Teses / dissertações: "English language reference"

1

Hinrichs, Erhard W. "A compositional semantics for Aktionsarten and NP reference in English". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1272461401.

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2

Yeung, Ka-wai. "Pragmatics and translation with reference to English-Chinese and Chinese-English examples /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38280097.

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3

Lee, Pui-wah. "The study of English in China with particular reference to accent and vocabulary". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25334980.

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4

Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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5

Lau, Chi-leung Allen. "A study of errors made by F4 students in their written English with special reference to determiners". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31943652.

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Pietilä, Päivi. "The English of Finnish Americans with reference to social and psychological background factors and with special reference to age /". Turku : Turun yliopisto, 1989. http://catalogue.bnf.fr/ark:/12148/cb39086953s.

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7

Mabunda, Idah. "The impact of zero equivalence on translation with special reference to English and Xitsonga". Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1096.

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Thesis ( M.A. (African Languages)) --University of Limpopo, 2013.
This study examines the impact of Zero equivalence when translating Xitsonga to English and vice versa. Translation is essential in everyday communication, therefore it is important to choose the accurate equivalent variant during the process if not so misunderstanding occurs especially where the target language has nil elements for a particular concept. In this study semi-structured interview was conducted and it is discovered that in place of zero equivalent variants different strategies were provided by different respondents to overcome the deficiency which target languages experience. Looking for sameness of meaning during communications exposes insufficiency of words, phrases and concepts in translating languages with different culture.

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8

Bayar, Monia. "Intentionality in translation : with a special reference to Arabic/English translation". Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/17540.

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This work springs from the subjective need for limiting the translation bias. It has been noticed that a considerable amount of translation is allowed to be published and read mainly due to the importance of its readability in the target language and often overlooking the goal(s) of the source text. This seems to derive from two common presumptions: (1) That a text goal is the result of an irretrievable and indescribable intentionality and (2) That target text readability and the preservation of the source text goal are two incompatible goals of translation. And this is in turn the result of the long lived dichotomy of translation studies into literal and free or text-based and reader oriented approaches. This work attempts to show that both (I) and (2) are misconceptions. Given a reasonable characterisation, intentionality is retrievable from the text itself and revealing of the text goal, the preservation of which does not exclude the readability of the TT and vice versa. Based on pragmatic insights drawn mainly from the Gricean Maxims and Cooperative Principle, Speech Act theory and the Text Linguistic model, this work proceeds to argue the case by analysing three Arabic texts and their twenty-two translations (each text is translated seven to eight times by different translators). These are of three most common types of prose: the expository, the argumentative and the instructive types. The analysis revolves around the identification of the text goal in the SL and its preservation in the TL. During this process a number of models and theories that constitute a controversial view of intentionality are outlined and discussed with a view to breaking the polarity they form and finding a medium path that is apt for charting more plausibly the context, the text and the process of translation. It is hoped that the implications of such work will help improve the quality of translation, provide a more explicit and plausible contribution to the account for the process and to further the effort towards standardising the theory.

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9

Abu, Libdeh As'ad Jabr. "A discourse perspective on figurative expression in literary works with reference to English". Online version, 1991. http://bibpurl.oclc.org/web/23337.

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10

Lawrence, Helen Rachel. "Aspects of English : an examination of aspect within past temporal reference in northern British English". Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341495.

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11

Yim, Wing-ha. "Onomastics translation with reference to Chinese-English and English-Chinese examples in Hong Kong street names /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40687545.

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12

Yar, Mohamed Shirin Yassin. "Strategies of reading as communication with reference to Yemeni tertiary learners". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10020196/.

