Thèses : « Japanese language – word frequency »

1

Matikainen, Tiina Johanna. « Semantic Representation of L2 Lexicon in Japanese University Students ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/133319.

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CITE/Language Arts
Ed.D.
In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent. Data from a sentence completion task was completed by 244 participants, who were shown sentence contexts in which they chose between L2 word pairs sharing a common equivalent in the students' first language, Japanese. The data were analyzed using the statistical analyses available in the programming environment R to quantify the participants' ability to discriminate between synonymous and non-synonymous use of these L2 word pairs. The results showed a strong bias against synonymy for all word pairs; the participants tended to make a distinction between the two synonymous items by assigning each word a distinct meaning. With the non-synonymous items, lemma frequency was closely related to the participants' success in choosing the correct word in the word pair. In addition, lemma frequency and the degree of similarity between the words in the word pair were closely related to the participants' overall knowledge of the non-synonymous meanings of the vocabulary items. The results suggest that the participants had a stronger preference for non-synonymous options than for the synonymous option. This suggests that the learners might have adopted a one-word, one-meaning learning strategy (Willis, 1998). The reasonably strong relationship between several of the usage-based statistics and the item measures from R suggest that with exposure learners are better able to use words in ways that are similar to native speakers of English, to differentiate between appropriate and inappropriate contexts and to recognize the boundary separating semantic overlap and semantic uniqueness. Lexical similarity appears to play a secondary role, in combination with frequency, in learners' ability to differentiate between appropriate and inappropriate contexts when using L2 word pairs that have a single translation in the L1.
Temple University--Theses

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Yoneyama, Kiyoko. « Phonological neighborhoods and phonetic similarity in Japanese word recognition ». The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302192053.

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Padilla, López Rebeca. « Word Frequency as a Predictor of Word Intensity ». Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325301.

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In this thesis we explore the intensity of adjectives and how it can be predicted by different word features. We investigate how to accurately determine intensity between synonymous adjectives. For this, we look at features such as word frequency, number of senses and syllable length. Our study is inspired by life satisfaction and happiness surveys and the possibility that differences in intensity in the translation of the adjectives used for the questionnaires could explain the high degree of satisfaction that some countries show. We base our hypothesis on the theories of grammaticalization and semantic bleaching and the discoveries made by other researches about the relations between these word features and word intensity. We focus on studying Danish, English and French. Our study points to a statistically significant negative correlation between word frequency and word intensity.

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Wren, Sebastian Andrew. « An examination of the word-frequency effect in word recognition : controlling the confound of word recency / ». Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Matchim, Joan Oldford. « The effects of contextual cues and word frequency on word recognition / ». The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113531.

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Furuhata, Takashi. « Exploring the relationship between English speaking subjects' verbal working memory and foreign word pronunciation and script recognition / ». Thesis, Connect to this title online ; UW restricted, 2007. http://hdl.handle.net/1773/7741.

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Wallgren, Jonas. « Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese ». Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.

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The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period (1924-1989) the word was used together with both affirmative and negative words to form expressions. In the early Showa period the grammatical rules in education changed so that the only acceptable use was together with a negative word. From the 1990’s onward, the use together with an affirmative word has made a comeback especially among younger Japanese people. However even though the usage together with an affirmative word has made a comeback and was considered normal once in history, in today’s society it is still considered as slang and thus not recommended usage in formal situations. Foreign language learners however, tend not to learn a language only by textbooks but also by imitating the language of native Japanese speakers and Japanese popular culture. This may lead to a confusion regarding what words are acceptable to use in conversations. Therefore in this study, an online survey that examines the usage and attitudes regarding the word zenzen aimed at Japanese language learners at Swedish universities was conducted. The results of the survey showed that although a majority of the learners showed a good understanding of the usage, more than half of the learners displayed a feeling of confusion regarding the usage of the word. The gender comparison regarding the usage showed no major differences. Having lived in Japan, having Japanese friends whom you speak Japanese with regularly and length of Japanese study was associated with an increased understanding of the usage. Regular consumption of Japanese popular culture, however, was not associated with an increased understanding of the usage. A literature analysis was also conducted to examine the attitudes regarding the usage of zenzen in a variety of books with topics including business language and books aimed at Japanese language teachers. The results showed that zenzen used together with a negative word was considered as the norm while zenzen used together with an affirmative word was not recommended to be used in formal situations. When recommending proper usage of the word zenzen together with an affirmative word to foreign learners of Japanese, hijou-ni and totemo was seen as better alternatives to zenzen in a formal situation.

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Sato, Kyoko. « Does instruction help learners become proficient in L2 writing ? : the case of the Japanese particles wa, ga, and the passive / ». view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181128.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 257-267). Also available for download via the World Wide Web; free to University of Oregon users.

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Toyoda, Etsuko. « Developing script-specific recognition ability : the case of learners of Japanese / ». Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00002971.

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Famoyegun, Akinjide. « Word Frequency Effects in L2 Speakers : An ERP Study ». Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228463.

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The brain's neural responses to words of different frequencies provide information on lexical organization and the cognitive processes involved in word identification and retrieval of meaning. Monolingual research has shown that exposure to high frequency words yields less cognitive difficulty than low frequency words as demonstrated by smaller N400 waves within even-related potential (ERP) methodology. The purpose of the present study was to compare frequency effects in adult native (L1) and non-native (L2) speakers of English during a sentence reading task embedded with high and low frequency word-pairs. Both L1 and L2 groups produced N400 waves of larger amplitudes for high frequency words compared to low frequency words that peaked around the 400 ms time mark. Group comparison found no significant difference in N400 wave amplitude and peak latency between both groups. The results are discussed with respect to theories of L2 word learning and lexical organization.

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Lance, Yoko. « Unique variety of Japanese language developed through language contact on the Gold Coast, Australia in first-generation Japanese communities ». Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416045.

