To see the other types of publications on this topic, follow the link: Applied linguistic.
Dissertations / Theses on the topic 'Applied linguistic'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Applied linguistic.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.
Full textAbstract:
Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.
2
Edzard, Lutz Eberhard. "Polygenesis, convergence, and entropy : an alternative model of linguistic evolution applied to Semitic linguistics /." Wiesbaden : Harrassowitz, 1998. http://catalogue.bnf.fr/ark:/12148/cb38925496m.
Full text
3
Caravedo, Rocío. "Ch. J. Bailey. Variation and linguistic theory, Virginia (Center for Applied Linguistics) 1973, 162 pp." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101837.
Full text
4
Safadi, Hani. "Crosslingual implementation of linguistic taggers using parallel corpora." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22000.
Full textAbstract:
This thesis addresses the problem of creating linguistic taggers for resource-poor languages using existing taggers in resource rich languages. Linguistic taggers are classifiers that map individual words or phrases from a sentence to a set of tags. Part of speech tagging and named entity extraction are two examples of linguistic tagging. Linguistic taggers are usually trained using supervised learning algorithms. This requires the existence of labeled training data, which is not available for many languages. We describe an approach for assigning linguistic tags to sentences in a target (resource-poor) language by exploiting a linguistic tagger that has been configured in a source (resource-rich) language. The approach does not require that the input sentence be translated into the source language. Instead, projection of linguistic tags is accomplished through the use of a parallel corpus, which is a collection of texts that are available in a source language and a target language. The correspondence between words of the source and target language allows us to project tags from source to target language words. The projected tags are further processed to compute the final tags of the target language words. A system for part of speech (POS) tagging of French language sentences using an English language POS tagger and an English/French parallel corpus has been implemented and evaluated using this approach. A parallel corpus of the source and target languages might not be readily available for many language pairs. To deal with this problem, we describe a system for automatic acquisition of aligned, bilingual corpora from pre-specified domains on the World Wide Web. The system involves automatic indexing of a given domain using a web crawler, identifying pairs of pages that are translations of one another, and aligning bilingual texts at the sentence level. Using this approach we create a 40,000,000 word English-French parallel corpus from the Government of Canada dLe sujet de cette thèse est la création de marqueurs linguistiques pour les langues qui sont pauvres en ressources en utilisant les marqueurs des langues riches en ressources. Les marqueurs linguistiques sont des classificateurs qui conjuguent des mots ou des collections des mots d'une phrase à un ensemble d'étiquettes. La description de nature grammatical et l'extraction des entités nommées sont deux exemples de marquage linguistique. L'apprentissage supervisé est l'outil principal utilisé pour créer des marqueurs linguistiques. Cela exige l'existence de données de formation marqués qui n'est pas disponible dans plusieurs langues. Nous décrivons une approche pour étiquer les phrases d'une langue cible qui est pauvre en ressources en utilisant un marqueur linguistique qui a été configuré dans une langue d'origine qui est riche en ressources. Cette approche n'exige pas que la phrase entrée doit être traduite dans la langue d'origine. Au lieu de cela, les étiquettes linguistiques sont projetées grâce à l'utilisation d'un corpus parallèle (une collection de textes qui sont disponibles dans plus d'une langues) entre la langue cible et la langue d'origine. La correspondence entre les mots de la langue cible et la langue d'origine nous permet de projeter les étiquettes entre les phrases de ces deux langues. Les étiquettes projetées sont traitées pour calculer l'étiquage finale de la phrase de la langue cible. Pour tester cette approche, un descripteur de nature grammaticale de langue française a été mis en oeuvre et évalué en utilisant un descripteur de nature grammaticale de langue anglaise et un corpus parallèle Anglais/Français. Un corpus parallèle entre la langue d'origine et la langue cible n'est pas toujours disponible pour plusieurs langues. Pour résoudre ce problème, nous décrivons un système d'acquisition automatique d'un corpus parallèle à partir du Web. Le corpus est extrait d'un domaine spécifique et automatiquem
5
Williams, Cristan. "Engaging differences linguistic diversity and critical literacy pedagogy in the classroom." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10816.
Full textAbstract:
Includes bibliographical references.This study developed out of my own experiences as a high school English teacher and my engagements with the intertwined issues of language and diversity in the classroom.The study foregrounds the nature of students' and teachers' engagements with linguistic diversity and the role of the teacher in critical literacy. In South Africa there is very little classroom based research which shows how students and teachers are engaging with issues of diversity, power and inequality, post-apartheid. This research focuses on how my students and I interact with issues of linguistic diversity in an English Home Language, Grade 8 classroom context using critical literacy pedagogy as the means by which to engage with these issues.
