förekom också ett större antal ordformer än i Grupp 1. Hos båda åldersgrupperna var Substantiv den mest använda kategorin avseende antal ordformer, dock var det stor skillnad mellan Grupp 1 och Grupp 2 gällande vilka ordformer som användes.

Resultaten diskuteras utifrån de åldersrelaterade skillnaderna mellan grupperna, olika sätt att beräkna ordfrekvens samt i relation till förändringar i svenska språket över tid.

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CARVALHO, MONICA TORREAO. "5 CS AND 1 CONTEXT: AN EXPERIENCE IN TEACHING PORTUGUESE AS FOREIGN LANGUAGE ACCORDING TO USA STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGE - SFLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7086@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Esta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE.
This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.

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Garver, Susan J. ""Une transformation profonde": Decay and Beauty in Cléo from 5 to 7." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3440.

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Cléo from 5 to 7 is perhaps the most famous work of influential French filmmaker Agnès Varda, who is often called the "Grande Dame of the New Wave". The depth of symbolism, the richness of imagery, the beginnings of cinécriture (a Varda-ism describing cinema as a form of writing that uses all the tools available to a filmmaker, not just words), and the charm of the story have guaranteed Cléo's popularity with scholars and audiences alike. Current scholarship has tended to focus on a few aspects of Cléo, including her role as a flâneuse, the use of mirrors and the theme of gazing, time and the division of the film into chapters, the female gaze, and femininity. I will examine the thematic of decay, nature, and beauty in Cléo. Beginning by linking it to her more contemporary documentary The Gleaners and I, I will analyze how Varda undermines conventional ideas of health, youth, and beauty by deconstructing Cléo's world through the threat of disease, only to show how Cléo regains autonomy and control of herself by learning to embrace the inevitability of decay in nature, and in her own body. I will rely on the theories in Elaine Scarry's The Body in Pain to show how Cléo's changing relationship to her body constitute the profound transformation mentioned at the beginning of the film. I will also examine Cléo's cancer in light of Susan Sontag's essay Illness as Metaphor. We will see how Varda uses cinécriture to express these ideas, especially in regards to the dialogue between characters, visual symbols, and the use of space.

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Scheffka, Karin. "Spoken English in grade 5 and grade 9 : A survey of When and How often Oral English is Used in the Classroom." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15482.

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Most pupilsin grade 5 and grade 9 pass the oral part of the national exam. The aim of thispaper is to find out when and how often the pupils speak English in theclassroom. There is also a question of when and how often the teachers speak inEnglish and why the teachers make these choices. The studywas carried out by using a questionnaire. The pupils were asked two questionsand the teachers were asked almost the same two questions with the addition offive open questions. 71 fifth graders from four different classes and 94 ninthgraders from four different classes responded. 3 teachers from grade 5 and 4teachers from grade 9 also participated. Theresults show that both the teachers and the pupils use spoken English in avariety of situations such as communication between teacher and pupil and amongpupils. The younger pupils take on a more passive role, like imitating theteacher, but there is a progression from more controlled situations to moreopen situations. There seems to be a more varied, but less regular communicationin the older ages. The teachers want to speak English as much as possible, butoften explain difficult parts in Swedish in order for the pupils to understand.

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Ho, Chun-yip Ken, and 何振業. "An investigation into the reading motivation and strategy use of more competent and less competent readers of English in form 5 in a Chinesemedium of instruction (CMI) school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38720206.

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Kristensson, Dan. "Examples of Propaganda in Tony Blair's Political Speech : An analysis of the political language used in Tony Blair's speech, dated 5 March, 2004." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-902.

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Oliveira, Christian Cesar Candido de. "Discurso e memória autobiográfica em adolescentes usuários de drogas." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-28012008-094122/.