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To investigate how minority groups such as the Japanese speaking communities on the Gold Coast in Australia have developed a variety of the Japanese language, a survey was conducted with 31 first-generation Japanese immigrants. Among the unique 216 words collected, 26 new words, 45 catachrestic loanwords that bring new concepts of ideas or things into the Japanese language, 101 non-catachrestic loanwords co-existing with semiotically-matching other Japanese words, nine words with phonological modifications and 35 interjections were recorded. As a result, the most used unique words were non-catachrestic loanwords. Most words were related to their everyday lives; however, some were related to politics or of a more conceptual nature, unlike similar research conducted in Brazil before WWII. Nouns were the most popular unique words collected in terms of word classes. The names of things, shops, facilities, and occupations are often used in loanwords, as it is easier to use the same names in Japanese and English conversations. All the loanword verbs collected were formed with the suffix ‘-suru (to do)’. Some loanword adjectives were formed with the suffix ‘-na’. No ‘Taigen + -ru’ verbs or ‘loanwords + -i’ adjectives were confirmed. Among 26 new words used/developed on the Gold Coast, most were shortened nicknames of places and shops, such as ‘Hanja (Hungry Jacks)’, ‘Debijo (David Jones)’, ‘Raria (Australia)’, ‘Ōsu (Australia)’, ‘Wāsu (Woolworths)’, ‘Sushitore (Sushitrain)’, ‘Pashi (Pacific Fair)’, ‘Robitan (Robina Town Centre) and ‘Imigure (former Department of Immigration and Border Protection)’. Most of the words were clippings and compound clippings such as ‘Buri (Brisbane)’ and ‘Burobi (buro+bi, Broadbeach)’, and one loanblend ‘Japasen (for people who only date Japanese)’, one calque ‘Kokumin (National Australia Bank)’, one native creation ‘Donishī (Sydney)’, and two words ‘Ūru’ and ‘Ōru’ (both from the airport code ‘OOL’) from the Japanese tourism industry register were collected. For catachrestic loanwords, most of them were direct loans; however, some loanshifts such as ‘pikkingu (picking, meaning fruit picking)’ and ‘raundo (around, travelling around in Australia)’ were observed. For non-catachrestic loanwords, some names of places and occupations and things in their everyday lives were often used. Some words were used because they have slightly different impressions from the standard Japanese words, such as ‘yaoya’ and ‘vege shop’. For both catachrestic and non-catachrestic loanwords, some influence in shortenings from the local English slang/dialect was found as well, such as ‘Burijī (Brissie: Brisbane)’, ‘Ūrī (Woolies: Woolworths)’, ‘Bābī (Barbeque)’ and ‘mojī (mozzie: mosquito)’. Some phonological modifications influenced by English were found, such as ‘aikea’ instead of ‘ikea’ for the name of the interior shop IKEA, and ‘garāji’ instead of ‘garēji’ for garage. Some uncommon loanwords in Japan, such as ‘petorōru’, ‘petorō’, ‘petoro’, ‘petororu’, and 'petoraru’ for petrol, showed various phonological adaptations. Many loanwords for interjections were recorded, such as ‘oh my god’, ‘oh dear’, ‘oops’ and ‘awesome’. They often show code-switching behaviour for interjections with English accenting and pronunciation done unconsciously. More intentional code-switching behaviour is also observed to soften the situation, make it humorous, or dodge a straight answer. This code-switching is natural and easier to use for smooth communication in their life with two languages. Most participants had a positive attitude towards integrating English into their Japanese language. They think it is unavoidable living in an English-dominated society, and many of them speak English more often than Japanese. Although some words can only be expressed in English, this research found that people on the Gold Coast tend to integrate English into their Japanese conversations mainly for their convenience. It is not from the loss of their Japanese proficiency as their language skills are constantly updated through frequent return trips to Japan and access to online content in Japanese. It is considered embarrassing to mix languages too often in Japan, but it is very hard to avoid it in their life on the Gold Coast. However, they still try to avoid it in a formal or semiformal situation and outside their community. This research contributes new data to the field of Japanese language variation through language contact. There is no previous research conducted in this field, especially on Japanese people in Australia. It is significant to research and record the living language at the present time on the Gold Coast, Australia.
Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text

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Nakagawa, Natsuko. « Information Structure in Spoken Japanese : Particles, Word Order, and Intonation ». Kyoto University, 2016. http://hdl.handle.net/2433/215634.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第19808号
人博第779号
新制||人||187(附属図書館)
27||人博||779(吉田南総合図書館)
32844
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授東郷雄二, 教授藤田耕司, 教授田窪行則
学位規則第4条第1項該当

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Solon, Megan Elizabeth. « WORD FREQUENCY AND NEIGHBORHOOD DENSITY EFFECTS ON L2 SPANISH VOCABULARY DEVELOPMENT ». Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185545267.

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Kresse, Lara, Stefan Kirschner, Stefanie Dipper et Eva Belke. « Towards exploring the specific influences of wordform frequency, lemma frequency and OLD20 on visual word recognition and reading aloud ». Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6232/.

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Yasutake, Yuko. « English and Japanese word associations and syntagmatic-paradigmatic shift of Japanese children learning English as a second language ». Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25540.

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Research in word association studies found that children give predominantly syntagmatic responses (responses from different form classes from stimuli). English children were found to undergo a shift to paradigmatic (responses from the same form classes as stimuli) before age ten (referred to as S-P shift) which is the adult norm. On the other hand, Japanese children do not have S-P shift, and Japanese adults' responses are dominantly syntagmatic (Moran 1968). Leicester (1981) collected English word association responses from Japanese beginner and advanced learners of English as a second language and found S-P shift like increase of paradigmatic responses as English ability improves. This study purports to replicate Leicester's study among children. It is because the existence of the S-P shift in English of second-language learners whose first language does not have the shift would mean that second language learning parallels first language acquisition. Two main hypothesis were tested: 1. That Japanese children learning English as a second language will give dominantly syntagmatic responses in Japanese regardless of their grade level. 2. That Japanese children learning English as a second language of higher grade level will give more paradigmatic responses than those of lower grade level. Three subsidiary hypotheses were tested: 3. That Japanese children learning English as a second language will give different proportion of paradigmatic responses in Japanese and English. 4. That Japanese children learning English as a second language will give different pattern of responses in each language. 5. That Japanese children learning English as a second language will give fewer paradigmatic responses in English than monolingual English children of the same grade. Thirty students each of grades one, three, and five from two Japanese supplementary schools in Vancouver and Seattle were used as subjects. The subjects attend regular English classes at public schools, and therefore, their English ability was assumed to parallel their grade level. 27-item word association test was administered in English and Japanese. The ratio of paradigmatic responses was analyzed according to grade level. In agreement with literature, no grade difference was found among Japanese paradigmatic responses. In English, however, grade one subjects performed most paradigmatically, and thereby, no linear correspondence between English ability and English paradigmatic responses was found. Although English responses were close to the English norm, and Japanese responses to the Japanese norm, a significant number of Japanese responses were given in English association by grade five students. Significant difference in paradigmaticity was also found when two schools were compared as well as between two languages. Grade one students outperformed equivalent English monolingual children in English. It was speculated that young children develop L2 vocabulary systems independently and directly from the start resulting in higher rate of paradigmatic responses, whereas older children initially construct a one to one association between LI and L2, resulting in translation responses and low paradigmaticity in the case of English. School difference suggests that there are some other variables affecting word association.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Anzai, Yukie. « Teaching WA and GA to English-speaking students ». Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.

