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1
Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.
Testo completoAbstract (sommario):
Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.
2
Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.
Testo completoAbstract (sommario):
Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.
3
Kargar, Dariush. "Ardāy-Vīrāf Nāma : Iranian Conceptions of the Other World". Doctoral thesis, Uppsala universitet, Iranska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-111264.
Testo completoAbstract (sommario):
The present thesis consists of an edition of an Iranian literary work whose theme is a journey to the Other World, namely the Ardāy-Vīrāf Nāma. The version of this work which is here edited and commented on is a prose version in the Zoroastrian Persian language. A discussion about Iranian conceptions of the Other World is also an integrated part of the thesis. The text of the Ardāy-Vīrāf Nāma is edited employing a text critical method by using six manuscripts. The oldest manuscript, which has been used as the base manuscript for editing the text, was written in 896 A.Y. (Yazdgirdī)/1527 A.D. The edited text is also translated into English, and followed by a Commentary on names, unusual words and Zoroastrian terms used in the text. Other Iranian documents about journeys to the Other World are studied in this thesis as well, and all are compared to the Ardāy-Vīrāf Nāma. The Zoroastrian Persian version of this work is also compared to its Parsig version. The differences between the Zoroastrian Persian and the Parsig versions indicate that they have their background in two different world views. To prove this theory, some significant elements in the Zoroastrian Persian version, which demonstrate that this is a pre-Zoroastrian epic narrative, have been compared to some elements in the Parsig version that show that this is a religious Zoroastrian account. Possible reasons for the change in Ardāy-Vīrāf Nāma from a pre-Zoroastrian epic narrative into a Zoroastrian-religious one are also suggested. A king named Davānūs is one of the Ardāy-Vīrāf Nāma personages. In an appendix, the historical personality of Davānūs is discussed with reference to Arabic, Persian and Greek historiography.
4
Heikinniemi-Sandstedt, Therese. "Postcolonialism - 'Other' and Madness in Jane Eyre and Wide Sargasso Sea : The Mad World of Jane Eyre, Bertha Mason and Antoinette Cosway". Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37326.
Testo completo
5
Mattar, Karim. "The Middle Eastern novel in English : literary transnationalism after Orientalism". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:dae20213-59d9-4889-9cc2-e64c66668115.
Testo completoAbstract (sommario):
This thesis focuses on the production, circulation, and reception of contemporary Middle Eastern literatures in Britain and the United States. I'm particularly interested in the novel form, and in assessing how both translated Middle Eastern novels and anglophone novels by migrant writers engage with dominant Anglo-American discourses of politics, gender, and religion in the region. In negotiation with Edward Said's Orientalism, I develop a materialist postcolonial critical model to analyse how such discourses undergird publishing and marketing strategies towards novels by Ibrahim Nasrallah, Hisham Matar, Yasmin Crowther, Orhan Pamuk, and others. I argue that as Middle Eastern novels travel, whether via translation or authorial acts of migration, across cultures and languages, they are reshaped according to dominant audience expectations. But, I continue, they also retain traces of their source cultures which must be brought to the surface in critical readings. Drawing on the work of David Damrosch, Pascale Casanova, Franco Moretti, and Aamir Mufti, I thus develop a reading practice, what I call 'post-Orientalist comparatism', that allows me to read past the domesticating strategies framing these novels and to newly reveal their more local, thus potentially transgressive, takes on Middle Eastern socio-political issues. I cumulatively suggest that Middle Eastern novels in English formally embody a dialectic of 'East' and 'West', of the local and the global, thus have important implications for our understanding of the English and world novel traditions. I conceive of my thesis as a dual intervention into the fields of postcolonial studies and world literature. I am primarily concerned to reorient postcolonial theory around questions of Middle Eastern literary and cultural production, areas that have been traditionally neglected due to an entrenched, but unsustainable, anglophone bias. To do so, I turn to the work of Edward Said, and rethink the foundational problematic of Orientalism with an eye towards political, material, and cultural developments since 1978, the year in which Orientalism was first published, and towards the unique transnational positionality of the genre of the Middle Eastern novel in English. I also turn to theorists of world literature such as David Damrosch in order to develop a reading practice thoroughly attentive to issues of circulation, but, along the lines set out by Aamir Mufti, seek to interrogate their work for its occlusions of the impact of orientalist discourse in the historical development of the category of 'World Literature'. My thesis thus not only draws on postcolonial and world literary theory to analyse its object, the Middle Eastern novel in English, but also demonstrates how proper attention to this object necessitates a theoretical recalibration of these fields.
6
Baxter, Christina E. "The Wolf Attacks: A History of the Russo-Chechen Conflict". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2460.
Testo completoAbstract (sommario):
In the 1990s and early 2000s, the Chechens fought against the Russians for independence. The focus in the literature available has been on the wars and the atrocities caused by the wars. The literature then hypothesizes that the insurgency of today is just a continuation of the past. They do not focus on a major event in Chechen history: the Soviet liquidation of the Chechen-Ingush Autonomous Soviet Socialist Republic in 1944. It is this author’s assertion that the liquidation of the Chechen-Ingush ASSR forever changed the mindset of the people because it fractured a society that was once unified. This project will compare the Chechen insurgency from the beginnings until the deportation and after the deportation. This will allow me to show how the deportation changed the Chechen mindset and disprove the assertion that these two Chechen wars were just a continuation of the past.
7
Salmi, Charlotta. "Bloodlines, borderlines, shadowlines : forms of belonging in contemporary literature from partition areas". Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8c26fce5-8454-4864-95dc-8a3f07fe29e4.