6
CASTRO, LIVIA MARIA AIRES DE. "WRITING AND LITERACY IN SECONDARY SCHOOL: A SYSTEMIC-FUNCTIONAL AND APPLIED LINGUISTIC APPROACH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15299@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO presente trabalho visa investigar a produção escrita de alunos de uma escola pública da rede estadual do Rio de Janeiro, buscando observar o grau de letramento em língua portuguesa como primeira língua, apresentado por esses alunos ao ingressarem no Ensino Médio e quando estão prestes a conclui-lo. A pesquisa insere-se na área de Linguística Aplicada, voltada para a relevância social do uso da língua (Moita Lopes, 2006), adotando uma abordagem textual à escrita (Hyland, 2002) e seguindo pressupostos teórico-metodológicos da Lingüística Sistêmico-Funcional, que se ocupa do estudo da língua enquanto sistema de significados e suas funções nos contextos culturais e situacionais. Enfocando o estudo do uso da metáfora gramatical (Halliday, 1994) em textos escolares, através do emprego de nominalizações, este trabalho propõe as seguintes questões: 1) Os alunos do Ensino Médio empregam a metáfora gramatical em seus textos produzidos em sala de aula? 2) O uso de uma linguagem gramaticalmente mais metafórica aumenta durante o ciclo do Ensino Médio? 3) O uso de nominalizações contribui para a melhoria no letramento dos alunos? O conjunto de textos analisados neste estudo consiste em um questionário social, respondido por 40 (quarenta) alunos de duas turmas, uma do primeiro ano e outra do terceiro ano, para que possamos entender quem são os sujeitos sóciohistoricamente construídos, que compõem estas salas de aula. Exercícios de transformações de estruturas verbais em nominais foram feitos por alunos do primeiro ano e do terceiro do Ensino Médio, e analisados para observar o domínio da metáfora gramatical através do uso de nominalizações. Redações escritas por esses alunos (N=50) também foram analisadas com o objetivo de verificar o uso da metáfora gramatical no momento da elaborar os textos escritos em sala de aula. Os resultados da pesquisa indicam que os alunos apresentam um maior domínio da metáfora gramatical quando chegam ao terceiro ano, entretanto não fazem uso de uma linguagem gramaticalmente mais metafórica ao redigir seus textos em sala de sala de aula, mostrando certa dificuldade em fazer uso amplo de transformações gramaticais na escrita.
The present work aims at investigating the written production of students at a state school in Rio de Janeiro, in order to verify the degree of literacy in Portuguese as a first language of the students as they enroll in secondary school and when they are about to complete it. This Applied Linguistics research, emphasizes the social relevance of the use of language (Moita Lopes, 2006), adopting a textual approach to writing (Hyland, 2002) and following theoretical and methodological assumptions of Systemic-Functional Linguistics, which views language as a system of meanings and functions in both situational and cultural contexts. Focusing on the study of the use of grammatical metaphor (Halliday, 1994) in school texts, through the use of nominalizations, this research proposes the following questions: 1) Do students in secondary school employ the grammatical metaphor in their texts produced in the classroom? 2) Does the use of a more grammatically metaphorical language increase during the cycle of high school? 3) Does the use of nominalizations help to improve the students’ literacy? The set of texts analyzed in this study consists of a social questionnaire, answered by 40 (forty) students in two classes, one of the first year and the other of the third year, so that we could understand who the socio-historically constructed subjects that compound these classrooms are. Exercises that aim at transforming verbal structures into nominal were done by students of the first and third years of secondary school, and analyzed to observe the control of grammatical metaphor through the use of nominalizations. Essays written by these students (N = 50) were also analyzed with the purpose of verifying the use of grammatical metaphor while writing the texts in the classroom. Research results indicate that students have a greater control of grammatical metaphor when they achieve the third year of secondary school. However, they do not use a more grammatically metaphorical language to write their texts in the classroom, showing certain difficulty of using largely grammatical transformations in writing.
7
Ariyanto, Sugeng. "An applied linguistic analysis of EFL teacher trainees' communicative competence in Jember, Indonesia /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09arma718.pdf.
Full text
8
Beasley, Colin J. "Picking up the principles: An applied linguistic analysis of the legal problem genre." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1104.
Full textAbstract:
Legal study requires not only the learning of new content, but also the learning of a new academic discourse with its own lexico-semantic, syntactic, and discoursal features. This thesis explores the answering of legal problem questions as an important and distinct new genre that undergraduates studying law units need to achieve competence in. In order to delineate the general features of this genre, systemic functional linguistic (SFL) analyses were performed on a series of texts (a tutorial question, an assignment question, and an examination question) written by lecturers in the introductory Commerce course Principles of Commercial Law as exemplars of the answering of legal problem questions. SFL analyses were also conducted on a series of student texts (both native and non-native English speaking students' answers to the examination question) which showed that considerable difficulties exist not only with the content, but also with the linguistic demands of writing in this particular genre. It follows that students may require specific training in "picking up the principles". The pedagogical implications for both content and language staff teaching in this area are explored with particular reference to tertiary ESL/EFL students.
9
Jostes, Andreas. "A linguistic study of print advertising." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1214.
Full text
10
Dong, Qiao Ling Emma. "Linguistic landscape in Shanghai :a case study of shop name signs on Nanjing Road." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954238.
Full text
11
Pechenick, Eitan. "Exploring the Google Books Corpus: An Information-Theoretic Approach to Linguistic Evolution." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/525.
Full textAbstract:
The Google Books corpus contains millions of books in a variety of languages. Due to this incredible volume and its free availability, it is a treasure trove that has inspired a plethora of linguistic research.
It is tempting to treat frequency trends from Google Books data sets as indicators for the true popularity of various words and phrases. Doing so allows us to draw novel conclusions about the evolution of public perception of a given topic. However, sampling published works by availability and ease of digitization leads to several important effects, which have typically been overlooked in previous studies. One of these is the ability of a single prolific author to noticeably insert new phrases into a language. A greater effect arises from scientific texts, which have become increasingly prolific in the last several decades and are heavily sampled in the corpus. The result is a surge of phrases typical to academic articles but less common in general, such as references to time in the form of citations. We highlight these dynamics by examining and comparing major contributions to the statistical divergence of English data sets between decades in the period 1800--2000. We find that only the English Fiction data set from the second version of the corpus is not heavily affected by professional texts, in clear contrast to the first version of the fiction data set and both unfiltered English data sets.
We critique a method used by authors of an earlier work to determine the birth and death rates of words in a given linguistic data set. While intriguing, the method in question appears to produce an artificial surge in the death rate at the end of the observed period of time. In order to avoid boundary effects in our own analysis of asymmetries in language dynamics, we observe the volume of word flux across various relative frequency thresholds (in both directions) for the second English Fiction data set. We then use the contributions of the words crossing these thresholds to the Jensen-Shannon divergence between consecutive decades to resolve major factors driving the flux.