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To English speakers the distinction between the uses of the Japanese particles, "WA" and "GA", is one of the most difficult problems in learning Japanese, and this is particularly true in the case where "WA" and "GA" marks the NP which is equivalent to the subject in English. This usage of "WA" and "GA" is also extremely problematic for instructors in teaching Japanese to students whose native language is English. The present sub-thesis firstly introduces the major theories concerning the two particles, "WA" and "GA", advanced by several linguists. Secondly, on the basis of these theories, a critical survey of several Japanese textbooks is presented, which examines how the two particles are introduced in these textbooks, when they are used to mark the NP which is equivalent to the subject in English. Finally, on the basis of the theories discussed and the critical survey presented, methodological suggestions are advanced, concerning how to introduce this particular usage of "WA" and "GA", to English speaking students. These suggestions are intended to make up for the inadequacies in the textbooks examined. They are concerned with the following four points: 1.The logical introduction of "WA" and "GA". 2.The presentation of several charts representing the functions of "WA" and "GA" in the basic sentence patterns of Japanese. 3.The initial introduction of "WA" and "GA". 4.The order of introducing the four basic functions of "WA" and "GA".

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PARK, Sunju, Katsuo TAMAOKA, Kexin XIONG, 賀津雄玉岡, 可欣熊 et 善婤朴. « 同形二字漢字語の品詞性に関する日韓中データベースの概要 ». 名古屋大学言語文化研究会, 2014. http://hdl.handle.net/2237/20901.

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Miller, Jeremy K. « The role of strategy and metacognition in the word frequency mirror effect ». Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/3164700.

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Maeda, Masako. « Foreign accent modification : association among word emphasis and risk-taking for adult Japanese English-language learners ». Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3637.

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The purpose of this study was to investigate possible associations between the application of word emphasis and risk-taking behaviors of adult Japanese English-language learners (ELLs) in the scope of foreign accent modification. The investigation was conducted through comparing 30 adult Japanese ELLs "first readings of a scenario with 30 age- and gender-matched native American-English speakers (NESs), the ELLs" first readings and second readings with an instruction to apply emphasis, and the ELLs' scores for a risk-taking questionnaire. Acoustical data were gathered from the recorded readings of the speakers for vowel duration, fundamental frequency (F0), and intensity of the pre-determined target words in the scenario. A second measurement tool involved seven listeners‟ evaluations of comprehensibility and foreign accentedness for each recorded token and their identification of the emphasized words. Results indicated that there were no significant differences in vowel duration, F0, and intensity of the pre-determined target words between the ELLs‟ and NESs‟ first readings. Although the Japanese ELLs made significant increases in the three acoustical elements on the target words after receiving instruction to apply emphasis in their second readings, the listeners‟ evaluations of comprehensibility and foreign accentedness did not correlate with the changes. Also, no correlation was found between changes the ELLs made and their scores on the risk-taking questionnaire. The findings may provide additional perspectives for foreign accent modification in addition to conventional methods. Overall outcomes may also be beneficial to help the increasing number of nonnative English speakers be more comprehensible and adaptable for American society.
Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders

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Jared, Debra J. (Debra Jean). « The processing of multisyllabic words : effects of phonological regularity, syllabic structure and frequency ». Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63367.

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Shigenaga, Yasumasa. « Processing and Acquisition of Scrambled Sentences by Learners of Japanese as a Second Language ». Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/344218.

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The Japanese language exhibits a free word-order phenomenon called scrambling. Because each noun phrase (NP) is case-marked with postpositional particles, it allows a freer word order than such languages as English. For simple transitive sentences, Subject-Object-Verb is the canonical word order while OSV is the scrambled word order. Previous studies with native speaker (NS) children have found that they go through a developmental stage during which they consistently misunderstand scrambled sentences, taking the first NP in OSV sentences to be the subject. It has also been found that NS adults experience slowdowns in reading and comprehending scrambled sentences. However, investigations into the processing of scrambled sentences by second language (L2) learners have been scarce, and it is not entirely clear how scrambled sentences are processed and acquired by L2 learners. This three-article dissertation aimed at investigating how simple transitive sentences with a scrambled word order (i.e., OSV) are processed and acquired by L2 learners whose native language is English. The first article (Chapter 2) examined L2 learners’ grammatical knowledge and production performance of the OSV sentences through two tasks (fill-in-the-blank and picture description). The results indicated a positive relationship between the learners’ general proficiency in Japanese and their knowledge/production performance of the OSV sentences, although there was a rather large individual difference even within proficiency groups. It was also found that the difficulty in producing OSV sentences was mostly due to a lack of grammatical knowledge, but the relationship of grammatical knowledge and production performance interacted with the types of sentences. For reversible sentences (in which both the subject and object NPs are animate), there was evidence that errors in the production of OSV sentences were caused by the overuse of the canonical template (i.e., SOV). For non-reversible sentences (in which the subject NP is animate and the object NP is inanimate), on the other hand, there was little evidence that a processing problem such as the overuse of the SOV template caused the production difficulty. The second article (Chapter 3) examined the comprehension processes of OSV sentences. While the results of a pilot study (sentence correctness decision task) indicated that both the L2 learners and NSs took longer to read and comprehend OSV sentences than SOV sentences, the results of a self-paced reading task suggested that the processing of OSV sentences by L2 learners might be quite different from that of NSs. The NS participants read more slowly at the second NP position when they read the OSV sentences. On the other hand, the L2 learners, regardless of their proficiency level, did not show such slowdowns. However, the data provided evidence that the advanced L2 learners integrated the case particles more consistently in their sentence comprehension than the learners with lower proficiency. The third article (Chapter 4) examined whether a psycholinguistic task (syntactic persistence with picture description) might facilitate the production of scrambled sentences among L2 learners, for the purpose of exploring the possibility of using such a method as an L2 instructional tool. While the main task (Task 4, which used regular SOV/OSV sentences as primes) was not very effective in eliciting the production of OSV sentences, the follow-up task (Task 6, which used questions in SOV/OSV orders as primes) observed a more positive effect of syntactic persistence. Based on the results, explicit instruction and practice on scrambling is suggested. Since processing of scrambled sentences requires that L2 learners be aware of the functions of case markers (and other postpositional particles) instead of relying on the canonical template, such explicit instruction and practice may also contribute to the acquisition of the particles that mark case.

