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Deng, Wei. "The Role of Linguistic Labels in Categorization." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306871100.
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Estraikh, Gennady. "Soviet Yiddish : language planning and linguistic development /." Oxford [u.a.] : Clarendon Press, 1999. http://www.loc.gov/catdir/enhancements/fy0606/98044256-d.html.
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O'Neill, Maria. "Maternal gesture and linguistic development in infants." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430915.
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Schmierer, Melonie Ann. "The development of linguistic features in eastern Aramaic." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610864.
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Smellie, David John. "Data structures for inference systems using linguistic rules." Thesis, London South Bank University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253013.
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Grove, Nicola Clare. "An analysis of the linguistic skills of signers with learning disabilities." Thesis, Institute of Education (University of London), 1995. http://eprints.ioe.ac.uk/19134/.
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This thesis explores patterns of language development in hearing children with severe learning disabilities (moderate to severe intellectual impairments) whose speech is unintelligible, and who rely on manual signs as their primary means of communication. Previous research had suggested that relatively few children reach the stage of producing multisign combinations, and that those who did so were using signs as codes for speech, rather than as an independent route to language acquisition. A series of studies was undertaken to describe the skills of a sample of 10 multi-signing children selected from a survey of 100 schools in the South of England. 'Ihis group were compared with deaf children with learning disabilities who were being educated in a signing environment. They were filmed in three contexts: picture description, conversation and story recall. The data were transcribed using a notation framework devised for British Sign Language. An initial study established criteria for determining utterance boundaries in sign. Subsequent analyses were concerned with describing patterns of semantic relations, lexical categories, word order and grammatical development in both sign and speech. Three alternative models which might account for the children's behaviour were considered:- signs as manual codes for speech; signs as gestures, and signs as elements in a bimodal process of language acquisition. The results indicated that the majority of the hearing children were functioning at a pre-syntactic level in both sign and speech. Some evidence was found to suggest that children may exploit the sign modality to produce contrasts in meaning, and that sign combinations may have independent temporal structure. Both findings are more consistent with the notion of _bimodal language development than the notion of signs as gestures or codes for speech. It was concluded that longitudinal studies of children who are highly sign-dependent are needed, to determine whether they develop syntax and morphology in this modality.
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Kong, Eun Jong. "The Development of Phonation-type Contrasts in Plosives: Cross-linguistic Perspectives." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245380585.
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Shenker, Shoshana. "Hebrew linguistic development amongst immigrant Caucasian kindergarten children using ethnic folktales." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440253.
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Portman, Daniel. "Walking a linguistic tightrope : learner development in writing job application letters." Thesis, Open University, 2014. http://oro.open.ac.uk/54721/.
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This thesis focuses on tracking the development of 17 tertiary English language learners (ELLs) studying how to write job application letters. The research took place within the context of a Business Writing in English module, in which the pedagogy was informed by a Systemic Functional Linguistics (SFL) approach to genre. While much genre-based research in educational settings examines pedagogic practices, Cheng (2006) urges genre researchers to focus on learner development. In this project, learner development in writing job application letters was of interest for two reasons: (a) the letters were new to the learners, in the project's national context and (b) the letters required the complex task of both: demonstration of suitability for jobs and maintenance of appropriate social relations with presumed readers. Within their coursework, the 17 learner-participants wrote three job application letters, in response to three job advertisements, at three points in time. For the 17 participants, demonstration of suitability for the jobs was examined. For three of these participants, a mor.e detailed analysis was carried out, concerning their management of social relations with their presumed readers. Analysis for tracking development was informed by SFL and focussed on the lexicogrammatical and register strata, in relation to the generic staging of a job application letter. Participant interviews and feedback from Human Resources professionals supplemented the linguistic analyses. From the findings, three main conclusions are drawn and presented with reference to Halliday's (2004) language learning triad: (a) 'learning language' - genre development can be seen through the participants' appropriate expansion, organisation, and variation of repertoire; (b) 'learning through language' - genre development can be seen through the participants' 'resemiotisation' (ledema, 2003) of themselves as job applicants; (c) 'learning about language' - genre development can be seen through the participants' demonstration of 'practical' and 'discursive' knowledge (Giddens, 1984). Based on insights from the research, policy and practice implications are offered. Finally, further research directions are suggested.
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Atchley, Cindy J. "Exploring Linguistic Challenges and Cultural Competency Development in a Small Multinational Corporation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2518.
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In 2016's global business landscape, the increase in workers moving across borders to find employment accentuates the language and cultural challenges for both employees and organizations. Employees working in a multinational environment need to have an understanding of language and culture to handle the complex nature of professional work in a multinational corporation (MNC). The purpose of this study was to explore what communication competencies employees in a small MNC needed to communicate across multicultural environments in the workplace. A dialectic approach of intercultural communication was used to explore these needs in one small MNC located in the Kingdom of Saudi Arabia using English as the corporate language. Data were collected from 9 employees of one data security firm using semistructured interviewing, the data was then coded into NVivo. Using interpretative phenomenology analysis, the themes of understanding, cultural sensitivity, pace, and fitting in emerged. Results of the study indicated a disconnect in the cultural mentality of Americanness versus Arabness in the business environment where societal factors and national identity reflected in how the employees think and act in the workplace. Lack of cultural knowledge in an MNC can impact the financial health of an organization in lost opportunities, reduced productivity, and long-term relationship damage with clients and partners. The results of this study could contribute to positive social change by providing small MNCs with the insight to enhance intercultural communication and intercultural awareness among employees in building a global workforce.
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Androulaki, Anna. "Colour term acquisition and the development of working memory in children : a cross-linguistic investigation and a test of the linguistic relativity hypothesis." Thesis, University of Surrey, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396264.
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Paavola, L. (Leila). "Maternal sensitive responsiveness, characteristics and relations to child early communicative and linguistic development." Doctoral thesis, University of Oulu, 2006. http://urn.fi/urn:isbn:9514282035.
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The present longitudinal follow-up study had two main goals. Firstly, this study aimed to describe aspects of maternal interactive/communicative behaviour that could be considered constitutive in sensitive responsiveness. Secondly and most importantly, it aimed to find predictive relations between characteristics of mother-infant interaction around the onset of infant intentional communication and subsequent child communicative and linguistic development.
The participants were 27 Finnish-speaking mothers and their healthy first-born infants. Analyses of the amount and types of maternal and infant communicative acts as well as maternal responses to infant signals were carried out from videotaped free-play samples at the infants' age of 10 months. In addition, the CARE-Index was used to rate maternal sensitivity and infant co-operativity. At 12 months, children's communicative and linguistic skills were assessed by using the MacArthur Communicative Development Inventories and the Communication and Symbolic Behaviour Scales. At 30 months, the Reynell Developmental Language Scales III was used to assess comprehensive and expressive language.