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Reading is an important skill for all languages and all language learning. It is a skill complex to understand, complex to teach and complex to learn. This thesis addresses the issue of reading from the reader's point of view. It provides a detailed analysis of the reading strategies used by the Yemeni learners of English at the tertiary level as they read textbooks. In doing so it draws from two domains of second/foreign language learning, viz reading and strategies. Within the framework of these two domains it focuses on readin g strategies, depending on the first part (reading) on the reader-text interaction view of reading and for the second part (strategies) on the conscious effort involved in solving a reading problem. It investigates two related aspects of the reading process: reading problems arising in the creation of meaning as far as the systemic and schematic knowledge is concerned and reading solutions as given by the reader. The concept of 'strategy' is first examined as it is found in learning and communication studies. It is then presented in reading and reading models. Studies that have addressed the issue are then reviewed. Reading strategies are investigated through a five-stage design where a different instrument is used in each stage. Subjects in each of the five stages (questionnaires, interviews, classroom observations, doze/recall tasks and verbal protocols in Li and L2) range from 60 to 100 in number, coming from two different disciplines, viz Education and Engineering. The data of the study are analysed using quantitative and qualitative techniques. The results present a picture of the strategies the readers used in reading texts in Arabic and in English in the form of some twenty-four different strategies, which are categorised as problem identifying and problem-solving ones. These strategies are then discussed with reference to the reading models presented earlier. On the basis of this, implications for theory and pedagogy are made.

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13

Mashamba, Mabula. "Translation and cultural adaptation with specific reference to Tshivenda and English". Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/2319.

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Thesis (M.A.(African language))--University of Limpopo, 2011
The aim of this study was to investigate the problems encountered by translators when translating medical terms from English into Tshivenda. It has been revealed in this study that the major problem that the translators are confronted with is lack of terminology in the specialized field such as Health. This problem is caused by the fact that different languages entail a variety of culture. The study revealed that most translators and lexicographers resort to transliteration and borrowing when confronted with zero-equivalence. They regard transliteration and borrowing as the quickest possible strategies. The study discovered that transliteration should not be opted as an alternative strategy to deal with zero-equivalence as users will be led to a state of confusion. The study revealed that communicative translation is regarded as the most fruitful method of translation as it conveys the exact message of the original in a best possible manner. Both the source and the target users get the same message.

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14

Al-Sa'adi, Waleed K. "Language studies and translation teaching with special reference to Arabic and English". Thesis, University of Bath, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237505.

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15

Lau, Siu-ting. "A study of language attitude and language attainment with reference to primary school students in Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36855753.

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16

Malallah, Seham. "A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning". Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.

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This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.

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17

Yeung, Ka-wai, e 楊家慧. "Pragmatics and translation: with reference toEnglish-Chinese and Chinese-English examples". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38280097.

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18

Wong, King-Wah, e 王景華. "An analysis of matriculants' writing with special reference to communicative functions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956877.

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19

Koo, Kyosung Koo Kyosung. "Effects of using corpora and online reference tools on foreign language writing a study of Korean learners of English as a second language /". Thesis supplement (Stimulated recall data, Korean):, 2006. http://ir.uiowa.edu/etd/65.

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20

Lee, Pui-wah, e 李佩華. "The study of English in China with particular reference to accent and vocabulary". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3195361X.

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21

Abdullah, Khaled. "The analysis and classification of English idioms : with special reference to the comprehension of English idioms by advanced Syrian learners of English". Thesis, Birmingham City University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263386.

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The study deals with English idioms from a pedagogical point of view. It draws attention to the fact that the use of idioms in a language is such a widespread phenomenon that we cannot continue to ignore them especially in disciplines such as language teaching and language learning. The study attempts to analyse the phenomenon of idioms diachronically and synchronically; to explain the process of idiom comprehension by foreign learners. The subjects of the study were Syrian undergraduates of English, who were largely unaware of the use of idioms among native speakers of English, since the foreign-language teaching system did not provide the chance where learners could be in frequent contact with the native speakers of the foreign idiom. The first stage of the research presents a brief swvey of some perspectives on idioms as a linguistic phenomenon. It begins with an examination of earlier views of idioms. At the end of this stage, a working definition of the idiom is suggested. The second stage smve)(S processes of idiom formation and explains how idioms have been dealt with in psycholinguistics and sociolinguistics, revealing the procedures for processing and understanding idioms. The third stage is empirical and the goal of which is to demonstrate how English idioms pose a problem in the process of teaching them to foreign learners. The fourth stage of the research is concerned with analysing idioms synchronically. The view maintained at this stage is that the relationship between idiomatic expressions and their meanings is not arbitrary, since these idiomatic meanings can be attained through an appeal to conceptual metaphor theories and the semantic constraint approach. The fifth stage is dedicated to the analysis of the findings which resulted from the investigation in the previous stages. Following on from this analysis, some suitable methods and effective activities for teaching English idioms to foreign learners are proposed. In brie£: the research on idioms in this study could prove fruitful in inspiring potential applications in pedagogy and language learning; in lexicography; in translation; and in computational linguistics.

