Dissertations / Theses on the topic 'Monolingual'
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Hoominfar, Elham. "Challenges of Monolingual Education." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404055112.
Full textDylman, Alexandra S. "Lexical selection in bilingual and monolingual naming." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589443.
Full textEntwistle, Miranda L. "Categorical perception in bilingual and monolingual adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29688.pdf.
Full textEntwistle, Miranda L. "Categorical perception in bilingual and monolingual adults." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27313.
Full textНгуєн, В’єт Нган. "Language skills of bilingual and monolingual speakers." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13194.
Full textFusté-Herrmann, Belinda. "Idiom comprehension in bilingual and monolingual adolescents." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002352.
Full textFusté-Herrmann, Belinda. "Idiom Comprehension In Bilingual And Monolingual Adolescents." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/256.
Full textBurlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.
Full textAitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.
Full textTitle from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.
Viñas, Nestor. "THE NOVELTY EFFECT IN MONOLINGUAL AND BILINGUAL CHILDREN." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-718.
Full textThis study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard.
Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.
Farag, Rafalla. "Lexical/semantic organisation in bilingual and monolingual infants." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2856.
Full textFoo, Jody. "Computational Terminology : Exploring Bilingual and Monolingual Term Extraction." Licentiate thesis, Linköpings universitet, NLPLAB - Laboratoriet för databehandling av naturligt språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75243.
Full textSarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.
Full textBattenburg, John D. "English monolingual learners' dictionaries : a user-oriented study /." Tübingen : M. Niemeyer, 1991. http://catalogue.bnf.fr/ark:/12148/cb355174614.
Full textFrey, Camille 1991. "Comparing monolingual and bilingual language acquisition : phonemes and lexicon." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/668759.
Full textEn esta tesis doctoral comparamos la adquisición del lenguaje en monolingües y bilingües investigando dos temas centrales de la adquisición bilingüe temprana: el establecimiento del sistema fonético y el establecimiento del sistema léxico-semántico. El primer tema se ha abordado evaluando la posible influencia de información léxica (forma) sobre el aprendizaje fonético, la investigación ha estudiado tanto bebés y adultos monolingües y bilingües. Para el estudio del desarrollo del sistema léxico-semántico bilingüe se ha evaluado la aparición de conexiones semánticas inhibitorias en niños monolingües y bilingües. Los resultados sugieren un impacto del bilingüismo en el uso de información léxica (forma) en adultos, pero no en bebés. El estudio con bebés ha mostrado un impacto del bilingüismo en las capacidades discriminatorias. Los resultados del último estudio no permiten extraer conclusiones sobre la aparición de conexiones semánticas inhibitorias en el léxico bilingüe.
Ahmad, Nizar Yanti Marina. "Numerical cognition in monolingual and Chinese-English bilingual adults." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.598025.
Full textDahlan, Noornina. "An interactive English-Malay translation tool for monolingual users." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392927.
Full textCarlson, Josefin. "Monolingual and Bilingual Pupils' Attitudes towards English Language Learning." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23278.
Full textFatani, Amin Y. "The treatment of culture-specific vocabulary in dictionaries for translating from English to Arabic : a critical and empirical exploration." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284622.
Full textRadhakrishnan, Sreedivya. "Perception of synthetic vowels by monolingual and bilingual Malayalam speakers." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1258953613.
Full textTitle from PDF t.p. (viewed May 17, 2010). Advisor: John Hawks. Keywords: Speech perception; Vowels; Malayalam; Second Language. Includes bibliographical references (p. 198-216).
Ibáñez, Lillo Alexandra 1986. "Labeling, word mapping and categorization in monolingual and bilingual infants." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/403647.