The results suggest that maternal activity in eliciting interaction and conversational interchanges is characteristic of sensitive responsiveness around the onset of infant intentionality. However, very distinctive aspects of verbal behaviour that might be constitutive in sensitive responsiveness were not found — probably as a result of considerable individual variation in all aspects of maternal as well as infant interactive/communicative behaviour that were analysed. As predictors of communicative and linguistic skills at 12 months, both maternal and infant characteristics made a significant contribution. In general, the predictive relations found were quite specific. In turn, except for the predictive validity of maternal sensitivity for comprehensive language at 30 months, later language outcomes were predicted only by children's communicative and linguistic skills at 12 months, suggesting that over time, language development becomes increasingly child-driven. Individual differences in early communicative capacities may also to some extent mask the language-facilitating effects of parenting. On the other hand, some potentially facilitating effects of parental behaviour may be elicited by the infant's well-advanced communicative skills. The importance to acknowledge transactional processes in parent-child interaction is highlighted — both in future research and clinical applications.
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Shah, Mustafa Akram Ali. "Religious orthodoxy and the development of the Arabic linguistic tradition : the formative years." Thesis, SOAS, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244672.
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Dicataldo, Raffaele. "The role of environmental factors on linguistic and cognitive development in preschool children." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3424721.
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The studies reported in this thesis, are inserted in the research line aimed to investigate the influence that some environmental factors - Socioeconomic Status, Bilingual exposure, and literacy environment - have on cognitive and linguistic development in pre-school age. The rationale of these studies is that, although the role of environmental factors on children development as well as the long-term effects of early interventions are well established, still, there is a conspicuous percentage of children that begin their formal schooling process unprepared to handle the demands of the school learning processes.
The first Chapter provides an overview of theoretical background and previous literature concerning the effects that several environmental factors have on the cognitive and linguistic development of preschoolers.
In Chapter 2, results of a study aimed to investigate the specific and unique effect of SES and Bilingual exposure on a large set of cognitive and linguistic abilities, are reported. Findings provide new evidence that the two environmental factors examined contribute uniquely to language and cognitive development, irrespective of the other factor.
In Chapter 3, results of a study aimed to examine the contribution of receptive vocabulary in narrative comprehension of sequential bilingual children are reported. Findings suggest that a low vocabulary does not prevent children to comprehend adequately a narrative text, highlighting the involvement in narrative comprehension, of other higher-order skills.
In Chapter 4, are reported results of a study in which, starting from evidence of the previous study, we analyzed structural relations among a large and comprehensive set of linguistic and cognitive abilities and narrative comprehension, within the framework of “multicomponent model of comprehension”.
In Chapter 5 are reported results of a study aimed to analyze the efficacy of a classroom-based shared book reading direct intervention aimed to foster broad oral language abilities in preschoolers coming from low-SES families.
In Chapter 6 are reported results of a study aimed to analyze of a Parent Training on dialogic book reading aimed to foster broad oral language skills of pre-school children.
Eventually, in Chapter 7, a general discussion highlights the main findings presented in this thesis, by considering them collectively, and by raising future proposals and questions about the topics debated in these Chapters.Gli studi riportati in questa tesi, sono inseriti nella linea di ricerca volta ad indagare l'influenza che alcuni fattori ambientali - Status socioeconomico, esposizione bilingue e ambiente di alfabetizzazione - hanno sullo sviluppo cognitivo e linguistico in età prescolare. La ratio di questi studi è che, sebbene il ruolo dei fattori ambientali sullo sviluppo dei bambini e gli effetti a lungo termine degli interventi precoci siano ben definiti, c'è ancora una cospicua percentuale di bambini che iniziano il loro iter scolastico formale non preparati a gestire le richieste dei processi di apprendimento scolastico. Il primo capitolo fornisce una panoramica del background teorico e della letteratura riguardante gli effetti che diversi fattori ambientali hanno sullo sviluppo cognitivo e linguistico dei bambini in età prescolare. Nel capitolo 2 sono riportati i risultati di uno studio volto ad indagare l'effetto specifico e unico dell'esposizione bilingue e del SES su un ampio insieme di abilità cognitive e linguistiche. I risultati indicano che i due fattori ambientali esaminati contribuiscono in modo univoco allo sviluppo linguistico e cognitivo, indipendentemente dall'altro fattore. Nel Capitolo 3 sono riportati i risultati di uno studio volto ad esaminare il contributo del vocabolario recettivo nella comprensione narrativa di bambini bilingue sequenziali. I risultati suggeriscono che un basso vocabolario non impedisce una adeguata comprensione del testo narrativo, evidenziando il coinvolgimento, di altre abilità di ordine superiore. Nel capitolo 4 sono riportati i risultati di uno studio in cui, partendo dall'evidenza dello studio precedente, abbiamo analizzato le relazioni strutturali tra un ampio e completo insieme di capacità linguistiche e cognitive e la comprensione narrativa, nell'ambito del "modello multicomponente della comprensione". Nel capitolo 5 sono riportati i risultati di uno studio volto ad analizzare l'efficacia di un intervento diretto di lettura condivisa di libri condivisi per favorire l'acquisizione di ampie capacità di linguaggio orale nei bambini in età prescolare provenienti da famiglie a basso SES. Nel Capitolo 6 sono riportati i risultati di uno studio finalizzato all'analisi dell'efficacia di un parent-training sulla lettura dialogica, volto a favorire lo sviluppo di abilità del linguaggio orale nei bambini in età prescolare. Infine, nel capitolo 7, la discussione generale mette in evidenza i principali risultati presentati in questa tesi, considerandoli collettivamente e sollevando proposte e domande future sugli argomenti discussi in questi capitoli.
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Taxitari, Loukia. "The interaction between cognitive and linguistic categorisation in early word learning." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:5289ad15-88e4-4f3a-92ae-584280f7abf3.
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This thesis investigates the strategies infants use to generalise labels to different objects in the early stages of lexical development. It aims to directly test the assumption that a taxonomic bias exists which guides infants to extend words to categories of objects instead of individual instances of them, against the hypothesis that infants discover the extension of words through exposure to multiple naming instances of different objects.Experiments One and Two attempted to teach two object-label pairings to infants at the end of their first year of life, and test generalisation of those labels to new objects from the same adult linguistic categories. This aim failed because infants showed evidence for prior knowledge of the words. Experiments Three and Four employed a more infant-controlled procedure using a habituation task during training; in the former a single exemplar from each adult category was used, whereas in the latter multiple exemplars from each category were used. In both Experiments evidence for word learning was provided at test, but infants failed to generalise the labels to other objects. Experiment Five used a training phase identical to Experiment Four but tested infants for perceptual categorisation in the absence of any labels. Some infants showed evidence for their ability to create such categories on the basis of the training set, suggesting that the inability to generalise in Experiments Three and Four was not due to a perceptual limitation. These findings suggest that infants at the end of their first year do not seem to be guided by any linguistic biases in their generalisation of labels. This thesis concludes that 10-month-old infants seem to have more advanced linguistic abilities than has previously been thought and constraint-like behaviour in later stages of lexical development might be a result of experience instead of a qualitative shift in cognitive processes.
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Pedlow, Robert. "Linguistic politeness in middle childhood : its social functions, and relationships to behaviour and development /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000602.
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Nielsen, Dea. "Cognitive, linguistic, and literacy development in young children learning English as an Additional Language." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16470/.