Testo completoAbstract (sommario):
This thesis explores cosmopolitan and humanist literary interventions by Palestinian, Israeli, Indian and Pakistani writers to the rise of ‘ethnically’ defined cultural and political narratives of community. It uses a comparative framework to look at contemporary authors such as Amitav Ghosh, Raja Shehadeh, Kamila Shamsie, Uzma Aslam Khan and David Grossman, who deconstruct the biologically defined border as a repressive literary, cultural and political metaphor in favour of more open-ended categories of identity and community. I argue that in deconstructing the epistemology of the exclusive boundary through cosmopolitan and humanist philosophies, these international writers demonstrate the impossibility of shedding all borders in their own work. Their ‘borderless’ aesthetic that constantly conjures the border is thus indicative of the interrelated nature of cosmopolitan and sectarian identities in a globalized modernity. Moreover, it is suggestive of the ambivalent relationship between politically-conscious postcolonial texts (which draw political lines) and the emerging field of World literature that is coming to be defined by its ability to appeal to the 'universal'.
8
Meyer, Hans Joachim. "A global language or a world of languages". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.
Testo completo
9
Hilmo, Michael S. "The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1215.pdf.
Testo completo
10
Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.
Testo completoAbstract (sommario):
This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.
11
Joscelyn, Morgan T. "British Imperialism Of The Ottoman Empire Gender, Nationalism, And Cultural Changes". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/914.
Testo completoAbstract (sommario):
British imperialism of the Ottoman Empire is analyzed in terms of power and influence. Changes in gender roles, nationalism, and culture are all examined through the lens of imperialism. The discourse flows thematically and discusses brief histories of both Britain and the Ottoman Empire. The construction of the Imperial Museum created a unified image of the nation through the collection of material items. As a result of European imperialism, the Ottoman Empire developed a sense of national culture.
12
Ha, Dang Vu Thanh, e n/a. "How Vientamese ELICOS students build up their word stock : an empirical study". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060713.153439.
Testo completoAbstract (sommario):
The process of second language vocabulary acquisition (L2VA) is
investigated by looking at the learning, teaching, learner and
environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were
collected by examination of informants' diaries, recorded classes,
free conversations, interview-questionnaires and regular
interviews during the English program. The data show that the
process of building up the mental lexicon is slow, long and
complicated. For adult learners coming from different English and
job backgrounds, full time classroom learning is the biggest and
most important source of L2 word input. It is also in this
environment that the word storage and recall mechanisms are
most facilitated. The L2VA process varies according to individual
learners at different levels, with different learning goals,
motivations, determination, areas of interest and word learning
methods.
It is hoped that the findings of the study help increase Vietnamese
teachers' awareness of how to teach English vocabulary
effectively and how to help learners work out individually suitable
word learning methods.
13
McEwen, Ping. "Vocabulary Acquisition in CFL (Chinese as a Foreign Language) Contexts: a Correlation of Performance and Strategy Use". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1217.pdf.
Testo completo
14
Kristensen, Madeleine. "Gendered Talk in World of Warcraft". Thesis, Halmstad University, School of Humanities (HUM), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4390.
Testo completoAbstract (sommario):
This essay is predominantly a qualitative piece of research by which I mean it is mainly based on my own observations and analysis of the material. To do this I will cover the theories of communities of practice together with gendered language and apply it to the community and language of the online game World of Warcraft.
Through using collected chat logs, I will analyse conversations held in World of Warcraft with a specific focus on gender and identity, I will then compare these to examples of face-to-face conversations. My analysis will draw on the works of theorists such as Holmes (2006), Sunderland and Litosseliti (2002), Eckert and McConnel-Ginet (1992) amongst others. This study will show that although Netspeak within World of Warcraft is written and not spoken, the strategies for creating gendered identities are not very different from real life discourse. The essay will be a general study of gendered language in a virtual community and will discover that there is an extremely nuanced language within the limited communication medium of chat, and lays the ground for more extensive research on the subject.
15
McQueen, Sean. "Javascript and Politics: How a Toy Language Took Over the World". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/758.
Testo completoAbstract (sommario):
The most important programming languages are the ones that manage to capitalize on emerging frontiers in computing. Although JavaScript started its life as a toy language, the explosive growth of the web since 1995 and the invention of the web application have transformed the language’s syntax, potential and importance. JavaScript today is powerful and expressive. But is the language good enough to power the future of the web? How does the messy political past of JavaScript affect web development today, and how will it affect web development in the future?
The paper first examines the political history of JavaScript from its origins at Netscape through today. Then a case study of pure JavaScript web development using the NodeJS and AngularJS is presented and analyzed. Finally, several potential paths forward for the language are considered, including a discussion and analysis of Microsoft’s TypeScript, Mozilla’s ASM.js and Google’s Dart.
16
Rigolio, Alberto. "Beyond schools and monasteries : literate education in Late Roman Syria (350-450 AD)". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:85ff7460-1425-418e-8718-652473a371e6.