Full textPer tal de trobar els referents de les paraules, els infants confien en requeriments que guien les seves interpretacions. Actualment, se sap poc sobre com l'entorn lingüístic influencia la identificació de referents. La comparació de bilingües i monolingües ofereix una finestra única per explorar aquesta interacció. L'objectiu d'aquesta tesi és explorar com bilingües i monolingües adquireixen noms per categories a diferents edats així com l'ús que fan d'estratègies de desambiguació. Específicament, ens preguntem si l'avantatge primerenc en les funcions executives en bilingües junt amb la necessitat d'aprendre en contextos sorollosos, pot traduir-se en estratègies d'aprenentatge de paraules diferents. Als Experiments 1-4, van testejar infants de 8, 15 i 19 mesos amb una tasca de categorització ràpida. També vam explorar si coneixement recentment adquirit pot ser utilitzar per promoure l'aprenentatge d'altra informació. Als Experiments 5-6, vam testejar infants de 18 i 19 mesos amb una tasca de familiarització/mirada-preferencial en l'habilitat d'adquirir categories. Ens preguntem si diferències en l'experiència lingüística poden dur bilingües i monolingües a formar diferents representacions de categories. Els resultats suggereixen una fotografia més complexa sobre la influència de l'experiència lingüística en l'habilitat d'identificar referents del que actualment es reconeix.
Zhao, Jing. "Phonological awareness in Chinese monolingual and Chinese-English bilingual children." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32282.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Andersson, Ingrid. "Bilingual and monolingual children's narration : discourse strategies and narrative styles /." Linköping : Tema, Univ, 1997. http://www.bibl.liu.se/liupubl/disp/disp97/arts156s.htm.
Full textDavies, W. K. "Monolingual and bilingual children's comprehension and use of quantifying adjectives." Thesis, Bucks New University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375684.
Full textAl-Sulaihim, Nailah. "Phonological awareness and reading in monolingual and bilingual Kuwaiti children." Thesis, University of Reading, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649269.
Full textBurrows, Sonja S. 1973. "Beyond the comfort zone: Monolingual ideologies, bilingual U.S. Latino texts." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10866.
Full textThis project examines reader reception of U.S. Latino-authored narratives that engage in varying degrees of textual code switching and bicultural belonging. The analysis builds on the argument that these narratives, as part of a larger body of minor literatures, play a role in revolutionizing traditional Anglo-American discourses of knowledge by marginalizing the monolingual and monocultural reader historically positioned as the prototype of cultural literacy in the United States. This project further proposes that marginalization is achieved by a textual appropriation and structural weakening of the dominant language and culture via the creation of a narrative space that privileges code switching to articulate bicultural identities. U.S. Latino texts that alternate between English and Spanish mirror the misunderstandings and failures of intelligibility in the multicultural situations they depict, thereby requiring the monolingual and monocultural reader to experience this unintelligibility first-hand. In order to tackle broader questions about how these literary texts and their reception reflect what is at stake politically, nationally, and culturally for Latinos in the United States today, this interdisciplinary project draws upon a diversity of perspectives originating from linguistics, literary analysis, sociology, and history to identify how literary texts mirror bicultural identity for Latinos. As a part of this analysis, the project examines the history of Spanish language use in the United States, Latino immigration history, the standard language ideology privileging English monolingualism, the persistence of bilingualism, oral and written code switching, the publishing industry, and analyses of reader responses to bilingual texts based on survey data. In situating these histories within discussions about the bilingual, bicultural nature and reception of the U.S. Latino narrative, this project shows how the linguistic makeup and the subsequent receptivity of these texts minor the bicultural identity and changing social positioning of the Latino population in the United States.
Committee in charge: Robert Davis, Chairperson, Romance Languages; Analisa Taylor, Member, Romance Languages; Monique Balbuena, Member, Honors College; Holly Cashman, Member, Not from U of O; David Vazquez, Outside Member, English
Keresztes, Réka. "Against the Odds : The challenges of bilingualism in a monolingual environment." Thesis, Linköping University, Department of Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8177.
Full textThe aim of this study has been to describe the reasoning of five immigrant parents with Swedish partners who raise their child to become bilingual. Having interviewed the informants, three central themes became apparent: bilingualism, identity and the environment. All five families reason that they raise their child with the mother tongue of the mother and the mother tongue of the father and that it is natural. Discussions about identity and culture are made in specific reference to the surrounding monolingual environment, which is often perceived as an obstacle to bilingualism.