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A memória autobiográfica é uma memória de longo prazo relacionada à história de vida individual e coletiva que reflete o funcionamento cognitivo, lingüístico e afetivo. Torna-se mais elaborada na adolescência, fase da vida em que grande parte das pessoas experimenta álcool e drogas. O objetivo desta tese foi o de traçar e relacionar o perfil dos discursos autobiográfico oral livre e eliciado de fatos ocorridos na infância em 77 adolescentes usuários e não usuários de drogas, de ambos os gêneros. Os usuários de álcool e/ou drogas (n=37) estavam em tratamento para dependência química no Grupo de Adolescentes e Drogas do Serviço de Psiquiatria da Infância e Adolescência do Instituto de Psiquiatria do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo e os não usuários de drogas (n=40) estavam regularmente matriculados em Escola Municipal de Ensino Fundamental da Cidade de São Paulo. O discurso autobiográfico oral livre foi analisado com base em dois modelos: o de Peterson e McCabe (1983) - que privilegia a estrutura discursiva através da identificação dos elementos cenário, complicação, resposta interna, tentativa, conseqüência e reação - e o de Brown et al. (1986) - que verifica os temas das memórias (pessoal, público e ocupacional). Foram igualmente aplicados questionários para as avaliações da memória autobiográfica (Borrini et al., 1989) e da memória semântica com características autobiográficas (Kihlstrom e Schacter, 1995). Apesar de não terem sido encontradas diferenças significativas em relação aos temas (Brown et al.,1986), de acordo com o modelo de Peterson e McCabe (1983), em geral, os usuários tiveram menos incidência de estruturas discursivas do que os não usuários e os meninos usuários tiveram pior desempenho do que os demais sujeitos. Este achado foi semelhante para o questionário de memória semântica com características autobiográficas (Kihlstrom e Schacter, 1995). Para o questionário de memória autobiográfica (Borrini et al., 1989), foram encontrados desempenhos semelhantes entre usuários e não usuários. Porém, os meninos usuários apresentaram menos lembranças do que os meninos não usuários e do que as meninas usuárias. Além disso, os meninos não usuários também apresentaram menos lembranças do que as meninas não usuárias. Esta tese constatou que, apesar de todos os jovens falarem sobre temas semelhantes, relacionados principalmente às questões pessoais, adolescentes que usam drogas tiveram maior dificuldade para acessarem suas memórias autobiográficas, tanto em discurso oral livre quanto em discurso eliciado de fatos ocorridos na infância. Este dado parece não só ser indicativo de alterações cognitivas e lingüísticas decorrentes do uso de drogas mas, também, de questões relacionadas ao impacto que as drogas têm nos processos de busca de novos conhecimentos e de socialização. O gênero feminino (usuárias e não usuárias) parece ter um perfil mais homogêneo do que o masculino (usuários e não usuários).
Autobiographical memory is a long-term memory related to the individual and collective history that reflects cognitive, linguistic and affective skills. It becomes more elaborated in adolescence, phase of life during which most part of people experiment with alcohol and drugs. The aim of this thesis was to describe and relate the profile of the free verbal and stimulated autobiographical discourses of facts occurred during childhood in 77 adolescent drug users and non-users of both genders. Alcohol and/or drug users (n=37) were recruited from the Outpatient Clinic for Adolescents and Drugs of the Childhood and Adolescence Psychiatric Service (SEPIA) of the Psychiatry Institute (IPq) of Hospital das Clínicas of Sao Paulo University Medical School (HCFMUSP) and non-users (n=40) attended public elementary school in São Paulo city. Free verbal autobiographical discourse was analyzed based on two models: Peterson and McCabe (1983) - which privileges the discourse structure through the identification of the elements setting, complication, internal response, attempt, consequence and reaction - and Brown et al. (1986) - which verifies the themes of memories (personal, public and occupational). Furthermore, questionnaires for the evaluation of the autobiographical (Borrini et al., 1989) and semantic memory with autobiographical characteristics (Kihlstrom and Schacter, 1995) were applied. Although significant differences related to the themes (Brown et al., 1986) were not found, in accordance with the model proposed by Peterson and McCabe (1983), users, in general, presented lower incidence of discourse structures than non-users and male users had worse performance than other subjects. This result was similar for the semantic memory with autobiographical characteristics (Kihlstrom and Schacter, 1995). For the autobiographical memory questionnaire (Borrini et al., 1989), similar performances between users and non-users were found. However, male users presented fewer memories than both male non-users and female users. Moreover, male non-users also presented fewer memories than female non-users. This thesis verified that, although all subjects talk about similar themes, mainly related to personal issues, drug users had greater difficulty to access their autobiographical memories, both in the free verbal and stimulated autobiographical discourses of facts occurred during childhood. This data is seemingly indicative of cognitive and linguistic impairment resulting from the drug use and also of questions related to the impact drugs have in the search processes for new knowledge and socialization. Females (users and non-users) apparently have a more homogeneous profile than males (users and non-users). semantic memory with autobiographical characteristics (Kihlstrom and Schacter, 1995). For the autobiographical memory questionnaire (Borrini et al., 1989), similar performances between users and non-users were found. However, male users presented fewer memories than both male non-users and female users. Moreover, male non-users also presented fewer memories than female non-users. This thesis verified that, although all subjects talk about similar themes, mainly related to personal issues, drug users had greater difficulty to access their autobiographical memories, both in the free verbal and stimulated autobiographical discourses of facts occurred during childhood. This data is seemingly indicative of cognitive and linguistic impairment resulting from the drug use and also of questions related to the impact drugs have in the search processes for new knowledge and socialization. Females (users and non-users) apparently have a more homogeneous profile than males (users and non-users).

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Wenneker, Clemens Petrus Jozef. "Processes underlying biased language use." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2007. http://dare.uva.nl/document/47639.

