Teses / dissertações: "Language Studies"

1

Coxall, Helen. "Studies in museum language". Thesis, Oxford Brookes University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294222.

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2

Broihier, Kevin J. (Kevin John). "Case studies in language learnability". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10617.

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3

Fountain, Amy V. "Introduction to Navajo language studies". University of Arizona Linguistics Circle, 2008. http://hdl.handle.net/10150/126385.

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Coyote Papers, Vol. 16 features a combined bibliography for all articles in the issue. This bibliography is available at http://arizona.openrepository.com/arizona/handle/10150/125965
This chapter briefly describes traditional approaches to the grammatical structure of Navajo, and is intended to provide definitions and examples of important and basic terms and concepts used (and perhaps argued against) in the rest of the papers in this volume. Readers who are unfamiliar with the Navajo language, or with the linguistic literature about Navajo, are encouraged to read this chapter before delving into the subsequent articles in this volume.

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4

Goldberg, Donna. "Studies in the language of Menander". Thesis, University of Oxford, 1997. http://ora.ox.ac.uk/objects/uuid:e99b7013-b37b-4f59-b8ab-b726febe22d1.

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In my investigation of the use of the perfect (part I) and of hyperbaton (part II) I address a cross-section of syntactical questions which reflect elements of the language of drama, of New Comedy, of the end of the classical period, of verse, and of a conversational register in a literary dialogue form at times naturalistic, and at others conventional, rhetorical, or formulaic. 1. I describe the use of the perfect indicative in Menander from various angles including a survey of the perfects found in Menander from verbs which were not previously attested in the perfect (1.7); the notion of innovation is challenged in the face of the accident of attestation and the different genres of the different sources, and I refer to the general problems of studying a dead language. In the following section I describe the typical use of perfects by grammatical categories (2.1), and extra- grammatical categories including discourse mode, sentence-type and non-hypotactic dependence (2.2), and lexical criteria (2.3). In the taxonomy of my description and in my analysis I apply the principle that verbal categories and their morphological manifestations are fluid and complex rather than discrete. For example, in my attempt to understand the use of the temporal value of the perfect I take into account compositional elements such as the use of adverbs (2.1.5); for mood, I try to illustrate the illocutionary wealth of the perfect indicative (2.2.2) and relate this to the relative absence of non-indicative perfect forms (2.1.3) as well as to the frequency of perfects in dialogue mode (2.2.1). The principle of the integration of categories, grammatical and metagrammatical, is seen in the correlation between the low incidence of perfects in subordinate clauses (4) and the exposure of other mechanisms for dependence (2.2.3) which are a particularly salient feature of the dialogue mode: dependence may be logical, or communicational ('stimulus and response' 2.2.3b). Along with (2.2.3), and hypotactic subordination (4), I also consider the transitivity of the perfect (3), not only an exercise in description, but in order to argue that in Menander's time (and genre etc.) perfects are less often transitively used than not; I show that examples with direct objects display weak transitivity (3.2.1, 3.2.4). A relatively weak transitive use supports (although is not synonymous with) the argument that these are not 'resultative' perfects in the sense that they approach aorists. My primary aim is to describe the workings of the perfect and its syntactic environment in Menander, and not to enter into the controversy over the chronology of the resultative perfect. However, evidence points to Menander's retaining a classical use of the perfect quite distinct from the aorist: the perfect is not used as a narrative tense (5), and when it is found in narrative passages it either exits the narrative frame or serves as a border or as a rhetorical or structural 'signpost'. In (5) I also discuss some narrative patterns which are typical of New Comedy, and the consistent use of perfects in direct speech within a past setting. 2. Greek word order is 'free but not arbitrary', to quote Marouzeau. One of the less arbitrary features is the tendency for certain modifiers to be adjacent to their head noun. In part III examine the separation of four modifiers from the substantives they modify: numerals (2). indefinites (3), possessives (4) and the demonstrative OUTOC (5). I move from the inherently most closely cohering (numerals) to the most loosely (demonstratives are often interpreted as being in an appositive or predicative rather than an attributive relation). The enclitic forms, especially of possessives (4.3), are more closely studied since they are also used in later classical Greek as an alternative to the dative forms of the enclitic pronouns in the 'sympathetic' function. In such cases (as with 'loose' demonstratives) the affiliation of the genitive enclitic must be reassessed. As an exercise in description, and in the principle of cumulative evidence, I try to interpret the effect created by the use of hyperbaton in terms of degrees of nuance, emotion, and disruption to the sentence. The nature of the intervening element and the structure of the rest of the sentence are important factors. In Menander's genre certain contexts recur, and certain nuances, tones and attitudes tend to be emphasized.

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5

Haverling, Gerd. "Studies on Symmachus' language and style /". Göteborg : Acta Universitatis Gothoburgensis, 1988. http://catalogue.bnf.fr/ark:/12148/cb35520857h.

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6

Perry, Timothy. "Language rights, ethnic politics : a critique of the Pan South African Language Board". Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/5957.

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7

Schmitt, Melanie. "Studies in second fronting". Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.

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Thesis (MPhil(R)) - University of Glasgow, 2008.
MPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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8

Gao, Gao. "Taboo Language in Sex and the City : An Analysis of Gender Differences in Using Taboo Language in Conversation". Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-943.

