Rozprawy doktorskie na temat „Monolingual”
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Hoominfar, Elham. "Challenges of Monolingual Education". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404055112.
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Dylman, Alexandra S. "Lexical selection in bilingual and monolingual naming". Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589443.
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Lexical selection is the process whereby semantic concepts activate and ultimately select a word to be produced in speech. This thesis examined the similarities of bilingual and monolingual lexical selection in naming. Chapter 2 reports three experiments that examined lexical facilitation in the picture-word task. Similar results were found for bilinguals and monolinguals. When bilinguals named in Ll, and monolinguals produced common names, identical distractors (PERRO+perro, DOG+dog) produced facilitation, whereas translations (PERRO+dog) and synonyms (DOG+hound) had no effect. However, when bilinguals named in L2, and monolinguals produced less common synonym names, identical distractors (DOG+dog, HOUND+hound) as well as translations (DOG+perro), and synonyms (HOUND+dog), produced facilitation. Synonyms in monolinguals simulated the effects from translations in bilinguals. Chapter 3 reports four experiments that investigated the role of orthography in the picture-word task in Japanese (and an attempt to simulate this in English using pseudohomophones). The phonological Japanese script Hiragana snowed larger effects than the morphological script Kanji or the alphabetic script Romaji. Chapter 4 reports four experiments that investigated the semantic distance between distractors and targets in the picture- word Stroop tasks. There were no effects from synonyms of target names, and larger interference from more closely than distantly related distractors. Finally, Chapter 5 reports a series of experiments investigating lexical selection using the picture-picture task, which produced disappointing results. The thesis concludes that there are cornmonalities in monolingual and bilingual lexical selection.
3
Entwistle, Miranda L. "Categorical perception in bilingual and monolingual adults". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29688.pdf.
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Entwistle, Miranda L. "Categorical perception in bilingual and monolingual adults". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27313.
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The categorical perception paradigm was used to compare French/English bilinguals' and French and English monolinguals' categorization of code-switched words. A previous study by Burki-Cohen et al. (1987) showed that bilinguals' categorization of a cross-language continuum that varied from a French word to an English word was different when the words were presented in the context of a French or an English carrier phrase. Using the same stimuli the present study examined whether the effects of base language (i.e. the carrier phrase) are due to processing specific to bilinguals or are mediated by general phonetic or auditory processes. Results showed that all three groups were affected by the base language in the same way, suggesting that general processes were involved. These findings indicate that manipulating a carrier phrase does not ensure that a level of language processing is invoked which can reveal categorization processes that are particular to bilinguals.
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Нгуєн, В’єт Нган. "Language skills of bilingual and monolingual speakers". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13194.
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Fusté-Herrmann, Belinda. "Idiom comprehension in bilingual and monolingual adolescents". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002352.
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Fusté-Herrmann, Belinda. "Idiom Comprehension In Bilingual And Monolingual Adolescents". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/256.
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A majority of Latino adolescents are reading below a proficient level, according to federal data, and there is a significant gap between overall reading proficiency of Latino and non-Latino, Caucasian adolescents. The purpose of this study was to investigate the linguistic underpinnings of Latino students' text comprehension. A positive relationship appears to exist between idiom comprehension and academic achievement, as well as idiom comprehension and reading comprehension, in typically developing, monolingual adolescents. Since reading comprehension and idiom comprehension share many of the same linguistic processes, idiom comprehension may provide a unique perspective for investigating Latino adolescents' reading comprehension.
Using the Global Elaboration Model (GEM, Levorato, Nesi, & Cacciari, 2004) as the conceptual framework, the present study examined the relationship between idiom comprehension and reading comprehension with a population that had not been studied in this manner: bilingual (Spanish-English) adolescents in West Central Florida and their monolingual (English-only) peers. The GEM posits that idiom comprehension develops in tandem with other linguistic development requiring inferencing ability; and that idiom x comprehension ability can be predicted by reading comprehension ability. The present research design included the evaluation of idiomatic familiarity, semantic transparency, and contextual support, as well as three other linguistic measures: a) a reading comprehension task, b) an error detection task, and c) a synonym task.
Results indicated that the three linguistic measures predicted 33% of the variance in idiom comprehension accuracy; and error detection was the strongest predictor of idiom comprehension accuracy. Furthermore, monolinguals outperformed bilinguals on all measures. The synonym task, a measure of lexical depth, best predicted language group membership. There was a three-way interaction among idiomatic familiarity, semantic transparency, and contextual support; and a three-way interaction among familiarity, transparency, and language group. Lastly, the three linguistic measures significantly predicted the bilinguals' amount of English experience, with qualitative differences emerging between sequential and simultaneous language learners. Findings lend support to the psychological reality of the GEM and provide insight into the linguistic foundations of reading comprehension in Spanish-English bilinguals.
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Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works". Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.
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In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues.
This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published.
In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context.
Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
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Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.
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Viñas, Nestor. "THE NOVELTY EFFECT IN MONOLINGUAL AND BILINGUAL CHILDREN". Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-718.
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This study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard.
Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.
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Farag, Rafalla. "Lexical/semantic organisation in bilingual and monolingual infants". Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2856.
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Previous studies show that bilingual infants are slower in developing phonology and tend to experience some difficulties in acquiring some grammatical rules. Furthermore, as compared to their monolingual peers, bilingual infants tend to have less vocabulary. This thesis set out to explore how bilingual infants organise the lexical information in their two languages. Specifically, we examined the lexical-semantic relationships between words within and across languages using a word-to-word priming paradigm. The thesis sought also to uncover any relationship between semantic priming effects and the size of vocabulary. Vocabulary measures such as the BPVS II, the SETK, and the Oxford CDI were used in the experiments, along with an experimental design close to that used in Styles and Plunkett (2009) and Arias-Trejo and Plunkett’s (2009) studies, based on the Intermodal Preferential Looking (IPL) paradigm. The basic design was that the infants were presented with a prime word (e.g. ‘dog’) followed by a target word which was related either semantically to the prime (e.g. ‘cat’) or not (e.g. ‘bus’). Immediately thereafter, we presented two images, depicting the target and a distracter, and monitored the looking times towards the images. In Experiment 1, we tested whether upon hearing related prime and target words, as compared to unrelated pairs, 30 month old monolingual infants preferred to look at the target more than the distracter image. This constituted a benchmark priming effect. In Experiment 2, we examined whether the presence of the target word was necessary for a priming effect to occur. The results demonstrated an effect of semantic priming in the word-word condition (Exp.1) but no semantic priming effect was found in the word-image condition (Exp.2). Experiment 3 investigated, in each of their languages, the semantic priming effect in bilingual 30-month-olds (Arabic-English). The overall result revealed a significant semantic priming effect along with a different pattern in Arabic and English. Experiment 4 was designed to investigate, in a cross-linguistic design, semantic priming in bilingual 18-month-old infants and to address the symmetry between forward (L1-L2) and backward (L2-L1) priming. The overall results showed no semantic priming effect; however, infants showed a non-significant tendency for forward (L1-L2) over backward (L2-L1) priming. As controls for the previous experiments, in Experiments 5 and 6 we examined monolingual and bilingual 18-month-olds to explore whether a priming effect could be obtained only in English. The results showed no semantic priming effect and no strong evidence of a naming effect. All the findings suggested that hearing words activated automatically some other words which, in both monolingual and bilingual infants, were related semantically around 30 months of age, but were not found at 18 months in either population. Despite what is reported often about a delay of language in bilingual children, these findings suggest that, although they show a smaller size of vocabulary in each of their languages when compared to monolingual infants, bilingual infants may build the semantic relationship between words at the same time as their monolingual peers, and with similar word-to-word relations.