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Imamura, Satoshi. « Information structure in Japanese : scrambling, topicalization and passives ». Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:24e129aa-ed33-48bd-beec-90453a99560f.

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The main purpose of this thesis is to shed new light on Japanese grammar under the framework of the Givónian approach, with special attention to OSV word orders and by-passives: scrambling (O_ACCSV), topicalization (O_TOPSV), ni-passive (S NP_NI V), and niyotte-passive (S NP_Niyotte V). This approach measures the discourse status of a referent by utilizing anaphoric and cataphoric co-referencing relationships within the texts. However, it is conceivable that OSV word orders and by-passives are also influenced by multiple factors other than information structure. Specifically, previous studies point out the possibility that heaviness and animacy are relevant to this issue. Therefore, the present study performs the corpus analysis, taking three factors into consideration: heaviness, animacy, and information structure. First, OSV word orders have proven to be influenced by information structure and heaviness. In terms of information structure, scrambling correlates 'topic shift' from the referent of the scrambled object to that of the subject. In contrast, topicalization interrelates with 'continuing topic' realized as the referent of the subject. In terms of heaviness, the direct object tends to be longer than the subject in OSV word orders. Yet, animacy has no influence on the choice of word orders. Second, by-passives are affected by information structure and animacy. In terms of information structure, the ni- and niyotte-passives are selected in order to maintain the topic continuity by promoting the topical logical object to the grammatical subject. However, the ni-passive is relevant to global topic whereas the niyotte-passive is related to local topic. In terms of animacy, the ni-passive prefers animate subjects while the niyotte-passive tends to select inanimate subjects. Yet, heaviness is unrelated to the use of by-passives in Japanese. In conclusion, the thesis provides a functional analysis of OSV orders and by-passives from a descriptive and empirical point of view by using a written Japanese corpus. The new data reported contribute to elucidating the argument encoding system of Japanese.

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Koponen, Eeva, et Eeva Klintfors. « Effects of Target-Word Frequency Rate on Sound-Meaning-Connection in Five to Fifteen Month-Old Swedish Infants ». Thesis, Stockholms universitet, Avdelningen för fonetik, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62657.

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The purpose of this study was to examine the effects of manipulating target-word frequency rate and target-word phrase position on sound-meaning-connection in five to fifteen month old Swedish infants. Three different test conditions, each one of them a film showing objects and corresponding phrases made of randomly generated artificial words, were designed. The structure of the first, high variability test condition included context-dependent information and the structures of the second and the third, low variability test conditions were characterised by frequent nonsense target-word rate, target-words occurring in phrase final position. The aim of the artificial input language was to ensure the novelty of test material, and to simulate the type of learning situation - when the semantic content of words is arbitrary - facing young infants in the beginning of language learning. Analysis of informants looking behaviour, prior to, and after exposure to the objects and the corresponding audio input, were performed. Results showed that the structure of high variability test condition and the structure of low variability test conditions were associated with significant between-group differences. This finding indicates that the nonsense phrases in low variability test conditions managed to 'explain' the objects just like semantically meaningful phrases do. When compared with past research, these findings seem to suggest that experience-dependent mechanisms may support, besides word segmentation, even more complicated aspects of language learning, such as acquisition of syntax.

Eeva Klintfors är född Koponen.

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Pinnow, Eleni. « How much is enough the role of variant frequency in the processing and recognition of phonological variants / ». Diss., Online access via UMI:, 2005.

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Brown, Christine Mary. « Assessing the Readability of Māori Language Texts for Classroom Use ». Thesis, University of Canterbury. Māori and Indigenous Studies, 2009. http://hdl.handle.net/10092/4015.

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This project sought to find a rigorous and manageable method for measuring the difficulty of texts in te reo Māori written for children, beyond junior reading material in Māori-medium educational settings. The project examined a range of readability measures based on semantic and/or syntactic features of text, following the work of Warwick Elley (1969) and Richard Benton et al. (1995). Features such as the difficulty of content words, average sentence length, standardised type:token ratios and the use of function words were used in different combinations to create seven methods to measure text difficulty. Teachers’ and students’ ratings of text difficulty, and students’ scores on reading comprehension tasks related to the texts were used as criteria to examine the validity of the readability methods. The findings revealed that indices of either vocabulary load or lexical density when used in combination with the number of function types in the text, produce statistical significance with the criterion measures. Further research is needed to confirm their validity for use in Māori –medium classroom settings. The Māori word lists developed for this project as the basis of the readability approaches have the potential for more widespread analyses of language proficiency measures for students in Māori-medium settings.

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Sullivan, Daniel Edward. « Evaluation of Word and Paragraph Embeddings and Analogical Reasoning as an Alternative to Term Frequency-Inverse Document Frequency-based Classification in Support of Biocuration ». Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/80572.

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This research addresses the problem, can unsupervised learning generate a representation that improves on the commonly used term frequency-inverse document frequency (TF-IDF ) representation by capturing semantic relations? The analysis measures the quality of sentence classification using term TF-IDF representations, and finds a practical upper limit to precision and recall in a biomedical text classification task (F1-score of 0.85). Arguably, one could use ontologies to supplement TF-IDF, but ontologies are sparse in coverage and costly to create. This prompts a correlated question: can unsupervised learning capture semantic relations at least as well as existing ontologies, and thus supplement existing sparse ontologies? A shallow neural network implementing the Skip-Gram algorithm is used to generate semantic vectors using a corpus of approximately 2.4 billion words. The ability to capture meaning is assessed by comparing semantic vectors generated with MESH. Results indicate that semantic vectors trained by unsupervised methods capture comparable levels of semantic features in some cases, such as amino acid (92% of similarity represented in MESH), but perform substantially poorer in more expansive topics, such as pathogenic bacteria (37.8% similarity represented in MESH). Possible explanations for this difference in performance are proposed along with a method to combine manually curated ontologies with semantic vector spaces to produce a more comprehensive representation than either alone. Semantic vectors are also used as representations for paragraphs, which, when used for classification, achieve an F1-score of 0.92. The results of classification and analogical reasoning tasks are promising but a formal model of semantic vectors, subject to the constraints of known linguistic phenomenon, is needed. This research includes initial steps for developing a formal model of semantic vectors based on a combination of linear algebra and fuzzy set theory subject to the semantic molecularism linguistic model. This research is novel in its analysis of semantic vectors applied to the biomedical domain, analysis of different performance characteristics in biomedical analogical reasoning tasks, comparison semantic relations captured by between vectors and MESH, and the initial development of a formal model of semantic vectors.
Ph. D.