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Taboo language is a broad definition, and researchers have defined it in various categories. Using taboo language, to a great extent, is widely considered as offensive and inappropriate, as well as a specialty of men rather than women. Men and women are often said to use taboo language differently. This study aims to analyze the use of taboo language in conversations of women’s, men’s and mixed-gender talk in some episodes from the American TV series Sex and the City. The study will examine the differences and similarities of using taboo language in male and female speech in terms of gender differences, and conversational strategies in general.

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9

Madlala, Mbusiswa Hezekiah. "Heavenly conversation in cosmic language". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/14406.

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Bibliography: leaves 76-82.
This study focuses on the centrality of the Logos theme in the prologue of the Fourth Gospel. The study demonstrates that the author of John's Gospel is keen to present to his audience the uniqueness of the Word which became 'umuntu' or 'flesh'. Apparently, the author of the Gospel is in interlocution with various strands in his audience who have a different understanding of the Logos. Second, we discern a movement that ascends from verse 12 which is seen as the proof of the prologue. In his ascension, the Logos dwells, embraces, and befriends those who accept him. The dialectic between those who reject him and those who accept him calls for a sociolinguistic approach in order to highlight what the discourse of the author is all about. The methodology that is employed in this study is that of sociolinguistics, and with the emphasis being on antilanguage. John consciously uses a dialogical method in order to distinguish between those who speak the language of the rejection of Jesus, and those whose language is different from the opponents of Jesus.

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Cordero-Campis, Lydia. "Confrontando caras| Confronting language, facing cultural identity". Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127796.

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Ethnic identity can be subject to both passive and overt review, which has the potential to cause traumatic fracture of identity. I am a second generation American-Puerto Rican, which can be defined as a person born in the United States of native Puerto Rican ancestry. Personal identity is constructed in part via social and linguistic associations that work with, and against, the cohesive development of an individual’s claim to his or her identity. From the standpoint of a non-fluent Spanish speaker of Puerto Rican descent, I analyze the connection between place, language, and in particular, face-to-face communication, as these aspects come together in developing/disassembling identity. The major focus of this thesis concerns the power of the face as a point of (mis)recognition between people, the site in which a confrontation of identity takes place, in conjunction with spoken language.

The face is the essential locus on the body for recognizing that the person before you is indeed a person; from that point forth, identity is revealed and awareness of subjectivity constructed. Stuart Hall discussed the construction of identity through the concepts of the enlightened subject, the sociological subject, and the post-modern subject. I will be referring to an individual’s identity in terms of these three models, while focusing on ethnic and cultural associations. It should be understood that in my discussion of face, “face” is not comprised solely of what rests above one’s shoulders; rather, the concept incorporates the entirety of an individual’s physical representation. I will question the ways in which language shapes identity, and how culture(s) and society reinforce it. I will also explore the conflict that unfolds when one is denied ownership of the identity that one has established as true. This analysis incorporates philosophy and cultural theory, including, but not limited to: Emmanuel Levinas’ “Face of the Other,” which professes that we must not inflict conceptual violence on the face of the person standing before us; additionally, Gloria Anzaldúa’s theory of the ethnic face and haciendo cara (making face), which states that minorities (women in particular) must construct layers of masks in order to adapt, and to deflect persecution.

Language defines the borders of “face,” and urges us to construct a binary of correct and incorrect, true and false. However, a person’s identity cannot be false, because subjectivity exists beyond language. In the context of this thesis, I re-frame the individual’s frustrations with misrecognition of ethnic identity, through my focus on face and fluency, or lack thereof, in a particular spoken language. Through my video practice, I have forged a new pathway to explore these dualities. In a self-revelatory process, this project guides the viewer through a mixed media visualization of ethnic authentication and judgment.

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11

Stuntz, Daniel Fuller. "Enhancing Japanese Language Materials Development: An Analysis of Usability and Accessibility Issues of Computer-Assisted Language Learning (CALL) Solutions in Japanese Language Pedagogy". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420564963.

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12

Ecke, Peter 1964. "Cross-language studies of lexical retrieval: Tip-of-the-tongue states in first and foreign languages". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282099.

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This dissertation investigates "tip-of-the-tongue" states (TOTs) in native speakers of English, Russian, and Spanish, studying foreign languages, and in fluent Spanish-English bilinguals. Study (1) explored retrospective reports of subjects' every-day experiences with TOTs. Study (2) investigated TOTs (fragmentary information, associated words, resolution type) that were recorded in structured diaries over a four-week period. Experimental study (3) examined TOTs elicited through definition and translation primes in Spanish-English bilinguals in the U.S., and speakers of Spanish in Mexico. Studies (1) and (2) found that English, Russian, and Spanish TOTs display similar characteristics, but also differences concerning reported letters, syllable numbers, and associates. Foreign language TOTs also displayed differences compared to first language TOTs (different target word types, more phonologically related associates, 24% interlingual associates, extensive reference use). Bilingual TOTs involved 22% interlingual associates and above-average resolutions through reference use. Most of the TOT targets across all groups were nouns; proper names occurred relatively infrequently. Subjects' access to gender in Russian and Spanish noun TOTs, strong syntactic constraints on word associates, and the similarity of most target-associate pairs in either meaning or form support two-stage models of lexical production: Word meaning and syntax is processed at a first stage, dissociated from a second stage at which sound structure is accessed. Study (3) elicited high TOT rates for targets from the diaries supporting the respresentativeness of the diary data. Bilinguals were found more susceptible to TOTs (32%) compared to the control group (14%). Translation proved to be a useful TOT elicitation technique reducing ambiguity compared to definition primes. A comparison of targets of different cognate status found increased recall for cognates compared to non-cognates but no reduction in TOT elicitation. Concerning TOT causation and development, it is argued that neither the incomplete activation hypothesis nor the blocking hypothesis can completely account for this data corpus. Various TOT types were suggested: incomplete activation (with or without non-blocking or facilitating associates), incomplete activation with late blocking associates, and early blocking. Whereas most TOTs appeared to be the product of incomplete target activation, some TOTs occurred as a consequence of word substitution errors.