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22

Lok, Mai-chi Ian. "The study of "fluency" in English with reference to corpus linguistic data from Hong Kong and Great Britain /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472698.

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23

De, Klerk Vivian Anne. "An investigation into the language of English-speaking adolescents, with particular reference to sex, age and type of school". Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23092.

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24

Yim, Wing-ha, e 嚴泳霞. "Onomastics translation: with reference to Chinese-English and English-Chinese examples in Hong Kong street names". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40687545.

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25

Qi, Ruying, University of Western Sydney, of Arts Education and Social Sciences College e School of Languages and Linguistics. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child". THESIS_CAESS_LLI_Qi_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/466.

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This longitudinal study aims to trace the developmental route from nominal to pronominal reference to person in a bilingual first language acquirer of two typologically distinct languages : Mandarin and English. The study reveals that experiencing different types of input influences the speed and movement by which personal pronouns are learned in language production. The study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environment which is fundamentally unlike the one parent-one-language setting. The data-set of the work consists of over 65 tape recorded sessions of naturalistic speech collected over 30 months in context-based language use in either Mandarin or English, where Mandarin is the home(and minority) language spoken by both parents and other family members while English is the(dominant)language of all other environments.
Doctor of Philosophy (PhD)

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26

Gajjout, Hassane. "Strategic politeness enactment in first and foreign language acquisition: with soecial reference to moroccan learners of english". Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212282.

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Qi, Ruying. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child". Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/466.

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This longitudinal study aims to trace the developmental route from nominal to pronominal reference to person in a bilingual first language acquirer of two typologically distinct languages : Mandarin and English. The study reveals that experiencing different types of input influences the speed and movement by which personal pronouns are learned in language production. The study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environment which is fundamentally unlike the one parent-one-language setting. The data-set of the work consists of over 65 tape recorded sessions of naturalistic speech collected over 30 months in context-based language use in either Mandarin or English, where Mandarin is the home(and minority) language spoken by both parents and other family members while English is the(dominant)language of all other environments.

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28

Woo, Ka-hei Michelle, e 胡嘉熙. "An analysis of gender and discourse with reference to data from the Hong Kong International Corpus of English". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31952495.

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29

Nthambeleni, Mashudu. "A critical analysis of the role of translation in lexicography with reference to English-Tshivenda bilingual dictionaries". Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1765.

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Thesis (Ph.D.) --University of Limpopo, 2016.
Lack of properly translated Tshivenḓa-English dictionaries is a great challenge to dictionary users. In an attempt to address this challenge or problem, linguistic approach has been employed in this study, which was conducted in Vhembe District in the Limpopo Province, South Africa. This study critically analyses the role of translation in lexicography with special reference to selected Tshivenḓa-/English bilingual dictionaries. The selected dictionaries are: Tshikota’s (2006) Tshivenḓa/English Ṱhalusamaipfi Dictionary and Van Warmelo’s (1989) Venḓa Dictionary. The aim of this study was to examine the role of translation in lexicography with special reference to Tshivenḓa-English dictionaries. This study utilised a qualitative technique to collect the data and interviews were conducted with lexicographers, university lecturers, language practitioners, Tshivenḓa grade 12 educators and court interpreters. Data were analysed based on different answers from different questions posed to different respondents. The study showed that people who compile dictionaries and do translation, do not have proper background in translation. In addition, some of the people are not fluent in both the source and the target languages. It is recommended that in order to produce user-friendly dictionaries, compilers and translators should get a proper training in translation. In addition, translators should be fluent in both the source and target languages. Finally, school books (including prescribed and content books), should be translated in order to provide effective teaching and learning.

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Goumandakoye, Amadou Z. "An evaluation of secondary education in Niger, with particular reference to English language teaching". Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1173/.