Syftet med den här uppsatsen har varit att beskriva fem individers resonemang kring tvåspråkig barnuppfostran. Efter att ha intervjuat informanterna blev det tydligt att uppsatsen hade tre centrala teman: tvåspråkighet, identitet och miljön. Alla fem familjer anser att deras barn blir uppfostrad med moderns och faderns modersmål och att det är naturligt. Diskussioner om identitet och kultur är direkt knutna till den omgivande enspråkiga miljön, som ofta upplevs som ett hinder för tvåspråkighet.
Lam, Tracy Cheuk Sze. "Pragmatic skills of bilingual and monolingual children with autism spectrum disorder." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55092.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
DeMasi, Teresa. "Clear speech effects for vowels produced by monolingual and bilingual talkers." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002110.
Full textTomos, Hedd. "Semantic categorisation of actions and objects in monolingual and bilingual children." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540745.
Full textBrennan-Wilson, Aoibheann. "Cognitive development of low- and typically- achieving monolingual and bilingual children." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669650.
Full textGollek, Cornelia. "Metacognitive development and the disambiguation effect in monolingual and bilingual children." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20185.
Full textWigder, Chaya. "Word embeddings for monolingual and cross-language domain-specific information retrieval." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233028.
Full textFlera studier har visat att ordinbäddningsmodeller är användningsbara för många olika språkteknologiuppgifter. Denna avhandling undersöker hur ordinbäddningsmodeller kan användas i sökmotorer för både enspråkig och tvärspråklig domänspecifik sökning. Experiment gjordes för att optimera hyperparametrarna till ordinbäddningsmodellerna och för att hitta det bästa sättet att vikta ord efter hur viktiga de är i dokumentet eller sökfrågan. Dessutom undersöktes metoder för att skapa domänspecifika tvåspråkiga inbäddningar. Systemet jämfördes med en baslinje utan inbäddningar baserad på cosinuslikhet, och för både enspråkiga och tvärspråkliga sökningar var systemet som använde enspråkiga inbäddningar bättre än baslinjen. Däremot var de tvåspråkiga inbäddningarna, särskilt för domänspecifika ord, av låg kvalitet och gav för dåliga resultat för direkt användning inom sökmotorer.
Lam, Ka-ki Fiona. "The verb use in Cantonese monolingual and Cantonese-English bilingual children." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279277.
Full text"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
Solomons, Tasneem. "From monolingual to translanguaging classroom practice at two Delft primary schools." University of the Western Cape, 2018. http://hdl.handle.net/11394/6947.
Full textTerminology such as mother tongue, first language and second language remain prevalent in South African schools’ language policies. These monolingual terms seem out of place within our multilingual landscape (Banda, 2018). With the emergence of the concept of translanguaging (Garcia, 2009, 2014; Banda, 2018), the linguistic practices that people of the Western Cape (and elsewhere in South Africa) have now been legitimised as a useful communicative tool within multilingual spaces. Despite research showing the advantages of using translanguaging in classrooms to enhance comprehension (Banda, 2018), language policies remain monolingual in nature. By conducting research at two schools in Delft, Western Cape, I am able to show how learners and teachers defy the monolingual structure of the language policy, by translanguaging, to make learning and teaching more comprehensible. Using Heller’s (2007) concept of language as social practice, it becomes apparent how learners become social actors within the classroom, by languaging to make meaning. In addition to looking at classroom practices, I use supplementary data, an analysis of the school’s language policy, observations of and commentary on linguistic practices outside of the classroom, to further support the idea that school’s confinement of language is incongruous with the language practices in the area. Finally, I propose that translanguaging be legitimised as classroom practice and teaching materials also be adapted likewise, by producing trilingual posters, showing Afrikaans, English and isiXhosa terms, for the Western Cape.
Iversen, Sarah Hoem. "Ideologies of childhood and education in monolingual English children's dictionaries 1750-1870." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547763.
Full textFrank, Ilana. "The use of word-learning principles in young monolingual and bilingual children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ43564.pdf.
Full textStephens, Claire. "Executive function development : a comparison of monolingual and bilingual children in Ireland." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602934.