Testo completoAbstract (sommario):
The subject of the present work is the provision of higher literate education in late Roman Syria (c. 350 - c. 450). The difference that Christianity made to literate education has always been in danger of being explained with the introduction and the development of a new kind of instruction provided in monasteries. A rigid dichotomy between secular schools and Christian monasteries, however, finds limited validation in our sources for literate education. While early Christian literature often presented monasteries as providers of education, documentary evidence offers a more blurred picture. On the one hand, studentsʼ papyri show the penetration of Christianity into schools, and, on the other, secular instructional texts have been found in the excavations of early monasteries in Egypt. This thesis presents a neglected corpus of Christian instructional texts that call into question an oppositional understanding of scholastic and monastic education in the Syrian region during late Antiquity. The corpus consists of the Syriac translations of six literary pieces by (or attributed to) Plutarch, Lucian, and Themistius that bring together features of rhetorical education with an interest in Christian asceticism (ch. 2). While the contents and the transmission of the Syriac translations reveal the link to Christianity and Christian ascetic practice (ch. 3), the textual form and the choice of the texts unearths the underlying connection to traditional literate education (ch. 4). These documents, which will be put in relation to instructional literature composed in Greek, Latin, and Syriac in the same period, challenge the existence of a neat line dividing scholastic and monastic education in the Syrian region during late Antiquity. A fresh analysis that is not constrained by a preconceived model of monastic instruction better accounts for the involvement of early Christian leaders in higher education and prompts a new investigation of their conduct on the social scene. Their agency now appears much closer to that of their non-Christian counterparts, sophists in primis, and raises the broader question of the extent to which they owed their considerable success to the implementation of strategies ultimately derived from the world of professional paideia.
17
Wang, Qianqian. "NATURAL LANGUAGE PROCESSING BASED GENERATOR OF TESTING INSTRUMENTS". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/576.
Testo completoAbstract (sommario):
Natural Language Processing (NLP) is the field of study that focuses on the interactions between human language and computers. By “natural language” we mean a language that is used for everyday communication by humans. Different from programming languages, natural languages are hard to be defined with accurate rules. NLP is developing rapidly and it has been widely used in different industries. Technologies based on NLP are becoming increasingly widespread, for example, Siri or Alexa are intelligent personal assistants using NLP build in an algorithm to communicate with people. “Natural Language Processing Based Generator of Testing Instruments” is a stand-alone program that generates “plausible” multiple-choice selections by analyzing word sense disambiguation and calculating semantic similarity between two natural language entities. The core is Word Sense Disambiguation (WSD), WSD is identifying which sense of a word is used in a sentence when the word has multiple meanings. WSD is considered as an AI-hard problem. The project presents several algorithms to resolve WSD problem and compute semantic similarity, along with experimental results demonstrating their effectiveness.
18
Chang, Kwai-yan. "Will the English language become the single world language in the 21st century?" Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575709.
Testo completo
19
McMillan, Ian C. "Patent claim language games, why interaction with others and with the external world is integral to inventions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63086.pdf.
Testo completo
20
Lockard, Amber Marie. "Wit and sentiment : the spirit of Shandeism in a speechless world /". Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.
Testo completo
21
Viger, Christopher David. "Mental content in a physical world : an alternative to mentalese". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35953.
Testo completoAbstract (sommario):
In an attempt to show how rational explanation of human and animal behaviour has a place in the scientific explanation of our physical world, Fodor advances the language of thought hypothesis. The purpose of this dissertation is to argue that, contrary to the language of thought hypothesis, we need not possess a linguistic internal representational system distinct from any natural language to serve as the medium of thinking. I accept that we have an internal representational system, but by analyzing Fodor's theory of content, I show Fodor's argument that the internal system must be as expressive as any natural language, which he uses in arguing that the internal system is the linguistic medium of thought, is unsound. Distinguishing an informational theory of content from a causal theory of content, which Fodor conflates, I argue that internal representations, whose content is determined by information they carry, cannot be related in a way that corresponds to semantic associations between terms in natural languages, reflecting actual associations of items in the world. Furthermore, provided certain animal cognition, which is homogeneous with human cognition, can be explained without requiring that the internal system possess anything corresponding to the logical connectives, the internal system need not possess anything corresponding to the logical connectives. I give such an explanation of animal cognition by developing an approach to content in the Rylean/Dennettian tradition, based on the notion of embodied cognition, in which animals embody the hypotheses they entertain in virtue of their total dispositional state, rather than explicitly representing them. It follows that there are two features of natural languages, semantic associations of terms and possessing logical connectives, that the internal system need not have. Hence a rational interpretation of linguistic behaviour need not be derived from an intentional interpretation of the transformations on int
22
Velasco, Bernardo M. "Exploring Granville Sharp's first rule with coordinating conjunctions other than kaiʹ". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1234.
Testo completo
23
Ivanoff, Johanna, e Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.
Testo completoAbstract (sommario):
Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.
24
Chang, Kwai-yan, e 張葵茵. "Will the English language become the single world language in the 21stcentury?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575709.
Testo completo
25
Giannakouros, Dorothy Wolfe. ""that other world of light and rainbows and possibilities": an exploration of child narration in post-colonial sub-Saharan African literature and film". Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6423.
Testo completoAbstract (sommario):
This project highlights the pliancy of childhood as a symbolic trope and its effectiveness as a catalyst for the discussion of broader social issues within art. Through an examination of select works of post-colonial sub-Saharan African literature and film, I reflect upon the ethical and aesthetic challenges of adult authors representing child narration. The works included here span generic categories including novel, spoken word performance, poetry, memoir, and film by authors including Shailja Patel, Binyavanga Wainaina, Goretti Kyomuhendo, Ngũgĩ wa Thiong’o, Ben Okri, and Bhekizizwe Peterson; and filmmakers Djibril Diop Mambety and Ramadan Suleman. In these narratives, experiences of assimilation into the social world of adulthood are intensified and potentially disrupted by the aftermath of colonial rule, manifested in social inequalities based upon gender, race, religion, and ethnicity; poverty due to ongoing economic exploitation and environmental degradation; and experiences of violence and war. Childhood is also configured as a period endowed with exceptional resilience, creativity, linguistic flexibility, openness to cultural plurality, fluid conceptions of individual identity and belonging, and influence upon community traditions and transitions.