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Ducharme, Daphne Ann. "Second language retention: Language use as a contributing factor." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9465.

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Using data collected by Wesche (1992), this study examines the effect of the use of French as a second language on the performance of subjects in receptive skills (listening and reading comprehension) and productive skills (speaking and writing). Language use is presented as one of three major factors (together with the initial level of proficiency, and the role of motivation) reported from earlier research (Harley, 1994) as relevant to the maintenance of language skills. Results of earlier investigations (Bahrick, 1984; Clark & Jorden, 1984) have already shown that the level of proficiency may influence long-term retention of knowledge. Similarly, the role of motivation has been studied extensively by a number of researchers (Gardner, 1982; Gardner, Lalonde and MacPherson, 1985; Gardner, Lalonde, Moorcroft and Evers, 1985; Gardner, Moorcroft and Metford, 1989; Gardner and Lysynchuk, 1990) and it is now generally accepted that attitudes affect motivation which in turn influences the long-term retention of learned material (Moorcroft and Gardner, 1987). Just as motivation is seen as a crucial component in language learning, it stands to reason that to maintain a level of performance, it is important to benefit from a supportive external environment (Edwards, 1977). The more practice is available to subjects who wish to maintain their skills, it seems, the more likely they are to be successful in doing so. This research attempts to establish a relationship between the use of the language after learning has occurred and the difference between pre and post test measures using the data collected by Wesche (1992). A number of specific independent variables will be examined, specifically the number of university courses taken in French, the number of books read in French, the number of movies seen in French, the number of hours of television watched in French, and the number of other activities in French.

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Berlin, Andreas, and Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.

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The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-language classroom according to the teachers and learners? What has been saidabout only target language usage from a historical and a contemporary perspective? Does the use of the L1 in asecond-language/foreign-language classroom have a positive or negative effect on the learners’ language learning?To answer these questions, we have read and analysed sixteen empirical studies. Firstly, the research shows that bothlearners and teachers prefer to use the second language/target language as much as possible. However, they alsorecognise the benefits that the first language can have. The second question we have answered using both empiricalstudies as well as theorists from second language acquisition research and sociocultural theory. Our literaturedescribes a shift in language learning and teaching, from the bilingual grammar-translation method towards a moremonolingual classroom where the first language has no place. However, the empirical studies signal a new shift insecond-language/foreign-language education, reverting back to a more bilingual approach. Finally, all studies agreethat the first language has a complementary role in the language classroom, and if used properly, it can have apositive effect on language acquisition. Through our results we argue that the first language can increase the learners’motivation, move the tasks along and create a non-threatening environment where learners can feel safe to use thetarget language. Although the first language can benefit second language learning, learners and teachers must beaware of the danger of extensive usage, as it should remain a supplement to the target language.

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Lu, Tianyi. "Film language: use of film language in narrative cinema." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13064.

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Film language is a method of narrative expression, which promotes the development of narrative and plot. Film languages are very important methods in filmmaking, when used properly they make a film successful. In this thesis, I explore three film languages – camera shots, moving cinematography, lighting and colour. They are all important methods that promote and express the film narrative. Filmmakers use these film languages, to give a film aesthetic value. I consider how filmmakers use film language to express the narrative of their films, based on film theories exploring the similarities and differences between two films and analysing six different films by different filmmakers in total. They include – TomTykwer’s Run Lola Run, Danny Boyle’s Slumdog Millionaire, Baz Luhrmann’s Australia, Doze Niu’s Love, Wong Kar-wai’s In the Mood for Love, and Peter Chan‘s Comrades: Almost a Love Story. My research shows that film languages are very important to filmmakers. When used properly, filmmakers make their audiences feel unexpected aesthetic enjoyment. Film languages are used to effectively promote or express the film narrative, which would otherwise be lost. As a filmmaker myself, this research has helped me to figure out film shooting and editing aspects in my own film projects.

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Cunha, Wilson de Angelo. "The interpretation of the Yiqtol verbs in Psalm 47.4-5." Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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

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Frohm, Therese. "Does more target language use by the teacher encourage more target language use by the students?" Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4226.

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The aim of this study was to investigate how the target language is used in the foreign language classroom and how different teachers combine the target language and the first language in their teaching. The study was conducted in three different Swedish schools at different levels: one at the intermediate level; one at the secondary level; and two at the upper secondary level. The teachers were observed during class and interviewed. In addition to this, the students answered a questionnaire about their own and their teacher's use of the target language.

The results showed that the teachers used the target language as the most common language in their teaching, although the first language was also used. The intermediate teacher used the first language when she did not have enough language herself, when she explained grammar or went through important information. The secondary teacher used the first language when she explained grammar as well as the upper secondary teacher, who also used the first language when she had important information. The results showed that the teacher's choice of language in the classroom had an impact on the students since more teacher target language use encouraged more student target language use in the classroom, and that it is important to start the lesson in the target language to encourage more target language use by the students. Both the teachers and the students thought that the target language was important during language teaching.