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Extensive research with monolingual children has established the importance of early code-related skills, memory, and oral language for children’s future literacy attainment, but less is known about the development of these skills in children who learn English as an Additional Language (EAL) in school. As there has been a particular lack of longitudinal research with this population spanning development during preschool and into early education, the aim of this thesis was to examine the performance and development of EAL children on measures of phonological awareness, letter-sound knowledge, rapid automatized naming, verbal memory, and oral language during this time frame. Additionally, once EAL children reached school age, their skills on these measures were compared to those of their monolingual peers, and the role of these cognitive and linguistic abilities in explaining individual differences in literacy skills (reading accuracy, fluency, comprehension, and spelling) was compared across groups. EAL children from diverse linguistic backgrounds (N=96) were first recruited in Nursery (3;7 years), and were reassessed in Reception, Year 1, and Year 2. Monolingual children (N=53) from the same schools were recruited and assessed in Years 1 and 2. Comparisons to both norms and the monolingual groups suggested that although EAL children’s cognitive and linguistic skills in English were very limited during Nursery, these skills showed accelerated development during Nursery to Reception, and their code-related and memory skills were very similar to those of monolingual children by the time they reached Reception or Year 1. However, oral language remained an area of weakness for these children, even at the final testing point. Finally, there were group differences in the contributions of cognitive and linguistic predictors to explaining differences in literacy outcomes. The relevance of these findings for our understanding of bilingual literacy development and the practical implications of this work are discussed.
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Голинська, Н. Г. "The Promotion of Linguistic Idiosyncrasy and Eccentricity in the Historical Development of the BBC." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46659.
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One of the non-technical term for the speech is the BBC English, which is also referred as
Received Pronunciation. Good pronunciation is very important for effective oral verbal
communication. As it is known all the sounds in all languages are in permanent process of
changing. Pronunciation of British English was once based on the speech of the upper class of
south-eastern England, eventually formerly used as a broadcast standard in British media. It
enjoyed status of being “good English” for several decades.
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Huennekens, Mary Ellen. "ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1899.
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Previous research documents the importance of maintaining the home language to the acquisition of a second language. This study examined the effects of a shared reading experience in the child’s home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners (ELLs). Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their children concurrently with the use of the English language version of the books in the classroom. A single subject design with multiple baselines across subjects and settings was applied. The researcher documented changes in the frequency of utterances, the Mean Length of Utterance-word (MLU-w), and the frequency of spontaneous or child-initiated utterances in various settings within the Head Start classroom. The Results indicated that there might be a relation between a shared reading experience in the home language and second language acquisition. Additionally, there appeared to be a relation between the behaviors and the settings.
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O'Neal, Carol. "The acquisition of consonants in first language development." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51350/.
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This thesis reports on the longitudinal study of consonant production in fifteen typically-developing monolingual children living in the south-east of England acquiring non-rhotic accents of British English. The data relate to the consonant patterns found in spontaneous speech production as recorded in individual diaries kept by caregivers. The study follows two lines of enquiry. Firstly, the speech data are analysed to chart the emergence of English consonants in relation to phonemic targets. Separate analysis of the production of initial and final singletons and cluster consonants is undertaken. This reveals word-position asymmetries in the production of consonants and consonant classes, and identifies the classes and the contexts in which consonants are most avoided. Secondly, the speech data are analysed further for evidence of word-position bias in the use of the simplification processes identified in O'Neal (1998) as features of two discrete phonological profiles. Children who demonstrate tendencies towards either of these profiles in their patterns of consonant deletion, fronting, stopping and reduplication are identified, and their profiles compared and contrasted with those of other monolingual English-learning children.
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Lelovics, Melinda. "The development of ethnic identity in children and adolescents : the Hungarian linguistic minority in Slovakia." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270677.
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Diamanti, Vassiliki. "Dyslexia and dysgraphia in Greek in relation to normal development : cross-linguistic and longitudinal studies." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444623/.
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Studies on developmental dyslexia in transparent orthographies have established that children learning to read in such languages hardly experience difficulties in word reading accuracy and phonological awareness tasks, but suffer from a reading speed deficit. On the other hand in the English orthography, where the mappings between graphemes and phonemes are largely inconsistent, children exhibit significant difficulties in both word reading accuracy and speed. Greek is characterized by a high degree of regularity for reading, but is inconsistent for spelling. The variability of phoneme-to-grapheme correspondences and the highly inflectional nature of the particular orthography constitute spelling in Greek a considerably demanding task. The present thesis comprises three studies that were concerned with understanding the reading and spelling difficulties that Greek children/participants with dyslexia have and their underlying cognitive deficits, in relation to typically developing children and English children/participants with dyslexia. The first study examined the reading and spelling difficulties in Greek- and English-speaking children/participants with dyslexia, each compared with two control groups. Greek children/participants with dyslexia outperformed their English counterparts on word/nonword phoneme deletion, word/nonword reading, and grammatical spelling. However the two language groups performed similarly on rapid digit naming, spoonerisms and on the choice tasks. Results are discussed in relation to the differences in orthographic consistency between the two languages. The second study examined the development of literacy skills in twenty-three Greek children/participants with dyslexia over a period of 18 months (10 years 5 months to 12 years 3 months). At Time 1 children/participants with dyslexia performed worse on literacy tests than chronological-age control children, but similarly to reading-age controls. At Time 2 children/participants with dyslexia performed worse on all the tasks than CA control children, and worse than RA controls on the tasks of phoneme deletion of nonwords, nonword reading and orthographic spelling. Moreover the concurrent and longitudinal predictors of children's/participants' with dyslexia and typically developing children's reading and spelling abilities were examined. The findings are discussed in relation to theories of normal and atypical reading and spelling development. The third study investigated the ability of twenty-three 10-13 year-old Greek children/participants with dyslexia, and their reading-level and age-level-matched children to spell derivational and inflectional suffixes. Children/participants with dyslexia performed significantly worse than CA controls and RA controls. When they spelled the inflectional ending of adjectives and nouns children/participants with dyslexia did not differ from RA controls. It is suggested that children/participants with dyslexia have weaknesses in grasping the morphological rules of the Greek orthographic system and applying this knowledge in the spelling of word suffixes. The thesis concludes with a discussion of findings in relation to previous literature, the limitations of the present studies and avenues for future research.
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McCarvill, Martin Francis Emmett. "Linguistic relativity, interpretive empathy, and the "connection of ideas" : eighteenth-century theories of linguacultural development." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45301.