A central concern of my project is the tension between reliance upon established literary convention and the disruption of forms that have become inadequate to the expression of extreme social upheaval, and, from a post-colonial perspective, inadequate to articulate childhood experiences shaped by diverse cultural locations. In building my methodological framework, I engage the interdisciplinary nature of post-colonial studies to engage with the fields of narrative theory, trauma studies, disability studies, film studies, autobiography/memoir studies, and gender and sexuality studies. By focusing on the junction of child-based narratives and post-coloniality, my thesis illuminates attempts to communicate collective experiences of loss and mourning; the ideological significance of attempts to aesthetically envision juvenile perspectives, especially when these images intersect with the process of nation-building; and the inadequacies of conventions of historiographic continuity to account for experiences of colonial violence, poverty, and war.
26
Buchan, Greg Lynn. "Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4873.
Testo completoAbstract (sommario):
This study examined the attitudes of English as a second or other language (ESOL) students who used computers/word processors to develop skills in writing English. Two primary questions were investigated: what are students' attitudes toward using computers to write English and what are students' attitudes toward learning computer and word processing skills? The subjects were 40 ESOL students enrolled at South Seattle Community College (SSCC) in technical programs and were required to complete a transitional English class that included business and technical writing . Students received 10 weeks of writing instruction on word processors. A 38-item attitude inventory created by Neu and Scarcella (1991) was used to measure students' attitudes toward ComputerAssisted Writing (CAW). An additional 13 questions helped identify subjects' native language, computer experience, and amount of time spent studying English. ChiSquare and t-test were used to examine the data. South Seattle Community College students' responses are reported and compared to Neu and Scarcella's ( 1991) results. The results of this study indicated that students' attitudes were significantly positive toward the writing process when using word processors. Foremost, students acknowledged that using a computer helped them develop confidence about their ability to write in English and they would recommend that other international students learn to use word processing for writing their papers. In addition, students' perceptions toward learning and developing personal computer (PC) skills were significantly positive. When SSCC data was compared to Neu and Scarcella's (1991) data, four statistically significant differences with respect to general attitudes towards writing emerged. Students stated that computers helped develop confidence in their ability to write (item I 0), helped them pay more attention to grammar (item 3 ), punctuation (item 33), and spelling (item 21). There were no statistical significant difference with respect to attitudes towards PC's: although SSCC students generally felt less positive about learning PC skills than their California counterparts.
27
Rigo, Anna Chiara <1996>. "Minority and Endangered Languages in the World - International, European and National Policies to Counteract Language Death". Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20163.
Testo completoAbstract (sommario):
Lo scopo di questo elaborato finale è un approfondimento linguistico e, di conseguenza, culturale. Come indica il titolo, la seguente tesi magistrale vuole presentare ed esaminare la crisi linguistica che si presenta come una problematica di importante spessore filologico, ma che necessariamente e sfortunatamente conduce al verificarsi di complicazioni in molteplici culture affatto ignorabili, rappresentate principalmente dalle minoranze linguistiche estinte e di quelle in pericolo d’estinzione. Tale peggioramento della situazione che riguarda il panorama linguistico mondiale, appreso come ‘Language Death’, viene illustrato nel primo capitolo, nella stesura del quale viene argomentato il sostanziale rilievo che questa problematica comporta non solo per gli studiosi linguistici, ma che dovrebbe allarmare ogni individuo. Il secondo capitolo presenta una panoramica delle lingue minoritarie e di quelle in pericolo d’estinzione, nel mondo e in Europa, con uno spazio specifico dedicato all’Italia. Tale rassegna vuole far prendere coscienza su quali, ma soprattutto quante lingue minoritarie esistano nel mondo e rappresentino un patrimonio culturale immenso. Nel terzo capitolo vengono approfonditi gli atteggiamenti e le misure adottate negli anni e che vengono attuate al giorno d’oggi, sia dalle legislazioni internazionali che dall’Unione Europea. Lo studio vuole essere un monito per una problematica tutt’oggi ampiamente sottovalutata, dimostrando che la scomparsa di una lingua non è solamente un processo inevitabile ma, dal momento che implica ripercussioni ben più gravi, deve essere combattuto in ogni modo possibile.
28
Ahmad, Naureen. "Between two worlds : a qualitative exploration of language, cultural and other barriers in diabetes consultations involving Pakistani patients". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4807.