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Mangum, Tanya Crawford. « Performance Intensity Functions for Digitally Recorded Japanese Speech Audiometry Materials ». Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd838.pdf.

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Ruiz-Sánchez, Carmen. « The variable behavior of /r/ in syllable-final and word-final position in the Spanish variety of Alcala de Guadaira (Seville) the role of lexical frequency / ». [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297076.

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Thesis (Ph.D.)--Indiana University, Dept. of Spanish and Portuguese, 2007.
Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0593. Title from dissertation home page (viewed Sept. 24, 2008). Adviser: Manuel Diaz-Campos.

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Quintana, Muñoz Sonia. « La palatalizacion incompleta de los grupos /pl-/, /fl-/ y /kl-/ en español un análisis del papel de la frecuencia / ». Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196381230.

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Svensson, Cassandra. « An eye-tracking study on synonym replacement ». Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119380.

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As the amount of information increase, the need for automatic textsimplication also increase. There are some strategies for doing thatand this thesis has studied two basic synonym replacement strategies.The rst one is called word length and is about always choosinga shorter synonym if it is possible. The second one is called wordfrequency and is about always choosing a more frequent synonym if itis possible. Three dierent versions of them were tried. The rst onewas about just choosing the shortest or most frequent synonym. Thesecond was about only choosing a synonym if it was extremely shorteror more frequent. The last was about only choosing a synonym if itmet the requirements for being replaced and was on synonym level 5.Statistical analysis of the data revealed no signicant dierence. Butsmall trends showed that always choosing a more frequent synonymthat is of level 5 seemed to make the text a bit easier.

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Ko, Kwang-Kyu. « Structural characteristics of electronic discourse : a comparative analysis of InterChange text ». Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917835.

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This study was designed 1) to reveal the structural characteristics of an electronic discourse text, namely InterChange, and 2) to associate the characteristics with underlying functional factors in comparison with spoken and written discourse. The characteristics of Interchange were examined in terms of frequency and discourse functions.This comparative analysis has revealed that the structure of Interchange is characteristically different from spoken and written discourse. Comparatively speaking, in Interchange electronic discourse, interpersonal involvement is far higher than in written discourse, but slightly lower than in spoken discourse. The fragmentary quality is generally higher than spoken discourse as well as than written. Syntactic and semantic variation falls between spoken and written discourse.Three distinctive feature distribution patterns emerged in the analysis of Interchange features, with which the underlying discourse mechanism of Interchange was interpreted. The linguistic features in Pattern I occur with higher frequency than in written discourse, but lower than in spoken. It was posited that this occurrence pattern of Interchange features reflects the mutual interaction of elements of speaking and writing. The linguistic features in Pattern II occur with higher frequency than in both spoken discourse and written discourse, and the linguistic features in Pattern III occur less often than in both spoken discourse and written discourse. It was suggested that this may be due to functional needs.
Department of English

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Quintana, Muñoz Sonia. « LA PALATALIZACION INCOMPLETA DE LOS GRUPOS /PL-/, /FL-/ Y /KL-/ EN ESPANOL : UN ANALISIS DEL PAPEL DE LA FRECUENCIA ». Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1196381230.

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Jankowski, Scott Steven. « The influence of task demands on familiarity effects in visual word recognition a cohort model perspective / ». Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148583565.

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Jonsson, Signe. « Automaticity in L2 learning : Correlation between vocabulary proficiency and response time in word recognition ». Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130831.

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Automaticity (in this essay defined as short response time) and fluency in language use are closely connected to each other and some research has been conducted regarding some of the aspects involved. In fact, the notion of automaticity is still debated and many definitions and opinions on what automaticity is have been suggested (Andersson,1987, 1992, 1993, Logan, 1988, Segalowitz, 2010). One aspect that still needs more research is the correlation between vocabulary proficiency (a person’s knowledge about words and ability to use them correctly) and response time in word recognition. Therefore, the aim of this study has been to investigate this correlation using two different tests; one vocabulary size test (Paul Nation) and one lexical decision task (SuperLab) that measures both response time and accuracy. 23 Swedish students partaking in the English 7 course in upper secondary Swedish school were tested. The data were analyzed using a quantitative method where the average values and correlations from the test were used to compare the results. The correlations were calculated using Pearson’s Coefficient Correlations Calculator. The empirical study indicates that vocabulary proficiency is not strongly correlated with shorter response times in word recognition. Rather, the data indicate that L2 learners instead are sensitive to the frequency levels of the vocabulary. The accuracy (number of correct recognized words) and response times correlate with the frequency level of the tested words. This indicates that factors other than vocabulary proficiency are important for the ability to recognize words quickly.

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Paige, Patricia L. « Vocabulary acquisition in the middle grades : a conceptual approach ». CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/591.

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Lin, Lung-Chi. « An analytical study of word frequency for pedagogical purposes based on a corpus derived from the business news sections of locally published English language newspapers in Taiwan ». Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579765.

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This research is a corpus-based study with both quantitative and qualitative approaches with the aim of ascertaining the lexical features of business news so as to assist Taiwan's university students in reading business news articles for better comprehension. For this study, a 1.23 million-word corpus was created by collecting business news articles from English language newspapers published in Taiwan. This corpus was used to investigate the word frequency of business news genre. Based on the word frequency, other lexical features were also investigated. These features include word type distribution, coverage of the General Service Word List (GSL) and the Academic Word List (AWL) in the corpus, the applications of Zipf's Law and Powers' vocabulary prediction theory on the business news genre, and an analysis of the lexical difficulty of articles written by local journalists based in Taiwan and by press agency journalists. The suitability of the vocabulary in Business English textbooks commonly used in Taiwan's universities was also assessed in this study. In light of there being no business news word lists available, two word lists - one general with 2,200 words, the other business-specific with 700 words - were compiled, based on the corpus created for this study. The first word list aims to help students gain a lexical knowledge which can cover 95% of business news text; the second one, narrowed down from the first word list, is a condensed, quick- view word list of business terminology. These two word lists, derived from a business news genre, were created for EFLlESL students to prioritise, and aims to help students make efficient and effective progress in their comprehension of business news.