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McCaffery, Stephen James 1966. "Deictic use." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289633.

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This dissertation is comprised of four chapters. In chapter 1 I examine Kaplan's theory of deictics (indexicals and demonstratives) and show that the very data that is used to support various aspects of the theory actually show it to be inadequate. In chapter 2 I present a variety of uses of deictics and argue that semantic theories in general are not equipped to handle them. In chapter 3 I examine two other views of deictic reference and show them to be inadequate. I then outline my own two component use-based theory of deictics. In my theory I combine a semantic theory of deictics with a theory of reference determining intentions by showing that the linguistic meanings of deictic terms create constraints on a speaker's referential intentions. In chapter 4 I fill out a number of aspects of my theory and deal with the attributive use of deictics.

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Taylor, Kristina Boysen. "A specification language design for the Java Modeling Language (JML) using Java 5 annotations." [Ames, Iowa : Iowa State University], 2008.

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Eriksson, Amanda. "Target Language Use during English Lessons for Young Language Learners." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29799.

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One of the subjects in Swedish schools that has become increasingly important is the English subject. This study aimed to analyse what language teachers use in different situations in an English lesson. The study’s purpose was also to find out what reasons teachers gave for their choice of language use during English lessons. The method chosen for this study was a survey. The survey was published in Facebook groups intended for teachers. The results of the survey showed that when asking questions to pupils most teachers chose to use English whereas Swedish was mostly used when helping the students during exercises. The results also showed that teachers’ own experience was the main determining factor when teachers planned the lessons and what language to use.

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Wong, Shau-yin Shirley, and 黃修賢. "Language use in the legal domain." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26904536.

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Alsaawi, Ali Abdulkarim A. "Imams' language use in mosque sermons." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3985.

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Religion plays a pivotal role in some societies, but the interaction between language and religion from a bilingualism perspective has not been fully explored. The overlap between the two, including “the way that religion and language interact to produce language contact” (Spolsky, 2003, p. 81), has recently been considered by Omoniyi and Fishman (2006). Many studies have been conducted regarding language use within institutional settings, such as schools, universities, workplaces and courtrooms. However, less attention has been paid to language use outside of these settings, such as within religious contexts, although mosques are viewed as institutional in nature. In particular, imams may switch between languages in their sermons in the mosque, perhaps similar to priests’ practices in churches where they may switch between Latin and English. The shortage of such studies regarding this phenomenon could be a result of the assumption that secularism is increasingly dominant and widespread, especially in Europe. This assumption can lead to an underestimation of the depth of religion in peoples’ lives and of the significance of the languages to express it. Another salient aspect may be that prayers tend not to change much over time and thus there is no need for such studies to be conducted. Yet, this is not actually true, especially in the case of Friday sermons, which tend to be less formulaic than prayers and in which ordinary talk also occurs. To explore this phenomenon, a qualitative study was undertaken by means of simulated recall interviews and non-participant observation with imams (n=10) and mosque audiences (n=7). The study reveals that employing more than one language in one-way religious speech is a means of increasing historical authenticity, exposing audiences to Arabic, overcoming a lack of easy equivalents in English (such as for the word bidah), emphasizing religious authority (given the very close links between Arabic and Islam), an assumption of audiences’ knowledge of some Arabic features (mostly in the form of words), or accommodating the iv diverse backgrounds of the audience, some of whom have knowledge of Arabic. This has been described as having spiritual, historical and emotional significance, invoking religious links associated between Arabic and Islam. Stakeholders, especially audiences, claim benefits beyond the language used in the sermons themselves. Imams, in addition, also tend to see the use of both English and Arabic as socially and culturally salient, a means of uniting people in an otherwise often fractured world, or one frequently presented as such in the media. Attitudes towards this phenomenon in mosques have been reported by all those involved as being very positive.

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Чернець, М. О. "Computer use in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12989.

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Painter, Jacob T. "CHRONIC OPIOID USE IN FIBROMYALGIA SYNDROME: CHARACTERISTICS AND OUTCOMES." UKnowledge, 2012. http://uknowledge.uky.edu/pharmacy_etds/5.