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Foo, Jody. "Computational Terminology : Exploring Bilingual and Monolingual Term Extraction". Licentiate thesis, Linköpings universitet, NLPLAB - Laboratoriet för databehandling av naturligt språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75243.
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Terminologies are becoming more important to modern day society as technology and science continue to grow at an accelerating rate in a globalized environment. Agreeing upon which terms should be used to represent which concepts and how those terms should be translated into different languages is important if we wish to be able to communicate with as little confusion and misunderstandings as possible. Since the 1990s, an increasing amount of terminology research has been devoted to facilitating and augmenting terminology-related tasks by using computers and computational methods. One focus for this research is Automatic Term Extraction (ATE). In this compilation thesis, studies on both bilingual and monolingual ATE are presented. First, two publications reporting on how bilingual ATE using the align-extract approach can be used to extract patent terms. The result in this case was 181,000 manually validated English-Swedish patent terms which were to be used in a machine translation system for patent documents. A critical component of the method used is the Q-value metric, presented in the third paper, which can be used to rank extracted term candidates (TC) in an order that correlates with TC precision. The use of Machine Learning (ML) in monolingual ATE is the topic of the two final contributions. The first ML-related publication shows that rule induction based ML can be used to generate linguistic term selection patterns, and in the second ML-related publication, contrastive n-gram language models are used in conjunction with SVM ML to improve the precision of term candidates selected using linguistic patterns.
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Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.
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Battenburg, John D. "English monolingual learners' dictionaries : a user-oriented study /". Tübingen : M. Niemeyer, 1991. http://catalogue.bnf.fr/ark:/12148/cb355174614.
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Frey, Camille 1991. "Comparing monolingual and bilingual language acquisition : phonemes and lexicon". Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/668759.
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In the present dissertation we compared monolingual and bilingual language acquisition by exploring two main topics of the early bilingual language acquisition: the establishment of the phoneme system and the establishment of the lexico-semantic system. The first topic was addressed by assessing the possible influence of word-level information on phonetic learning in both monolinguals and bilinguals (both adults and infants). The development of the bilingual lexico-semantic semantic system has been approached by assessing the emergence of inhibitory semantic links in monolingual and bilingual toddlers.
Our results showed an impact of bilingualism concerning the use of word-level information in adults but not in infants. For this latter group, our results suggested more an impact of bilingualism on the discrimination abilities. Unfortunately our results for the last study did not allow us to conclude on the emergence of inhibitory semantic effects in the bilingual lexicon.En esta tesis doctoral comparamos la adquisición del lenguaje en monolingües y bilingües investigando dos temas centrales de la adquisición bilingüe temprana: el establecimiento del sistema fonético y el establecimiento del sistema léxico-semántico. El primer tema se ha abordado evaluando la posible influencia de información léxica (forma) sobre el aprendizaje fonético, la investigación ha estudiado tanto bebés y adultos monolingües y bilingües. Para el estudio del desarrollo del sistema léxico-semántico bilingüe se ha evaluado la aparición de conexiones semánticas inhibitorias en niños monolingües y bilingües. Los resultados sugieren un impacto del bilingüismo en el uso de información léxica (forma) en adultos, pero no en bebés. El estudio con bebés ha mostrado un impacto del bilingüismo en las capacidades discriminatorias. Los resultados del último estudio no permiten extraer conclusiones sobre la aparición de conexiones semánticas inhibitorias en el léxico bilingüe.
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Ahmad, Nizar Yanti Marina. "Numerical cognition in monolingual and Chinese-English bilingual adults". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.598025.
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This thesis contains three studies. The first study examined the relationship between bilingualism/biscriptalism and working memory performance. Forty-two English monolingual and forty -five Chinese-English bili ngual adults participated in the research . Participants performed verbal shortterm, verbal working memory, visuospatial short-term, and visuo-spatial working memory tasks in their native language. Bilinguals also performed these tasks in their second language (L1). Results showed bilingual disadvantage in L1 verbal working memory. but bilingual advantage in visuo-spatial working memory regardless of language used. A robust relationship was found between L2 proficiency and verbal short-term and working memory in L2. LI proficiency predicted verbal and visuo-spatial short-term memory performance in less LI dominant bilinguals. The second study assessed the involvement of working memory in numerical cognition. Participants performcd numerical magnitude and physical size judgement tasks under no suppression, visuo-spatial suppression, or verbal suppression, with horizontal or vertical presentation, in neutral, congruent or incongruent conditions. The third study assessed the role of working memory in simple multiplication and subtraction. Participants performed multiplication and subtraction tasks under no suppression, visuo-spatial suppression, or verbal suppression, with horizontal or veltical presentation, in congruent or incongruent conditions. Results from both second and third studies revealed tbat bilinguals generally performed faster than monolinguals in the tasks. Also in both studies. further analysis showed accuracy to be a better determinant of performance difference between bilinguals and monolinguals. Performance differed between the language groups within the suppression and congruency levels in the multiplication task. Correlational analyses showed a relationship between bilinguals L2 verbal working memory performance in numerical magnitude. physical size, and multiplication processing. In addition, bilinguals' LI verbal working memory and L2 vi suo-spatial working memory were involved in physical size and multiplication processing. Results were discussed as to the underlying mechanism shared between working memory and accuracy processes in the numerical and arithmetical tasks.
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Dahlan, Noornina. "An interactive English-Malay translation tool for monolingual users". Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392927.
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Carlson, Josefin. "Monolingual and Bilingual Pupils' Attitudes towards English Language Learning". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23278.
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This paper examines how the attitudes are towards the English education, in a school, among pupils in ninth, eighth, and sixth grade, and if monolingual and bilingual pupils feel that they have any advantages or disadvantages when learning English. This study also describes how teachers influence and establish attitudes among their pupils towards the English education.Both questionnaires and interviews were used in order to collect data valuable for the research questions. The results are thereafter discussed in relation to relevant background information, for example Gardner's (1991) theory about attitudes towards language learning and Ladberg's (1994) theory about second language learning and bilingualism.The results show that pupils' attitudes influence on the English education, that teachers' attitudes influence and establish pupils' attitudes towards the language learning, and that many of the bilingual pupils feel that they have advantages when learning English.
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Fatani, Amin Y. "The treatment of culture-specific vocabulary in dictionaries for translating from English to Arabic : a critical and empirical exploration". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284622.
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Radhakrishnan, Sreedivya. "Perception of synthetic vowels by monolingual and bilingual Malayalam speakers". [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1258953613.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed May 17, 2010). Advisor: John Hawks. Keywords: Speech perception; Vowels; Malayalam; Second Language. Includes bibliographical references (p. 198-216).
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Ibáñez, Lillo Alexandra 1986. "Labeling, word mapping and categorization in monolingual and bilingual infants". Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/403647.
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In order to find the referents of words, infants rely on constrains that guide their interpretations. Currently, little is known about how language environment influences referent identification. Comparisons between bilinguals and monolinguals offer a unique window into this interaction.
The aim of this dissertation is to explore how bilinguals and monolinguals acquire words for categories at different ages as well as their use of disambiguation strategies. Specifically, we asked whether bilinguals' early advantage in executive function, together with the need to learn in noisier contexts, may translate into different word learning strategies.