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31

Aldradi, Ibtesam. "Quality assessment of English language programmes in Libyan universities : with reference to Tripoli University". Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4364/.

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This study examined the quality of English language programmes at Libyan universities and in particular at Tripoli University, in order to identify the factors that have contributed to the decline in standards of students studying English at degree level. The motivation behind selecting this topic area is that English language programme at Tripoli University is dated and not fit for purpose. Thus English programmes are in need of major changes to improve students’ language skills. There is a broad literature on the need for research on language programme evaluation across many parts of the world. Many educational systems and teaching institutions undertake periodic evaluation of their programmes. Many key authors agree on the importance of evaluation and argue that evaluation is more than just the collection of information and data, it involves making judgements about the worth, merit or value of a programme. Programme evaluation is also a form of validation process to find out if the assessed programme is fit for purpose and meets the students’ needs and expectations. This study adopted a mixed methods approach as relying on one single research approach and strategy would reduce the effectiveness of this study. The rationale for adopting a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Thus quantitative data were collected through questionnaires involving (300) students at Tripoli University (Libya) and was analysed using SPSS. This was supported by qualitative data using semi-structured interviews involving eight lecturers at Tripoli University using content analysis. The findings revealed that most of the students recognise the need for radical changes to revamp the language programme to address the decline of English language skills. Students are aware of their inadequate English standards, as the findings showed that a majority of students had positive attitudes and were highly motivated to learn the English language. The conclusions indicated that the English language programme has major shortcomings that need to be addressed such as resources, teaching and learning facilities, training workshops for staff development and insufficient library resources. The results also clarified that the English language programme needs to be evaluated on a regular basis in order to assess its effectiveness in order to enhance the quality of education. The study makes suggestions that will have implications for improvement and development for the English language programme. A framework is proposed to reform and revamp the English language programme. This study contributes to raise awareness regarding the importance of evaluating English language programmes, to allow decision-makers to take necessary steps to promote the English language. This study also makes a theoretical contribution by expanding the literature on the research topic which is Quality assessment English language programmes at Libyan Universities. It also raises awareness about the root causes of the decline of English language standards.

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32

Suen, Wai-chung, e 孫衛忠. "Modifiers in the Chinese press in Hong Kong, with special reference toEnglish influence". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948856.

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33

Qi, Ruying. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child". View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050615.150212/index.html.

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34

Lau, Chi-leung Allen, e 劉志亮. "A study of errors made by F4 students in their written English with special reference to determiners". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31943652.

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35

Diab, T. A. A. "The role of dictionaries in ESP, with particular reference to student nurses at the University of Jordan". Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234504.

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Chow, Pok-man Susanna. "The study of Hong Kong English vocabulary, with particular reference to the study of official and political discourse in the HKSAR". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23473083.

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37

Chu, Wai-ling, e 朱慧玲. "A linguistic description and analysis of interlanguage errors, with reference to the written work of some secondary school students inHong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949277.

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38

Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.

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Hamid, Rohani Abdul. "The teaching of English in secondary schools in Malaysia with specific reference to workplace needs". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259993.

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40

Sarab, Mohammad Reza Anani. "Communication strategies in second language teacher talk with special reference to Iranian teachers of English". Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/764/.

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The focus of this study is the use of communication strategies in teacher talk in ESL/EFL classrooms. Communication strategies consist of adjustments made by speakers to the formulation of their talk in order to facilitate communication, and these are clearly a potentially important aspect of teacher talk. Limiting communication strategies to those adaptations evident in the details of the interaction, the study uses a mixed method design to investigates firstly the type and frequency of communication strategies and their patterns of relationship across teachers grouped in terms of language background and teaching institution; and secondly the type and frequency of strategy use in relation to the focus of talk across the different phases of a standard lesson. The participants were three native speaker and six non-native speaker teachers, across three different ESL/EFL instructional settings. The data consist of a total of twenty seven recordings, made up of three lessons with each teacher. The study reports results from three phases of analysis. The categonsation phase leads to an operational definition of communication strategies which integrates conversational modifications with lexical -compensatory strategies. The quantification phase of the analysis shows that the two types of strategy occur with different frequencies and functions. No important differences were found between NS and NNS teachers. However, significant taskrelated differences were detected. Finally a case study of three teachers revealed a relationship between the focus of talk and the incidence of communication strategies across the phases of the analysed lesson. The implications of these results are firstly that communication strategies are indeed a central element of teacher talk; secondly, that lexical compensatory strategies and meaning negotiation strategies both contribute significantly to the construct; thirdly, that their use is important for both native speaker and non-native speaker teachers; fourthly, that they are used with significantly different frequencies and functions; and finally, that their use is influenced by teaching focus and activity type. It is also likely to be affected by factors such as teaching style. The thesis argues that, on the basis of the findings, further research into the use of communication strategies in teacher talk could make a significant contribution to teacher education.