Full textWallis, Marion Alice. "A monolingual female american teacher's first overseas experience in an American school in Brazil." Thesis, Boston University, 2006. https://hdl.handle.net/2144/32008.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study attempts to understand the nature of the cultural and linguistic experiences that affected a single, monolingual, female teacher during her first overseas experience in an American school in Brazil. A descriptive, qualitative, case study methodology utilized extensive observations, video-taping, and interviews with the teacher, her colleagues, students, and parents to explore how those experiences affected her perceptions and actions towards her colleagues, students, and parents, and how she made sense of these experiences. At the time of this study, there were an estimated 1,000 international schools worldwide, and just over half of these were autonomous institutions sponsored by a variety of interests and corporations. The Escola Americana de Campinas fits into this group. As a worldwide average, the U.S. student population in international schools today is about 30 percent of the total enrolment, and the majority of overseas-hire native English speaking teachers are female, white, middle class and monolingual; many are not adequately prepared for the challenges of teaching children who have different linguistic and cultural backgrounds. The study of one such teacher describes the cultural and linguistic discomfort she experienced in her daily life, and with her colleagues and parents. Although she was pedagogically competent, she was not open to changing her teaching practices to more effectively teach students with different cultural and linguistic backgrounds. However, as this teacher learned to speak some Portuguese she became empathetic to some of the linguistic needs of her multi-lingual and multi-cultural students. This case study suggests that this teacher's personal and professional reasons to live and work overseas did not enable her to anticipate and to face the challenges she experienced. She did not have the training or experience to work with a diverse group of students, and the school did not provide adequate support to help her adjustment. This study offers implications and practical suggestions for recruitment agenc1es, administrators, teachers, and pre-service institutions faced with such situations.
2031-01-02
Kaddouri, Lahcen. "Pratiques langagières et rapports aux identités linguistiques chez les enseignants et les élèves du Haouz : cas des lycées d'Aït Ourir (Maroc)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF033/document.
Full textThis research aims at studying the different aspects of language use at the levels of linguistic and identity repertoires in a multilingual environment; namely high schools in Aït Ourir, Haouz Province, Morocco. The analysis of conversations in the daily usage of languages revealed that Code Switching is a common practice among teachers as well as pupils; and that the weight of each language used depends more on its usefulness to the purpose of speaking. At the identity level, multilingual identity is dominant and the weight of each language is dependent up on the linguistic biography of the person surveyed. Thus, the relationship between the linguistic and identity repertoires is disproportionate. Indeed, synchronically comparing the languages in study confirmed that they don’t have the same weight at the two levels. The monolingual turn-taking is dominating whereas the monolingual identity is weak. On the other hand, the mixed turn-taking is meaningless whilst multilingual identity is significant. Moreover, the diachronic comparison enabled us to deduce that the change is ongoing in practice while it seems steady from adolescence to adulthood which shows that identifying in a language doesn’t depend on its practice
Roessler, Abeba 1981. "Impact of the linguistic environment on speech perception : comparing bilingual and monolingual populations." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/91285.
Full textEl principal objetivo de este trabajo fue investigar cómo el entorno lingüístico afecta la percepción del habla. Con esta finalidad se exploraron los efectos del bilingüismo en el reconocimiento de palabras y el efecto de la lengua materna en el aprendizaje de reglas. Para ver los efectos del bilingüismo en el reconocimiento de palabras se realizaron tres estudios en adultos explorando el efecto de facilitación por repetición, que mostraron que las personas bilingües han desarrollado mecanismos que les permiten minimizar las interferencias que ejerce la información irrelevante en la señal del habla. Por otro lado, se realizó un estudio con niños pequeños cutos resultados sugieren que no hay diferencias en el reconocimiento de palabras mal pronunciadas entre niños pequeños bilingües y monolingües. Respecto al efecto del conocimiento lingüístico de la lengua materna en el aprendizaje de reglas, se mostró que tiene un impacto en las habilidades generales para el aprendizaje de reglas aunque no se ha detectó una influencia del bilingüismo en dicho proceso. En resumen, se ha mostrado que el bilingüismo minimiza los efectos negativos de la variabilidad en el reconocimiento de palabras. Los bilingües parecen haberse adaptado a una mayor variabilidad en su entorno de habla cotidiana. Por el otro lado, se ha visto que la capacidad para extraer reglas de una lengua desconocida no está afectada por estas adaptaciones si no que está influenciada por los conocimientos lingüísticos en la lengua materna.