In Experiments 1-4, we tested 8-, 15-, and 19-month-old infants with a fast categorization task. We also explored if recently acquired knowledge can be used to boost the learning of other information.
In Experiments 5-6, we tested 18- and 19-month-old infants with a familiarization/preferential-looking task on their ability to acquire categories. We asked whether different linguistic experiences may lead bilinguals and monolinguals to form different category representations.
Our findings suggest a much more complex picture of the influence of linguistic experience on referent identification than currently acknowledged.Per tal de trobar els referents de les paraules, els infants confien en requeriments que guien les seves interpretacions. Actualment, se sap poc sobre com l'entorn lingüístic influencia la identificació de referents. La comparació de bilingües i monolingües ofereix una finestra única per explorar aquesta interacció. L'objectiu d'aquesta tesi és explorar com bilingües i monolingües adquireixen noms per categories a diferents edats així com l'ús que fan d'estratègies de desambiguació. Específicament, ens preguntem si l'avantatge primerenc en les funcions executives en bilingües junt amb la necessitat d'aprendre en contextos sorollosos, pot traduir-se en estratègies d'aprenentatge de paraules diferents. Als Experiments 1-4, van testejar infants de 8, 15 i 19 mesos amb una tasca de categorització ràpida. També vam explorar si coneixement recentment adquirit pot ser utilitzar per promoure l'aprenentatge d'altra informació. Als Experiments 5-6, vam testejar infants de 18 i 19 mesos amb una tasca de familiarització/mirada-preferencial en l'habilitat d'adquirir categories. Ens preguntem si diferències en l'experiència lingüística poden dur bilingües i monolingües a formar diferents representacions de categories. Els resultats suggereixen una fotografia més complexa sobre la influència de l'experiència lingüística en l'habilitat d'identificar referents del que actualment es reconeix.
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Zhao, Jing. "Phonological awareness in Chinese monolingual and Chinese-English bilingual children". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32282.
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This thesis reports on two studies that examined the development of phonological awareness in Mandarin monolingual children and the bilingual advantages in phonological awareness in Mandarin-English bilingual children. The first study was conducted in Shanghai, China to examine the development of three levels of phonological awareness in Mandarin speaking children (i.e., syllable awareness, onset-rime awareness, and tone awareness) from the ages of 4 to 6. The results showed that like English-speaking children, the development of phonological awareness in Mandarin progressed from an awareness of relatively large segments (e.g. syllables) to smaller ones (e.g., onset-rime). Tone awareness, as a specific phonological awareness of Chinese, was developed earlier than other levels of phonological awareness in Mandarin-speaking children, whereas onset-rime awareness was last acquired. The second study compared Mandarin-English bilingual children's performance on phonological awareness with Mandarin monolingual children and English monolingual children. The results showed that Mandarin-English bilinguals performed better than English monolinguals on the Elision and Blending subtests of the CTOPP. Mandarin-English bilinguals also performed better than their Mandarin monolingual counterparts on all Mandarin phonological awareness tasks except for a syllable deletion task. The results from the two studies are discussed in terms of language-general vs. language-specific developmental profiles of phonological awareness as well as the effects of bilingualism on phonological awareness of both languages in bilingual children. Further clinical and educational implications of these results are also discussed.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Andersson, Ingrid. "Bilingual and monolingual children's narration : discourse strategies and narrative styles /". Linköping : Tema, Univ, 1997. http://www.bibl.liu.se/liupubl/disp/disp97/arts156s.htm.
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Davies, W. K. "Monolingual and bilingual children's comprehension and use of quantifying adjectives". Thesis, Bucks New University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375684.
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Al-Sulaihim, Nailah. "Phonological awareness and reading in monolingual and bilingual Kuwaiti children". Thesis, University of Reading, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649269.
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A large body of research to date has focused on the link between phonological awareness (PA), emergent literacy, and reading success. The bulk of research on the relationship between PA and literacy has been conducted in monolingual children. It is unclear how this relationship presents in bilingual Arabic speaking children. The aim of the current study was to address the relationship between PA and literacy skills in monolingual Arabic-speaking and bilingual Arabic-English speaking Kuwaiti children who read in the Modern Standard Arabic (MSA) orthography. A cross-sectional and longitudinal design was used. Participants were four groups of children (monolingual kindergarten, bilingual kindergarten, monolingual first grade, and bilingual first grade). Data were collected for the kindergarten groups once during the school year, and twice for the first grade groups. Children were assessed via PA tasks at the level of syllables, rhymes, and phonemes; as well as via a single word reading task, and a letter knowledge task. Between group comparisons show bilingual children have significantly higher scores on most PA skills in Arabic. A cross-linguistic relationship was found for the bilingual children whereby PA abilities in Arabic were correlated with reading in English. Results also indicated a general improvement in PA skills for both monolinguals and bilinguals once literacy training had been introduced, as well as a clear bilingual advantage for reading post literacy training. It is argued that there is need for further research into this area, as well as a need for standardized tests in the Arabic language.
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Burrows, Sonja S. 1973. "Beyond the comfort zone: Monolingual ideologies, bilingual U.S. Latino texts". Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10866.
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xii, 206 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This project examines reader reception of U.S. Latino-authored narratives that engage in varying degrees of textual code switching and bicultural belonging. The analysis builds on the argument that these narratives, as part of a larger body of minor literatures, play a role in revolutionizing traditional Anglo-American discourses of knowledge by marginalizing the monolingual and monocultural reader historically positioned as the prototype of cultural literacy in the United States. This project further proposes that marginalization is achieved by a textual appropriation and structural weakening of the dominant language and culture via the creation of a narrative space that privileges code switching to articulate bicultural identities. U.S. Latino texts that alternate between English and Spanish mirror the misunderstandings and failures of intelligibility in the multicultural situations they depict, thereby requiring the monolingual and monocultural reader to experience this unintelligibility first-hand. In order to tackle broader questions about how these literary texts and their reception reflect what is at stake politically, nationally, and culturally for Latinos in the United States today, this interdisciplinary project draws upon a diversity of perspectives originating from linguistics, literary analysis, sociology, and history to identify how literary texts mirror bicultural identity for Latinos. As a part of this analysis, the project examines the history of Spanish language use in the United States, Latino immigration history, the standard language ideology privileging English monolingualism, the persistence of bilingualism, oral and written code switching, the publishing industry, and analyses of reader responses to bilingual texts based on survey data. In situating these histories within discussions about the bilingual, bicultural nature and reception of the U.S. Latino narrative, this project shows how the linguistic makeup and the subsequent receptivity of these texts minor the bicultural identity and changing social positioning of the Latino population in the United States.
Committee in charge: Robert Davis, Chairperson, Romance Languages; Analisa Taylor, Member, Romance Languages; Monique Balbuena, Member, Honors College; Holly Cashman, Member, Not from U of O; David Vazquez, Outside Member, English
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Keresztes, Réka. "Against the Odds : The challenges of bilingualism in a monolingual environment". Thesis, Linköping University, Department of Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8177.
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The aim of this study has been to describe the reasoning of five immigrant parents with Swedish partners who raise their child to become bilingual. Having interviewed the informants, three central themes became apparent: bilingualism, identity and the environment. All five families reason that they raise their child with the mother tongue of the mother and the mother tongue of the father and that it is natural. Discussions about identity and culture are made in specific reference to the surrounding monolingual environment, which is often perceived as an obstacle to bilingualism.