Testo completoAbstract (sommario):
The AIMS of this study are to: (1) Explore the perceptions and experiences of diabetes consultations from the perspectives of Pakistani patients, health professionals and interpreters (when one was involved). (2) Identify the processes and mechanisms which hinder or foster effective communication between healthcare professionals and their patients. (3) Provide recommendations for ways in which communication can be improved between healthcare professionals and their Pakistani patients STUDY DESIGN: A prospective qualitative study was developed, comprising three sequential components; namely: In-depth interviews with patients prior to a diabetes consultation; observation of the consultation; and, in-depth interviews with patients, health professionals and interpreters (when one was involved) following the consultation. Data were collected in the form of 10 detailed case studies. Each case study involved a Pakistani patient with type 2 diabetes mellitus (T2DM), their practitioner (s) involved in the consultation and an interpreter (if one was used). SAMPLE: Five male and five female Pakistani with T2DM (aged 41-80 years), 12 practitioners (some patients consulted with two people) and three interpreters (two professional and one lay) were recruited through health services and personal contacts within Edinburgh’s Pakistani community. Individual case studies were thematically analysed before all the case studies were compared/contrasted to identify cross-cutting themes. FINDINGS: Alongside language, a range of barriers and issues were identified which impacted upon communication between patients and health professionals in the consultations observed. Because of previous experiences of attending consultations in the UK and also in Pakistan, patients tended to come to their diabetes consultations with limited expectations; namely, to have their medication reviewed and receive test results. Consequently, patients tended not to raise health concerns and other issues unless they perceived these to be directly relevant to the consultation. In some cases, this resulted in patients not disclosing important information relating to their diabetes management and led to health professionals making inappropriate treatment recommendations. The routine and predictable nature of these diabetes review consultations meant that patients could be passive, offer very little information and ‘get by’ in their consultations; for instance, by offering responses after guessing what the professional was asking. As a result, some health professionals were unaware of patients’ poor English and of how little they had understood during the consultation. Health professionals found it difficult to establish understanding and rapport with patients who adopted a passive role in their consultations. This hindered them from identifying, and appropriately addressing, gaps in patients’ diabetes knowledge and any concerns they may have had. Interpreters did not always address the language barrier and edited and misinterpreted information. This is partly because they struggled to interpret medical terminology. However, this research also revealed how interpreters can experience dilemmas and role conflicts by virtue of being members of the same closely-knit Pakistani community as the patients they interpret for. Some of the barriers identified during this study also arose because patients tended to see different professionals at every visit which discouraged patient-provider relationships from being established. CONCLUSION: Patients would benefit from receiving ‘continuity in care’ and education and training on how to use their consultations more effectively. Providers would also benefit from education and training on more effective ways to communicate with these patients.
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Chu, Ho-tat Matthew. "Grammar and world-view : a comparative investigation of the syntax of English and Chinese /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685353.
Testo completo
30
Jia, Hongyi. "Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2820.
Testo completoAbstract (sommario):
The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn it. The problems and the difficulties that Chinese foreign language (CFL) learners have when they try to use their knowledge of new vocabulary in reading comprehension are apparent. Previous studies have described some aspects that may influence reading comprehension and have indicated that Chinese is a relatively difficult language for native speakers of American English, but there are few studies that have focused on improving CFL learners' Chinese reading comprehension. This study investigates the effect of pre-learning vocabulary and contextualized word learning strategies on Chinese reading comprehension. The purpose of this study is to examine whether pre-learning vocabulary and contextualized word learning positively affect CFL learners' reading comprehension. The results show that pre-learning vocabulary does not have a positive effect on Chinese reading comprehension and that although contextualized word learning positively affects CFL learners' reading comprehension the effect is not significant. This study also gives relative analysis.
31
Vyn, Reuben. "Promoting curricular innovation through language performance assessment: leveraging AAPPL washback in a K-12 world languages program". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6872.
Testo completoAbstract (sommario):
Language assessments are increasingly being leveraged for the purposes of educational reform and accountability, yet relatively little is known about how teachers respond to their implementation or what impact they have on the learning outcomes of students. Drawing on theories of educational innovation, this mixed methods study explores the interplay between testing, teaching, and learning in an urban Midwestern K-12 world languages program. Specifically, it investigates the washback effect of the American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Proficiency in Languages (AAPPL), and the potential for its influence on teachers’ practices to complement strategic efforts to introduce and manage curricular innovation at the local level.
The study was divided into three distinct but complementary phases. In Phase 1, teachers (n=47) responded to an online survey addressing their background, instructional practices, and the potential influence of the AAPPL therein. In Phase 2, semi-structured interviews were conducted with a subset of teachers (n=12) in order to more richly describe their instructional and assessment-related practices. Finally, in Phase 3, AAPPL scores were obtained for all students (n=846) who took the assessment. Quantitative analyses predominantly involved the use of descriptive statistics to depict teachers’ practices and students’ performance on the AAPPL, as well as bivariate correlations to measure the relationship between the two. Qualitative analyses of interview data were aimed at identifying categories and themes leading to a rich description of teachers’ behaviors and activities in response to the AAPPL. In the final stages of analysis, both qualitative and quantitative data sources and analyses were synthesized in an attempt to develop a more nuanced understanding of the interplay between assessment, instruction, and learning.
Findings suggested a moderately positive washback effect of the AAPPL, which was manifested through individual and collective efforts to refine curricula and instruction with the goal of further enhancing students’ language performance and proficiency development. Key findings included teachers’ increased use of ACTFL’s core documents to guide their planning, and an adjustment to the amount of instructional time devoted to the four modalities (listening, reading, writing, and speaking). This evidence for positive washback of the AAPPL was observed among teachers across languages and levels, and extended beyond those immediately implicated in its administration. Furthermore, the strength and direction of the influence was mediated by the close link between testing and teaching, individual differences among teachers, and the collaborative approach to managing the innovation. Evidence connecting teachers’ practices with student outcomes on the AAPPL was diffuse, with bivariate correlations indicating a potential relationship between the use of target language and explicit grammar instruction and students’ composite scores.
This investigation has contributed to a greater understanding of how external language performance assessments may serve as a catalyst for refining and improving language teaching in K-12 contexts. Those seeking to promote the adoption of similar innovative practices should ensure that the assessment is aligned with the pedagogical goals of the curriculum and that their approach to introducing and managing change is responsive to the local context. While more research is needed in order to determine the potential influence of innovation on the learning outcomes of students (Green, 2013), world language programs should be encouraged to implement standards-based external assessments as a means by which to promote teachers’ adoption of proficiency-oriented instructional practices.