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Moser, Janelle Nicole. « Bringing the lexical approach to TAFL : Evaluating the primary lexicon in Part One of the Al-Kitaab fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language textbook series ». Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292701.

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This study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-`Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.

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

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

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

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

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

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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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Eklund, Robert. « A Probabilistic Tagging Module Based on Surface Pattern Matching ». Thesis, Stockholm University, Department of Computational Linguistics, Institute of Linguistics, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-135294.

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A problem with automatic tagging and lexical analysis is that it is never 100 % accurate. In order to arrive at better figures, one needs to study the character of what is left untagged by automatic taggers. In this paper untagged residue outputted by the automatic analyser SWETWOL (Karlsson 1992) at Helsinki is studied. SWETWOL assigns tags to words in Swedish texts mainly through dictionary lookup. The contents of the untagged residue files are described and discussed, and possible ways of solving different problems are proposed. One method of tagging residual output is proposed and implemented: the left-stripping method, through which untagged words are bereaved their left-most letters, searched in a dictionary, and if found, tagged according to the information found in the said dictionary. If the stripped word is not found in the dictionary, a match is searched in ending lexica containing statistical information about word classes associated with that particular word form (i.e., final letter cluster, be this a grammatical suffix or not), and the relative frequency of each word class. If a match is found, the word is given graduated tagging according to the statistical information in the ending lexicon. If a match is not found, the word is stripped of what is now its left-most letter and is recursively searched in a dictionary and ending lexica (in that order). The ending lexica employed in this paper are retrieved from a reversed version of Nusvensk Frekvensordbok (Allén 1970), and contain endings of between one and seven letters. The contents of the ending lexica are to a certain degree described and discussed. The programs working according to the principles described are run on files of untagged residual output. Appendices include, among other things, LISP source code, untagged and tagged files, the ending lexica containing one and two letter endings and excerpts from ending lexica containing three to seven letters.

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Nilsson, Fredrik. « A comparative analysis of word use in popular science and research articles in the natural sciences : A corpus linguistic investigation ». Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44626.

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Within the realm of the natural sciences there are different written genres for interested readers to explore. Popular science articles aim to explain advanced scientific research to a non-expert audience while research articles target the science experts themselves. This study explores these genres in some detail in order to identify linguistic differences between them. Using two corpora consisting of over 200 000 words each, a corpus linguistic analysis was used to perform both quantitative and qualitative examinations of the two genres. The methods of analysis included word frequency, keyword, concordance, cluster and collocation analyses. Also, part-of-speech tagging was used as a complement to distinguish word class use between the two genres. The results show that popular science articles feature personal pronouns to a much greater extent compared to research articles, which contain more noun repetition and specific terminology overall. In addition, the keywords proved to be significant for the respective genres, both in and out of their original context as well as in word clusters, forming word constructions typical of each genre. Overall, the study showed that while both genres are very much related through their roots in natural science research they accomplish the task of disseminating scientific information using different linguistic approaches.

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Vafaeian, Ghazaleh. « Breaking paradigms : A typological study of nominal and adjectival suppletion ». Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43461.

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Suppletion is a term used to describe the occurrence of unpredictable and irregular patterns. Although typological research has been devoted to verb suppletion, not as much attention has been given to suppletion in nominal and adjectival paradigms. The thesis presents the cross-linguistic distribution of nominal and adjectival suppletion. The lexical distribution as well as the features involved are presented. The results of nominal suppletion show that nouns referring to humans are most often suppletive, that number is the most common grammatical feature involved in nominal suppletion and that „child‟ is by far the most common noun to be suppletive cross-linguistically. The results on adjectival suppletion show that adjectival suppletion is well spread though not very common cross-linguistically. A study of 8 Semitic languages shows that „woman‟ versus „women‟ are stable suppletive forms in this language family.

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Dodson, Eric Dean. « Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom ». PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1639.

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This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used. Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic Purposes curricula and pedagogical materials. Although explicit vocabulary instruction is important, research has shown that large amounts of vocabulary may be acquired incidentally by attending to meaning. Classroom instruction provides a great deal of input, and could potentially offer a chance for students to encounter and begin to learn academic vocabulary through incidental acquisition. However, existing research on incidental vocabulary acquisition in classrooms has focused on adult instruction and English as a Foreign Language settings, resulting in a lack of evidence about English for Academic Purposes classrooms. To respond to these needs, this study analyzes the occurrence and repetition of Academic Word List items in the teacher's speech throughout two weeks of a course in an intensive academic English program in the United States. Two weeks of naturalistic class recordings from the Multimedia Adult Learner Corpus were transcribed and analyzed using the RANGE program to find the number of academic vocabulary types in the teacher's speech and how often they were repeated. Additionally, I derived categories of classroom topics and coded the transcribed speech in order to investigate the connection between topics and academic word use. Academic Word List items are present in the teacher's speech, although they do not constitute a large proportion overall, only 2.8% of the running words. Most of the AWL types relate to specific classroom topics or routines. There are 13 AWL types repeated to a high degree, and 26 AWL types repeated to a moderate degree. These items are the most likely candidates for incidental vocabulary acquisition, though there is evidence from the videos that most of the students already understand their general meanings. It is unlikely that students could learn a great deal about AWL items that they were not already familiar with. However, it is possible that the teacher's speech provides incremental gains in AWL word knowledge. These findings show that there may be a substantial number of AWL items that students learn about even before explicitly studying academic vocabulary. Teachers should try to draw out students' familiarity with these forms when explicitly teaching AWL vocabulary in order to connect familiar words with their academic meanings and uses.

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Joandi, Linnéa. « Productivity Measurements Applied to Ten English Prefixes : A comparison of different measures of morphological productivity based on ten prefixes in English ». Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81966.

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Morphological productivity is difficult to define and describe. Nevertheless have several measures been proposed by scholars, in order to quantify this notion. This paper investigates ten common English prefixes with meanings related to degree or size. The aims of the study are (1) to review several measures of morphological productivity, (2) via a sample of corpus occurrences of ten prefixes, to calculate productivity figures using five different measures of productivity, and (3), perhaps most importantly, to discuss the differences and similarities of the five measures. The results suggest that while several of the measures are quite similar (e.g. type frequency and hapax legomena frequency), other measures are different (e.g. 'Productivity in the narrow sense'). While three of the measures could be said to provide information concerning past or 'factual' productivity, two of the measures seem instead to indicate an aspect of productivity that is referred to as 'potential' productivity.