Having established careful information-theoretic techniques to resolve important features in the evolution of the data set, we validate and refine our methods by analyzing the effects of major exogenous factors, specifically wars. This approach leads to a uniquely comprehensive set of methods for harnessing the Google Books corpus and exploring socio-cultural and linguistic evolution.
12
Lay, Rachel E. "Linguistic Landscape of Main Streets in Bosnia and Herzegovina." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/302.
Full textAbstract:
After the breakup of Yugoslavia in 1991, Bosnia and Herzegovina erupted into ethnic conflict and ultimately genocide. Nearly 100,000 people, mainly Bosniaks, died in the Bosnian War. Two decades later, the violence has ended but the conflict is still present in Bosnia; the societal segregation of the 1995 Dayton Accords, intended only as an immediate solution to the violence, still stands. Population and language distribution are evidence of this segregation. Bosnia’s two entities are home to two different ethnic majorities: Serbs in the Republika Srpska and Bosniaks in the Federation of BiH. In an environment so sensitive that the government recently feared that merely releasing statistics on ethnic populations might cause violence, the languages that represent these populations are important indicators of social presence and power. In order to evaluate the presence of the Serbian and Bosnian languages, as well as the English language, in Bosnia, signage on the main streets in the country’s capitals were photographed in great detail. It was hypothesized that linguistic majority would match ethnic majority on both main streets, and that English would appear frequently in advertisements. The number of photographs in which each language appeared was tallied up in order to determine how often the languages are typically used. Analyses of these results demonstrated that the English language is the second-most ubiquitous on both streets, after Bosnian, and the comparatively small presence of the Serbian language on both streets indicated that the linguistic environment in Bosnia is not conducive to peace and reconciliation.
13
Philippe, Brigitte. "Translating Neil Simon‘s The Dinner Party: A Linguistic Approach." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1739.
Full textAbstract:
Translation is a challenge. More than just words, languages are ways of looking at the world and these unique perspectives make it hard to talk about a reality which might not exist in the language in which we are trying to express it. It becomes a greater challenge when one tackles theater as it is not a genre translation theories have studied extensively, which means the translator cannot rely on tradition. And the challenge reaches a new level when it comes to translating humor: humor is linguistically and culturally determined. Indeed, languages do not express humor using the same tools and peoples do not laugh about the same things.
Dealing with these challenges, this work presents the translation of The Dinner Party, an American play by Neil Simon. Offering more than just the translation of the play in French, it aims at blending theory and practice. It thus brings the reader's attention to the way the translation has been done, with observations about the way the two cultures have tentatively been reconciled and about the linguistic phenomena which took place thanks to tools chosen in order to stay faithful to the text while making it not only grammatically correct but also pertinent and enjoyable. The tools identified by Chuquet turned out to be very productive, but case-by-case attention and creativity were also necessary. This work also brings to light some aspects which might call for further analysis, such as a specialized speech analysis of stage directions, through the presentation of a non-exhaustive but broad outline gathering theoretical background. This analytical step is indeed the prerequisite for any serious translation work: even before looking at the piece to be translated, one should be aware of what translating implies and make some decisions concerning the role of the translator. One also needs to explore the features of the original work they feel are necessary to take into consideration when translating.
14
Zettervall, Hang. "Fuzzy Set Theory Applied to Make Medical Prognoses for Cancer Patients." Doctoral thesis, Blekinge Tekniska Högskola [bth.se], Faculty of Engineering - Department of Mathematics and Natural Sciences, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00574.
Full textAbstract:
As we all know the classical set theory has a deep-rooted influence in the traditional mathematics. According to the two-valued logic, an element can belong to a set or cannot. In the former case, the element’s membership degree will be assigned to one, whereas in the latter case it takes the zero value. With other words, a feeling of imprecision or fuzziness in the two-valued logic does not exist. With the rapid development of science and technology, more and more scientists have gradually come to realize the vital importance of the multi-valued logic. Thus, in 1965, Professor Lotfi A. Zadeh from Berkeley University put forward the concept of a fuzzy set. In less than 60 years, people became more and more familiar with fuzzy set theory. The theory of fuzzy sets has been turned to be a favor applied to many fields. The study aims to apply some classical and extensional methods of fuzzy set theory in life expectancy and treatment prognoses for cancer patients. The research is based on real-life problems encountered in clinical works by physicians. From the introductory items of the fuzzy set theory to the medical applications, a collection of detailed analysis of fuzzy set theory and its extensions are presented in the thesis. Concretely speaking, the Mamdani fuzzy control systems and the Sugeno controller have been applied to predict the survival length of gastric cancer patients. In order to keep the gastric cancer patients, already examined, away from the unnecessary suffering from surgical operation, the fuzzy c-means clustering analysis has been adopted to investigate the possibilities for operation contra to nonoperation. Furthermore, the approach of point set approximation has been adopted to estimate the operation possibilities against to nonoperation for an arbitrary gastric cancer patient. In addition, in the domain of multi-expert decision-making, the probabilistic model, the model of 2-tuple linguistic representations and the hesitant fuzzy linguistic term sets (HFLTS) have been utilized to select the most consensual treatment scheme(s) for two separate prostate cancer patients. The obtained results have supplied the physicians with reliable and helpful information. Therefore, the research work can be seen as the mathematical complements to the physicians’ queries.
15
Low, Graham David. "Answerability in attitude measurement questionnaires : an applied linguistic study of reactions to 'statement plus reading' pairs." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283540.