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13

Giacherro, Traci Lee. "Effects of Receptive Language Deficits on Persisting Expressive Language Delays". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4949.

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Predicting language outcomes in children who at age two are "late talkers" is a concern of Speech Language Pathologists. Currently, there is no conclusive data allowing specialists to predict which children will outgrow their delays and which children will not. The purpose of the present study is to analyze the effect of a receptive language delay on the outcome of the slow expressive language delayed child, and determine whether or not it is a viable predictor of poor outcomes. The subject information used in this project was compiled from the data collected and reported by Paul (1991) during the Portland Language Development Project (PLDP). Children in the PLDP first participated in the longitudinal study between the ages of twenty to thirtyfour months. They were categorized as being slow in expressive language development if they produced fewer that fifty intelligible words during this age range. They were then subgrouped into an expressive-receptive delayed group if they scored more than one standard deviation below the mean on the Reynell Developmental Language Scales. Of the twenty-five subjects with complete data over the five years of the study, nineteen were considered to be solely expressively delayed, while the remaining six were classified as having both an expressive and a receptive language delay. Lee's Developmental Sentence Scoring (DSS) (1974) was used to track the subject's expressive language abilities to the age of seven. DSS scores were analyzed yearly, using the Mann-Whitney nonparametric statistical test. This would determine whether the subjects considered to be both expressively and receptively delayed were exhibiting more difficulties in their expressive language abilities than those subjects with expressive delays alone. The results of the study indicated that significant differences did not exist between the two groups. Therefore, there was insufficient evidence to conclude that a receptive language delay at twenty to thirty-four months of age is a feasible predictor of lasting expressive language delays. This leads to the recommendation that additional research be conducted focusing on areas other than receptive language abilities as being predictors of poor expressive language outcomes.

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14

Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.

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15

Balen, Julia Therese. "Embodied subjectivities: Power, gender, language". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186177.

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The speaking subject, or the self, in white Western language and literature predominantly functions as a disembodied construct. Two influential constructions of self exemplify this disembodiment. Cogito ergo sum, as it has been developed outside of Descartes' works, claims subjectivity on the basis of thought alone, potentially relegating all other elements of human existence to non-subjectivity. Desidero ergo sum, as psycho-linguistically developed by Lacan, claims subjectivity only through language, which requires explicitly gender-based disavowals of embodiment. While the desidero disrupts the cogito by theorizing the impossibility of any definitive 'knowledge' of self, both constructions of self function dichotomously (mind/body, male/female; etc.) wherein the "first" element defines itself by not being the "second." These constructs empower those who can effectively disembody themselves (e.g., those who can claim masculinity) at the expense of those who are therefore necessarily, psycho-socially marked with embodiment (e.g., those marked with the feminine). In response, this dissertation conjoins Elaine Scarry's "reading" of torture with mostly Irigarayan developments of gender and subjectivity tempered by Monique Wittig's critique of "the mark of gender," to ironically pose sentio ergo sum in order to tease open both the pretense to universality and the oppressive dichotomizing of hegemonic subjectivity. Calling on a wide range of theories in English and French in an effort to bring the highly theoretical, 'disembodied' discourse that surrounds subjectivity 'down to earth,' I consider the ways in which several contemporary writers and theorists work to create new subjectivities by reconfiguring the relationship between language, self, and embodiment. Roland Barthes' specular search, Luce Irigaray's multivalent "lips", and Julia Kristeva's motherly voice offer problematic theoretical resistance to the dichotomizing heterosexual masculinization of all subjectivity. Similarly in fiction Marguerite Duras's "ravishing" of the subject and Monique Wittig's "lesbianization" of the subject offer very different attempts to alter the patriarchally constructed bounds of subjectivity through radical embodiment. Seen together, the works of these writers offer insights into the importance of embodiment for any challenge to the culturally constructed and personally limiting images of "the speaking subject."

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16

Lipka, Michael. "Four studies in the language of Vergil's Eclogues". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313113.

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17

Stripp, M. G. "Syntagmatic associations in cross-language studies and bilingualism". Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370820.

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18

Gillani, Samia. "The English language needs of Islamic studies students". Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1784/.

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19

Haley, Jamalieh. "Escalating Language at Traffic Stops: Two Case Studies". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3887.