Kornisch, Myriam. "Estimates of functional cerebral hemispheric differences in monolingual and bilingual people who stutter." Thesis, University of Canterbury. Communication Disorders, 2015. http://hdl.handle.net/10092/10739.
Full textMumtaz, Shazia. "Reading development of bilingual Urdu-English speaking children and monolingual English speaking children." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365257.
Full textTomba, Moussavou Fatima. "Metalexicographic criteria for a monolingual descriptive dictionary presenting the standard variety of Yipunu." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21909.
Full textENGLISH ABSTRACT: The dictionaries available in the Gabonese languages are all translation dictionaries biased towards French and compiled by missionaries and colonial administrators. No proper monolingual dictionaries exist in the Gabonese languages. There is therefore a need for monolingual dictionaries in the Gabonese languages, particularly in Yipunu, one of the Bantu languages (B 43) spoken in the South of Gabon. Yipunu is a regional vehicular language or a major or majority language. Yipunu is a domestic language i.e spoken inside Bapunu communities or a mother tongue or first language and Yipunu is also taught as subject in the national educational system. As a response to this need, this dissertation proposes metalexicographic criteria for the compilation of a standard descriptive monolingual dictionary with special reference to Yipunu. The proposed model focuses primarily on the inclusion and the treatment of the standard variety of Yipunu and to a lesser degree on the other varieties. Such a model is directed at a dictionary primarily dealing with the needs of the average, educated members of the Yipunu speech community, the mother-tongue speakers, and also designed for experienced and advanced learners of Yipunu and their teachers. This study aims to point out how important standard descriptive monolingual dictionaries are in general and specifically in the case of African Bantu languages. This study also aims to highlight the importance for Gabonese lexicographers to adopt modern lexicographical principles in dictionary compilation such as the user-driven dictionary and the corpus-based dictionary. This model, although devised for Yipunu, will eventually serve as model for the design of standard descriptive dictionaries in all Gabonese languages. This study provides information about the content and the structures of such a dictionary and is structured as follows: Chapter 1 focuses on introducing and contextualising the research. It presents the linguistic situation in Gabon with reference to the status of Yipunu. It also shows the importance and the relevance of the research and gives the theoretical basis, methodology, hypotheses and objectives underlying the study. Chapter 2 criticises the lexicographic works in Yipunu in order to improve the quality of future Yipunu dictionaries and examines the major needs of Yipunu lexicography. Chapter 3 envisages some aspects of the standardisation of Yipunu. It targets the discussion at the level of the language analysis namely the phonology, the grammar, the dictionary and the orthography of Yipunu. Chapter 4 discusses the user perspective, which guides the dictionary compilation. It focuses on the user profile, user typologies and dictionary functions. The intended dictionary has a multifunctional character. Special attention is given to a pioneering survey of dictionary use among Gabonese students and to the discussion of the teaching of dictionary use in Gabon. Chapter 5 deals with the dictionary plan. Different aspects such as the style guide, the genuine purpose, the dictionary basis, data collection, the data collection policy, data collection methods and the corpus of the proposed dictionary are discussed Chapter 6 elaborates on the macrostructure of the proposed dictionary. The dictionary gives priority to a strict alphabetical macrostructure. Macrostructural elements, lemmatisation strategies, and types of lemmas and articles to be included in the proposed dictionary are discussed. Chapter 7 focuses on the microstructure of the proposed dictionary. The model suggests an obligatory microstructure and an extended obligatory microstructure and discusses the variety of data to be included in the articles of the proposed dictionary. Chapter 8 deals with the outer text section and the guide structures of the proposed dictionary, which includes front and back matter texts. Polyaccessibility, a system of cross-referencing, and lemmatic and non-lemmatic addressings are characteristics of the proposed dictionary. Chapter 9 makes some concluding remarks by highlighting the focus point of each chapter of the dissertation. It gives also some recommendations for the research.