Syftet med den här uppsatsen har varit att beskriva fem individers resonemang kring tvåspråkig barnuppfostran. Efter att ha intervjuat informanterna blev det tydligt att uppsatsen hade tre centrala teman: tvåspråkighet, identitet och miljön. Alla fem familjer anser att deras barn blir uppfostrad med moderns och faderns modersmål och att det är naturligt. Diskussioner om identitet och kultur är direkt knutna till den omgivande enspråkiga miljön, som ofta upplevs som ett hinder för tvåspråkighet.
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Lam, Tracy Cheuk Sze. "Pragmatic skills of bilingual and monolingual children with autism spectrum disorder". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55092.
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Although the pragmatic aspect of language is a major deficit in children with autism spectrum disorder (ASD), there is limited research on the effects of bilingualism on social communication in this population. This study aimed to investigate the influence of bilingualism on pragmatic skills in children with ASD by comparing the pragmatic skills of 8.5 – 9 year old monolingual and bilingual children with autism. The two groups were compared on scores from the Children’s Communication Checklist (CCC-2; Bishop, 2006), scores from the Expression, Reception and Recall of Narrative Instrument protocol (ERRNI; Bishop, 2004), and scores from the ERRNI storytelling narrative transcript. No significant differences were found between the monolingual and bilingual children with ASD on any of the measures of pragmatic skills. Specifically, the two groups performed similarly on the ERRNI protocol, which examined the children’s ability to convey main ideas in a storytelling task and to answer comprehension questions. They also had comparable ERRNI transcript scores, which measured the length of the transcript; lexical and grammatical errors in the transcript; and the children’s ability to use causal statements, clear references and evaluative devices. The comparable performance on all measures of pragmatic skills between the two groups suggests that bilingualism may not impede the development of pragmatic skills in children with ASD.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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DeMasi, Teresa. "Clear speech effects for vowels produced by monolingual and bilingual talkers". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002110.
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Tomos, Hedd. "Semantic categorisation of actions and objects in monolingual and bilingual children". Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540745.
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Brennan-Wilson, Aoibheann. "Cognitive development of low- and typically- achieving monolingual and bilingual children". Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669650.
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A wealth of research has been conducted with 'typical' bilingual populations which indicate advantages over monolinguals across a range of abilities including executive functioning and working memory. It remains to be seen, however, whether the bilingual advantage is also evident in low-achieving children. In an attempt to address' this issue, the current longitudinal study aimed to examine potential developmental differences in cognitive profiles of low- and typically-achieving monolingual and bilingual children. This study involved a total of 111 participants who were recruited from both Irish-immersion and English language schools in Northern Ireland. The sample consisted of 58 bilinguals and 53 monolinguals in two age groups. 20 bilinguals were identified as low-achievers and 38 as typical-achievers; 21 monolinguals were identified as low-achievers and 32 as typical-achievers. The performance of all participants was assessed on measures of short-term and working memory;' executive functioning, receptive vocabulary, literacy and non-verbal IQ. The study involved four testing phases, each separated by approximately six months. In relation to executive functioning, older bilingual children (including low-achievers) demonstrated an advantage in inhibition skills. This finding suggests that bilingualism may have the potential to mediate some of the disadvantages associated with low-achievement. The results also indicate that short-term and working memory and executive functioning follow similar developmental trajectories in monolingual and bilingual children. In particular, the results indicate that the developmental trajectories of low-achieving bilingual children were very similar to those of their monolingual counterparts. It is argued these findings have important theoretical and practical implications. In particular, it is argued that the results of the current research demonstrate that low-achieving children have the potential to succeed in immersion education, and that bilingualism does not have any detrimental effect on the cognitive development of these children.
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Gollek, Cornelia. "Metacognitive development and the disambiguation effect in monolingual and bilingual children". Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20185.
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Research suggests that children are only able to flexibly apply more than one label (e.g. mouse and animal) in one situation with one conversational partner after they pass standard false belief tasks. Both abilities have been attributed to the understanding of perspective. The aim of the studies was to extend previous research to examine the disambiguation effect, children’s tendency to select an unfamiliar object in the presence of another but familiar object as referent for a novel word. Theoretical considerations suggest this effect initially results from a lack of understanding perspective. Five studies were conducted in Scotland and Austria, involving 243 children between the ages of 2.5 and 6.5. Studies 1 to 3 compared the standard disambiguation task with a task in which a strong pragmatic cue indicates the familiar object is the correct referent. Performances on these tasks were compared with performances on the false belief task, the alternative naming task, as well as tests of executive functioning. Studies 4 and 5 extended these methods to examine bilingual children’s metacognitive abilities in relation to word learning. Children become able to suspend the disambiguation effect when presented with strong pragmatic cues at the same time as they pass false belief and alternative naming tasks (Experiment 1). This can neither be attributed to impulsivity or the ability to inhibit a response, nor order effects of pragmatic cues and novel words (Experiment 2). Children’s ability to apply two labels to one object in a correction task also related to their perspectival understanding. Previous findings that suggested that younger children could produce multiple labels in a misnaming paradigm were not replicated (Experiment 3 a, b). The developmental change in children’s metalinguistic behaviour was demonstrated to follow the same trajectory in monolinguals, bilinguals and children exposed to another language (Experiment 4 and 5). Bilinguals show a marginally better ability to recall novel foreign language labels. The disambiguation effect is the result of cognitive immaturity in young children. Older children show a change in behaviour at the same time as they present more metacognitive maturity. Common development with theory of mind and metalinguistic abilities is attributed to an understanding of perspective.
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Wigder, Chaya. "Word embeddings for monolingual and cross-language domain-specific information retrieval". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233028.
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Various studies have shown the usefulness of word embedding models for a wide variety of natural language processing tasks. This thesis examines how word embeddings can be incorporated into domain-specific search engines for both monolingual and cross-language search. This is done by testing various embedding model hyperparameters, as well as methods for weighting the relative importance of words to a document or query. In addition, methods for generating domain-specific bilingual embeddings are examined and tested. The system was compared to a baseline that used cosine similarity without word embeddings, and for both the monolingual and bilingual search engines the use of monolingual embedding models improved performance above the baseline. However, bilingual embeddings, especially for domain-specific terms, tended to be of too poor quality to be used directly in the search engines.Flera studier har visat att ordinbäddningsmodeller är användningsbara för många olika språkteknologiuppgifter. Denna avhandling undersöker hur ordinbäddningsmodeller kan användas i sökmotorer för både enspråkig och tvärspråklig domänspecifik sökning. Experiment gjordes för att optimera hyperparametrarna till ordinbäddningsmodellerna och för att hitta det bästa sättet att vikta ord efter hur viktiga de är i dokumentet eller sökfrågan. Dessutom undersöktes metoder för att skapa domänspecifika tvåspråkiga inbäddningar. Systemet jämfördes med en baslinje utan inbäddningar baserad på cosinuslikhet, och för både enspråkiga och tvärspråkliga sökningar var systemet som använde enspråkiga inbäddningar bättre än baslinjen. Däremot var de tvåspråkiga inbäddningarna, särskilt för domänspecifika ord, av låg kvalitet och gav för dåliga resultat för direkt användning inom sökmotorer.
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Lam, Ka-ki Fiona. "The verb use in Cantonese monolingual and Cantonese-English bilingual children". Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279277.
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Thesis (B.Sc)--University of Hong Kong, 2005."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Solomons, Tasneem. "From monolingual to translanguaging classroom practice at two Delft primary schools". University of the Western Cape, 2018. http://hdl.handle.net/11394/6947.