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In recent years, the public has seen a rise in recorded footage of violent encounters between police and Black American citizens, partially due to technology such as cell phones, dash-cameras, and body-cameras. This linguistic study examines how these encounters get escalated to the point of violence by asking 1) what kind of directives were used, 2) how were they responded to, 3) how the directives contributed to escalation, and 4) how might power and authority have played a role. I use two case studies to analyze directives and their responses. Findings reveal that repetition of directives on the part of the officers, as well as the rejections to those directives on the part of the motorists tend to aggravate the conversation. I conclude that a variety of directives may represent a variety of reasons the officer might have for a motorist to comply with their directives and that police authority might be better understood and agreed to by the motorist if a variety of linguistic resources were used.

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20

Ntete, Susan. "Case studies of second language learners who excel at writing in English". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003310.

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This study, which was carried out in Mdantsane township in the Eastern Cape, attempts to explain why some learners from the former Department of Education and Training, and whose mother-tongue is Xhosa, are more proficient English Second Language (ESL) writers than others. As one who grew up as an ESL learner, and has taught as an ESL teacher in this area, my interest in this field of study has been triggered by the concern of one who has experienced educational disadvantage. My understanding of what it means to be an ESL writer, given the status that English enjoys in South Africa presently, has been the motivating force behind this study. The study focuses on competent ESL writers. It is hoped that other researchers, teacher educators and teachers will learn something from the practices and strategies used by the learners in this study. In its investigation this study employs case studies. For purposes of triangulation, multiple sources of data collection have been used. The major areas of focus are on the learners and their ESL writing practices. Collection of data includes formal interviews with both ESL learners and their teachers, informal interviews with the learners' Xhosa teachers, observation as well as text analysis. The findings of the study suggest, among other things, that more often than not, it is learners who are motivated extroverts, ambitious go-getters and uninhibited survivors who become excellent ESL writers. Like any study, this has certain limitations. As a result the interpretation of data has been expressed in tentative terms. This does not mean that there is nothing to be gained from a study of this nature. Instead, the aim is to challenge more researchers to take up this issue, so that generalis ability across case studies can be achieved.

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Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.

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22

Hare-Blye, Cynthia Lee. "Gender Differences in Slow Expressive Language Development". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4854.

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The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys versus girls who are late to start talking as toddlers. The research hypothesis was that boys who present as LT toddlers would score significantly higher than LT girls at each age level tested. The DSS is a norm-referenced instrument that assesses age-appropriate morphological development and syntax. The LT subjects used were part of the Portland Language Development Project, a longitudinal study. Spontaneous speech samples were collected, transcribed, and analyzed using the DSS procedure once each year from the time they were approximately 3 years of age, until the age of 7. Late talking children in this present study were grouped by gender. A Chi Square test was used to determine if the proportion of males scoring above the 10th percentile on the DSS was significantly different than the proportion of females scoring above the 10th percentile at each age. Results from this analysis indicated that at the age of 3 years, more boys than girls scored above the 10th percentile on the DSS. There were no significant differences found at the ages of 4, 5, 6, and 7. At-test was used to compare average DSS scores between the two genders for each year of the study. This test revealed a significant difference between the LT girls' and LT boys' scores at the age of 3 years. No significant differences were found for the subsequent years. However, difference between boys' and girls' scores at age 7 approached significance, with boys again scoring higher.

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Black, Merja Riitta. "Studies in the dialect materials of medieval Herefordshire". Connect to e-thesis, 1997. http://theses.gla.ac.uk/775/.

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Thesis (Ph.D.) - University of Glasgow, 1997.
Ph.D. thesis submitted to the Department of English Language, University of Glasgow, 1997. Includes bibliographical references. Print version also available.

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Ennis, Andrew Edward. "Legitimising language : 9/11 and liberal democracy". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/12372.

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Includes bibliographical references (leaves 62-63).
Since the famous 9/11 terrorist attacks in America, the American government has increased their military presence across the world, most notably by occupying Iraq and Afghanistan. This they have done under the banner of spreading liberal democracy to oppressed peoples in far off places, arguing that their actions represent asense of moral clarity and are necessary if the world is going to be safe from evil. This paper argues that the term liberal democracy and all the ideological rhetoric of freedom that is employed give the Americans a moral high ground from which they seek to excuse and legitimise their actions. This thesis shows how the framework of spreading liberal democracy has been and is being used in order to legitimise actions which appear to be contradictory to the professed goals of spreading liberty and equality, to oppressed people.

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25

Reid, Joshua. "Translation Studies". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2866.

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McGregor, Janice. "Learner Beliefs and their Implications for Language Learning". Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2814.

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In this thesis, learner beliefs and their implications for second language learning were examined. Individual learner differences have traditionally been measured statistically by using age, motivation and other variables that have been studied within a quantitative research framework. Recently, second language acquisition (SLA) research has been experiencing a shift from the etic, or outsider perspective to the emic, or insider perspective that is characteristic of qualitative research. Benson (2005) states, "learners are individuals and that their individuality may have significant consequences for their learning" (p. 5). Larson-Freeman (2001) ended her assessment of research by calling for "more holistic research that links integrated individual difference research from emic and etic perspectives to the processes, mechanisms and conditions of learning within different contexts over time (p. 24). Learner beliefs thus demand further exploration.

In order to show the implications that learner beliefs have for language learning, I met with three beginner German students and asked about their language learning processes and their language learning beliefs and experiences over a period of three months. This was done by conducting several interviews with these students, which provided me with a wealth of data to explore. This collected material and its potential influence on language learning was analyzed and is discussed in this thesis. This work begins with an overview of existing research in the field and a description of the research questions and methodology. This is followed by a description of the learners' comments and concludes with my findings and a discussion that points toward future research in the field.