Full text
16
McGarry, Theresa, and J. Mwinyelle. "Adverbial Clauses and Gender in English and Spanish." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6155.
Full text
17
Gray, Tyler. "Measuring Linguistic and Cultural Evolution Using Books and Tweets." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1130.
Full textAbstract:
Written language provides a snapshot of linguistic, cultural, and current events information for a given time period. Aggregating these snapshots by studying many texts over time reveals trends in the evolution of language, culture, and society. The ever-increasing amount of electronic text, both from the digitization of books and other paper documents to the increasing frequency with which electronic text is used as a means of communication, has given us an unprecedented opportunity to study these trends. In this dissertation, we use hundreds of thousands of books spanning two centuries scanned by Google, and over 100 billion messages, or ‘tweets’, posted to the social media platform, Twitter, over the course of a decade to study the English language, as well as study the evolution of culture and society as inferred from the changes in language.
We begin by studying the current state of verb regularization and how this compares between the more formal writing of books and the more colloquial writing of tweets on Twitter. We find that the extent of verb regularization is greater on Twitter, taken as a whole, than in English Fiction books, and also for tweets geotagged in the United States relative to American English books, but the opposite is true for tweets geotagged in the United Kingdom relative to British English books. We also find interesting regional variations in regularization across counties in the United States. However, once differences in population are accounted for, we do not identify strong correlations with socio-demographic variables.
Next, we study stretchable words, a fundamental aspect of spoken language that, until the advent of social media, was rarely observed within written language. We examine the frequency distributions of stretchable words and introduce two central parameters that capture their main characteristics of balance and stretch. We explore their dynamics by creating visual tools we call ‘balance plots’ and ‘spelling trees’. We also discuss how the tools and methods we develop could be used to study mistypings and misspellings, and may have further applications both within and beyond language.
Finally, we take a closer look at the English Fiction n-gram dataset created by Google. We begin by explaining why using token counts as a proxy of word, or more generally, ‘n-gram’, importance is fundamentally flawed. We then devise a method to rebuild the Google Books corpus so that meaningful linguistic and cultural trends may be reliably discerned. We use book counts as the primary ranking for an n-gram and use subsampling to normalize across time to mitigate the extraneous results created by the underlying exponential increase in data volume over time. We also combine the subsampled data over a number of years as a method of smoothing. We then use these improved methods to study linguistic and cultural evolution across the last two centuries. We examine the dynamics of Zipf distributions for n-grams by measuring the churn of language reflected in the flux of n-grams across rank boundaries. Finally, we examine linguistic change using wordshift plots and a rank divergence measure with a tunable parameter to compare the language of two different time periods. Our results address several methodological shortcomings associated with the raw Google Books data, strengthening the potential for cultural inference by word changes.
18
Wicaksono, Rachel Emma. "Accommodating understanding in English : an applied linguistic analysis of UK and international university students navigating TESOL tasks." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020654/.
Full textAbstract:
Two critical incidents at a UK university where I teach, and teach about teaching, English to speakers of other languages (TESOL), provided the impetus for this study. The incidents exemplified and challenged routine, taken-for-granted aspects of the overlapping contexts (TESOL, internationalising universities and Applied Linguistics) in which they occurred. In response to the critical incidents, I designed a series of classroom tasks that required my UK and International students to record interviews with each other. These interviews provided the data analysed in the first phase of this study. In phase one of my study, I explore the relationships between accommodation, intelligibility and (mis)understanding implied by the critical incidents. My two overarching research questions are: • in classroom talk between UK and International students navigating TESOL tasks, what conversational adjustments occur? • what are the relationships between these adjustments and (mis)understanding? Underpinning the second question is a series of four sub-questions. These four questions aim to explore the sequencing of conversational adjustments and misunderstanding, the relationship between adjustments and the contexts of the interaction, the global and local relationship of adjustments to (mis)understanding, and whether adjustments and misunderstanding are a problem or a resource for the interactants. I find that, in international situations, there are various ways of (un)successfully communicating meaning in evolving contexts that are oriented to, re-created and contested through talk. My findings provide support for the importance of noticing aspects of the context which may affect accommodation in talk, and of an awareness of one's own talk and its effects on one's interlocutor. Furthermore, the findings suggest that adjusting one's talk in context-appropriate ways is the key to maximising the potential for task achievement. In phase two of the study, I describe how I translated the processural experience of working on the analysis of my data into an awareness-raising task for my students. I conclude by reflecting on the implications of my study for TESOL and for internationalising universities.
19
Jennings, Matthew. "Nevertheless, She Persisted: A Linguistic Analysis of the Speech of Elizabeth Warren, 2007-2017." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/457.
Full textAbstract:
A breakout star among American progressives in the recent past, Elizabeth Warren has quickly gone from a law professor to a leading figure in Democratic politics. This paper analyzes Warren’s speech from before her time as a political figure to the present using the quantitative textual methodology established by Jones (2016) in order to see if Warren’s speech supports Jones’s assertion that masculine speech is the language of power. Ratios of feminine to masculine markers ultimately indicate that despite her increasing political sway, Warren’s speech becomes increasingly feminine instead. However, despite associations of feminine speech with weakness, Warren’s speech scores highly for expertise and confidence as its feminine scores increase. These findings relate to the relevant political context and have implications for presumptions of masculine speech as the standard for political power.
20
Nasser, Mohamed. "The Study of the Relationship between Linguistic Skills and Psychological Disorders." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159608.
