Дисертації з теми "200399 Language Studies not elsewhere classified"
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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
Повний текст джерелаTom-Lawyer, Oris Oritsebemigho. "An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.
Повний текст джерелаFox, Gwyn. "Hearts in the hearth: seventeenth-century women's sonnets of love and friendship in Spain and Portugal." Thesis, University of Auckland, 2004. http://hdl.handle.net/2292/2132.
Повний текст джерелаPazio, Monika. "Normalising computer assisted language learning in the context of primary education in England." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/603542.
Повний текст джерелаWakefield, Benita. "Haumanu taiao ihumanea: collaborative study with Te Tai O Marokura Kaitiaki Group : Tuakana Miriama Kahu, Teina Benita Wakefield." Lincoln University, 2008. http://hdl.handle.net/10182/1335.
Повний текст джерела(11185131), Sharareh Taghizadeh Vahed. "THE USE OF LANGUAGE PROFICIENCY TEST SCORES IN GRADUATE ADMISSIONS." Thesis, 2021.
Знайти повний текст джерелаThe purpose of this research is to reveal and compare the language proficiency profiles of Purdue’s Chinese and Indian graduate applicants in various disciplines to take a step towards the development of Language Proficiency Literacy (LPL) of graduate admissions decision makers. The study argues that before being able to offer LPL development opportunities to admissions decision-makers, language testers need to gain admissions literacy in their specific academic context. One way this can be achieved is by analyzing graduate admissions data to see patterns of test score use in each discipline and to reveal language proficiency profiles of graduate applicants. Providing admissions decision makers with information about the linguistic characteristics of their applicants can be a very helpful step towards enhancing LPL in the context of graduate admissions.
One of the analyses conducted towards the goal LPL development in the context of graduate admissions was a Cluster Analysis procedure followed by a Chi-square analysis to compare the language proficiency profiles of graduate applicants from various L1 backgrounds based on scores on the Test of English as a Foreign Language (TOEFL). The study found three language proficiency profiles in graduate applicants’ TOEFL data: 1) the ‘unbalanced’ profile, which consists of applicants who have higher scores in the subskills of reading and listening, and comparatively lower scores on speaking and writing, 2) the ‘balanced medium’ profile, which represents students who have moderate scores across all four subskills, and 3) the ‘balanced high’ profile, which consists of applicants who have high scores across all four subskills. The study found evidence for the interaction between graduate applicant test-takers’ L1 background and belonging to a balanced or an unbalanced language proficiency profile, which highlights the importance of considering subskill scores in addition the total score when using language proficiency test scores to select graduate students from specific L1 backgrounds.
Walker, Ute Gerda. "Language, migration and continuity of being : notions of migrant language proficiency and self-concept among multilingual migrants in Aotearoa-New Zealand." 2004. http://hdl.handle.net/10179/1667.
Повний текст джерела(9037970), Negin H. Goodrich. "ENGLISH IN IRAN: CULTURAL REPRESENETATION IN ENGLISH TEXTBOOKS." Thesis, 2020.
Знайти повний текст джерелаThis investigation into the status of English in Iran and cultural presentations in Iranian English has two areas of emphasis. The first is a sociolinguistic profile of English in Iran in which the status, functions, uses and users of this language are described within in the country’s social and political contexts. In this part, contributing factors to the growth of English in three political periods, including the Qajar dynasty (1796 -1925), the Pahlavi era (1925-1979) and post-Revolutionary time (1979 – present), are elaborated upon to establish the historical and political bases for the second area of focus.
The second focus is the cultural content in the locally developed English textbooks used from 1939 to the present time (2020). Accordingly, the content of four generations (across five textbook series) of Iranian high school English textbooks are analyzed based on an evaluation scheme which the author has developed. This research finds answers to the questions on the status of culture in the Iranian English textbooks; distribution of Iranian and non-Iranian cultures; dominance of cultural elements (products, practices and perspectives) in each English textbooks series; and the political and ideological influence of each era on the content of English textbooks.
This investigation finds that the English textbooks which were developed before the Islamic Revolution (first and second generations) were highly cultural compared to the post-Revolution materials (third and fourth generations). Also, non-Iranian cultural components (particularly the American and British cultures) were more represented in the English textbooks of the Pahlavi period, whereas Western cultures were all eliminated in the post-Revolution textbooks, replaced by the Islamic/Revolutionary cultures. Additionally, cultural perspectives outnumbered cultural products and practices in the first and second generations of English textbooks (Pahlavi era) whereas cultural products dominated the post-Revolutionary English materials. This study finds that political and ideological hegemony of each era have directly influenced the textual and illustrative content of locally developed English textbooks in Iran.
Dodd, James. "Dirty words: a study of urban text-based interventions." 2009. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:38416.
Повний текст джерелаSkyrme, Gillian Ray. "Expectations, emerging issues and change for Chinese international students in a New Zealand university : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Second Language Teaching at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/793.
Повний текст джерела(10725957), Daniela Marinho Ribeiro. "THIRD LANGUAGE ACQUISITION: A STUDY OF UNSTRESSED VOWEL REDUCTION." Thesis, 2021.