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This thesis looks at theories of the emergence of linguistic difference put forward by three philosophers of the (long) eighteenth century—Gottfried Wilhelm Leibniz (1646–1716), Étienne Bonnot de Condillac (1715–1780), and Johann Gottfried Herder (1744–1803). The conventional, and in most regards accurate, assessment of these figures places them in different traditions (respectively rationalist, empiricist, romantic); however, I argue, on the matter of the growth and diversification of natural languages, they operate to a nontrivial extent on common ground, unified by a view of language as 1) creative, using metaphor, analogy, and similar figurative operations to expand its expressive base; 2) social, rooted in the desire for human communion; and 3) relativistic, meaning both that language shapes or constitutes thought and that the precise nature of this effect varies according to the individual characters of different languages. These common ideas emerge, despite the different preoccupations of their authors, as a result of their common need to grapple with the “linguistic turn” effected by the Essay Concerning Human Understanding of John Locke (1632–1704) and the emergence of proto-linguistics as a field in its own right. I then consider the implications of this creative–social–relativistic episteme for the current (twentieth- and twenty-first-century) line of research on linguistic relativity inaugurated by BL Whorf (1897–1941). I will try to illustrate that Whorf is connected to the eighteenth century, and Leibniz, Condillac, and Herder to each other, by several specific shared concepts: 1) that linguistic and cultural variation happens due to the use of words to organize the world in ways that vary across communities (what Condillac calls the “connection of ideas”); 2) that alongside or underneath its relativism, meaning is always to some degree universal and innate, a notion to which each writer considered here brings a different admixture of rationalism, empiricism, and theosophy; and 3) that Herder’s advocacy of a translinguistic, interpretive Einfühlung, or ‘empathy’, dependent on the preservation of both universal and relativistic principles, is crucial to the attainment of an intercultural harmony that respects and does not reduce the differences in linguacultural thought-worlds.
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Cham, Hoi-yee Rebecca. "A cross-linguistic study of the development of the perception of lexical tones and phones." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38823299.
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Thesis (B.Sc.)--University of Hong Kong, 2003."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 25-28) Also available in print.
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Araik, Fahad A. I. "The modernisation of Arabic vocabulary : a survey of linguistic and cultural aspects of lexical development." Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/15385.
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Since the nineteenth century, the modernisation of Arabic vocabulary has been subject of a great concern for Arab scholars who are loyal to the language while aware of the need to adapt it to the demands of the modern world. This thesis attempts to present a comprehensive view of the subject by examining linguistic and extra-linguistic aspects of the process of lexical development in Modern Standard Arabic. The thesis comprises six chapters: Chapter One: is a brief introduction to the emergence of the movement for cultural and linguistic revival in the Arab world, leaders of linguistic reform, and the Arabic language academies. Chapter Two: examines the phenomenon of Ishtiqāq (Derivation) in Arabic, and its role in providing the language with native means of generating new lexical items. Chapter Three: discusses the assimilation of foreign words. It investigates the concept of borrowing in both classical and modern theory, and presents a description and analysis of this process as adopted for Modern Standard Arabic. Chapter Four: deals with the methods of Tarkīb and Naẖt (Compounding and Blending), and assesses their significance in the growth of Arabic vocabulary. Chapter Five: gives a brief introduction to the question of terminology formation and reviews the terminological activities in the Arab world which, aim at the standardization of current terminological work and the creation of a unified Arabic vocabulary. Chapter Six: provides a brief summary of the conclusions and findings of this study.
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Kennedy, Stephanie Phillipa. "Freedom for speech : outdoor play and its potential for young children's conceptual, linguistic and communicative development." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=107.
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Wlazlak, Paraskeva. "Integration in global development projects : A study of new product development and production relocation projects." Licentiate thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Industriell organisation och produktion, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29337.
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In today’s constantly changing environment globalization offers opportunities as well as threats to manufacturing companies. One trend in industry is that to meet customer demands and global competition, manufacturing companies need to frequently introduce new products to the market at the right time and cost. Another trend is that manufacturing companies relocate their production sites abroad. Therefore, in this thesis the context is global development projects, which includes both new product development and production relocation projects. The global dimension implies that team members are located in different countries. Integration between team members, which in this thesis refers to interaction processes involving information exchange on the one hand and collaboration or cooperation on the other, is therefore a challenge. Even if much research exists with regard to integration, integration across national borders in global development projects has not been addressed to a greater extent. Therefore, the purpose of this thesis is to expand the analysis of integration in global development projects in order to gain insights regarding the use of different integration mechanisms. The thesis specifically addresses the influence of national cultural and linguistic differences on integration as well as the use of various integration mechanisms. The results originate from one longitudinal case study of a global new product development project and two retrospective case studies including global new product development and production relocation projects. In general, it is concluded that in global development projects national cultural and linguistic differences amplify integration difficulties among project team members who belong to different functions. The comparison of the three global development projects indicated that some of the integration mechanisms worked and were used to integrate team members from different functions, while others did not work as intended. Therefore, this thesis argues that there is a need for a diverse set of integration mechanisms that depend on the context of a global development project and specifically on national cultural and linguistic differences.
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Nyaga, Susan Karigu. "Managing linguistic diversity in literacy and language development : an analysis of teachers' attitudes, skills and strategies in multilingual Kenyan primary school classrooms." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79899.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study investigates teachers' language practices in multilingual classrooms with regard to their attitudes, skills and strategies in their management of linguistic diversity among learners in their first year of primary school. Both the critical interpretive theoretical paradigm adopted and the qualitative research approach employed in the execution of the study presupposed gathering rich data, which a case study design of research assured. The data for the study was gathered from four year one classrooms purposively selected based on parameters that were deemed of interest in this study. These included, but were not limited to, the location of the school, the linguistic diversity among learners in the classrooms and the literacy traditions of the first languages spoken by the learners in the target classrooms. Although the specific context provided real input to the study, the findings may be relevant to language-in-education issues in many other African countries, and even in multilingual communities beyond. The study reveals yawning discrepancies between language policy and practice; between teachers' beliefs about linguistic diversity and their actual language behaviour in the classrooms; and between the definitions of mother tongue provided by the Ministry of Education and teachers' re-interpretations of these definitions in the various contexts studied. The study further indicates that teachers are working in an environment that is not supportive of effective policy implementation. This very limited policy implementation support is reflected in teacher training and preparation, teacher placement criteria, text book production and school examinations. This study indicates that even a sound understanding of linguistic diversity among teachers and their best intentions to give learners a sound foundation, is only the beginning of literacy development of young learners in Kenya. It recommends a new and incisive look at critical aspects of the education system in an effort to synchronise the different levels at which policy and practice need to meet. Various well-informed choices need to be made in the creation of a supportive environment for effective policy implementation. This should include among other things a change in the language-in-education policy to move away from early-exit to late-exit mother tongue education, and more first language maintenance in bilingual or multilingual classrooms. If learners are to benefit from mother tongue instruction in line with current research in the field, much needs to be done. Based on the insights gained in this study, a revision of teacher education curricula to include the management of linguistically diverse learners and improved language awareness is suggested, as is flexible curriculum delivery, scrapping of formal examinations in the early years and introduction of alternative assessment methods in these levels. In later years, bilingual (in some cases even multilingual) tests are bound to lower the drop-out rate and produce more understanding and less rote learning. The aim should be to assure multilingual, multiliteracy development and academic achievement for all learners regardless of their particular linguistic backgrounds.