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Fibromyalgia syndrome (FMS) is a chronic pain condition with significant societal and personal burdens of illness. Chronic opioid therapy in the treatment of chronic nonmalignant pain has increased drastically over the past decade. This is a worrisome trend in general, but specifically, given the pathophysiologic characteristics seen in fibromyalgia syndrome patients, the use of this class of medication deserves special scrutiny. Although the theoretical case against this therapy choice is strong, little empirical evidence exists. In order to supplement this literature, retrospective analysis methods are utilized to examine the association of state-, provider-, and patient level characteristics with the prevalence of chronic opioid use in this disease state. Data gathered through this analysis is then used to develop a propensity index for the identification of an appropriate control group for fibromyalgia patients, a task that has proven difficult in the literature to date. Using propensity stratification and matching techniques analysis of the impact of fibromyalgia, chronic opioid use, and the interaction of these two variables are undertaken. Several key findings and updates to the understanding of chronic opioid use and fibromyalgia syndrome are reported. Wide geographic variation in chronic opioid utilization between states is seen. The role of diagnosing provider type in the rate of chronic opioid prescribing is significant and can be aggregated at various levels. Demographic characteristics, comorbid conditions, and concurrent medication use are all important associates of chronic opioid use in fibromyalgia syndrome. Additionally, chronic opioid use in fibromyalgia patients, independent of propensity to receive that therapy choice is a significant correlate with healthcare costs. A diagnosis of fibromyalgia is a statistically significant source of healthcare costs, though the clinical significance of its impact when compared to a closely matched control group is minimized. Despite the minimization of the role of this diagnosis the impact of the interaction of chronic opioid use with fibromyalgia, despite control for myriad regressors, is significant both statistically and clinically.

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Bissoonauth, Anu. "Language use, language choice and language attitudes among young Mauritian adolescents in secondary education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10914/.

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The present study reports on a research project conducted in Mauritius in 1992/93. The project was designed to investigate patterns of language use, language choice and language attitudes of a subsection of the Mauritian population: adolescents in full-time education. Mauritius has been a French and British colony and therefore, both English and French are used in formal and official contexts. Furthermore, a French Creole is the lingua franca of the island and several Indian and Chinese languages, often called Oriental languages, are also spoken. The research was carried out in the field, and data was collected by means of a questionnaire and interview from a representative sample of the secondary school population. The basic questions raised in this study are the following: (i) Which language(s) is/are used in a given context, Creole, English, French, Indian or Chinese? (ii) What are the linguistic choices of this particular section of the population? (iii) What kind of attitudes do informants have towards Creole in education? (iv) What is the influence of social factors on the language use, language choice and language attitudes of the informants? The findings of this investigation are compared to the results of the 1990 census on language use. They reveal that although the present sample cannot be considered as representative of the whole Mauritian population, it is representative of the adolescent population in education. The responses indicate that Creole is the first language of the home, but that French and English, to a lesser extent, are also spoken. The majority of the sample seems to be against the idea of studying Creole in school, and yet, accept Creole as the national language of Mauritius. Despite the efforts of successive governments to promote Indian and Chinese languages as "ancestral languages", their use is generally declining, and the majority of informants see little or no use for them in practical terms. The statements made by informants interviewed appear to suggest that there are no conflicting attitudes relating to languages. There is a widespread feeling that Creole should not be used as the language of instruction, but should remain the national language for informal communication. English and French are more useful than Creole and Oriental languages, since they allow success in education and upward social mobility. Oriental languages are not important in daily life, but they represent cultural values, as such they are primarily used in religious practices and learnt as third languages in schools.

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Chen, Clair. "Language use and language socialization in bilingual homes in Inuit communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0028/MQ37105.pdf.

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Lam, Maggie. "Language and politics use and abuse of language in political rhetoric /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38429494.

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Sapinski, Tania H. "Language use and language attitudes in a rural South Australian community /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.

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Lam, Maggie, and 林美琪. "Language and politics: use and abuse of language in political rhetoric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38429494.

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Mugford, Gerrard. "Solidarity, supportiveness and creative language use in second-language interpersonal talk." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020494/.

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Second-language (L2) users frequently demonstrate a strong interest in developing, establishing and maintaining social relations with other L2 users through the medium of the second language and I argue in this thesis that this is often achieved through a variety of supportive and creative ways as interactants jointly construct interpersonal talk. My main aim in this thesis is to explore the workings of L2-L2 interpersonal language use and, as a secondary aim, to propose pedagogic intervention that will help the L2 learner to interact supportively and creatively in the target language. To develop this argument, I will build on the work on Aston and his description of how successful social relations in the target language are negotiated through supportiveness and solidarity and his use of the terms some and any (taken from Sacks, 1970-1971, and Schenkein, 1978) to examine how the L2 user can participate as a distinct individual in L2- L2 talk as opposed to interacting as an anonymous language user. Second-language interpersonal talk is problematic because the language user seeks to conform with others but, at the same time, wants to interact in creative ways. In discussing creative language use, I build on the work of Mead and his distinction between the creative I and the socially-conforming me and argue that L2-L2 creative language use is jointly constructed between second-language users as they seek to develop successful social relations. I aim to analyse the problematic nature of L2 interpersonal language by examining data collected on second-language users engaged in L2-L2 small talk in a target-language context and through interviews with such users. While building on Aston's description of solidarity and supportiveness in L2 interpersonal discourse, I also explore how creative language use allows the second-language user to achieve successful social relations and, at the same time, helps her to interact in her own distinctive way.