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Magister Artium - MATerminology such as mother tongue, first language and second language remain prevalent in South African schools’ language policies. These monolingual terms seem out of place within our multilingual landscape (Banda, 2018). With the emergence of the concept of translanguaging (Garcia, 2009, 2014; Banda, 2018), the linguistic practices that people of the Western Cape (and elsewhere in South Africa) have now been legitimised as a useful communicative tool within multilingual spaces. Despite research showing the advantages of using translanguaging in classrooms to enhance comprehension (Banda, 2018), language policies remain monolingual in nature. By conducting research at two schools in Delft, Western Cape, I am able to show how learners and teachers defy the monolingual structure of the language policy, by translanguaging, to make learning and teaching more comprehensible. Using Heller’s (2007) concept of language as social practice, it becomes apparent how learners become social actors within the classroom, by languaging to make meaning. In addition to looking at classroom practices, I use supplementary data, an analysis of the school’s language policy, observations of and commentary on linguistic practices outside of the classroom, to further support the idea that school’s confinement of language is incongruous with the language practices in the area. Finally, I propose that translanguaging be legitimised as classroom practice and teaching materials also be adapted likewise, by producing trilingual posters, showing Afrikaans, English and isiXhosa terms, for the Western Cape.
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Iversen, Sarah Hoem. "Ideologies of childhood and education in monolingual English children's dictionaries 1750-1870". Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547763.
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Frank, Ilana. "The use of word-learning principles in young monolingual and bilingual children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ43564.pdf.
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Stephens, Claire. "Executive function development : a comparison of monolingual and bilingual children in Ireland". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602934.
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In the last decade, bilingualism research has focused on areas of executive function (EF) as being enhanced through the bilingual and immersion education experiences. This thesis examined EF development in a group of 147 monolingual and bilingual children in Ireland using a longitudinal design over a three-year period. A battery of EF tasks and controls including non-verbal IQ and English receptive vocabulary were employed and the three testing phases were spaced an average of 1 year apart with a 96% retention rate of participants. Previous bilingual research often controls for socioeconomic status (SES) in their studies. This thesis decided to examine issues of (SES) by comparing low- and mid-SES monolingual and bilingual children across time. At Time 3 of testing a second cross-sectional study was carried out, comparing children from Gaeltacht or Irish-speaking areas of Ireland who were presumed to have higher levels of exposure to and experience with the second language (Irish) than the immersion bilingual children in the longitudinal study. Results indicated that EF advantages for bilingual children may emerge over time, particularly for the unified EF rather than the specific functions. Furthermore, mid-SES Gaeltacht children had the highest levels of performance on the most complex EF task (the Wisconsin Cart Sort Test) while the low- SES Gaeltacht children had the lowest levels of performance. These findings indicate that children's EF development can be enhanced through the bilingual and immersion education experience although factors such as SES and linguistic environments may be more influential on children's cognitive development than immersion education and bilingualism alone.
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Wallis, Marion Alice. "A monolingual female american teacher's first overseas experience in an American school in Brazil". Thesis, Boston University, 2006. https://hdl.handle.net/2144/32008.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study attempts to understand the nature of the cultural and linguistic experiences that affected a single, monolingual, female teacher during her first overseas experience in an American school in Brazil. A descriptive, qualitative, case study methodology utilized extensive observations, video-taping, and interviews with the teacher, her colleagues, students, and parents to explore how those experiences affected her perceptions and actions towards her colleagues, students, and parents, and how she made sense of these experiences. At the time of this study, there were an estimated 1,000 international schools worldwide, and just over half of these were autonomous institutions sponsored by a variety of interests and corporations. The Escola Americana de Campinas fits into this group. As a worldwide average, the U.S. student population in international schools today is about 30 percent of the total enrolment, and the majority of overseas-hire native English speaking teachers are female, white, middle class and monolingual; many are not adequately prepared for the challenges of teaching children who have different linguistic and cultural backgrounds. The study of one such teacher describes the cultural and linguistic discomfort she experienced in her daily life, and with her colleagues and parents. Although she was pedagogically competent, she was not open to changing her teaching practices to more effectively teach students with different cultural and linguistic backgrounds. However, as this teacher learned to speak some Portuguese she became empathetic to some of the linguistic needs of her multi-lingual and multi-cultural students. This case study suggests that this teacher's personal and professional reasons to live and work overseas did not enable her to anticipate and to face the challenges she experienced. She did not have the training or experience to work with a diverse group of students, and the school did not provide adequate support to help her adjustment. This study offers implications and practical suggestions for recruitment agenc1es, administrators, teachers, and pre-service institutions faced with such situations.
2031-01-02
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Kaddouri, Lahcen. "Pratiques langagières et rapports aux identités linguistiques chez les enseignants et les élèves du Haouz : cas des lycées d'Aït Ourir (Maroc)". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF033/document.
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Cette recherche a pour objet l’étude de la manifestation des langues au niveau du répertoire linguistique et au niveau du répertoire identitaire dans un milieu plurilingue, à savoir les lycées d’Aït Ourir au Maroc. Au niveau de la pratique, l’analyse des conversations a dévoilé que l’alternance codique est une pratique courante chez les enseignants et les élèves et que le poids de chaque langue dépend de son utilité. Au niveau identitaire, l’identité plurilingue est dominante et le poids de chaque langue correspond à celui de la biographie linguistique de nos enquêtés. Le rapport entre le répertoire linguistique et le répertoire identitaire est disproportionnel. En effet, la comparaison synchronique a dévoilé que les langues de notre étude n’ont pas le même poids aux deux niveaux. D'une part, les tours monolingues sont dominants par contre l’identité monolingue est faible. D'autre part, les tours mixtes n’ont pas de poids tandis que l’identité plurilingue est prépondérante. En outre, la comparaison diachronique a permis de déduire que le changement est continu au niveau de la pratique alors qu’il tend à être stable au niveau identitaire de l’adolescence à l’âge adulte. Ce qui indique que l’identification en une langue ne dépend pas de sa pratiqueThis research aims at studying the different aspects of language use at the levels of linguistic and identity repertoires in a multilingual environment; namely high schools in Aït Ourir, Haouz Province, Morocco. The analysis of conversations in the daily usage of languages revealed that Code Switching is a common practice among teachers as well as pupils; and that the weight of each language used depends more on its usefulness to the purpose of speaking. At the identity level, multilingual identity is dominant and the weight of each language is dependent up on the linguistic biography of the person surveyed. Thus, the relationship between the linguistic and identity repertoires is disproportionate. Indeed, synchronically comparing the languages in study confirmed that they don’t have the same weight at the two levels. The monolingual turn-taking is dominating whereas the monolingual identity is weak. On the other hand, the mixed turn-taking is meaningless whilst multilingual identity is significant. Moreover, the diachronic comparison enabled us to deduce that the change is ongoing in practice while it seems steady from adolescence to adulthood which shows that identifying in a language doesn’t depend on its practice
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Roessler, Abeba 1981. "Impact of the linguistic environment on speech perception : comparing bilingual and monolingual populations". Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/91285.