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek onderwysers se taalpraktyke in veeltalige klaskamers ten opsigte van hulle houdings, vaardighede en strategieë in die hantering van talige diversiteit onder leerders in hulle eerste jaar van primêre onderrig. Sowel die vertolkende teoretiese paradigma wat gevolg word as die kwalitatiewe navorsingsbenadering wat die studie aanneem, het daarop gereken dat ingesamelde data ryk sou wees aan inligting; die navorsingsontwerp, naamlik dié van gevallestudie, verseker die verkryging van sulke data. Die studie is gebasseer op inligting wat ingesamel is in vier klaskamers van leerlinge in die eerste skooljaar. Die betrokke navorsingsterreine is telkens doelbewus gekies op grond van die parameters wat belangrik was vir die studie. Dit sluit in, maar is nie beperk tot, die ligging van die skool, die talige diversiteit van die leerders in die klaskamers en die geletterdheidstradisies van die onderskeie eerstetale van die leerders in die geteikende klaskamers. Alhoewel hierdie spesifieke konteks verseker het dat die studie in 'n werklike situasie geanker is, is die bevindinge waarskynlik relevant tov taal-in-onderrig kwessies in verskeie ander Afrikalande, en selfs ook in veeltalige gemeenskappe elders. Hierdie studie onthul gapende ongerymdhede in die verhouding tussen taalbeleid en praktyk; tussen onderwysers se oortuigings rakende talige diversiteit en hulle werklike taalgebruik in die klaskamers; en tussen die omskrywings van moedertaal wat deur die Ministerie van Onderwys voorsien word en die onderwysers se herinterpretasie van hierdie omskrywings binne die verskillende kontekste wat ondersoek word. Die studie dui verder daarop dat onderwysers in ʼn omgewing werk wat nie die effektiewe implementering van beleid ondersteun nie. Sodanige beperkte ondersteuning in die implementering van die beleid word weerspiëel in die opleiding en voorbereiding van onderwysers, die plasingkriteria van onderwysers, die publikasie van handboeke en skooleksamens. Hierdie studie toon aan dat selfs 'n goeie begrip van talige diversiteit onder onderwysers en hulle beste voornemens om aan leerders ʼn vaste grondslag te bied, net 'n eerste tree is in die geletterdheidsontwikkeling van jong leerders in Kenia. Dit stel ʼn nuwe en indringende ondersoek van kritiese aspekte van die onderwyssisteem voor as ʼn poging om die verskillende vlakke waar beleid en praktyk mekaar behoort te ontmoet, te sinchroniseer. Verskeie goed ingeligte besluite sal geneem moet word in die skep van ʼn omgewing wat bevorderlik is vir effektiewe beleidimplementering. Dit sou onder andere ʼn verandering in die taal-in-onderwys beleid insluit om weg te beweeg van die vroeë wegbeweeg moedertaalonderrig na later wegbeweeg van moedertaalonderrig, sowel as meer instandhouding van die eerstetaal in twee- of veeltalige klaskamers. Vir leerders om baat te vind by moedertaalonderrig in oorstemming met huidige insigte uit navorsing in die veld, moet nog baie gedoen word. Gebaseer op die insigte wat in hierdie studie verkry is, word onder andere hersiening van die onderrigkurrikula vir onderwysers voorgestel sodat die hantering van talig-diverse groepe leerders asook verbeterde taalbewustheid daarby ingesluit is. Dieselfde geld ontwikkeling van buigbare kurrikula, die skrapping van formele eksaminering in die vroeë skooljare en die instelling van alternatiewe assesseringsmetodes op hierdie vlakke. In die later jare sal tweetalige (in sommige gevalle selfs veeltalige) toetse beslis die uitvalsyfer verlaag, asook meer begrip en minder leë memorisering tot gevolg te hê. Die doel moet wees om veeltalige, multi-geletterheidsontwikkeling en akademiese prestasie vir alle leerders te verseker ongeag hulle spesifieke talige agtergrond.
The African Doctoral Academy (ADA) at Stellenbosch University through the Partnership for Africa's Next Generation of Academics (PANGEA), for providing the funds
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Danielsson, Kristina. "Beginners Read Aloud : High versus Low Linguistic Levels in Swedish Beginners' Oral Reading." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8344.
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The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses. The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level. Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels. An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.
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Joffe, Victoria Liebe. "The relationship between linguistic awareness and reading and spelling development in children with specific language impairment." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244580.
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Goering, Nelson. "The linguistic elements of Old Germanic metre : phonology, metrical theory, and the development of alliterative verse." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:d49ea9d5-da3f-4796-8af8-a08a1716d191.
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I examine those linguistic features of Old English and Old Norse which serve as the basic elements for the metrical systems of those languages. I begin with a critical survey of recent work on Old English metrical theory in chapter 1, which suggests that the four-position and word-foot theories of metre are the most viable current frameworks. A further conclusion of this chapter is that stress is not, as is often claimed, a core element of the metre. In chapter 2, I reassess the phonological-metrical phenomenon of Kaluza's law, which I find to be much more regular and widely applicable within Bēowulf than has previously been recognized. I further argue that the law provides evidence that Old English phonological foot structure is based on a preference for precise bimoraism. In chapter 3, I examine the role of syllables in the Norse Eddic metre fornyrðislag, which supports a view of resolution and phonological feet similar to that found in Old English, though Norse prosody is much more tolerant of degenerate, light feet. I reconsider the other major Eddic metre, ljóðaháttr, in chapter 4, integrating the insights of Andreas Heusler and Geoffrey Russom to propose a new system of scansion for this notoriously recalcitrant verse form. This scansion provides important support for the word-foot theory, and suggests that linguistic elements larger than syllables or phonological feet play a crucial role in early Germanic verse. In the final chapter, I give a diachronic account of Germanic metre and relevant linguistic structures, arguing that the word-foot theory provides the best metrical framework for understanding the development of Germanic alliterative verse. This metrical system is linguistically supported by Germanic word structures and compounding rules, and interacts with bimoraic phonological feet, all of which have a long history in Proto- and pre-Germanic.
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Zanchetta, Eros <1974>. "Design, development and first evaluation of a client/server system for managing and querying linguistic corpora." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5102/1/zanchetta_eros_tesi.pdf.
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This thesis is concerned with the role played by software tools in the analysis and dissemination of linguistic corpora and their contribution to a more widespread adoption of corpora in different fields.
Chapter 1 contains an overview of some of the most relevant corpus analysis tools available today, presenting their most interesting features and some of their drawbacks. Chapter 2 begins with an explanation of the reasons why none of the available tools appear to satisfy the requirements of the user community and then continues with technical overview of the current status of the new system developed as part of this work. This presentation is followed by highlights of features that make the system appealing to users and corpus builders (i.e. scholars willing to make their corpora available to the public). The chapter concludes with an indication of future directions for the projects and information on the current availability of the software.
Chapter 3 describes the design of an experiment devised to evaluate the usability of the new system in comparison to another corpus tool. Usage of the tool was tested in the context of a documentation task performed on a real assignment during a translation class in a master's degree course.
In chapter 4 the findings of the experiment are presented on two levels of analysis: firstly a discussion on how participants interacted with and evaluated the two corpus tools in terms of interface and interaction design, usability and perceived ease of use. Then an analysis follows of how users interacted with corpora to complete the task and what kind of queries they submitted.