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Wagner, J. Ross. "The use of Psalm 8 in Hebrews 2:5-9." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Chan, Raymond. "Paul's use of [kata sarka] in 2 Corinthians 5:16." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Mokaleng, Botshelo Brenda. "Preparation of a 5-HT2 selective receptor antagonist, 123I-5-I-R91150, for use in psychiatric disorders." Thesis, Stellenbosch : Stellenbosch University, 2010. http://hdl.handle.net/10019.1/4845.

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Thesis (MScMedSc)--Stellenbosch University, 2010.
ENGLISH ABSTRACT: Radiolabelled compounds have been widely used as investigative tools for psychiatric disorders using positron emission tomography (PET) or single photon emission tomography (SPECT) of the brain. In particular 123I-5-IR91150, a serotonin (5-HT) 2a antagonist, has been used for imaging the serotonergic system. The current study developed optimal radiolabelling and purification methods in our laboratory with the objective that it can provide 123I- 5-I-R91150 in sufficient quantity and of acceptable pharmaceutical quality for human use. Unlabelled R91150 was obtained from Janssen Pharmaceutica (Beerse, Belgium). Carrier free [123I]Iodine was produced by iThemba LABS, South Africa, via the 127I(p,5n)123Xe-123I reaction, providing Na[123I] in 0.05 N sodium hydroxide with a specific activity of 4000-6000 MBq/ml. A direct electrophilic radioiodination method of labelling was used in this study for labelling 123-I-5-IR91150 in glacial acetic acid. After radiolabelling, the product was purified using two different methods, namely a high performance liquid chromatography (HPLC) purification method and a solid phase extraction (SPE) method. The analyses of the purified product for both methods were done using HPLC. Methods were tested to reduce the volume of the purified product using C8 or C18 solid phase extraction cartridges. The average labelling efficiencies for SPE and HPLC purification methods were 76% ± 13.6% and 52% ± 11.2% respectively. The yields of 123I-5-I-R91150 were about 80%. Sep-Pak C8 and C18 were both unable to concentrate the HPLC purified product. Products from both purification methods were sterile and pyrogen free. Both SPE and HPLC purification methods have been shown to provide products meeting most criteria set for this study. However, both methods have advantages and disadvantages. The SPE purification method provided higher labelling efficiency and a much lower product volume. The stability of this product is however of concern as some free iodide was detected. If this purification method is used, the product should therefore be administered as soon as possible after completion of analysis. After HPLC purification, the undiluted product remained stable up to 4.15 hours after production but the product volume was relatively high, and purification time-consuming. In order to obtain a useful patient dose, labelling would have to start with at least 740 MBq 123I and the labelled product should be collected in fractions of 5 ml or less in order to obtain a fraction of sufficiently high specific activity. It was concluded that radiolabeling R91150 is possible at our institution, but that an improved HPLC system would be of value for routine production of a pure and safe product.
AFRIKAANSE OPSOMMING: Radioaktief gemerkte verbindings word baie gebruik as ondersoekmiddel vir psigiatriese afwykings met behulp van positron emissive tomografie (PET) of enkelfoton emissie tomografie (SPECT) van die brein. Die verbinding 123I-5-IR91150, ‘n serotonien (5-HT) 2a antagonis, is beskryf vir beelding van die serotonerge sisteem. Die huidige studie het ondersoek ingestel na optimale metodes vir radioaktiewe merking en suiwering vir ons laboratorium met die doel om 123I-5-I-R91150 in genoegsame hoeveelhed en van aanvaarbare farmaseutiese gehalte geskik vir menslike gebruik te verskaf. R91150 is van Janssen Pharmaceutica (Beerse, België) verkry. Draervry [123I]jodium is deur iThemba LABS, Suid-Afrika, via die 127I(p,5n)123Xe-123I reaksie geproduseer, om Na[123I] in 0.05 N natriumhidroksied met spesifieke aktiwiteit van 4000-6000 MBq/ml te lewer. ‘n Direkte elektrofiliese radioiodineringsmetode is in hierdie studie gebruik om 123-I-5-I-R91150 in ysasynsuur te merk. Na radioaktiewe merking is die radioaktiewe produk deur twee verskillende metodes gesuiwer, naamlik ‘n HPLC metode en ‘n soliede fase ekstraksie (SPE) metode. Vir beide metodes is die produk deur middel van HPLC analiseer. Metodes is getoets om die volume van die gemerkte produk met C8 of C18 SPE kolommetjies te verminder. Die gemiddelde bindingsdoeltreffendheid vir die SPE en HPLC suiweringsmetodes was 76% ± 13.6% en 52% ± 11.2% onderskeidelik. Die opbrengs van 123I-5-I-R91150 was ongeveer 80%. Sep-Pak C8 en C18 kon beide nie gebruik word om die HPLC gesuiwerde produk te konsentreer nie. Produkte van beide suiweringsmetodes was steriel en pirogeenvry. Daar is getoon dat beide suiweringsmetodes produkte lewer wat aan die meeste kriteria wat in hierdie studie gestel is, voldoen. Beide metodes het egter voor- en nadele. Die SPE suiweringsmetdode het tot hoër bindingsdoeltreffendheid gelei, asook ‘n baie laer produkvolume. Daar is egter ‘n mate van kommer oor die stabiliteit van die produk aangesien vry radiojodied waargeneem is. Indien hierdie suiweringsmetode gebruik word, moet die produk dus so gou as moontlik na voltooiing van analise toegedien word. Na HPLC suiwering was die onverdunde produk tot 4.15 uur na produksie stabiel maar die produkvolume was relatief hoog en suiwering tydrowend. Om ‘n bruikbare pasiëntdosis te verkry moet merking met ten minste 740 MBq 123I begin en die gemerkte produk moet na suiwering in fraksies van 5 ml of minder versamel word om ‘n fraksie met geskikte spesifieke aktiwiteit te verkry. Die gevolgtrekking is gemaak dat radioaktiewe merking van R91150 by ons instelling moontlik is, maar dat ‘n verbeterde HPLC sisteem vir roetineproduksie van ‘n suiwer en veilige produk van waarde sou wees.