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Crabbe, Stephen J. "An investigation into the development and evaluation of a controlled language for English language technical documentation". Thesis, University of Portsmouth, 2012. http://eprints.port.ac.uk/6841/.

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The majority of existing controlled languages for English language technical documentation for industrial and consumer electronics are in-house, proprietary systems. As a result, limited information or research has been published and disseminated about them. This has created knowledge gaps that are addressed in this thesis. First, the thesis provides a detailed description of existing controlled languages with a stated aim to improve technical documentation comprehensibility and readability for native and non-native English users. This is achieved through obtaining information, much of which was previously unavailable or difficult to obtain, about their rule sets and lexicons. This fills a gap in knowledge about existing controlled languages. Second, the thesis analyses and synthesises the best-practice features of the text in modern, quality technical documentation that have been identified in government, academic and professional literature as contributing to comprehensibility (the cognitive use of the text to process and identify information) and readability (the physical use of the text to visually scan and recognise information). It then uses the identified linguistic, organisational and visual features of the text to analyse the rule sets from existing controlled languages. The main finding of the analysis is that the existing controlled languages fail to address the visual features of the text despite their prominence in the literature as contributing primarily to readability. The thesis seeks to address this failure to adopt a holistic approach to the improvement of technical documentation in existing controlled languages by developing a new, broader controlled language for consumer electronics with comprehensibility and readability-oriented rules that fully address the linguistic, organisational and visual features of the text. This is named COED (an acronym for Controlled English Documentation). Third, the thesis provides a detailed description of a study to evaluate the effect of applying the comprehensibility and readability-oriented rules from COED to extracts from existing technical documentation for consumer electronics. The findings clearly show that the application of the comprehensibility-oriented rules (that aim to make it easier to cognitively process and identify information) allows the native and non-native English users in the study to locate and understand information more accurately. With the additional application of the readability-oriented rules (that aim to make it easier to visually scan and recognise information), the native and non-native English users in the study are also able to locate and understand information more quickly. The study provides an encouraging demonstration of the potential of COED to improve both the accuracy and speed with which information in technical documentation for consumer electronics can be located and understood by native and non-native English users. It also fills a gap in research knowledge about controlled languages.

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28

Wennerstrom, Ann K. "Discourse intonation and second language acquisition : three genre-based studies /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9493.

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Halu, Regina Célia. "The definition of learning strategies in target language studies". reponame:Repositório Institucional da UFPR, 1997. http://hdl.handle.net/1884/23259.

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Orientador: Prof. Dr. Jose Erasmo Gruginski
Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Letras e Artes, Programa de Pós-Graduação em Letras. Defesa: Curitiba, 19/12/1997
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Resumo: Este trabalho concentra-se sobre o uso do conceito de estratégias de aprendizagem na área de estudos sobre a aquisição de língua estrangeira/segunda língua (LE/L2). Seu objetivo é, primeiramente, apresentar uma revisão crítica de como as estratégias de aprendizagem têm sido apresentadas e definidas na literatura e analisar sua(s) característica(s) específica(s). Em segundo lugar, o trabalho verifica como o conceito é colocado dentro de modelos de aquisição de LE/L2. Embora o termo estratégias de aprendizagem de língua seja atualmente usado com freqüência, ainda é difícil definir o conceito. Na verdade, existem muitas definições gerais, seguidas de listas de possíveis características, mas poucas tentativas de oferecer uma base teórica sólida para o que se entende por estratégias de aprendizagem de língua. Normalmente, associa-se o conceito a estudos cognitivos da aquisição de LE/L2 e as características mais freqüentemente citadas para defini-las são a consciência e o objetivo de aprendizagem. O objetivo de aprendizagem no uso das estratégias de aprendizagem faz a distinção entre estas e as estratégias de comunicação, ainda que seja difícil mensurar a motivação de um aluno ao usar uma língua estrangeira e ainda que o uso de qualquer dos tipos de estratégias possa trazer resultados inesperados. A consciência no uso das estratégias aparece como a característica básica que as distinguem de todos os outros processos de aprendizagem. Analisando as tentativas feitas para explicar o papel das estratégias de aprendizagem de língua dentro de um modelo teórico de aquisição de língua, verificou-se que a maior dificuldade encontra-se justamente em lidar com o aspecto da consciência. Este aspecto também determina o tipo de metodologia de pesquisa que pode ser usado (a coleta de relatos verbais sobre os processos mentais do aluno) e o tipo de informação que pode ser obtido (informação sobre os processos que se encontram disponíveis para serem relatados verbalmente). Assim sendo, este trabalho levou à conclusão de que existem três aspectos chaves para a definição de estratégias de aprendizagem de língua: o aspecto da aprendizagem, o aspecto estratégico ou consciente e a disponibilidade para relatos verbais. Ele termina por sugerir que há necessidade de desenvolver futuras pesquisas sobre a relação entre o uso de diferentes tipos de relatos verbais e outros métodos de pesquisa e a delimitação do conjunto de processos conhecidos como estratégias de aprendizagem de língua.
Abstract: This study focuses on the use of the concept learning strategy (LS) in the area of foreign/second language (FL/L2) studies. Its aim is firstly to present a critical review of how it has been presented and defined in the literature and to analyse its distinguishing characteristic(s); secondly, it discusses how the concept fits into theoretical models of FL/L2 learning. Although the term language learning strategy (LLS) is now frequently used, it is still difficult to define the concept. In fact, there are many general definitions, followed by lists of possible characteristics, but very few attempts to offer a solid theoretical basis for what is understood by language learning strategies. The concept is usually connected with the cognitive approach to FL/L2 learning and has consciousness and the learning purpose as its most frequently cited distinguishing characteristics. The learning purpose in the use of LSs differentiates them from communicative strategies, although it is difficult to measure a learner's motivation to use a foreign language and although the use of either kind of strategies may bring unexpected results. Consciousness in the use of LSs comes out as the basic characteristic that distinguishes them from other learning processes. By analysing the attempts made to explain the role of LLS in a theoretical language learning model, it was found that the main difficulty lies in dealing with this conscious aspect. This aspect also determines the kind of research methodology that can be used (the collection of verbal reports about the learners's mental processes) and the kind of data that can be obtained (information about those processes that are available for verbal reports). Thus, this study led to the conclusion that there are three key aspects for the definition of LLSs: the learning aspect, the strategic or conscious aspect and the availability for verbal report. It suggests that further research should be carried out concerning the relationship between the use of different kinds of verbal reports and other research methods and the delimitation of the set of processes known as language learning strategies.