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The present dissertation set out to investigate how the linguistic environment affects speech perception. Three sets of studies have explored effects of bilingualism on word recognition in adults and infants and the impact of first language linguistic knowledge on rule learning in adults. In the present work, we have found evidence in three auditory priming studies that bilingual adults, in contrast to monolinguals have developed mechanisms to effectively overcome interference from irrelevant information in the speech signal. Preliminary results on toddlers indicate no differences in the recognition of mispronounced words between bilinguals and monolinguals. Additionally, knowledge about rules in the first language was shown to have an impact on general rule learning abilities, while we did not detect an influence of bilingualism in this process. In summary, we have found evidence for an impact of the linguistic environment on the processing of indexical variability in word recognition as well as on rule learning. Bilinguals seem to have adapted to increased variability in their daily speech environment. In addition, rule extraction from unknown language input was unaffected by those adaptations but influenced by linguistic knowledge.El principal objetivo de este trabajo fue investigar cómo el entorno lingüístico afecta la percepción del habla. Con esta finalidad se exploraron los efectos del bilingüismo en el reconocimiento de palabras y el efecto de la lengua materna en el aprendizaje de reglas. Para ver los efectos del bilingüismo en el reconocimiento de palabras se realizaron tres estudios en adultos explorando el efecto de facilitación por repetición, que mostraron que las personas bilingües han desarrollado mecanismos que les permiten minimizar las interferencias que ejerce la información irrelevante en la señal del habla. Por otro lado, se realizó un estudio con niños pequeños cutos resultados sugieren que no hay diferencias en el reconocimiento de palabras mal pronunciadas entre niños pequeños bilingües y monolingües. Respecto al efecto del conocimiento lingüístico de la lengua materna en el aprendizaje de reglas, se mostró que tiene un impacto en las habilidades generales para el aprendizaje de reglas aunque no se ha detectó una influencia del bilingüismo en dicho proceso. En resumen, se ha mostrado que el bilingüismo minimiza los efectos negativos de la variabilidad en el reconocimiento de palabras. Los bilingües parecen haberse adaptado a una mayor variabilidad en su entorno de habla cotidiana. Por el otro lado, se ha visto que la capacidad para extraer reglas de una lengua desconocida no está afectada por estas adaptaciones si no que está influenciada por los conocimientos lingüísticos en la lengua materna.
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Kornisch, Myriam. "Estimates of functional cerebral hemispheric differences in monolingual and bilingual people who stutter". Thesis, University of Canterbury. Communication Disorders, 2015. http://hdl.handle.net/10092/10739.
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Purpose: The aim of this research was to examine the relationship between stuttering and bilingualism to hemispheric asymmetry for the processing and production of language.
Methods: A total of 80 native speakers of German were recruited for the study, ranging in age from 15 to 58 years. Out of those 80 participants, 40 participants were also proficient speakers of English as a second language (L2). The participants were organised into four speaker groups (20 per group) according to language ability and speech status, consisting of monolinguals who stutter (MWS), monolinguals who do not stutter (MWNS), bilinguals who stutter (BWS), and bilinguals who do not stutter (BWNS). Each of the four groups comprised 12 males and 8 females. All participants completed a battery of behavioural assessments measuring functional cerebral hemispheric asymmetry during language processing and production. The behavioural tests included (1) a dichotic listening paradigm, (2) a visual hemifield paradigm, and (3) a dual-task paradigm.
Results: Overall, the results showed no significant differences in language lateralisation between participant groups on the three behavioural tests. However group differences were identified in regard to executive functions on the visual hemifield and dual-task paradigms. Both bilingual groups showed significantly faster reaction times and fewer errors than the two monolingual groups on the visual hemifield paradigm. The bilingual groups also performed similarly on the dual-task paradigm, while the MWS group tended to show greater task disruption. No meaningful relationship was found between stuttering severity and the majority of results obtained for the test conditions. However, all four language modalities were found to correlate significantly with results obtained for the visual hemifield and dual-task paradigms, suggesting that performance on these tests increased with higher L2 proficiency.
Conclusion: Although no differences in language lateralisation were found, it appears that bilingualism had a greater influence on functional cerebral hemispheric processing than stuttering. A prevailing finding was that bilingualism seems to be able to offset deficits in executive functioning associated with stuttering. Brain reserve and cognitive reserve are thought to have a close interrelationship with the executive control system. Cognitive reserve may have been reflected in the present study, resulting in a bilingual cognitive advantage. Hence, the results of the present study lend support to previous findings implicating the benefits of bilingualism.
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Mumtaz, Shazia. "Reading development of bilingual Urdu-English speaking children and monolingual English speaking children". Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365257.
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Tomba, Moussavou Fatima. "Metalexicographic criteria for a monolingual descriptive dictionary presenting the standard variety of Yipunu". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21909.
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Dissertation (DLitt)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: The dictionaries available in the Gabonese languages are all translation dictionaries biased towards French and compiled by missionaries and colonial administrators. No proper monolingual dictionaries exist in the Gabonese languages. There is therefore a need for monolingual dictionaries in the Gabonese languages, particularly in Yipunu, one of the Bantu languages (B 43) spoken in the South of Gabon. Yipunu is a regional vehicular language or a major or majority language. Yipunu is a domestic language i.e spoken inside Bapunu communities or a mother tongue or first language and Yipunu is also taught as subject in the national educational system. As a response to this need, this dissertation proposes metalexicographic criteria for the compilation of a standard descriptive monolingual dictionary with special reference to Yipunu. The proposed model focuses primarily on the inclusion and the treatment of the standard variety of Yipunu and to a lesser degree on the other varieties. Such a model is directed at a dictionary primarily dealing with the needs of the average, educated members of the Yipunu speech community, the mother-tongue speakers, and also designed for experienced and advanced learners of Yipunu and their teachers. This study aims to point out how important standard descriptive monolingual dictionaries are in general and specifically in the case of African Bantu languages. This study also aims to highlight the importance for Gabonese lexicographers to adopt modern lexicographical principles in dictionary compilation such as the user-driven dictionary and the corpus-based dictionary. This model, although devised for Yipunu, will eventually serve as model for the design of standard descriptive dictionaries in all Gabonese languages. This study provides information about the content and the structures of such a dictionary and is structured as follows: Chapter 1 focuses on introducing and contextualising the research. It presents the linguistic situation in Gabon with reference to the status of Yipunu. It also shows the importance and the relevance of the research and gives the theoretical basis, methodology, hypotheses and objectives underlying the study. Chapter 2 criticises the lexicographic works in Yipunu in order to improve the quality of future Yipunu dictionaries and examines the major needs of Yipunu lexicography. Chapter 3 envisages some aspects of the standardisation of Yipunu. It targets the discussion at the level of the language analysis namely the phonology, the grammar, the dictionary and the orthography of Yipunu. Chapter 4 discusses the user perspective, which guides the dictionary compilation. It focuses on the user profile, user typologies and dictionary functions. The intended dictionary has a multifunctional character. Special attention is given to a pioneering survey of dictionary use among Gabonese students and to the discussion of the teaching of dictionary use in Gabon. Chapter 5 deals with the dictionary plan. Different aspects such as the style guide, the genuine purpose, the dictionary basis, data collection, the data collection policy, data collection methods and the corpus of the proposed dictionary are discussed Chapter 6 elaborates on the macrostructure of the proposed dictionary. The dictionary gives priority to a strict alphabetical macrostructure. Macrostructural elements, lemmatisation strategies, and types of lemmas and articles to be included in the proposed dictionary are discussed. Chapter 7 focuses on the microstructure of the proposed dictionary. The model suggests an obligatory microstructure and an extended obligatory microstructure and discusses the variety of data to be included in the articles of the proposed dictionary. Chapter 8 deals with the outer text section and the guide structures of the proposed dictionary, which includes front and back matter texts. Polyaccessibility, a system of cross-referencing, and lemmatic and non-lemmatic addressings are characteristics of the proposed dictionary. Chapter 9 makes some concluding remarks by highlighting the focus point of each chapter of the dissertation. It gives also some recommendations for the research.