Full textAbstract:
Our current knowledge about the relationship between linguistic skills and psychological disorders is somewhat diffuse. One reason is because it is difficult to investigate this relationship without including conditions that clearly influence the results in one way or another (e.g. culture, environment, socioeconomic class etc). This study aims to investigate the relationship in an attempt to highlight a potential link. By using the lens of several fields altogether; cognitive science, linguistics, neuroscience, neurocognition, this study shed light on the relationship and encourage further studies in this field to determine the role of linguistic skills in mental health in general. In the experiment, linguistic skills were measured opposed to depression as a specific disorder to quantify specific data. Linguistic skills were measured by density and diversity and PHQ-9 survey question were used to determine depression scale. Statistical analysis showed significant correlations between some measures of linguistic skills and PHQ-9. The significant statistical correlation found points towards the hypothesis that, better linguistic skills promote well-being, and psychological disorders take minor effect relative to poorer linguistic skills. This topic is large-scaled which means that background variables must be acknowledged thoroughly, which due to the extent of this thesis, were not. The results are discussed further as well as limitations of the study. Improvements for further research are proposed.
21
Lei, Chong Wun. "A functionalist evaluation of the English translation of the preface for the Witness the Qing Empire exhibition." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2554097.
Full text
22
Fonseca, Natália Barroncas da. "Construção identitária de alunos guianenses que estudam em Bonfim-RR." Universidade Federal de Roraima, 2015. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=288.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEste trabalho tem por objetivo investigar como um contexto sócio-linguístico-cultural fronteiriço influencia na constituição do sujeito que ali mora e estuda. Esta é uma pesquisa orientada à luz da Linguística Aplicada, uma área de pesquisa que se interessa por novas teorizações e que dialoga com outras áreas do conhecimento, como Estudos Culturais e Sociolinguística. Esta pesquisa mostra-se pertinente à comunidade acadêmica e aos colegas professores atuantes no cenário educacional, por suscitar questionamentos acerca de sujeitos de minorias linguísticas, moradores na fronteira que convivem e interagem em um meio de dimensões culturais que se movimentam bidirecionalmente e, também se complementam, na perspectiva da transculturalidade. Trata-se de um estudo de cunho etnográfico com abordagem de pesquisa predominantemente qualitativa. Os registros foram coletados através da observação participante, do diário de campo e das entrevistas semiestruturadas gravadas apenas em áudio mediante a autorização dos sujeitos ou de seus responsáveis. Um total de 10 sujeitos foram entrevistados, sendo 8 alunos, 1 professor e 1 secretária da escola. As análises empreendidas indicaram a marcação da diferença e da identidade dos alunos pela língua.
This study aims to investigate how a socio-cultural-linguistic border context influences the constitution of the individual that lives and study there. This work is oriented under the bias of Applied Linguistics, a mixed area of research that is interested in new theories and dialogues with other areas of knowledge such as Cultural Studies and Sociolinguistics. This research is relevant to the academic community and to all the teachers that work in this educational system, by raising questions about linguistic minorities individuals, residents on the border who live and interact in an environment of cultural dimensions that moves bidirectionally and also complement each other, in the perspective of transculturality. This is an ethnographic study with predominantly qualitative research approach. The records were collected through participant observation, field diary and semi-structured interviews recorded in audio only with the permission of the individuals or their legal guardians. A total of 10 individuals were interviewed, 8 students, 1 teacher and 1 secretary of the school. The analysis undertaken indicated the marking of difference and identity of students by language.
23
Birth, Ann-Inga. "New words : a study of applied linguistic relativity and the types and historical development of word formation in literature." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230032.
Full textAbstract:
This thesis is a literary linguistic study of lexical innovation in fiction. It uses corpus linguistic methods and concepts of morphological theory to develop a new word typology and to examine new words as to their role in directing a reader's imagination and with regard to their frequency and distribution in classic English literature between 1750 and 1923. A 56 million word corpus consisting of a homogenous variety of texts converted from online literature databases serves as the basis for a chronologically structured new word extraction. This is carried out aided by the concordancer programme AntConc. The following three aspects are addressed in this research. The first attempts to explain why certain new words appear newer than other equally novel forms. It demonstrates that the factors influencing a word's novelty effect are wordlike-ness, morpheme content, and formal and semantic analogy. A new word typology is derived from these. A second main section focuses on stylistic aspects. If the words we use influence the way we think, as theorised in the principle of linguistic relativity, then forming new words and reading these should influence the way we think about what they describe. The second element identifies the strategies authors may use to affect their readers' associations through word formation. A third section is a frequency and distribution analysis of the new words extracted, taking historical developments, text mode and form, genre, and new word types into account. It adds quantitative data to the qualitative investigation preceding it, showing that verse and prose, text forms, and genres as well as time periods differ in the new words they produce and providing evidence for the characteristics of each.