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Suen, Wai-chung. "Modifiers in the Chinese press in Hong Kong, with special reference to English influence". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/hkuto/record/B31948856.

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Al-Busaidi, Khamis A. K. "English in the labour market in multilingual Oman with special reference to Omani employees". Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260654.

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Kanazashi, Takashi. "User's guides in English-Japanese dictionaries for learners, with particular reference to grammatical information". Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368369.

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Tagliamonte, Sali Anna. "A matter of time: Past temporal reference verbal structures in Samana English and the Ex-Slave Recordings". Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7725.

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This dissertation is based on two corpora of Black English. The first, the Samana English Corpus is a series of recorded conversations with very elderly residents of the Samana peninsula in the Dominican Republic. They are the descendants of American Ex-Slaves who immigrated there just after emancipation. The second, the Ex-Slave Recordings are interviews with American Ex-Slaves conducted in the 1930's. These corpora represent two, of the very rare, oral data bases which can tell us what Black English was like at an earlier point in time. The focus of our investigation was the past temporal reference system. Here, variable marking patterns among tense/aspect morphemes suggest that there are underlying differences between white and black varieties of English. We considered every verbal structure used to mark past time. This encompasses a wide range of different morphological types--base forms, e.g. I walk, suffixal inflections, e.g. I walked, suppletive forms, e.g. I went, pre-verbal items such as auxiliaries, e.g. I used to walk, as well as auxiliary/inflection combinations, e.g. I have walked/I have gone/I was walking. Many of these are used interchangeably, possibly as alternative semantic categories. Each of these forms was examined quantitatively with respect to many contextual features and from all areas of the grammar--phonology, syntax, semantics and discourse. Our results suggest some general patterns to temporal structure and organization. For example, we found that the existence of a preceding verbal mark was significant to all the variables we examined. An overt mark or no mark at all, led to more of the same. Such a counter-functional effect, although unattested in any English variety, is distinctly unlike a Creole system where overt marking is said to lead to unmarked forms. We concluded that there is very little evidence that the variable past temporal reference verbal structures in Samana English or the Ex-Slave Recordings can be attributed to Creole-like temporal organization. To the question of whether they represent English processes--there is little evidence that they do not. It remains to be seen, however, whether these results will be confirmed or contrasted in other Creole and/or English varieties (either Black or white). (Abstract shortened by UMI.)

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Shaer, Benjamin M. "Making sense of tense : tense, time reference, and linking theory". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34452.

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This study examines the forms and meanings of tensed and non-tensed clauses in English, and proposes an analysis of them that is 'Reichenbachian' in spirit and syntactic in orientation. The study considers tensed verb forms in simple sentences, focussing on 'present', 'future', and 'perfect' forms and their interaction with adverbials of temporal location; and those in complement, relative, and temporal clause constructions. It also considers three types of non-tensed verb forms--infinitives, gerunds, and 'bare infinitives'--in verb complements.
The study demonstrates that the interpretation of tensed and non-tensed forms can be described in terms of Reichenbach's (1947) temporal schemata, which express relations between 'S' ('speech time'), 'R' ('reference time'), and 'E' ('situation time'). However, its central claim is that the tensed forms themselves are 'temporally underspecified', encoding relations between 'S' and 'R', and leaving the relation between 'R' and 'E' and the location and duration of both of these intervals to be determined by lexical properties of the verb and its arguments, temporal adverbials, and context. Non-tensed verbs forms have a similar syntactic representation, differing primarily in not fully encoding a relation between 'S' and 'R'. This claim is cashed out in terms of two devices: a feature system that expresses tenses as particular values of the feature matrix (Anterior, Posterior); and a device of 'tense linking', based on Higginbotham's (e.g. 1983) proposal for binding theory, which associates verbs with temporal adverbials or tensed Infl, and one (tensed or non-tensed) Infl with a higher one.