AFRIKAANSE OPSOMMING: Die woordeboeke beskikbaar in die Gaboenese tale is almal vertalende woordeboeke gerig op Frans en saamgestel deur sendelinge en koloniale administrateurs. Geen werklike eentalige woordeboeke bestaan in die Gaboenese tale nie. Daar is gevolglik 'n behoefte aan eentalige woordeboeke in die Gaboenese tale, veral in Jipoenoe, een van die Bantoetale (B 43) wat in die Suide van Gaboen gepraat word. Jipoenoe is 'n streeksvoertaal of 'n hoof- of meerderheidstaal. Jipoenoe is 'n huistaal d.w.s. wat binne Bapoenoegemeenskappe gepraat word of 'n moedertaal of eerste taal en Jipoenoe word ook as vak in die nasionale opvoedingstelsel onderrig. In reaksie op hierdie behoefte stel hierdie proefskrif metaleksikografiese kriteria voor vir die samestelling van 'n standaard beskrywende eentalige woordeboek met spesiale verwysing na Jipoenoe. Die voorgestelde model fokus primêr op die insluiting en behandeling van die standaardvariëteit van Jipoenoe en in 'n mindere mate op die ander variëteite. Die model is gerig op 'n woordeboek wat primêr aandag gee aan die behoeftes van die deursnee- opgevoede lede van die Jipoenoespraakgemeenskap, die moedertaalsprekers, en wat ook ontwerp is vir kundige en gevorderde leerders van Jipoenoe en hul onderwysers. Die doel van hierdie studie is om aan te toon hoe belangrik standaard beskrywende eentalige woordeboeke in die algemeen en spesifiek in die geval van die Bantoetale van Afrika is. Die doel van hierdie studie is ook om die belangrikheid vir Gaboenese leksikograwe te belig om moderne leksikografiese beginsels toe te pas in die samestelling van woordeboeke soos die gebruikersgedrewe woordeboek en die korpusgebaseerde woordeboek. Hierdie model, alhoewel ontwerp vir Jipoenoe, sal uiteindelik dien as model vir die opstel van standaard beskrywende woordeboeke vir al die Gaboenese tale. Die studie verskaf inligting oor die inhoud en strukture van so 'n woordeboek en is soos volg gestruktureer: Hoofstuk 1 fokus op 'n inleiding tot en 'n kontekstualisering van die navorsing. Dit beskryf die taalkundige toestand in Gaboen met betrekking tot die status van Jipoenoe. Dit toon ook die belangrikheid en relevansie van die navorsing en gee die teoretiese basis, metodologie, hipoteses en doelstellings onderliggend aan die studie. Hoofstuk 2 kritiseer die leksikografiese werk in Jipoenoe met die doel om die gehalte van die Jipoenoewoordeboeke te verbeter en die behoeftes van die Jipoenoeleksikografie te ondersoek. Hoofstuk 3 beskou 'n aantal aspekte van die standaardisering van Jipoenoe. Dit is gemik op 'n bespreking op die vlak van taalontleding, naamlik die fonologie, die grammatika, die woordeboek en die ortografie van Jipoenoe. Hoofstuk 4 bespreek die gebruikersperspektief wat die woordeboeksamestelling rig. Dit fokus op die gebruikersprofiel, gebruikerstipologieë en woordeboekfunksies. Die beplande woordeboek het 'n multifunksionele karakter. Spesiale aandag word gegee aan 'n baanbrekende ondersoek na woordeboekgebruik onder Gaboenese studente en aan 'n bespreking van die onderrig van woordeboekgebruik in Gaboen. Hoofstuk 5 handel oor die woordeboekplan. Verskillende aspekte soos die stylgids, die werklike doel, die woordeboekbasis, dataversameling, die dataversamelingsbeleid, dataversamelingsmetodes en die korpus van die voorgestelde woordeboek word bespreek. Hoofstuk 6 wei uit oor die makrostruktuur van die voorgestelde woordeboek. Die woordeboek gee voorkeur aan 'n streng alfabetiese makrostruktuur. Makrostrukturele elemente, lemmatiseringstrategieë, en soorte lemmas en artikels vir insluiting in die beplande woordeboek word bespreek. Hoofstuk 7 fokus op die mikrostruktuur van die voorgestelde woordeboek. Die model stel 'n verpligte mikrostruktuur en 'n uitgebreide verpligte mikrostruktuur voor en bespreek die verskeidenheid data wat in die artikels van die voorgestelde woordeboek ingesluit behoort te word. Hoofstuk 8 handel oor die buiteteksgedeelte en die gidsstrukture van die voorgestelde woordeboek wat voor- en agtervoor- en agtertekste insluit. Politoeganklikheid, 'n stelsel van kruisverwysings, en lemmatiese en nielemmatiese adresserings is kenmerke van die voorgestelde woordeboek. Hoofstuk 9 maak 'n aantal slotopmerkings deur die fokuspunt van elke hoofstuk van die proefskrif te belig. Dit verskaf ook 'n aantal aanbevelings vir navorsing.
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Lindeberg, James. "Simplification of Swedish Text by Monolingual Machine Translation Transformation Rules for Simplified Swedish". Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352897.
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Discussions on the concept of ”Klarspråk” and ”Lättläst” are major topics in Sweden at the moment with efforts towards increasing readability of government organization information in the project ”Begriplig Text”. In the field of natural language processing, a lot of efforts have gone into text simplification. This thesis examines the possibility of using hand crafted transfer and generation rules to increase the readability of text through monolingual machine translation. Transfer and generation rules were developed that handle Swedish grammatical structures including explicitivity and word order. The data used in this thesis consist of manually collected data sets from government organization websites and Uppsala University. The translation results were evaluated using manual evaluation and the automatic readability evaluation methods LIX, OVIX and nominal ratio (NR). Test results show that the developed rules can produce successful transformation on text although not significantly altering the automatic evaluation scores. The results from the manual evaluation show that a higher readability can be achieved with the developed rules although more tests on bigger data sets are needed in order to fully evaluate all rules developed in this thesis.
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Yang, Jing. "Acoustic properties of vowel production in Mandarin-English bilingual and corresponding monolingual children". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392832160.
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Grichkovtsova, Ioulia. "A cross-linguistic study of affective prosody production by monolingual and bilingual children". Thesis, Queen Margaret University, 2006. https://eresearch.qmu.ac.uk/handle/20.500.12289/7452.