32
Chu, Ho-tat Matthew, e 朱可達. "Grammar and world-view: a comparative investigation of the syntax of English and Chinese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951235.
Testo completo
33
Blackburn, Alison Carol. "Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular Assignments". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6394.
Testo completoAbstract (sommario):
Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.
34
Toro, Margarita M. "A model for building a better academic Web site a quantitative analysis of foreign language departments on the World Wide Web /". Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2535.
Testo completoAbstract (sommario):
Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains vi, 77 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 57-58).
35
Wehner, Amy Katherine. "Exploring the Relationship of Motivation, Anxiety, and Virtual Worlds in the Experiences of Two Spanish Language Learners: A Case Study". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5151.
Testo completoAbstract (sommario):
Virtual Worlds (VWs) in foreign language education are slowly becoming more popular. Many studies have looked at the affordances of these worlds and how they affect some aspects of language acquisition. However, it is still unknown to what extent, if any, these virtual worlds can play a role in affecting motivation and anxiety. The purpose of this study was to investigate the relationship between motivation, anxiety and virtual worlds to see how participation in activities within these environments interacted in two individual language learners, Jessica and Melissa.
Using a case study approach, I observed and interviewed the two participants in order to determine how these variables may have interacted in their experiences online. For these participants, avatar presence affected their anxiety, but the amount of that affect was determined by their pre-existing motivations for learning Spanish and the vividness and plausibility of their Ideal L2 Self. Both participants saw benefits for having an avatar as a face-saving device, but this was more evident in Jessica because she engaged in only conversations with speakers other than her classmates. While this investigation yielded results that support previous research on virtual worlds and anxiety, more research is necessary to see if and to what extent these worlds can affect motivation.
36
Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.
Testo completoAbstract (sommario):
Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices.
37
Oliva, Cedric Joseph. "Minority languages and their evolutions with and within people : the case of the corsican language in the romance-speaking world". Corte, 2011. http://www.theses.fr/2011CORT0012.
Testo completoAbstract (sommario):
Il était une langue… bien souvent pris à part par des considérations linguistiquement injustes, le corse fut historiquement transformé en en patois, de plus la langue dut faire face à différentes tentatives d’annihilation depuis plus de deux siècles. Cette situation linguistique défavorable est due à divers facteurs tels que la perte de la protection qui fut un temps apportée par le monde Italophone, l’entreprise d’une rude politique linguistique favorisant l’unité monolingue Française, les préférences sociopolitiques langagières dépendantes du contexte géographique et historique dans lequel le corse de retrouva englobé, qui favorisèrent tous son développement comme élément ‘low’ d’une situation diglossique qui ne sera pas améliorée par les effets du temps, un usage décroissant, ainsi que par le nonenseignement de la langue. Dans une époque où de multiples capacités linguistiques sont considérées comme une porte d’accès vers l’Union Européenne, et a fortiori vers le monde, nous tacherons de démontrer la position de choix que porte la langue corse dans l’entreprise d’élaboration de l’intercompréhension et/ou du plurilinguisme. La recherche porte essentiellement sur les positions de la langue dans le monde qui l’entoure, sur ses relations (que nous définirons come ‘Intermovements’ et ’Intramovements’), ainsi que la perception que ses utilisateurs ont des dites positions. Des premières traces de langues, en passant par la romanisation jusqu’au déchirement provoqué par le « glissement » de l’italien au français, nous montrerons sa position d’encrage dans le monde roman ainsi que la détérioration de son statut due au changement de langue référentielle. Viendra ensuite la position de la langue dans l’éducation insulaire qui est représentative des capacités d’échange avec le monde roman, ce qui pourrait faire du corse une langue d’ouverture vers le monde pour les futurs corsophones. Finalement, la question de l’utilisation de la langue au travers des pratiques d’intercompréhension et de plurilinguisme, pour laquelle nous nous devons de définir si elle est une qualité innée propre à l’individu bilingueOnce upon a language… as part of the unfair circumstances that are brought upon a language, Corsican was very often mistaken as a patois. Over the past century it had to resist varied attempts designed to eliminate it. This unfortunate situation was due to converging factors such as; the disappearance of an advantageous cocoon offered by the Italian world, the development of French monolingual language policy, sociopolitical language preferences inherent to a language in a low position in a diglossic system which resulted in the lowering of the user’s perception of the language’s status; and the amplification of these factors by the devastating effects of time, decreased usage, and the exclusion of Corsican from the domain of education. In a time where multiple language skills are regarded as a key skill to access the European Union and subsequently the world, Corsican has the potential to occupy a privileged position if its perception manages to shift from mere dialect to a tool for intercomprehension and plurilinguism. This research explores the positions of the Corsican language in its local and global contexts and the relationship (which we will define as Intramovements and Intermovements) and perception that Corsican speakers have of these positions. The study traces the early emergence of language on the island, to the arrival of Latin, to the slow and then abrupt shift from being ensconced in the Italian world to being the object of oppressive French linguistic policy, which resulted in deterioration in status. At the same time, the historical survey demonstrates how Corsican has always been anchored as a language in the romance world. The research then turns to the position of the Corsican language in the contemporary education system and how it has the potential to serve as a bridge to the romance language world and to become a language representing Corsican ‘openmindedness’ in the future. Finally, the thesis raises the question of whether the practice of the Corsican language by the islanders is a “natural” element in the bilingual toolkit for intercomprehension with other romance languages, especially Italian. We will see that Italy, its language and culture, have acquired a special status in the eye of the islanders, sometimes loved for the strength it represents and sometimes loathed due to fear of a process labeled Gabbanization
38
Nazar, Jo. "As the world turns an emerging worldview, an emerging view of God /". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Testo completo
39
Mangini, Katerina. "The Sacred Space and Religious Identity among Yezidis: Accounting for the Lived Experiences of Internally Displaced Persons in Northern Iraq". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3645.