AFRIKAANSE OPSOMMING: Die woordeboeke beskikbaar in die Gaboenese tale is almal vertalende woordeboeke gerig op Frans en saamgestel deur sendelinge en koloniale administrateurs. Geen werklike eentalige woordeboeke bestaan in die Gaboenese tale nie. Daar is gevolglik 'n behoefte aan eentalige woordeboeke in die Gaboenese tale, veral in Jipoenoe, een van die Bantoetale (B 43) wat in die Suide van Gaboen gepraat word. Jipoenoe is 'n streeksvoertaal of 'n hoof- of meerderheidstaal. Jipoenoe is 'n huistaal d.w.s. wat binne Bapoenoegemeenskappe gepraat word of 'n moedertaal of eerste taal en Jipoenoe word ook as vak in die nasionale opvoedingstelsel onderrig. In reaksie op hierdie behoefte stel hierdie proefskrif metaleksikografiese kriteria voor vir die samestelling van 'n standaard beskrywende eentalige woordeboek met spesiale verwysing na Jipoenoe. Die voorgestelde model fokus primêr op die insluiting en behandeling van die standaardvariëteit van Jipoenoe en in 'n mindere mate op die ander variëteite. Die model is gerig op 'n woordeboek wat primêr aandag gee aan die behoeftes van die deursnee- opgevoede lede van die Jipoenoespraakgemeenskap, die moedertaalsprekers, en wat ook ontwerp is vir kundige en gevorderde leerders van Jipoenoe en hul onderwysers. Die doel van hierdie studie is om aan te toon hoe belangrik standaard beskrywende eentalige woordeboeke in die algemeen en spesifiek in die geval van die Bantoetale van Afrika is. Die doel van hierdie studie is ook om die belangrikheid vir Gaboenese leksikograwe te belig om moderne leksikografiese beginsels toe te pas in die samestelling van woordeboeke soos die gebruikersgedrewe woordeboek en die korpusgebaseerde woordeboek. Hierdie model, alhoewel ontwerp vir Jipoenoe, sal uiteindelik dien as model vir die opstel van standaard beskrywende woordeboeke vir al die Gaboenese tale. Die studie verskaf inligting oor die inhoud en strukture van so 'n woordeboek en is soos volg gestruktureer: Hoofstuk 1 fokus op 'n inleiding tot en 'n kontekstualisering van die navorsing. Dit beskryf die taalkundige toestand in Gaboen met betrekking tot die status van Jipoenoe. Dit toon ook die belangrikheid en relevansie van die navorsing en gee die teoretiese basis, metodologie, hipoteses en doelstellings onderliggend aan die studie. Hoofstuk 2 kritiseer die leksikografiese werk in Jipoenoe met die doel om die gehalte van die Jipoenoewoordeboeke te verbeter en die behoeftes van die Jipoenoeleksikografie te ondersoek. Hoofstuk 3 beskou 'n aantal aspekte van die standaardisering van Jipoenoe. Dit is gemik op 'n bespreking op die vlak van taalontleding, naamlik die fonologie, die grammatika, die woordeboek en die ortografie van Jipoenoe. Hoofstuk 4 bespreek die gebruikersperspektief wat die woordeboeksamestelling rig. Dit fokus op die gebruikersprofiel, gebruikerstipologieë en woordeboekfunksies. Die beplande woordeboek het 'n multifunksionele karakter. Spesiale aandag word gegee aan 'n baanbrekende ondersoek na woordeboekgebruik onder Gaboenese studente en aan 'n bespreking van die onderrig van woordeboekgebruik in Gaboen. Hoofstuk 5 handel oor die woordeboekplan. Verskillende aspekte soos die stylgids, die werklike doel, die woordeboekbasis, dataversameling, die dataversamelingsbeleid, dataversamelingsmetodes en die korpus van die voorgestelde woordeboek word bespreek. Hoofstuk 6 wei uit oor die makrostruktuur van die voorgestelde woordeboek. Die woordeboek gee voorkeur aan 'n streng alfabetiese makrostruktuur. Makrostrukturele elemente, lemmatiseringstrategieë, en soorte lemmas en artikels vir insluiting in die beplande woordeboek word bespreek. Hoofstuk 7 fokus op die mikrostruktuur van die voorgestelde woordeboek. Die model stel 'n verpligte mikrostruktuur en 'n uitgebreide verpligte mikrostruktuur voor en bespreek die verskeidenheid data wat in die artikels van die voorgestelde woordeboek ingesluit behoort te word. Hoofstuk 8 handel oor die buiteteksgedeelte en die gidsstrukture van die voorgestelde woordeboek wat voor- en agtervoor- en agtertekste insluit. Politoeganklikheid, 'n stelsel van kruisverwysings, en lemmatiese en nielemmatiese adresserings is kenmerke van die voorgestelde woordeboek. Hoofstuk 9 maak 'n aantal slotopmerkings deur die fokuspunt van elke hoofstuk van die proefskrif te belig. Dit verskaf ook 'n aantal aanbevelings vir navorsing.