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Lesage, Elise. "On the cerebellum and language : neurostimulation and imaging studies". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4926/.

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Mounting evidence suggests a cerebellar role in language, but to date few efforts have been made to characterise this role. A well-accepted model of cerebellar function in motor control posits that forward model prediction is the central function of the cerebellum, and the cerebellar architecture is suggestive of a single cerebellar computation. Recent accounts of linguistic function have proposed that forward model prediction is integral to receptive and productive language. The aim of this thesis was to explore cerebellar language function in the context of prediction. In Chapter two, right cerebellar transcranial magnetic stimulation during an eye-tracking task affected a measure of online linguistic prediction. In Chapter three, the same linguistic prediction task was used in a group of cerebellar patients and control subjects. The deficit reported in Chapter two was not found in this chapter, but data-acquisition for the study is still ongoing. Chapter four describes a functional magnetic resonance imaging (fMRI) study where resting state connectivity before and after the acquisition of a new lexicon was compared. The right cerebellum was engaged in lexical learning. Chapter five reports posterolateral cerebellar and inferior frontal gyral activity related to online prediction using an event-related fMRI design where predictability is manipulated. Overall, findings are consistent with a cerebellar role in predictive language.

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Moctezuma, Zamarrón José Luis. "Yaqui-Mayo language shift". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282778.

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The process of language shift and maintenance of Yaqui and Mayo against Spanish is analyzed through an empirical study of the social network of four families (in each group a more conservative family in the use of the native language, and the other using more Spanish in everyday interactions). This interpretative analysis integrates a multidisciplinary system that incorporates the model of political ecology, along with the postulates and methodology of the ethnography of communication, linguistic conflict, social networks and the relationship between language and identity, through ideology. This empirical approach follows the model of linguistic anthropology, giving an account of the dynamic relationship between the social phenomenon and the linguistic one. A microanalysis allows us to observe the external, and mainly internal, processes articulated to the linguistic conflict developed within the family social networks. Thus, it is possible to do an objective approximation to the heterogeneous linguistic practice of the members of each family, and the social networks they are immersed in. In this sense we require not only a synchronic approach, but also a diachronic one, in order to construct brief lingual life histories of the members of the families, in which the matriarchs have played a very important roles in the process of language shift and resistance. Moreover, within each family, there is a considerable variety in the uses and functions they give to each language, linked to identities established by ideologies in permanent elaboration.

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Chen, Clair. "Language use and language socialization in bilingual homes in Inuit communities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0028/MQ37105.pdf.

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Cat, Bui Van, e n/a. "Background studies for Vietnamese students of English". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.

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White, Derrick E. ""Not Free, Merely Licensed": The Black Middle Class As Political Language". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363865000.

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Gilliland, Joshua. "Language Attitudes and Ideologies in Shanghai, China". The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391600649.

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Moolla, F. Fiona. "Garciá Márquez, magic realism and language as material practice". Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/18262.

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In this essay I examine the political implications of the shifts in definition of the term, "magic realism". Magic realism as it was originally employed in the Latin-American context signified a concept different to what it is currently held to suggest in metropolitan literary discourse. Magic realism in the first world has come to be regarded as a third world reflection of its own cultural dominant, postmodernism, without an acknowledgement of the alternative material realities which inform it. I investigate these ideas through an analysis of the work of two novelists, namely, the Colombian, Gabriel Garcia Marquez, and the American, John Barth. In a well-known essay titled "The Literature of Replenishment", Barth names Garcia Marquez as the foremost postmodern writer. This is deceptive, I argue, since although in the essay Barth presents postmodernist fiction as a political advance on the earlier styles of realism and modernism, his own fictional practice contradicts his claim. While in the essay Barth presents postmodernism as politically significant by virtue of its "democratic impulse", his novel, Chimera, seeks to avoid the political through a flawed understanding of textuality. Garcia Marquez's One Hundred Years of Solitude stands in stark contrast with Chimera since it underscores the political consideration central to discourse through stressing the text's material, historical context. This distinction between the two novels is brought to light particularly through the incremental differences in their use of the techniques of "narrative circularity" and repetition. I argue, furthermore, that Garcia Marquez's emphasis on language as a material practice is, at least in part, owing to the specifics of the style of magic realism. While postmodernist fiction, one of the cultural effects of an advanced capitalism, may slide ineluctably into notions of pure textuality, magic realism, constituted as it is at the interface of pre-capitalist and capitalist modes of production, compels an acknowledgement of the material world.