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Dang, Tien Ngoc Dung. "An Inquiry into the Impact of the Mother Tongue on Vietnamese Adult EFL Learners’ Speech Intelligibility with Reference to Syllable Structure". Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366941.

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This thesis seeks to investigate how the mother tongue of 50 Vietnamese university EFL students impacts on their intelligibility in oral communication, with specific reference to syllable structure. The assumption is that there is interference between the native language (L1) and the new language (L2), and negative transfer of native oral usage habits to the target language, which affects the students’ intelligibility. Additionally, the current study also examines other potential reasons for the participating students having pronunciation errors. Mixed methods for data collection and analysis – a quantitative approach and a qualitative approach – have been used to explore these issues. The quantitative data and results provide the general picture of the research problem, whereas further analysis and rich data gained through qualitative data collection have refined, extended, and explained the intelligibility problem of Vietnamese English speakers in depth. The findings show that Vietnamese adult EFL speakers’ intelligibility is so low and that syllable structure errors impact on the students’ speech intelligibility. The syllable structure errors are generally caused by the application of Vietnamese syllable structure in the pronunciation of English syllables in the pronunciation tests. For instance, Vietnamese open syllables were used by the 50 informants to articulate English close syllables during the pronunciation tests.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Woo, Ka-hei Michelle. "An analysis of gender and discourse with reference to data from the Hong Kong International Corpus of English". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161641.

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Peddie, Mary Elizabeth. "A study of consolation poetry of the fourteenth century, with particular reference to The book of the Duchess, Pearl, The parlement of the thre ages and sundry minor poems on death". Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/22217.

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Bibliography: pages 171-178.
Fourteenth-century man saw around him constantly the immediate prospect of death. Not only the high mortality rate and the universally public death-bed scene which had always been present, but pestilence and war emphasized the proximity of the dread messenger. Around him he saw sculpture and painting, in churches chiefly but not confined to them, depicting the horrors of death and judgement and he was accustomed to hearing sermons and verse which dwelt on the subject in lurid detail. Death to fourteenth-century man was not so much fear of the unknown since the whole process was, up to a point, readily observable and thereafter authoritatively mapped out by the church. Although the departed soul may be destined for the joys of the Beatific Vision, nevertheless those left behind experience loss, uncertainty of the loved one's fate, the often traumatic physical sight of the death-bed and the unwelcome reminder that this is the fate that overtakes everyone. However joyous may be the wished-for reunion with God, one cannot help viewing reality. The cherished body becomes loathsome. In the face of this terror, some form of consolation is required, leading to resignation to the inevitable. The way fourteenth-century man looked at death is well illustrated in the enormous body of literature on the subject. From this plenty has been selected Chaucer's Book of the Duchess, a gentle work which keeps Death at a distance; Pearl, an anonymous work depicting the handling of grief at the loss of a child; The Parlement of the Thre Ages which deals harshly with its audience in order to teach its lesson and contains most of the themes which recur in the final chapter, where a small selection of didactic and homiletic poems is considered. All the writers are English but attitudes in Western Christendom show, at a cursory glance, the similarities one might expect from cultural and religious homogeneity. The selection was made to demonstrate both this unity of outlook and the various treatments of the theme of death. The conclusion is a summary of the evidence from Chapters I to IV for the fourteenth-century attitude to death and a brief comparison with a modern work on the subject.

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Lau, Siu-ting, e 劉小婷. "A study of language attitude and language attainment with reference toprimary school students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36855753.

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Lok, Mai-chi Ian, e 樂美志. "The study of "fluency" in English: with reference to corpus linguistic data from Hong Kong and GreatBritain". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953165.

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