Lindeberg, James. "Simplification of Swedish Text by Monolingual Machine Translation Transformation Rules for Simplified Swedish." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352897.
Full textYang, Jing. "Acoustic properties of vowel production in Mandarin-English bilingual and corresponding monolingual children." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392832160.
Full textGrichkovtsova, Ioulia. "A cross-linguistic study of affective prosody production by monolingual and bilingual children." Thesis, Queen Margaret University, 2006. https://eresearch.qmu.ac.uk/handle/20.500.12289/7452.
Full textBastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.
Full textSilleresi, Silvia. "Structural Language and Nonverbal Ability Profiles in Monolingual and Bilingual Children with ASD." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2027/document.
Full textA diagnosis of Autism Spectrum Disorder (ASD) includes specification of any co-occurrence with language impairment and/or cognitive disabilities. Regarding language impairment, studies have reported that among verbal children with ASD a subgroup of children manifests significant structural language impairment (ASD-LI), similar to the one displayed by children with Specific Language Impairment (SLI), while the rest display normal abilities (ASD-LN), like those found in Typically Developing (TD) children. Regarding cognitive disabilities, current large-scale studies have found that roughly one-third of individuals on the autism spectrum are affected
Aufrant, Lauriane. "Training parsers for low-resourced languages : improving cross-lingual transfer with monolingual knowledge." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS089/document.
Full textAs a result of the recent blossoming of Machine Learning techniques, the Natural Language Processing field faces an increasingly thorny bottleneck: the most efficient algorithms entirely rely on the availability of large training data. These technological advances remain consequently unavailable for the 7,000 languages in the world, out of which most are low-resourced. One way to bypass this limitation is the approach of cross-lingual transfer, whereby resources available in another (source) language are leveraged to help building accurate systems in the desired (target) language. However, despite promising results in research settings, the standard transfer techniques lack the flexibility regarding cross-lingual resources needed to be fully usable in real-world scenarios: exploiting very sparse resources, or assorted arrays of resources. This limitation strongly diminishes the applicability of that approach. This thesis consequently proposes to combine multiple sources and resources for transfer, with an emphasis on selectivity: can we estimate which resource of which language is useful for which input? This strategy is put into practice in the frame of transition-based dependency parsing. To this end, a new transfer framework is designed, with a cascading architecture: it enables the desired combination, while ensuring better targeted exploitation of each resource, down to the level of the word. Empirical evaluation dampens indeed the enthusiasm for the purely cross-lingual approach -- it remains in general preferable to annotate just a few target sentences -- but also highlights its complementarity with other approaches. Several metrics are developed to characterize precisely cross-lingual similarities, syntactic idiosyncrasies, and the added value of cross-lingual information compared to monolingual training. The substantial benefits of typological knowledge are also explored. The whole study relies on a series of technical improvements regarding the parsing framework: this work includes the release of a new open source software, PanParser, which revisits the so-called dynamic oracles to extend their use cases. Several purely monolingual contributions complete this work, including an exploration of monolingual cascading, which offers promising perspectives with easy-then-hard strategies