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Sydorenko, Halyna. "The atypical morpheme: Two case studies from Ukrainian /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476407583.

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Degai, Tatiana S., e Tatiana S. Degai. ""ITƏNMƏN”-- "The One Who Exists": Sociolinguistic Life of the Itelmen in Kamchatka, Russia in the Context of Language Loss and Language Revitalization". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621442.

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The Pacific coast of Russia on the Kamchatka peninsula is home to a small indigenous group of traditional fishermen who call themselves Itelmens. The total population of Itelmens is a little over 3,000 people. Over the last three decades Itelmens have been successful in revitalizing their culture and maintaining traditional subsistence activities, cuisine, crafts, and dance. Sadly, this cannot be stated about the Itelmen language- “a severely endangered language-- which has about 5 native speakers left. Despite the language revitalization measures that have been actively undertaken by Itelmen language specialists since the 1980s, Itelmens continue to lose their speakers with no new speakers appearing. This sociolinguistic research aims to analyze the history of language loss, contemporary state of the language, spaces that the language is taught and practiced, and the circumstances that work for or against the active language revitalization among Itelmens. The intellectual merits of this study include gaining a better understanding of the nature of the reversing language shift processes and language vitality that occur in communities with a small number of speakers. The ultimate goal of this community-oriented research was to search for language revitalization initiatives that might work in the Itelmen case under the given social, political, and economic circumstances. Therefore, this study is offering multiple language revitalization initiatives that should be implemented both in rural and urban areas for fruitful development of the Itelmen language. These initiatives include the participation of all generations in the process and the introduction of multi-media and technology.

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Derksen, Harold Kenneth. "The role of oral language in the practicum classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.

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Hughes, Sharon. "The change of language and the language of change : a consideration of some of the assumptions behind non-governmental language planning projects : implications for language in education policy". Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/16990.

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Bibliography: pages 70-80.
Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

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Lo, Bee Hong. "Indeterminacy in first and second languages: Case studies of narrative development of Chinese children with and without language disorder". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1353.

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Bilingual children with specific language impairment (SLI) from non English speaking background (NESB) present a major diagnostic problem to speech pathologist and educationist in an English speaking country. There has been no known study on the simultaneous narrative development involving bilingual Chinese children with and without SLI. This longitudinal case study examined the relationship of Chinese (L1) and English (L2) in narrative development in a child with no language difficulty (Child LN) and a child (Child L1) diagnosed as having SLI. The hypothesis posed for this study was that Child L1 has the same developmental profile for narrative skill in L1 and L2 as Child LN, but at a slower rate of progression and there was no within subject difference in the narrative development between L1 and L2. The narrative characteristics of L1 and L2 of these two children were studied over a twelve months period between the age of six and half and seven and half years. A total often recordings of the children's retelling and generation of stories in both L1 and L2 were made, using various bilingual and text less children's books and pictures. The narratives were analysed with regard to their form and content. The narrative form was measured by T-unit/utterance ratio, the cohesive score and the number of complete episodes. The narrative content was analysed according to the total number of story grammar components (measuring content amount), the types and frequency of grammar components, and the developmental staging (measuring narrative maturity). For each child, the narrative characteristics of L1 and L2, with regard to the indices studied, were closely linked. Both children showed a similar developmental pattern in their narrative production, and parallel progression with age in the narrative production of coherence score, total grammar components, and number of complete episodes. However, Child L1 generally performed at the lower level than Child LN in both his Chinese and English languages for T-unit/utterance ratio, developmental staging, coherence, and number of complete episodes The study also confirmed the past findings of the important influence of age, topic and communicative context on the production of narratives of young children. Whilst Child LN was developing culture related narrative characteristic in the way of using different constituents for his grammar components, Child Ll was yet to do so. The frequent sequence of "initial event", "attempt" and "consequence" was found in Child LN's Chinese narratives, indicating the "cause-effect" discourse pattern of Chinese culture. This was in contrast to his English narratives where "setting" was found to be more frequent than "consequence". No difference in the frequency of common grammar components between L1 and L2 of Child L1 's narratives was found. They were "attempt", "initiating event" and "internal response". The preponderance of "internal response" in Child LI's narrative was in contrast to past studies on children with SLI. The outcome of this study indicates that the indices used in this study may be culturally relevant for analysing the narrative structure of bilingual Chinese children. The results indicated that simultaneous analysis of L1 and L2 narratives of these children may help to differentiate SLI from ESL (English as second language). In this respect, gaining access into L1 data through linguistically competent transcriber may be crucial to accurately identify narrative difficulties of children from non English background. This study, although descriptive in nature with only a single representative case, raised a number of questions that need to be addressed in future research. They will be discussed in the thesis. Further research to see if the same characteristics could be isolated among most bilingual Chinese children is necessary for cross-cultural study of children with SLI.