Testo completoAbstract (sommario):
Religion and religious ritual has been linked to providing individuals and entire communities with the ability to cope in the aftermath of life-changing traumas. This thesis explores the intersection of coping and ritual in the aftermath of the recent persecution of the Yezidi people. The methodology utilizes qualitative interviews and participant observation which was conducted in Ainkawa, Lalish and Bashiqa during fieldwork that took place in July 2017. A sample of 25 Yezidis who remain displaced in Northern Iraq were asked to describe their experience of coping in the aftermath of the Sinjar Massacre. I argue that the introduction of a baptismal ritual extended to adult women became a medium to reclaim identity. This allowed women who were abducted to symbolically re- declare themselves as Yezidi, cope with the trauma, reintegrate into the community and reclaim their identity through ritual, which presents healing in a framework that is largely relatable.
40
Hu, Christopher. "A study of the security implications involved with the use of executable World Wide Web content". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1305.
Testo completoAbstract (sommario):
Malicious executable code is nothing new. While many consider that the concept of malicious code began in the 1980s when the first PC viruses began to emerge, the concept does in fact date back even earlier. Throughout the history of malicious code, methods of hostile code delivery have mirrored prevailing patterns of code distribution. In the 1980s, file infecting and boot sector viruses were common, mirroring the fact that during this time, executable code was commonly transferred via floppy disks. Since the 1990s email has been a major vector for malicious code attacks. Again, this mirrors the fact that during this period of time email has been a common means of sharing code and documents. This thesis examines another model of executable code distribution. It considers the security risks involved with the use of executable code embedded or attached to World Wide Web pages. In particular, two technologies are examined. Sun Microsystems' Java Programming Language and Microsoft's ActiveX Control Architecture are both technologies that can be used to connect executable program code to World Wide Web pages. This thesis examines the architectures on which these technologies are based, as well as the security and trust models that they implement. In doing so, this thesis aims to assess the level of risk posed by such technologies and to highlight similar risks that might occur with similar future technologies. ()_
41
Zamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.
Testo completoAbstract (sommario):
Research was conducted on students with special educational needs (SEN) taking world language (WL) classes at the secondary level in the state of Utah. Ninety-two WL teachers shared their outlooks and experiences on working with this population of students. Data analyses show that there is not a significant increase in the number of students with SEN enrolled in WL classes. Analyses suggest that WL teachers have an average of two students with SEN per class, learning disability being the most common SEN identified. This study also shares teachers' successful and challenging experiences, finding that time and individual attention are examples of critical aspects for students' success. Additionally, the research shows that not all teachers have the professional or academic support to assist their SEN students. This research contributes valuable information for future studies in this field, such as the study of English Language Learners (ELL) categorized as students with learning disabilities because while their lack of English proficiency flags them as needing help, this need does not necessarily equate to a learning disability.
42
Schneider-Krzys, Emily. ""For practical purposes in a hopelessly practical world ..." towards a new postcolonial resistance in Arundhati Roy's The God of small things /". Diss., Connect to the thesis, 2005. http://thesis.haverford.edu/136/01/2005Schneider-KrzysE.pdf.
Testo completo
43
Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.
Testo completoAbstract (sommario):
There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' Domine assessment scores, the perceptions of teachers regarding the use of the assessment in planning and instruction, and the actual use of assessment results for facilitating construction of students' learning in reading. Interview data were collected from 11 participants who are kindergarten and first-grade teachers who had administered the Dominie assessment in one school in the district. Themes emerged after data analysis yielding strategies to address needs for time for assessment, training and supplementary methods, improvements in the assessment itself, and special knowledge to use Dominie data. A professional development project that allows teachers to help students construct their learning in ways that encourages them to reflect on experiences and use prior knowledge to improve reading skills was developed. Positive social change might occur as teachers expand their knowledge and instructional approaches through this professional development project in ways that could improve learning and reading skills for kindergarten and first-grade students in this school and others in the district.
44
De, Vries Nicolaas Johannes. "Effective automatic speech recognition data collection for under–resourced languages / de Vries N.J". Thesis, North-West University, 2011. http://hdl.handle.net/10394/7354.
Testo completoAbstract (sommario):
As building transcribed speech corpora for under–resourced languages plays a pivotal role in developing
automatic speech recognition (ASR) technologies for such languages, a key step in developing
these technologies is the effective collection of ASR data, consisting of transcribed audio and associated
meta data.
The problem is that no suitable tool currently exists for effectively collecting ASR data for such
languages. The specific context and requirements for effectively collecting ASR data for underresourced
languages, render all currently known solutions unsuitable for such a task. Such requirements
include portability, Internet independence and an open–source code–base.
This work documents the development of such a tool, called Woefzela, from the determination
of the requirements necessary for effective data collection in this context, to the verification and
validation of its functionality. The study demonstrates the effectiveness of using smartphones without
any Internet connectivity for ASR data collection for under–resourced languages. It introduces a semireal–
time quality control philosophy which increases the amount of usable ASR data collected from
speakers.
Woefzela was developed for the Android Operating System, and is freely available for use on
Android smartphones, with its source code also being made available. A total of more than 790 hours
of ASR data for the eleven official languages of South Africa have been successfully collected with
Woefzela.