24
Sant'Anna, Priscila Fernandes. "As ações avaliativas da mediadora no contexto familiar judicial." Universidade Federal de Juiz de Fora (UFJF), 2011. https://repositorio.ufjf.br/jspui/handle/ufjf/4647.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-25T12:04:12Z
No. of bitstreams: 1
priscilafernandessantanna.pdf: 718506 bytes, checksum: fdd257fa9131aa0b3fe82b1790eb371e (MD5)Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-25T13:33:30Z (GMT) No. of bitstreams: 1 priscilafernandessantanna.pdf: 718506 bytes, checksum: fdd257fa9131aa0b3fe82b1790eb371e (MD5)
Made available in DSpace on 2017-05-25T13:33:30Z (GMT). No. of bitstreams: 1 priscilafernandessantanna.pdf: 718506 bytes, checksum: fdd257fa9131aa0b3fe82b1790eb371e (MD5) Previous issue date: 2011-09-19
O presente trabalho está inserido no panorama da Linguística Aplicada das Profissões (SARANGI, 2006), buscando ultrapassar o cenário acadêmico das universidades e estabelecer relações de contato o estudo da linguagem e os contextos profissionais. Temos como foco o contexto jurídico e a profissão do mediador. Nesse sentido, empreendemos nosso estudo de natureza qualitativa e interpretativa com base em dados de mediação endoprocessual, gerados em uma vara de família do estado do Rio de Janeiro. Em nossa pesquisa, contamos com a colaboração da mediadora do caso na discussão e interpretação dos dados o que confere um caráter colaborativo (SARANGI, 2001) ao trabalho. Quanto ao método de pesquisa escolhido, utilizamos o estudo de caso, através do qual baseamos nossa análise em investigações detalhadas de um fenômeno, em um cenário específico. Diante desse contexto institucional, buscamos mapear e descrever as ações avaliativas da mediadora, uma vez que nos manuais jurídicos postula-se que o mediador deve ser um terceiro neutro e imparcial, não devendo manipular a argumentação (SALES, 2004). Entretanto, olhando para dados reais de mediação, constatamos ações avaliativas (GOODWIN e GOODWIN, 1992) da mediadora, o que a rigor não “deveriam” ocorrer, pois avaliar envolve emitir opinião ou juízo de valor (LINDE, 2007). Por fim, nossa perspectiva de trabalho é a de fala-em-interação que tem, nos turnos de fala e nas transcrições, a base analítica para se falar do comportamento do mediador.
This work is inserted in the panorama of Applied Linguistics of professions (Sarangi, 2006), looking beyond the academic setting of the universities and establish contact to the study of language and professional environments. We focus on the legal profession and the mediator. In this sense, we undertook our study of qualitative and interpretive, based on data mediation endoprocessual, generated in a family court of the state of Rio de Janeiro. In our research, we've had the colaboration of the mediator in the case discussion and interpretation of data which gives a collaborative nature (Sarangi, 2001) to work. As the research method chosen, use the case study through which we base our analysis on detailed investigations of a phenomenon in a specific setting. Given this institutional context, we seek to map and describe the actions of assessment of mediator, since the juridical manuals postulate that the mediator should be a neutral and impartial and should not manipulate the argumentation (Salles, 2004). However, looking at mediation real data, we find actions of assessments (Goodwin and Goodwin, 1987) of the mediator, which, strictly speaking no "should" occur, because it involves give an opinion or value judgments. (Linde, 2007). Finally, our work has a talk-in-interaction perspective which has, in turns of talk and on the transcripts, the analytical basis to talk about the behavior of the mediator.
25
Costa, SÃlvia Cristina Duailibe. "(In) competÃncia lingÃÃstica: observaÃÃes e constataÃÃes na prÃtica de professores de lÃngua inglesa em formaÃÃo inicial." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3898.
Full textAbstract:
Este estudo insere-se na Linha de Pesquisa em LingÃÃstica Aplicada, tem como foco a formaÃÃo inicial de professores de lÃnguas e volta-se, mais especificamente, para um exame do processo de formaÃÃo desses docentes no que tange à aquisiÃÃo da competÃncia lingÃÃstica de futuros professores de lÃngua inglesa. Pretendeu-se identificar quais e de que natureza eram as principais deficiÃncias em termos de competÃncia lingÃÃstica dos futuros professores estudados e analisar suas possÃveis implicaÃÃes na sala de aula do EstÃgio Supervisionado do Curso de Letras da Universidade Federal do MaranhÃo (UFMA). Esta pesquisa està centrada nas teorizaÃÃes sobre competÃncia lingÃÃstica dos seguintes autores: Hymes (1972), Canale e Swain (1980), Bachman (1990) e Almeida Filho (1992). Foi considerada, ainda, a classificaÃÃo proposta no Quadro Comum Europeu de ReferÃncia para o ensino de LÃnguas. AlÃm disso, recorreu-se à proposta da AnÃlise de erros fundamentada nas teorias de Corder (1967) e Dulay, Burt e Krashen (1982). Optou-se, do ponto de vista metodolÃgico, por um estudo de base qualitativa e interpretativista, orientado por uma abordagem de cunho etnogrÃfico, aliado Ãs contribuiÃÃes da AnÃlise de erros. O contexto de pesquisa foi o do Curso de Licenciatura em Letras da UFMA, constituÃdo por uma turma de dezesseis alunos do segundo semestre de 2008, da Disciplina PrÃtica de Ensino de InglÃs. Foram selecionadas trÃs aulas de cada aluno, com as quais se obteve um total de quarenta e oito aulas de observaÃÃo. Foram aplicados dois questionÃrios: um antes e outro depois das observaÃÃes. O primeiro teve o objetivo de traÃar um perfil dos estagiÃrios e o segundo, mais especÃfico, analisar as percepÃÃes dos estagiÃrios a respeito dos erros cometidos em nÃvel da sua competÃncia lingÃÃstica. O foco foi a competÃncia gramatical, entretanto, foram observadas tambÃm deficiÃncias de ordem ortogrÃfica e lexical. Constatou-se que todos os alunos observados apresentaram erros em suas produÃÃes orais e escritas e examinou-se como os futuros professores atuavam frente aos erros e sua correÃÃo e as repercussÃes disso no que se refere à formaÃÃo desses docentes e a dinÃmica das aulas.This study is inserted in the Line of Research in Applied Linguistics. It has as focus the initial formation of foreign language teachers and is turned, more specifically, toward an examination of the process of formation of those teachers in what it refers to the acquisition of the linguistic ability of future English language teachers. The objective was to identify which and of what nature were the main deficiencies in terms of linguistic ability of the studied future teachers and to analyze their possible implications in the classroom of the Supervised Period of training of the Course of Letters of the Federal University of MaranhÃo (UFMA). This research is centered in the theories on linguistic ability of the following authors: Hymes (1972), Canale and Swain (1980), Bachman (1990) and Almeida Filho (1992). The classification proposed in the European Common Framework of Reference for the Education of Languages was also considered. Moreover, the Error analysis based on the theories of Corder (1967), Dulay, Burt and Krashen (1982) were as well considered. The method used is of qualitative and interpretative basis, guided by an approach of ethnographic nature associated with the contributions of the Error analysis. The investigation context was the Course of Graduation as a Licentiate in Letters of UFMA, consisting of a group of sixteen students of the second semester of the year 2008, of the subject Practice of Teaching of English. Forty eight classes have been observed, this is, three classes of each student. Two questionnaires have been applied, one before and the other one after the observations. The first one had the objective to trace the profile of the trainees and the second, more specific, to analyze the perceptions of the trainees regarding the errors committed in the level of their linguistic ability. The focus was the grammatical ability, however, orthographic and lexical deficiencies have been also observed. It was noticed that all the students observed have presented some kind of deficiency in their oral and written productions and it was examined how the future teachers behave before the errors and their correction and the repercussion of that in what it refers to the formation of those teachers and the dynamics of the classes.