Finally, some general conclusions are drawn and areas for future work are outlined.
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Zanchetta, Eros <1974>. "Design, development and first evaluation of a client/server system for managing and querying linguistic corpora." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5102/.
Full textAbstract:
This thesis is concerned with the role played by software tools in the analysis and dissemination of linguistic corpora and their contribution to a more widespread adoption of corpora in different fields.
Chapter 1 contains an overview of some of the most relevant corpus analysis tools available today, presenting their most interesting features and some of their drawbacks. Chapter 2 begins with an explanation of the reasons why none of the available tools appear to satisfy the requirements of the user community and then continues with technical overview of the current status of the new system developed as part of this work. This presentation is followed by highlights of features that make the system appealing to users and corpus builders (i.e. scholars willing to make their corpora available to the public). The chapter concludes with an indication of future directions for the projects and information on the current availability of the software.
Chapter 3 describes the design of an experiment devised to evaluate the usability of the new system in comparison to another corpus tool. Usage of the tool was tested in the context of a documentation task performed on a real assignment during a translation class in a master's degree course.
In chapter 4 the findings of the experiment are presented on two levels of analysis: firstly a discussion on how participants interacted with and evaluated the two corpus tools in terms of interface and interaction design, usability and perceived ease of use. Then an analysis follows of how users interacted with corpora to complete the task and what kind of queries they submitted.
Finally, some general conclusions are drawn and areas for future work are outlined.
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Dyakalashe, Siyabulela. "Cultural and linguistic localization of the virtual shop owner interfaces of e commerce platforms for rural development." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/276.
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The introduction of Information and Communication Technologies (ICTs) for rural development in rural marginalized societies is vastly growing. However, the success of developing and deploying ICT related services is still in question as influential factors such as adaptability, scalability, sustainability, and usability have great effect on the rate of growth of ICTs in rural environments. The problem is that these ICT services should be maintained and sustained by the targeted communities. The main cause for rural marginalization is the fact that some communities situated in rural settings are educationally challenged and computer illiterate or semiliterate in comparison with urban communities. An ICT for development (ICT4D) intervention in the form of an e-Commerce platform that targets the social and economic growth of rural marginalized communities has been developed and field tested at Dwesa, a rural community located on the Wild Coast of the former homeland of Transkei in the Eastern Cape Province. The e-Commerce platform is known as “buy at Dwesa” and can be visited at this URL, http://www.dwesa.com. The aim of the e-Commerce platform is to motivate small entrepreneurs in rural areas to market their products and themselves to the global market as they lack the skills and resources for marketing their art and crafts. Virtual stores are created for a small group of entrepreneurs who will maintain and sustain the stores on their own. These entrepreneurs are often elderly women with limited education and little to no computer literacy - meaning that sustaining the stores may prove difficult for them. In this research we discuss the re-design and re-development of the virtual shop-owner interfaces of the e-Commerce platform to make them more culturally and linguistically localized. The virtual shops allow shop-owners to upload their artifacts to advertise and sell on the customer’s end of the e-Commerce platform. For multilingual and multicultural communities, adoption of the software interfaces to the user’s cultural and linguistic needs and modes of expression is important as failure to do so may reduce the level of benefits of e-Commerce initiatives.
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Harama, Hitomi. "A longitudinal study of linguistic and rhetorical development in the academic writing of a Japanese ESL student." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34488.pdf.
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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.
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Politimou, Nina. "Relationships between musical and linguistic skills in early development : the role of informal musical experience in the home." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/24096/.
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Research on the relationship between formal musical training and cognitive abilities has been burgeoning over the last decade, with a specific focus on the relationship between language and music skills. However, a significant gap exists when looking at the start of the developmental path of the relationship between these abilities: whereas something is known about infants and a significant amount has been learned about school-aged children, very little is known about preschool children. Aiming to fill this gap, this research has moved along two interlocking paths: first, studying the early relationship between cognitive processing of both music and language, and second, evaluating a dimension so far unexplored: the influence of informal musical interaction and exposure in the home on musical and linguistic development. Using a correlational design and a set of novel age-appropriate musical abilities tasks, Study 1 examined the relationship between a range of musical skills and linguistic development in 3- and 4-year-old children. The second study investigated the contribution of informal musical experience in the home in the development of these skills. Based on the findings from Study 2, which suggested a significant association between informal musical experience in the home and the development of key language areas, Study 3 sought to develop a validated instrument with good psychometric properties for the assessment of informal musical experience. To this end, two online surveys were conducted, and factor analytical and confirmatory methods were used to explore and consolidate the factor structure of the new instrument (Music@Home Questionnaire). Reliability and validity of the new instrument were also investigated. Study 4 focused on a specific aspect of music and language processing namely, the processing of structure, and examined the hypothesis that these skills are related in 4- and 6-year-old children. Study 4 also investigated the impact of home experience with music, as assessed with the newly developed instrument, on language and music structural processing. The combined findings of the present thesis contribute towards a comprehensive account of the relationship between language and music from a developmental perspective. They also provide researchers with new tools to assess musical abilities in young children and with a novel parent-report instrument for the assessment of a largely unexplored area of environmental experience: i.e. informal musical experience in the home.
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Daoutis, Christine A. "The development of short-term memory in children : a cross-linguistic comparison and a study on Down syndrome." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/843918/.
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This thesis examines the emergence and use of short-term memory (STM) strategies in children, with respect to the working memory model (Baddeley & Hitch, 1974). Of interest are the developmental shifts observed in the use of coding and rehearsal strategies. The questions addressed refer to the extent to which STM development is affected by contextual factors, namely language characteristics or limitations in processing speed; how these factors affect the use of strategies; and how fixed, time- related factors (e.g. articulation rate, item length) interact with the maturation of strategies to determine STM capacity. It is suggested that children are able to use, or learn to use, STM strategies flexibly to adapt to such contextual factors. This affects the patterns of STM performance observed at different ages. To explore this suggestion, a cross-linguistic study was conducted. Greek and English children were compared, as Greek words are on average longer than English words. The question addressed was whether this difference would be reflected in the patterns of STM performance of the two language groups. A study on STM in children with Down syndrome was also conducted, to explore how limitations in verbal abilities affect STM and strategy use. Greek and English children aged 4 to 10 years were compared on a number of STM tasks. Dissociations between visuo-spatial and verbal tasks and effects of phonological similarity, visual similarity, and word length on recall of spoken words and pictures were examined. The developmental patterns of STM performance in the two language groups differed in the chronology of their emergence. Greek children relied on visual coding for longer than English children, who showed a shift towards a preference for verbal coding at an earlier age than Greek children. Children in both language groups seemed able to use strategies flexibly according to the length of the items to be remembered. Native language and differences in literacy acquisition were considered as possible causal factors for these differences. The study of STM development in children with Down syndrome suggested a preference for visual coding in STM tasks. Children with Down syndrome may rely more on visual strategies, but they should be taught how to benefit from them in STM tasks.