As part of this study a benchmark for the performance of a new National Centre for Human
Language Technology (NCHLT) English corpus was established.Thesis (M.Ing. (Electrical Engineering))--North-West University, Potchefstroom Campus, 2012.
45
Fajardo, Tiffany L. "The World in Singing Made: David Markson's "Wittgenstein's Mistress"". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1861.
Testo completoAbstract (sommario):
In line with Wittgenstein's axiom that "what the solipsist means is quite correct; only it cannot be said, but makes itself manifest," this thesis aims to demonstrate how the gulf between analytic and continental philosophy can best be bridged through the mediation of art. The present thesis brings attention to Markson's work, lauded in the tradition of Faulkner, Joyce, and Lowry, as exemplary of the shift from modernity to postmodernity, wherein the human heart is not only in conflict with itself, but with the language out of which it is necessarily constituted. Markson limns the paradoxical condition of the subject severed from intersubjectivity, and affected not only by the grief of bereavement, which can be defined in Heideggarian terms as anxiety for the ontic negation of a being (i.e., death), but by loss, which I assert is the ontological ground for how Dasein encounters the nothing in anxiety proper.
46
Chapin, Elizabeth. "What Fantasy Can Do for Her: A Critical and Creative Exploration of Secondary and Fractured Worlds". Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1199.
Testo completoAbstract (sommario):
In making a distinction between secondary and fractured worlds, we can begin to determine the possibilities that fantasy literature, as a wider subject, holds for female characters and for feminine themes. These two areas of fantasy represent very different possibilities for women and the feminine, as a result of their approaches towards the presentation of ideology and authority. These approaches find their root most clearly in the creation of a story’s place and time, a fact I will explore through the lens of Mikhail Bakhtin’s notion of the “chronotope.” For, though both high fantasy and the fantastic question the real, representing, as Rosemary Jackson writes, a “dissatisfaction with what ‘is,’” they undermine the structure of that reality to very different degrees, with one mode seeking out a stabilizing transcendence, while the other revels in an ambiguous immanence. The creative response to this critical exploration will both imaginatively reflect on and practically test the initial questions posed and arguments made, in an effort to more personally understand how each tradition does or does not make room for women and the feminine.
47
Lindh, Simon. "Online computer game English : A study on the language found in World of Warcraft". Thesis, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4142.
Testo completoAbstract (sommario):
The aim of this study is to examine the language from a small sample of texts from the chat channels of World of Warcraft and analyze the differences found between World of Warcraft English and Standard English. In addition, the studywill compare the language found in World of Warcraft with language found on other parts of the Internet, especially chatgroups. Based on 1045 recorded chat messages, this study examines the use of abbreviations, emoticons, vocabulary, capitalization, spelling, multiple letter use and the use of rare characters. The results of the investigation show that the language of World of Warcraft differs from Standard English on several aspects, primarily in the use of abbreviations. This is supported by secondary sources. The results also show that the use of language is probably not based on the desire to deliver a message quickly, but rather to reach out to people. In addition, the results show that the language found in World of Warcraft is more advanced than a simple effort to try to imitate speech, thereby performing more than written speech.
48
Ortu, Laura. "World Englishes: Attitude in the Expanding Circle Towards East and Southeast Asian Varieties of English". Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191503.
Testo completoAbstract (sommario):
English has become an essential part in our lives. It is inevitable to formulate an opinion when we meet a new person, and in particular we tend to focus our attention on the way this person speaks. The present research aims to answer the questions on how a European audience (Italian audience) perceives different varieties of English to which it is exposed. Four different speakers from four different Southeast and East Asian countries were selected and recorded while reading a short text. These recordings were submitted to the audience, which was asked to answer a set of questions about comprehensibility and likability. Results show that the audience elected as their favourite speaker the clearest accent to hear, thus suggesting that the members of the audience might have been influenced by comprehensibility and accentedness in the first place. Other variables, such as expressiveness, were not significantly considered by the participants.
49
Wattanaboot, Ladawan. "The construction of a Business English curriculum, relevant to the workplace, and making use of word processing in place of handwriting". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/777.
Testo completoAbstract (sommario):
Since the Thailand economic crisis in 1997 there has been a sense of urgency expressed in many areas of the society that businesses must modernize their practices and focus more on international trade and communication. Two important components of the changes required are better use of Information and Communication Technologies (ICT) and better use of the English language for business communication. In the education arena this has translated into the need to provide graduates with better skills in the use of English and computers. These two skill areas come together naturally in the study of Business English. In Thailand Rajabhat Institutes have a major responsibility for the training of business professionals and for the improvement of local communities. Therefore research is required to determine how best Thai Rajabhat may improve the provision of Business English to better service the needs of employing organizations and the local community. This study set out to conduct research to address this area of concern.
50
DuBois, Kristi Allyn. "The importance of phonological practice and other strategies for vocabulary recall and comprehension". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4275.
Testo completoAbstract (sommario):
This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related to success in vocabulary recall and comprehension tests. The primary part of the study focuses on the hypothesis that phonological practice with new words will aid long-term recall and comprehension of these words. An empirical experiment with an experimental and control group was designed to test this hypothesis. The secondary section of the study discusses how often subjects reported using the vocabulary learning strategies categorized by Rebecca Oxford in Language Learning Strategies: What Every Teacher Should Know. In addition, it researches possible correlations between use of these strategies, and scores on subsequent vocabulary recall and comprehension tests. Finally, this study describes how a representative group of students actually apply specific strategies to their vocabulary learning.