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Pontén, Josefine. « Das Wort kenne ich ! : Eine Frequenzanalyse von Vokabeln in zwei DaF-Lehrwerken für das Niveau A2 ». Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89698.

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This two-part study investigates the word frequency of a total of 1296 vocabularies presented in the textbooks Digilär Tyska 3 and Lieber Deutsch 3 2.0, which correspond to the language proficiency level A2. The aim of the study was to investigate to what extent the designated vocabulary in the two textbooks represents the most frequent words in the German language. To determine this, the study was divided into two parts: In the first part, a quantitative study was conducted to answer the following research question: To what extent does the vocabulary in two German textbooks used in Swedish upper secondary schools represent the most frequent words in the German language? The chapter vocabularies were compared to the corpus-based frequency dictionary A Frequency Dictionary of German which lists the 4034 most frequent words in the German language. This study showed that both textbooks provided a high coverage of high frequency words with a percentage of 78% and 73%. Additionally, the vocabularies belonging to the vocabulary excerises in Digilär Tyska 3 were investigated and the result showed that 62% of these words had a low frequency and were not included in the frequency dictionary. Due to this low frequency coverage in the vocabulary exercises a need for a second part of the study was identified to investigate whether this vocabulary, despite its low frequency would still be important for the students to learn. Therefore, a second study with the following two research questions was conducted: Which themes do the low frequent words belong to? To what extent would each word separately in a low frequent composition come across as high frequent?The analyses in the second part of this study showed that the most dominating themes among the low frequency words were describing words, animals, hobbies and other. Consequently, it was argued that these themes could be relevant to address the students’ varying interests. Furthermore, the frequency analysis of the low frequency compositions showed that 13.8 % of the low frequency words could be seen as high frequent when the frequency of each word within a composition was taken into account. Based on these results, it was argued that students learning German with the help of these textbooks would encounter many high frequency words. However, it was stressed that frequency alone cannot be the only deciding factor when identifying the adequate vocabulary for language learners. Motivational aspects such as incorporating vocabulary belonging to themes that students have an interest in would be another important factor that needs to be taken into account when choosing vocabulary. Furthermore, it was argued that teachers should incorporate strategies for German word composition to increase their students’ vocabulary range.

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Ylitalo, R. (Riikka). « The Realisation of Prominence in Three Varieties of Standard Spoken Finnish ». Doctoral thesis, University of Oulu, 2009. http://urn.fi/urn:isbn:9789514291142.

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Abstract The central goal of this study was to study how contrastive accent is realised phonetically in three regional varieties of Standard Spoken Finnish. Speakers from the Oulu, Turku and Tampere regions produced unaccented and contrastively accented versions of the target words. Fundamental frequencies and segment durations were measured in all the target words, and in the contrastively accented versions also the temporal distance of the F0 peak from word onset. In the unaccented words, F0 fluctuations were very small, indicating once more that in Finnish, too, mere word stress is not realised tonally. In the words with CV.CV(X) structure, the lengthening of segment durations due to stress was restricted to the initial syllable in Tampere, whereas in Oulu and Turku the lengthening extended to the second syllable. The width of the fall-rise F0 pattern realising contrastive accent was in all word structures widest in the Oulu variety, and the narrowest in the Tampere variety. In the Turku variety CV.CV(X) words, the F0 peak occurred further away from word onset than in any other words investigated. The differences in segment durations among the varieties were similar in the unaccented words and in the contrastively accented ones, with one exception: the duration of V1 in the unaccented CV.CV(X) words was the same across the varieties, but in the contrastively accented CV.CV(X) words the duration of V1 was shorter in the Turku variety than in the other varieties. The durational ratio of V1 and V2 in the Turku variety – as in the Oulu variety – was different from the durational ratio in the Tampere variety: in Turku and Oulu V2 had a longer duration than V1, whereas in Tampere V1 had a longer duration than V2. This confirms earlier observations that Turku and Oulu belong to regions in which the V2 of CV.CV(X) words is half-long (longer than V1), but Tampere does not. However, the present study shows that the relative half-long duration of the V2 of CV.CV(X) words is achieved differently in Turku and Oulu: in Turku through the short duration of V1, but in Oulu through the long duration of V2
Tiivistelmä Tämän tutkimuksen keskeisin tavoite oli selvittää, miten kontrastiivinen aksentti toteutuu foneettisesti kolmelta eri suomen murrealueelta kotoisin olevien yleiskielisessä puheessa. Oulun, Turun ja Tampereen seuduilta kotoisin olevat koehenkilöt tuottivat tutkimuksen jokaisesta kohdesanasta sekä aksentoimattoman että kontrastiivisesti aksentoidun esiintymän. Tuotetuista kohdesanoista mitattiin perustaajuuksia, äännesegmenttien kestot sekä kontrastiivisesti aksentoituiduista sanoista F0:n huipun etäisyys sanan alusta. Aksentoimattomissa sanoissa F0:n muutokset olivat kaikissa tutkituissa suomen varieteeteissa erittäin vähäisiä, mikä taas kerran todisti, ettei suomessakaan pelkkä sanapaino toteudu tonaalisesti. Sanapainon toteutumisessa kestojen avulla oli varieteettien välisiä eroja CV.CV(X)-rakenteisissa sanoissa: Tampereen varieteetissa sanapainon toteutumisala rajoittui ensimmäiseen tavuun, mutta Turun ja Oulun varieteeteissa se ulottui myös toiseen tavuun. Kontrastiivista aksenttia toteuttavan F0:n nousu–lasku-kuvion laajuus oli kaiken rakenteisissa kohdesanoissa suurin Oulun varieteetissa, pienempi Turun varieteetissa ja kaikkein pienin Tampereen varieteetissa. Muutoin kontrastiivisen aksentin toteutumisessa F0:n avulla oli huomattavia varieteettien välisiä eroja vain CV.CV(X)-rakenteisissa sanoissa: Turun varieteetin CV.CV(X)-sanoissa F0:n huippukohta sijaitsi kauempana sanan alusta kuin kaikissa muissa tutkituissa sanoissa, eli kauempana kuin muun rakenteisissa Turun varieteetin sanoissa ja kaiken rakenteisissa Oulun ja Tampereen varieteettien sanoissa. Varieteettien väliset segmenttien kestoerot olivat samat aksentoimattomissa ja kontrastiivisesti aksentoiduissa sanoissa, lukuun ottamatta sitä, että CV.CV(X)-rakenteisten sanojen V1:n kestossa ei aksentoimattomissa sanoissa ollut varieteettien välisiä eroja, mutta kontrastiivisesti aksentoiduissa sanoissa kyseisen segmentin kesto oli lyhempi Turun varieteetissa kuin muissa varieteeteissa. Tällä tavoin Turun varieteetin kontrastiivisesti aksentoiduissa CV.CV(X)-sanoissa toteutui V1:n ja V2:n kestosuhde, joka – samoin kuin Oulun varieteetin vastaava kestosuhde – poikkeaa Tampereen varieteetin vastaavasta kestosuhteesta: Turussa ja Oulussa V2 on V1:tä pitempikestoinen, Tampereella päinvastoin V1:n kesto on V2:n kestoa suurempi. Tämä vahvistaa ne aiempien tutkimusten tulokset, että Turku ja Oulu ovat ns. puolipidennysmurteiden aluetta, mutta Tampere ei. Kuitenkin tämä tutkimus osoitti, että kontrastiivisesti aksentoitujen sanojen puolipidennys saadaan Turun varieteetissa aikaan pikemminkin lyhytkestoisen V1:n kuin pitkäkestoisen V2:n avulla, kun taas Oulun varieteetissa puolipidennys syntyy nimenomaan pitkäkestoisen V2:n avulla. Kaiken kaikkiaan suurin osa tutkimuksessa todetuista varieteettien välisistä selvistä perustaajuus- ja kestoeroista koski CV.CV(X)-rakenteisia sanoja, jotka ovatkin erikoinen suomen sanatyyppi yksimoraisen ensi tavunsa vuoksi