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Christensen, R. Bryan. "Paying for language skills| The Department of Defense Foreign Language Incentive Program". Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563610.

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Many organizations have a great need for people conversant in foreign languages and cultures. The U.S. Department of Defense operates globally and is always in need of people who can communicate across cultural and linguistic divides, and the gap between what is needed and the personnel who can meet those needs is often considerable. To address this deficit the DOD implemented an incentive pay in the mid 1980s to reward those servicemembers who could prove proficiency in a foreign language. The Foreign Language Proficiency Bonus (FLPB) has gone through numerous changes over the years and this study sought to answer the basic questions, what has been the effect and is it working? How much of an effect does the bonus have on members' actual behavior regarding FL acquisition? This mixed-methods approach analyzed the evolution of policy, conducted a statistical analysis of member testing data, and conducted interviews with 22 current and former recipients of FLPB to see what impact FLPB has had or could have in meeting the DOD goal of increasing FL proficiency within the force. This study focused on the Air Force implementation of the FLPB program, though findings are likely applicable across the military services. Key findings include the rapidly changing nature of FLPB policy, which has caused frustration for many AF members. Further, with numerous stakeholders involved, some points of policy and programs could potentially be working at cross-purposes with overall goals. Statistical analysis found several significant trends; however, many findings do not support FLPB as an effective program in its current form. Many AF members indicated a high desire to use their language skills but are frustrated at the infrequent ability to do so in any official capacity. Several suggestions are offered for how the AF could modify existing policy to achieve its goals for FL proficiency, as well as to maximize scarce financial resources to maximum effect.

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Hamilton, Doreen Dashel. "Voice in English studies /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9404.

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Jimenez, Marisol. "Language brokering experiences of Latino university students". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586158.

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The purpose of this study was to qualitatively examine the experiences of Latino/a university students who grew up interpreting and translating for their parents or still did. The sample consisted of 14 self-identified language brokers. The study focused on the stressors associated with language brokering, the parent child relationship, perceptions on how public facilities can help with the process of language brokering and the gifts or positive attributes gained due to their experiences. Participants shared various settings in which they language brokered. Stressors included challenges with terminology, having many demands, pressure and expectations from their parents, and having adult responsibilities. Language brokering was not perceived to negatively affect the parent-child relationship, and participants shared their views on how systems can help in providing efficient services for their limited English proficient parents. Participants mentioned various gifts/benefits gained, including fluency and ethnic identity. Implications for research and social work practice are discussed.

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Thomas, Lynn Alexandra. "Hopes and desires for language learning : conversations with bilingual families". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ38988.pdf.

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Sealey, Linda Rae. "Effects of language sampling task on language production in children with typical development". Oklahoma City : [s.n.], 2008.

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Thatcher, Karen L. "Phonological awareness in children with specific language impairment". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.
Department of Special Education

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Pathe, Madison K. "Our Language of Dreams". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/153.

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This project explores the idea of dream sharing and how language is both a tool and a barrier for sharing dream experiences. I collected video and audio dream diaries from 15 different people and stitched together a "collective" dream that contains elements from each. From this new dream, I pulled words and displayed them as text on-screen. What is the relationship from the listener and the actual dream experience? Can we truly experience the dreams of others?

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Cluff, Taylor Denvin. "European Union Accession and the Future of Croatian Language Policy". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366247421.

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Loring, Ariel Fradene. "Language and U.S. citizenship| Meanings, ideologies, and policies". Thesis, University of California, Davis, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596915.

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Citizenship is not a neutral word; it evokes numerous interpretations and connotations in various policies, discourse, and practices. Its significance is motivated by current narratives of rights and responsibilities of a citizenry, (illegal) immigration, and English-only ideologies. The basis for this investigation is the perception that the U.S. has traditionally been a country of immigrants as well as the role that English plays in a nation without an official language.

This dissertation is situated in the research domains of language policy (Shohamy, 2006; Spolsky, 2004), globalization (Blommaert, 2003; Bruthiaux, 2005), language assessment (McNamara, 2000; Shohamy, 2001), and language ideologies (Ricento, 2003; Wiley & Wright, 2004). Understanding that meanings are transmitted both from the top-down and the bottom-up (McCarty, 2011; Ramanathan, 2005), citizenship is investigated in naturalization policy and the citizenship test, swearing-in ceremonies for new citizens, interactions at a local U.S. Citizenship and Immigration Services field office, citizenship preparation classes, and the media, uncovering discrepancies between what citizenship means and how it is ascertained. Data from these sites is analyzed using qualitative methods such as grounded theory, ethnography, interviews, social semiotics, linguistic landscape research, and corpus-based critical discourse analysis.

This dissertation asserts that discursive and semiotic ideals of citizenship affect the status of English in the U.S., societal ideologies of immigration, language assessment practices, and teaching pedagogy. How naturalization applicants conceive of citizenship is not always in accord with the U.S. government's representations of citizenship, but it is the government's definitions of citizenship that affect applicants' future access and opportunities. The dissertation concludes with suggestions for citizenship reform at the level of classroom pedagogy and test design, and ways that critical and active citizenship can be practiced in everyday life.

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