26
Momani, Kawakib Radwan. "Language in the service of discourse values : an investigation of socio-textual practices in ESL from an applied linguistic perspective." Thesis, Heriot-Watt University, 2001. http://hdl.handle.net/10399/1162.
Full text
27
Iong, Kit Yeng. "Cross-cultural linguistic analysis : a case study : the bilingual welcoming message in the recruiting websites of different casinos and resorts in Macao." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2554098.
Full text
28
Shak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.
Full textAbstract:
Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.
29
Rouhani, Jameela M. M. "An applied research into the linguistic theory of collocation : English-Arabic dictionary of selected collocations and figurative expressions with an Arabic index." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282668.
Full text
30
Bertani, Chiara <1994>. "Does an Early Foreign-Language Teaching Program Applied to Kindergarten Children Lead to Successful Linguistic, Affective and Cognitive Achievements? A Case Study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16043.
Full textAbstract:
The relationships between languages coming into contact for geo-political reasons or as a result of migratory movements give rise to multilingualism which is a precious phenomenon that must be supported. In order to be effective, the approach to multilingualism must occur during early childhood. This is why the European Commission plans the Early Language Learning programs which introduce a second or foreign language in pre-primary schools. The most adopted programs are the Foreign-Language teaching and the Immersion programs. The formers concern the integration of a language different from the child's mother tongue in the pedagogical plan. The latters are typical in situations of bilingualism and aim at developing of an early, simultaneous and additive kind of bilingualism. The present study is based on an experimental research carried out in a kindergarten with Italian infants who approached to English as a foreign language for the first time. They were immersed into the new language during activities and various moments of the educational routine for 3 months. This study aim to demonstrate the effectiveness of Early Foreign Language Learning and from the analysis of the results a certain similarity between the achieved outcomes and some features of bilingualism can be observed. It follows that the support of second or foreign language acquisition at an early developmental stage is essential to enhance the growth of cognitive and linguistic benefits in young child.
31
Bernard, Taryn. "A critical analysis of corporate reports that articulate corporate social responsibility." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96672.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In the last 15 years, growing public awareness of the negative impact of corporate activities has prompted big corporations in the mining, manufacturing and retail sectors to publish reports that communicate their awareness of environmental and social issues. These reports typically take the form of standalone corporate social responsibility (CSR) reports or integrated annual (IA) reports. The publication of these reports is not an isolated event or practice on behalf of each company; the structure and content of the reports are informed by stock exchange policies such as the King Code in South Africa, and reporting frameworks such as the Global Reporting Initiative (GRI) on an international level. The nature of corporate social responsibility and CSR reporting has captured the interest of researchers in diverse disciplines. Scholars such as Jones (1995) and Pedersen (2006), working within business and marketing-related fields, have praised CSR reports as a “win-win” concept which encourages corporations to focus on both their financial and social performance. Conversely, scholars such as Banerjee (2003, 2007) and Redclift (2002, 2005) have criticised CSR for being a new form of “greenwashing” and a mechanism that promotes the continued dominance of financially strong institutions. Critical scholars typically adopt a neo-Marxist perspective of neoliberalism and assert that legitimate environmental protection or social transformation and equality cannot take place within the reigning economic paradigm (see Pepper 1984, 1996). This study is a contribution to applied linguistic research into CSR and IA reports, particularly those originating from the Global South. It draws on methods developed within critical discourse analysis (CDA), systemic functional linguistics (SFL) and corpus linguistics to investigate the 2011, 2012 and 2013 CSR and IA reports of six South African companies located in the mining, retail and food manufacturing industries. Drawing on Halliday’s (1978) three metafunctions of texts, Fairclough’s (1989, 2002) three dimensional framework, as well as the Appraisal Framework (White 2001; Martin and White 2005) this study investigates the textual, representational and interpersonal meanings of the selected reports as ones that represent a new, gradually conventionalised genre within modern corporate discourse. In summary, the study contributes to an understanding of CSR and IA reports in three ways: First, it highlights the significant role of the GRI in prescribing, and thus restricting, the structural and discursive features of CSR and IA reports. Second, the study shows how the six companies draw on a limited set of discourses in the reports which all, in some way or another, embed neoliberal ideologies. This suggests that the South African CSR and IA reports function to maintain an established, dominant ideological and discursive order. Third, the degree of reliability of the information in the reports is dependent on how the companies construct themselves in this report. In this regard, the analysis reveals that the companies use a limited set of linguistic resources to construct themselves as strategic, moral and responsible social actors. In a country marked by widespread social inequality and diminishing resources, the findings ultimately suggest that social transformation and environmental protection are unlikely to be achieved if the sustainability discourses of corporate institutions are not publically challenged.