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Rosenquist, Carl. "Target language use : An empirical study of the target language use in the Swedish 4-6 grade classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21668.

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A consistent use of the target language during English lessons is beneficial for pupils’ linguistic development, but also challenging for both teachers and pupils. The main purpose for pupils to learn English is to be able to use it in communication, which requires that they develop the ability to comprehend input, produce output and use language strategies. Several researchers claim that a consistent use of the target language is necessary in order to develop these abilities. Therefore, the aim of this study is to examine the target language use during English lessons in Swedish grades 4-6, and what pupils’ opinions regarding target language use are. The methods used to collect data consisted of a pupil questionnaire with 42 respondents and an observation of two teachers’ English lessons during a week’s time. The results from the observations show that the teachers use plenty of target language during lessons, but the first language as well to explain things that pupils might experience difficult to understand otherwise. The results from the questionnaire mainly show that the pupils seem to enjoy English and like to both speak and hear the target language during lessons. The main input comes from listening to a CD with dialogues and exercises in the textbook and the workbook, and from the teacher speaking. The results also show that a majority of the pupils use the target language in their spare time. A conclusion that can be drawn from this study is that the TL should be used to a large extent in order to support pupils’ linguistic development. However, teachers may sometimes need to use L1 in order to facilitate understanding of the things that many pupils find difficult, for example grammar. Suggestions for further research in this area include similar studies conducted on a larger scale.

Engelska

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38

Hu, Wei-Hua. "The use of QTL in Hebrew aphorism." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Thiele, Kris. "Political correctness and comfort with language use." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ42696.pdf.

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Ballinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

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Hsiao, Kai-yuh 1977. "Embodied object schemas for grounding language use." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39258.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 139-146).
This thesis presents the Object Schema Model (OSM) for grounded language interaction. Dynamic representations of objects are used as the central point of coordination between actions, sensations, planning, and language use. Objects are modeled as object schemas -- sets of multimodal, object-directed behavior processes -- each of which can make predictions, take actions, and collate sensations, in the modalities of touch, vision, and motor control. This process-centered view allows the system to respond continuously to real-world activity, while still viewing objects as stabilized representations for planning and speech interaction. The model can be described from four perspectives, each organizing and manipulating behavior processes in a different way. The first perspective views behavior processes like thread objects, running concurrently to carry out their respective functions. The second perspective organizes the behavior processes into object schemas. The third perspective organizes the behavior processes into plan hierarchies to coordinate actions. The fourth perspective creates new behavior processes in response to language input.
(cont.) Results from interactions with objects are used to update the object schemas, which then influence subsequent plans and actions. A continuous planning algorithm examines the current object schemas to choose between candidate processes according to a set of primary motivations, such as responding to collisions, exploring objects, and interacting with the human. An instance of the model has been implemented using a physical robotic manipulator. The implemented system is able to interpret basic speech acts that relate to perception of, and actions upon, objects in the robot's physical environment.
by Kai-yuh Hsiao.
Ph.D.

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Ronald, James Martin. "Second language vocabulary acquisition through dictionary use." Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa43127.

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Ensslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.

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Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.

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McNamara, Michelle. "Content area writing in grades 5 through 8." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/820.