Знайти повний текст джерелаA great deal of the research on cross-linguistic phonetic influence demonstrates that a speaker’s knowledge of their first language (L1) significantly affects their ability to perceive and produce sounds in any other language. While current studies show that cross-linguistic transfer occurs at the L3 level, some research suggests that properties of both L1 and L2 are present in the production of L3 (Ionin, Montrul & Santos, 2011). Many studies have addressed perception, production and factors that influence foreign speech in Second Language Acquisition (SLA) (Watkins, Rauber & Baptista, 2009). As the number of multilingual individuals rises, so does the need for studies that investigate not only SLA but also that of additional languages (i.e., Third Language Acquisition). This dissertation examines how cross-linguistic influence (CLI) occurs among English, Spanish, and Brazilian Portuguese (BP), examining instances of vowel reduction, an aspect of phonological production. English and BP are assumed as vowel reducing languages, whereas Spanish displays negligible vowel reduction in comparison. The vowel productions in L3 BP of two multilingual groups, L1English-L2Spanish-L3BP (ESP) and L1 Spanish-L2 English-BP (SEP) were investigated in two tasks: a paragraph reading task (PRT) and a carrier phrase task (CPT). The study sought to determine whether i) a native speaker of a vowel reducing L1 and a non-vowel reducing L2 displays more or less vowel reduction in a vowel reducing L3 than a native speaker of a non-vowel reducing L1 and vowel reducing L2 and ii) how length of exposure to an L3 affects phonological production. Three fixed effects were considered: duration ratio, intensity ratio and height (F1). The goal was to ascertain whether the Typological Primacy Model (TPM) (Rothman 2011, 2015) or the L2 Status Factor Model (Bardel & Falk 2007, 2012; Hammarberg, 2001) would be a better predictor for how vowel reduction would occur in the L3. Results for duration ratio and vowel height showed no significant difference between groups ESP and SEP. Results for intensity ratio suggest L2 Status as a better predictor, as group SEP displayed more phonological transfer than the ESP group. A hybrid approach to L3 acquisition models is proposed.
Rahman, Kiara. "Indigenous student success in secondary schooling : factors impacting on student attendance, retention, learning and attainment in South Australia." 2010. http://arrow.unisa.edu.au:8081/1959.8/91202.
Повний текст джерела(6951713), Virginia Sanchez. "“Dando las gracias a mis papás”: A discursive analysis of perceptions of policy and callings across generations of Latinx immigrants." Thesis, 2019.
Знайти повний текст джерелаU.S. rhetoric that embraces immigration is juxtaposed with the lived experiences of Latinx immigrants, the country’s largest immigrant group. Intergenerational research shows how immigrants’ social mobility depends on socioeconomic and environmental factors, impacting occupational attainment. Immigration policies portray immigrants negatively—contrasting deserving/good with undeserving/bad. This study uses d/Discourse (i.e., everyday talk/societal understandings) to investigate how immigrants from different generations make sense of policy, immigrant portrayals, and their lives through the lens of “calling.” Here, calling is used to understand differences across generations, rather than positioned as an individual pull toward an occupation. Specifically, this study answered three questions: (1) What occupational and intergenerational d/Discourses are perceived by immigrants?; (2) Whose interests are served by these d/Discourses and who is marginalized?; (3) How do immigrants experience “callings” across generations? Semi-structured interviews were conducted with different generations of immigrants (N=36). Generational and intergenerational sensemaking themes are identified using d/Discourse, while critical discourse analysis is used to explain inequalities and in whose interests d/Discourses are created. The main theoretical contribution of this study suggests that callings can be enacted and fulfilled intergenerationally. Within immigrant families, first-generation immigrants often hold visions of who their children (second-generation immigrants) will become. This vision often includes high educational attainment, a prestigious occupation, and documentation in the United States. Second-generation immigrants felt a pressure to perform well in school and validate the sacrifices made by their parents. They recognized that the visions for their future constructed by their first-generation parents were riddled with tensions. The occupational decisions of the second-generation immigrants often tried to find a middle ground between fulfilling their parents’ vision but also practicing in occupations that they were personally interested in. Several barriers made the path to fulfilling intergenerational callings more difficult. Second-generation immigrants recognized the privileges they held that their parents did not, including language barriers and acceptance into the country tied to documentation and acceptance based on racial models in the United States. While first-generation immigrants accepted these challenges as part of their intergenerational calling, the second-generation struggled to do the same. Finally, in fulfilling intergenerational callings many immigrants unintentionally reproduced deservingness narratives. In short, this study contributes theoretically and practically by challenging immigrant portrayals and viewing callings as intergenerational but filled with internal and external challenges.
(11104764), Allegra W. Smith. "Digital Age: A Study of Older Adults' User Experiences with Technology." Thesis, 2021.
Знайти повний текст джерела(8850251), Ghaleb Alomaish. "“DOUBLE REFRACTION”: IMAGE PROJECTION AND PERCEPTION IN SAUDI-AMERICAN CONTEXTS: A COMPARATIVE STUDY." Thesis, 2020.
Знайти повний текст джерелаThis dissertation aims to create a scholarly space where a seventy-five-year-old “special relationship” (1945-2020) between the Kingdom of Saudi Arabia and the United States is examined from an interdisciplinary comparativist perspective. I posit that a comparative study of Saudi and American fiction goes beyond the limitedness of global geopolitics and proves to uncover some new literary, sociocultural, and historical dimensions of this long history, while shedding some light on others. Saudi writers creatively challenge the inherently static and monolithic image of Saudi Arabia, its culture and people in the West. They also simultaneously unsettle the notion of homogeneity and enable us to gain new insight into self-perception within the local Saudi context by offering a wide scope of genuine engagements with distinctive themes ranging from spatiality, identity, ethnicity, and gender to slavery, religiosity and (post)modernity. On the other side, American authors still show some signs of ambivalence towards the depiction of the Saudi (Muslim/Arab) Other, but they nonetheless also demonstrate serious effort to emancipate their representations from the confining legacy of (neo)Orientalist discourse and oil politics by tackling the concepts of race, alterity, hegemony, radicalism, nomadism and (un)belonging.