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Moore, Alex J. "The academic, linguistic and social development of bilingual pupils in secondary education : issues of diagnosis, pedagogy and culture." n.p, 1994. http://ethos.bl.uk/.
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Moore, Alex. "The academic, linguistic and social development of bilingual pupils in secondary education : issues of diagnosis, pedagogy and culture." Thesis, Open University, 1994. http://oro.open.ac.uk/57444/.
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Different pedagogical and curricular approaches to bilingual pupils are examined at two institutions. At the first institution, an off-site language unit, bilingual pupils are shown to be denied access to the full range of normal classroom discourses, being denied opportunities to initiate discussions, ask questions or work in small groups. When pupils attempt to take control of discourses themselves, their cognitive-linguistic inputs, imperfectly expressed, are often interpreted as incorrect. Typically, existing language and learning skills, including first-language skills, are not taken into account by teachers, and cognitive levels are set at levels commensurate with the pupils' second-language, rather than first-language, competences. This pedagogical approach, described as 'language led', results in pupils engaging in language-learning activities far below those appropriate to their chronological ages. At the second institution, a mainstream comprehensive school, bilingual pupils are shown ostensibly to be provided access to a curriculum appropriate to their chronological ages, and to the full range of normal classroom discourses. It is argued, however, that particular discursive forms and genres imported into the classroom from 'out-of-school' cultures - for example, preferred ways of writing and drawing - are treated by teachers as incorrect and as symptoms of pupil deficiency. This results in unhelpful pedagogies which inhibit pupils' linguistic-academic development. The thesis concludes by describing classroom situations in which more helpful pedagogical approaches are adopted, through teachers 'distancing themselves' from their own and their pupils' cultural preferences and through treating alternative forms of representation as different rather than as merely wrong. Such teachers adopt a policy of extending their pupils, cultural-representational repertoires, rather than seeking to replace one set of cultural forms with another. The thesis questions the extent to which teachers can, through such approaches, mount an effective challenge to existing perceptions that certain forms of representation are intrinsically superior to others.
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Tai, Yuhui. "DEVELOPMENT OR DEPENDENCY? THE EMERGING CHINESE CULTURAL-LINGUISTIC TV MARKET AND IDOL TV DRAMA IN TAIWAN AND CHINA." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/769.
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AN ABSTRACT OF THE DISSERTATION OF Yuhui Tai, for the Doctor of Philosophy degree in Mass Communication and Media Arts, presented on October 31, 2013, at Southern Illinois University Carbondale. TITLE: DEVELOPMENT OR DEPENDENCY? THE EMERGING CHINESE CULTURAL-LINGUISTIC TV MARKET AND IDOL TV DRAMA IN TAIWAN AND CHINA MAJOR PROFESSOR: John Downing and Jyotsna Kapur The global expansion of neo-liberalism and the new development of media technology have opened up national TV markets worldwide and the changing structure--a weakened local TV industry, multiple TV channels, and the increasing need for importation--has prepared the historical contingency for the emergence of regional cultural centers. The Chinese regional market based on China, Hong Kong and Taiwan is the most prosperous regional market due to the China hub effect, and it is playing an increasingly important role in world economy. In this research, I examine the formation and the driving forces behind the Chinese cultural-linguistic TV market, the dynamic dialectical global/regional/local relationships, the directions in which these forces push, and the major contradictions between these forces in the context of a global capitalist system. This research indicates that the dominant "cultural proximity" argument tends to naturalize the dominance of the regional cultural center and conceals multiple factors interwoven in the formation process. This research argues that it is important to examine the dialectical relationship between the position of a domestic country in the global capitalist system and its development in the regional cultural market. Second, the confluence of the popular cultural/creative policy and the soft power discourse strengthens the ambition and the competition between different states to pursue the crown of the regional cultural center. Third, the domestic state policy plays a determinant role in the dynamic formation of a regional cultural market. Fourth, the political motivation and manipulation might not be easy to recognize but are influential powers forging the regional cultural market. For example, the Chinese Communist Party (CCP) proposed the China-Taiwan TV drama co-production policy near the end of 2007 in order to improve the prospects of Taiwan's pro-China party in the 2008 presidential election in Taiwan. In addition, it is not self-evident to assume that a regional cultural center definitely challenges the existing cultural dominance and that a regional cultural-linguistic market is emancipating. It requires careful examination to scrutinize the power relationships among those societies involved in the regional market to determine whether it increases the cultural diversity in this area. This research examines the power relationship in the Chinese cultural-linguistic TV market and argues the possible existence of dual suppression, in that a member of the regional cultural-linguistic market might simultaneously suffer from the dominance of the global center and the regional center. This research examined the historical development of idol drama in Taiwan and found that the Chinese censorship system has great impact on the production and distribution of cultural products in the Chinese cultural-linguistic TV market. Producers either tend to lower the potential risks by taking a conservative, non-historical approach to making TV drama, or, selling cultural products containing specific cultural odor, such as President Ma Ying-jeou's slogan, "Chinese culture with Taiwan characteristics (Ma, 2011.01.01)." Third, this research analyzes the production mode of idol drama in Taiwan and China from 2000 to 2012 and points out that the Taiwan TV industry has been moving on a dependency road through three phases, with four aspects of dependency. After 2005, some Taiwanese TV producers turned to the secondary export market due to the deepening neo-liberalism and the deteriorating Taiwan TV industry, which impedes its advancement in the regional market. In this stage, the emergence of the first wave of Taiwanese-made Chinese TV drama proved that the combination of the CCP's protectionist policy and a lucrative Chinese domestic market creates magnetic effects and attracts TV workers from the deteriorating region. In the second stage from 2008 to 2010, the CCP's cooptation policy, which encourages Taiwan-China co-produced TV drama, and the Kuomintang's China-centered CCI Policy emphasized the importance of the China market and strengthened the orientation to focus on the secondary export market rather than improve the quality of Taiwanese TV drama and aim at Asia and the global market. In 2010, the CCP denounced the phenomenon of "pseudo China-Taiwan co-produced TV drama," which was the byproduct of the strict Chinese censorship system, and issued a warning against it. It pushed some Taiwanese producers to abandon the Taiwan market and spurred the second wave of Taiwanese-made Chinese TV drama which appeals to Chinese audiences, and lowers or even closes the production business in Taiwan. This research demonstrates the four aspects of the dependency relationship in the Chinese cultural-linguistics TV market, which includes capital, export market, production chain, and cultural products flow. First, sufficient Chinese capital provides the CCP leverage to mold the Chinese cultural-linguistic TV market, purchase resources, and expand its influence into Taiwan society. Second, being the largest TV market in the world makes China an attractive export market, even with strict Chinese censorship. Third, the CCP's cooptation policy and the deteriorating Taiwan TV market gradually make Taiwan TV workers a supplement rather than a force in Chinese TV drama production. Fourth, the exportation of Chinese TV programs, including conventionally weak genres, into Taiwan is increasing. In short, the Taiwan TV industry has suffered from the dual crises of neo-liberalism and the dependency relationship with China, which is making Taiwan a dumping site for regional cultural product exporters, mainly from Korea, China, and Japan.