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Woodcock, Maxwell Riley. "Unifying America the use of American propaganda during World War I /." Click here to view, 2009. http://digitalcommons.calpoly.edu/comssp/5/.

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Thesis (B.A.)--California Polytechnic State University, 2009.
Project advisor: Bernard Duffy. Title from PDF title page; viewed on Mar. 11, 2010. Includes bibliographical references. Also available on microfiche.

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Caballé, Morera Ester. "Romanian migrant students. A study on use of language and language attitudes." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/671637.

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L'objectiu de la present Tesi Doctoral és analitzar els usos i actituds lingüístiques dels estudiants romanesos d’Educació Secundària a Catalunya, en funció de la seva assistència o no al programa Llengua, Cultura i Civilització Romanesa. Metodològicament, es combinen tècniques d’investigació social qualitativa i quantitativa per tal d’obtenir uns resultats complementaris que ofereixin una més complerta aproximació a l’objecte d’estudi. Globalment, des d'un punt de vista quantitatiu es va identificar que les actituds cap al castellà i el romanès són força equilibrades, seguit pel català amb les actituds menys positives. Pel que fa a l'ús lingüístic, el castellà és la llengua més utilitzada generalment, però en contextos rurals, és la llengua catalana que predomina, mentre que el romanès queda relegat a l'àmbit privat i en perill de ser substituït per castellà o català. No obstant això, a nivell qualitatiu es detecta el vincle afectiu amb la seva llengua materna, fent un ús elevat dins del seu cercle familiar i mostrant unes actituds lingüístiques positives. El castellà adquireix un valor social i internacional obtenint les actituds més positives i l'ús més elevat. Finalment, el català obté també un valor social i alhora acadèmic i de progrés, emfatitzant la repercussió que té el seu ús en la integració social en aquest context. Finalment es discuteixen les implicacions teòriques i contextuals d’aquests resultats.
El objetivo de la presente Tesis Doctoral es analizar los usos y actitudes lingüísticas de los estudiantes rumanos de Educación Secundaria en Cataluña, en función de su asistencia o no al programa Lengua, Cultura y Civilización Rumana. Metodológicamente, se combinan técnicas de investigación social cualitativa y cuantitativa para obtener unos resultados complementarios que ofrezcan una más completa aproximación al objeto de estudio. Globalmente, desde un punto de vista cuantitativo se identificó que las actitudes hacia el castellano y el rumano son bastante equilibradas, seguido por el catalán con las actitudes menos positivas. En cuanto a los usos lingüísticos, el castellano es la lengua más utilizada generalmente, pero en contextos rurales es la lengua catalana la que predomina, mientras que el rumano queda relegado al ámbito privado y en peligro de ser sustituido por castellano o catalán. Sin embargo, a nivel cualitativo se detecta el vínculo afectivo con su lengua materna, haciendo un uso elevado dentro de su círculo familiar y mostrando unas actitudes lingüísticas positivas. El castellano tiene un valor social e internacional obteniendo las actitudes más positivas y el uso más elevado. Finalmente, el catalán obtiene también un valor social ya la vez académico y de progreso, enfatizando la repercusión que tiene su uso en la integración social en este contexto. Finalmente se discuten las implicaciones teóricas y contextuales de estos resultados.
The main objective in this doctoral thesis is based on the analysis of the use of language and language attitudes of 131 young Romanians who attended the Romanian Language, Culture and Civilization program in Catalonia. The research uses a mixed method to analyse the main variables that influence the use of language and attitudes. Through the four articles presented, it is contemplated how the identity variables, the length of stay in the host country and language competences affect in those uses and attitudes. Based on a global vision of the results, it was quantitatively identified that attitudes towards Spanish and Romanian are fairly balanced, followed by Catalan with less positive attitudes. Regarding language use, Spanish is the language most often used, but in rural contexts, Catalan is the predominant language, whereas the Romanian is relegated to the private sphere and in danger of being replaced by Spanish and Catalan. However, at a qualitative sphere we recognize the emotional bond with their mother tongue, making high use within their family context and demonstrating positive language attitudes. Spanish acquires a social and international value obtaining the most positive attitudes and the highest use. Catalan also obtains social and academic and progress value, emphasizing the impact of its use on social integration in this context. Finally, the theoretical and contextual implications of these results are discussed.

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Bradfield, Marjorie. "Successful female adult language learners, their strategy use in second language learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21903.pdf.

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Man, Evelyn Yee-Fun. "Language use and language behaviour of Hong Kong Chinese students in Toronto." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ27691.pdf.

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Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.

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Thompson, Gregory Lynn. "Teacher and Student First Language and Target Language Use in the Foreign Language Classroom: A Qualitative and Quantitative Study of Language Choice." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1705%5F1%5Fm.pdf&type=application/pdf.

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Dissertations / Theses on the topic 'Language use in 5'

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