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47

Utgof, Darja. « The Perception of Lexical Similarities Between L2 English and L3 Swedish ». Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.

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The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.

It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.

The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II.

The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.

The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.

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48

Katsumata, Yuriko. « The development and empirical substantiation of Japanese pedagogical materials based on kabuki ». Thesis, 2020. http://hdl.handle.net/1828/11762.

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Many researchers (e.g., Nation, 2001, 2015; Schmitt, 2000) have recognized the importance of vocabulary learning in second language (L2) or additional language (AL) acquisition. The strong effects of lexical and background knowledge on L2reading comprehension have similarly been found in various studies (e.g., Hu & Nation, 2000; Rokni & Hajilari, 2013). In the case of Japanese language, the opportunities for acquiring the lexical and background knowledge associated with Japanese history and culture, especially traditional culture, are scant, because only a small number of Japanese pedagogical materials deal minimally with these topics. Meanwhile, many learners are motivated to study Japanese because of their interest in Japanese history and culture, according to a survey conducted by the Japan Foundation in 2012. This project aimed to increase the opportunities for learning Japanese history and traditional culture through the development of new pedagogical materials based on kabuki, and then the empirical evaluation of the developed pedagogical materials. Nine Chinese-as-a-first-language Japanese learners at the upper-intermediate level participated in the nine-week online course, including the pre- and post-course tests in the first and last weeks. Employing a multi-method research approach, the study examined the changes in learners’ lexical and background knowledge related to Japanese history and culture, their reading comprehension, and their interest in kabuki. Four kinds of multiple-choice tests were administered to collect the quantitative data. In addition, the qualitative data were gathered through the pre- and post-course questionnaires and post-course individual interviews. Overall, the findings indicated that almost all participants increased their background knowledge of kabuki, as well as their vocabulary related to kabuki and general theatrical performances. The results in other areas, such as historical vocabulary, vocabulary depth, reading comprehension, and historical background knowledge were mixed. Further, concerning the depth of vocabulary knowledge, it was found that the learning of vocabulary depth was more difficult than learning of vocabulary breadth. Likewise, the knowledge of use, such as collocations and register constraints, was found to be more difficult to learn than other aspects of vocabulary depth. The participants’ reports in the post-course questionnaire and individual interviews showed that most participants seemed to have increased their interest in kabuki. Overall, the first-of-their-kind developed pedagogical materials contributed to the development of lexical and background knowledge, specifically knowledge associated with Japanese traditional culture and history. This study may provide a model for an evidence-based approach to the development of pedagogical materials that practitioners can adopt or adapt.
Graduate

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49

Hotta, Syûgo. « Multi-dimensional word formation in Japanese / ». 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9934065.

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50

Suzuki, Michiko. « Word order variation in Japanese : characteristics of OSV word order ». Thesis, 2000. http://hdl.handle.net/2429/10979.

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This thesis attempts to explain the functions of the preposing of the direct object in Japanese. Japanese is generally a verb-final language and the basic word order is Subject (S) -> Object (O) -> Verb (V). However, it also has relatively free word order, and a direct object can be preposed to the sentence-initial position forming OSV word order. Although clauses expressed in SOV and OSV word orders are semantically identical, OSV is used much less frequently in comparison to SOV. This thesis examines the motivations behind the preposing of direct objects. As a first step toward understanding the possible functions of OSV word order, this thesis analyzes characteristics of preposed direct objects in its data collected from written materials. The results show that both structural characteristics and the information status of direct objects play roles in preposing. Structural characteristics found in preposed direct objects are that they tend to be lengthy, tend to contain demonstratives, or tend not be a direct object component of idiomatic expressions formed with a direct object and a verb. Preposed direct objects tend to convey information that is either linked to the preceding discourse, is linked to the hearer's knowledge, or is emphasized. The findings also show that the preposing of direct objects is motivated by various reasons depending on what is required to enhance communication in the context. Direct objects that have structurally different characteristics, namely those that contain demonstratives or long direct object phrases, are preposed for easier sentence processing or reference. In order to avoid ambiguity, preposing does not occur when the process would split an idiomatic expression comprised of a direct object and a verb. Preposing of direct objects conveying information linked to either the preceding discourse or the hearer's knowledge creates relevance between the preceding discourse and the present proposition. Preposing direct objects structurally indicates what information is emphasized. In other words, the preposing of direct objects facilitates effective communication.

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Thèses sur le sujet « Japanese language – word frequency »

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