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Luvhengo, Nkhangweleni. "Linguistic minorities in the South African context : the case of Tshivenda." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001862.
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After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
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Birth, Ann-Inga. "New words : a study of applied linguistic relativity and the types and historical development of word formation in literature." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230032.
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This thesis is a literary linguistic study of lexical innovation in fiction. It uses corpus linguistic methods and concepts of morphological theory to develop a new word typology and to examine new words as to their role in directing a reader's imagination and with regard to their frequency and distribution in classic English literature between 1750 and 1923. A 56 million word corpus consisting of a homogenous variety of texts converted from online literature databases serves as the basis for a chronologically structured new word extraction. This is carried out aided by the concordancer programme AntConc. The following three aspects are addressed in this research. The first attempts to explain why certain new words appear newer than other equally novel forms. It demonstrates that the factors influencing a word's novelty effect are wordlike-ness, morpheme content, and formal and semantic analogy. A new word typology is derived from these. A second main section focuses on stylistic aspects. If the words we use influence the way we think, as theorised in the principle of linguistic relativity, then forming new words and reading these should influence the way we think about what they describe. The second element identifies the strategies authors may use to affect their readers' associations through word formation. A third section is a frequency and distribution analysis of the new words extracted, taking historical developments, text mode and form, genre, and new word types into account. It adds quantitative data to the qualitative investigation preceding it, showing that verse and prose, text forms, and genres as well as time periods differ in the new words they produce and providing evidence for the characteristics of each.
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Wass, Malin, Tina Ibertsson, Björn Lyxell, Birgitta Sahlen, Mathias Hällgren, Birgitta Larsby, and Elina Mäki-Torkko. "Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development." Linköpings universitet, Institutet för handikappvetenskap (IHV), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16101.
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The purpose of the present study was to examine working memory (WM) capacity, lexical access and phonological skills in 19 children with cochlear implants (CI) (5;7-13;4 years of age) attending grades 0-2, 4, 5 and 6 and to compare their performance with 56 children with normal hearing. Their performance was also studied in relation to demographic factors. The findings indicate that children with CI had visuospatial WM capacities equivalent to the comparison group. They had lower performance levels on most of the other cognitive tests. Significant differences between the groups were not found in all grades and a number of children with CI performed within 1 SD of the mean of their respective grade-matched comparison group on most of the cognitive measures. The differences between the groups were particularly prominent in tasks of phonological WM. The results are discussed with respect to the effects of cochlear implants on cognitive development.
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Hall, James M. "A linguistic ethnography of learning to teach English at Japanese junior high schools." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.
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The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.
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Wiel, Carlsson Tove. "Språkutveckling på lika villkor : -en studie av pedagogers strategier och förväntningar för att möta barns olika kommunikativa resurser i ett språkutvecklande arbete." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32954.
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The purpose of my study is to gain insight how educators stimulate children to develop their languages on equal terms. I view which differences and similarities can be distinguished in the linguistic development of children at two preschools with different socioeconomic conditions. I aim to acquire an understanding how the linguistic development can differ in preschools with specific preconditions; how do the educators work and what strategies do they use in consideration to the children’s preconditions? I wish to highlight the significance of communication and conversation in the context of linguistic development, as children have different preconditions and strategies in their path towards a verbal Swedish. Moreover, it is interesting how the teachers choose to respond to the children in their communicative abilities and how they make the most of the children's communicative initiative in the work with linguistic development. My interest in how linguistic development is expressed by using communication and conversation in different preschools takes its base in a discussion about how the equivalence in preschools is depicted. Therefore I wanted to gain an insight in what kind of differences and similarities one can observe using two case studies, as well as what underlies these differences and similarities. The research questions are: What approaches and strategies do educators consider important when working with linguistic development? How do educators describe their expectations of preschool children's conversation in language development? What are the educators’ views on children's different ways of communicating in linguistic development? The results show that the educators have high ambitions to make the most of the children's communicative abilities hoping that language will develop. The results also show that language mainly develops based on what resources each child possesses and uses in their endeavour to become communicative participants.
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Karlsson, Angelica. "Sagans betydelse för barns språkliga och emotionella utveckling i förskolan : En intervjustudie om hur pedagoger i förskolan arbetar med sagor." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47124.
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Syftet med denna studie är att undersöka hur pedagoger i förskolan arbetar med sagor som ett hjälpmedel till barns språkliga och emotionella utveckling. För att göra detta har jag använt kvalitativa intervjuer med fem pedagoger på tre olika förskolor. Jag har utgått från det sociokulturella perspektivet i mina intervjuer för att undersöka hur samarbetet mellan pedagoger och barn ser ut i sagoarbetet. Mitt resultat visar att pedagogerna är överens om att litteraturen är mycket viktig för barnens utveckling och att det finns många olika metoder som man kan använda sig av i arbetet med sagorna. Pedagogerna var överens om att man måste variera arbetssättet för att göra sagorna mer levande och därmed väcka barnens intresse för litteratur.The purpose of this study is to examine how teachers in preschool are working with fairy tales as a tool for children's linguistic and emotional development. To do this, I used qualitative interviews with three preschool teachers in two different preschools. I have my base in the socio-cultural perspective in my interviews to examine how cooperation between educators and children appear in the story work.My results show that the teachers agree that literature is very important for children's development and that there are many different methods that you can use in the work of the tales. The teachers agreed on the need to vary the approach to make the stories more vivid and thereby arousechildren's interest in literature.
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Chan, Man-fong Mandy, and 陳敏芳. "Hong Kong's social development and language change in thelast 50 years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45012787.
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Warren, Murielle. "A study of the relationship between a bilingual upbringing in early childhood and the linguistic and cognitive development of the child." Thesis, Birkbeck (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261588.
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Wysocka, Patrycja. "The study abroad experience : Self-reflecting on the development of intercultural competence and identity after one semester abroad." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144379.
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Study abroad programmes have become popular among students around the world nowadays. Thanks to the participation in the exchange, students are able to improve their intercultural skills, which may be beneficial for them in their future careers. This study investigates students’ development of intercultural competence and identity after spending one semester at the university in Hong Kong. Its main focus is to analyse how study abroad programmes impact students’ abilities in intercultural communication by analysing their self-reflections towards their re-invented identities as well as the overall experience of living and studying in a different country. The whole study is also based on the concept of linguistic repertoire, which is here being updated in the context of globalisation. In order to collect the data, four participants from the Netherlands, Germany and Canada were asked to fill in initial contact forms by providing information about one specific intercultural encounter that they have experienced during the study abroad period. This information then acted as the background knowledge used in the following interviews with each participant, where their opinions have been further developed in more detail. The results show that the participants further developed their skills in intercultural competence as well as enhanced their already interculturally-oriented identities. As for the impact on their linguistic repertoires, the interesting finding shows that the linguistic repertoires of the participants with English as a second language might have been affected slightly more than those of the native speakers. In the end, these results agree with the previous research on the development of intercultural skills after the study abroad period and highlight the importance of participating in study abroad programmes as students become prepared for their future careers in the highly globalised world.