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The main objective of the research reported in the dissertation was to investigate the production of affective speech by monolingual and simultaneous bilingual children in Scottish English and French. The study was designed to address several important issues with respect to affective speech. First, possibility of identifying and compar- ing acoustic correlates of affective speech in productions of monolingual children was explored in a cross-linguistic perspective. Second, affective speech of bilingual chil- dren was examined in their two languages and compared to that of their monolingual peers. Third, vocal emotions encoded by monolingual and bilingual children were tested through the identification by French and Scottish monolingual adults. Five bilingual and twelve monolingual children were recorded for a cross-linguistically comparable corpus of affective speech. Children played four emotions (anger, fear, sadness and happiness) on one token utterance with the help of visual materials, which served as the reference of the expressed emotions, and as an affect inducing material. A large number of child speakers brings better understanding of cross- language and within-language variability in vocal affective expressions. The corpus was acoustically analysed and used in a cross-linguistic perception test with Scottish and French monolingual adults. The results of the perception test support the existing view in the cross-cultural research on emotions: even if people from different cultural groups could identify each others’ emotions, an in-group advantage was generally present. Another im- portant finding was that some affective states were more successfully identified in one of the languages by the two groups of listeners. Specifically, French anger, as expressed by bilingual and monolingual children, was identified more successfully by both French and Scottish listeners than anger, encoded by bilinguals and mono- linguals in Scottish English, thus suggesting that children showed some emotions more in one of the languages. The joint analysis of production and perception data confirmed the association of the studied acoustic correlates with affective states, but x also showed the variability of different strategies in their usage. While some speak- ers used all the measured acoustic correlates to a significantly large extent, other speakers used only some of them. Apparently, the usage of all the possible acoustic correlates is not obligatory for successful identification. Moreover, one of the studied affective states (fear) was characterised by more variable usage of acoustic correlates than others. Cross-linguistic differences were attested in the usage of some acoustic correlates and in the preferred strategies for the realisation of affective states. Simultaneous bilingual children could encode affective states in their two lan- guages; moreover, on average, their affective states are identified even better than those of monolingual children. This ability to successfully encode vocal emotions can be interpreted as a signal of high social competence in bilingual children. Produc- tion results show that all bilingual children realise some cross-linguistic differences in their affective speech. Nevertheless, interaction between the languages in the affec- tive speech was discovered both in the production and perception data for bilinguals. This finding comes in support of other studies which call language interaction as a characteristic feature of bilingual phonetic acquisition. The specific pattern of the affective speech realisation is individual for each bilingual child, depending on the affective state and on the used language. In this context, the theory of integrated continuum, developed by Cook (2003), is discussed for its possibility to describe the paralinguistic organisation in the bilingual mind. This thesis thus contributes to a better understanding of phonetic learning by monolingual and bilingual children in the context of affective speech. It also gives a detailed analysis of cross-language and within-language variability present in affec- tive speech. This new data will be of interest to the researchers working in speech sciences, psycholinguistics, developmental and cross-cultural psychology.
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Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.
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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.
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Silleresi, Silvia. "Structural Language and Nonverbal Ability Profiles in Monolingual and Bilingual Children with ASD". Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2027/document.
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Le diagnostic de Trouble du Spectre Autistique (TSA) prévoit une spécification pour toutes les occurrences de trouble du langage et/ou déficience intellectuelle. En ce qui concerne les troubles du langage, plusieurs études ont montré que chez les enfants avec TSA il existe un sous-groupe d’enfants qui manifestent des troubles sévères du langage structurel, en morphosyntaxe et phonologie (TSA-TL) similaires à ceux rencontrés chez les enfants avec Trouble Spécifique du Langage (TSL), alors que le reste des enfants présentent des habilités langagières dans la norme (TSA-LN), comme les enfants à développement typique (DT). Concernant les déficits cognitifs, les études actuelles qui ont une large population ont mis en évidence que près d’un tiers des individus appartenant au spectre présentent une déficience intellectuelleA diagnosis of Autism Spectrum Disorder (ASD) includes specification of any co-occurrence with language impairment and/or cognitive disabilities. Regarding language impairment, studies have reported that among verbal children with ASD a subgroup of children manifests significant structural language impairment (ASD-LI), similar to the one displayed by children with Specific Language Impairment (SLI), while the rest display normal abilities (ASD-LN), like those found in Typically Developing (TD) children. Regarding cognitive disabilities, current large-scale studies have found that roughly one-third of individuals on the autism spectrum are affected
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Aufrant, Lauriane. "Training parsers for low-resourced languages : improving cross-lingual transfer with monolingual knowledge". Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS089/document.
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Le récent essor des algorithmes d'apprentissage automatique a rendu les méthodes de Traitement Automatique des Langues d'autant plus sensibles à leur facteur le plus limitant : la qualité des systèmes repose entièrement sur la disponibilité de grandes quantités de données, ce qui n'est pourtant le cas que d'une minorité parmi les 7.000 langues existant au monde. La stratégie dite du transfert cross-lingue permet de contourner cette limitation : une langue peu dotée en ressources (la cible) peut être traitée en exploitant les ressources disponibles dans une autre langue (la source). Les progrès accomplis sur ce plan se limitent néanmoins à des scénarios idéalisés, avec des ressources cross-lingues prédéfinies et de bonne qualité, de sorte que le transfert reste inapplicable aux cas réels de langues peu dotées, qui n'ont pas ces garanties. Cette thèse vise donc à tirer parti d'une multitude de sources et ressources cross-lingues, en opérant une combinaison sélective : il s'agit d'évaluer, pour chaque aspect du traitement cible, la pertinence de chaque ressource. L'étude est menée en utilisant l'analyse en dépendance par transition comme cadre applicatif. Le cœur de ce travail est l'élaboration d'un nouveau méta-algorithme de transfert, dont l'architecture en cascade permet la combinaison fine des diverses ressources, en ciblant leur exploitation à l'échelle du mot. L'approche cross-lingue pure n'étant en l'état pas compétitive avec la simple annotation de quelques phrases cibles, c'est avant tout la complémentarité de ces méthodes que souligne l'analyse empirique. Une série de nouvelles métriques permet une caractérisation fine des similarités cross-lingues et des spécificités syntaxiques de chaque langue, de même que de la valeur ajoutée de l'information cross-lingue par rapport au cadre monolingue. L'exploitation d'informations typologiques s'avère également particulièrement fructueuse. Ces contributions reposent largement sur des innovations techniques en analyse syntaxique, concrétisées par la publication en open source du logiciel PanParser, qui exploite et généralise la méthode dite des oracles dynamiques. Cette thèse contribue sur le plan monolingue à plusieurs autres égards, comme le concept de cascades monolingues, pouvant traiter par exemple d'abord toutes les dépendances faciles, puis seulement les difficilesAs a result of the recent blossoming of Machine Learning techniques, the Natural Language Processing field faces an increasingly thorny bottleneck: the most efficient algorithms entirely rely on the availability of large training data. These technological advances remain consequently unavailable for the 7,000 languages in the world, out of which most are low-resourced. One way to bypass this limitation is the approach of cross-lingual transfer, whereby resources available in another (source) language are leveraged to help building accurate systems in the desired (target) language. However, despite promising results in research settings, the standard transfer techniques lack the flexibility regarding cross-lingual resources needed to be fully usable in real-world scenarios: exploiting very sparse resources, or assorted arrays of resources. This limitation strongly diminishes the applicability of that approach. This thesis consequently proposes to combine multiple sources and resources for transfer, with an emphasis on selectivity: can we estimate which resource of which language is useful for which input? This strategy is put into practice in the frame of transition-based dependency parsing. To this end, a new transfer framework is designed, with a cascading architecture: it enables the desired combination, while ensuring better targeted exploitation of each resource, down to the level of the word. Empirical evaluation dampens indeed the enthusiasm for the purely cross-lingual approach -- it remains in general preferable to annotate just a few target sentences -- but also highlights its complementarity with other approaches. Several metrics are developed to characterize precisely cross-lingual similarities, syntactic idiosyncrasies, and the added value of cross-lingual information compared to monolingual training. The substantial benefits of typological knowledge are also explored. The whole study relies on a series of technical improvements regarding the parsing framework: this work includes the release of a new open source software, PanParser, which revisits the so-called dynamic oracles to extend their use cases. Several purely monolingual contributions complete this work, including an exploration of monolingual cascading, which offers promising perspectives with easy-then-hard strategies