32
Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.
Full textAbstract:
Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.
Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served.
While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.
33
Lee, Joseph J. "A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/15.
Full textAbstract:
The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons.
The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research.
34
Griffiths, Elizabeth Joyce. "English as a medium of instruction in higher education institutions in Norway : a critical exploratory study of lecturers' perspectives and practices." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14538.
Full textAbstract:
This critical exploratory study investigates the perceptions and practices of Norwegian lecturers on the implementation of a policy of English as a Medium of Instruction (EMI) at their Higher Education Institution (HEI). It focuses on their attitudes towards English usage, how they have been prepared and cope in the classroom, and looks at their language and pedagogic competences. The socio-cultural context of using English inside and outside the auditorium is explored and leads to questions of Anglo/American influence and Norwegian domain loss. The study is informed by critical Applied Linguistics (CALx), linguistic imperialism and Bourdieu’s theories on social capital and power. It examines teaching through critical pedagogy and Vygotsky’s socio-cultural theory of learning to aid understanding of classroom engagement and communication, and successful learning. This study has been informed by the critical approach to challenge normative assumptions of the use of EMI. Qualitative methods were used to collect data; twenty Norwegian teaching academics were interviewed, of whom five were observed whilst teaching. Careful coding and analysis of the data revealed surprising attitudes and perceptions varying from enthusiasm to anxiety for EMI. The participants generally accepted the top-down decision making by the administration on the increase of EMI and English usage. The influences of globalisation and commodification at HEIs combined with the rapid increase in English usage seem to have led to increased power of the management and bureaucratization. Some participants, mostly from the humanities, felt they lacked voice and agency in the implementation and their preparation for EMI, whilst some from the sciences actively embraced English and some wanted English as the working language in HEIs. There was a general feeling that more time and language resources were needed for professional development to cope with the change to EMI. All the participants worked hard to succeed in EMI; they were aiming at NS language competencies and wanted to be better at grammar, pronunciation and terminology, but seemed unaware of the pragmatic level of communication required for teaching and did not recognise the necessity of pedagogic training for EMI. There was a lack of dialogic teaching making co-constructed learning challenging and transformative pedagogy more difficult to achieve. They adapted to the multi-cultural/lingual classroom in a pragmatic manner, but were not given spaces for counter-pedagogies, critical pedagogy and the ideals of the transformative intellectual. The research reveals five areas of concern: a) inadequate English language at the pragmatic level for the demands of EMI, b) inadequate pedagogic skills for the multi-lingual and cultural classroom, c) concern over local and international students’ level of English, d) standardized, Anglo/American teaching materials leading to a lack of diversity and critical approaches, and e) the threat to academic Norwegian from international academics not learning Norwegian, the publishing reward system at Norwegian HEIs and the perceived status of English, and the resultant decline in dissemination to the general public. However juxtaposed to the above points, most participants experienced the international classroom positively and were well-received by and pleased to be in their academic Community of Practice resulting generally in an ambivalent attitude to EMI.
35
Nogueira, Ayres Charles de Oliveira. "Traduzindo o econom?s: met?foras da infla??o em textos de jornalismo econ?mico." Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18725.
Full textAbstract:
Made available in DSpace on 2015-03-12T14:01:22Z (GMT). No. of bitstreams: 1
AyresCON.pdf: 499485 bytes, checksum: 0c2df647d28b9d8ceb099f01d2e2e2e8 (MD5)
Previous issue date: 2015-03-12The research aimed two objectives: 1st) identifying and describing the metaphors of the inflation, in a corpus of 18 texts of economic journalism, from Joelmir Beting, written in the last trimester of 2002, at the moment of the government s transition of president Fernando Henrique Cardoso to Luiz In?cio Lula Da Silva. 2nd) verifying the recognition of the metaphors by the students of the basic education of a private school from Natal. 91 metaphors had been identified, analyzed in the perspective of the conceptual metaphor s theory, by Lakoff and Johnson (2002), on the basis of the distinction between conceptual metaphor and metaphoric expressions, and between domain-source/domain-target. 10 underlying conceptual metaphors had been inferred, being that the domains-source used more frequently to characterize the inflation had been those ones according to the human being and the animals and, of a less imaginable form, to the ways of transport (car, aircraft). These general conceptual metaphors had been unfolded in other s more specific ones ( animal specifying itself in lion , dragon , dog , etc.). Another result was the identification of metaphoric expressions with two or more meanings , with relation to more than one conceptual metaphor or explicit, in the same expression, two domains-source (for example: armored dragon ) and contributes, of a relevant form, for the semantic struturation of the text. The understanding of the metaphors was verified through an activity of domains-source s identification (10 metaphoric statements and fulfilling of the gap in the phrase the inflation is a/an ) applied in a group of 8th year of the basic education (12-13 years old, with 14 girls and 17 boys) from a school of good social and economic positions from Natal-RN. There weren t great difficulties on the part of the students in recognizing the domains-source involved: about 80% to the great majority of the statements
A pesquisa visou a dois objetivos: 1?) identificar e descrever as met?foras da infla??o, em um corpus de 18 textos de jornalismo econ?mico, de autoria de Joelmir Beting, escritos no ?ltimo trimestre de 2002, no momento da transi??o do governo do presidente Fernando Henrique Cardoso para o do presidente eleito Luiz In?cio Lula da Silva. 2?) verificar o reconhecimento das met?foras por parte de alunos do ensino fundamental de uma escola particular de Natal. Foram identificadas 91 met?foras, analisadas na perspectiva da teoria da met?fora conceitual, de Lakoff e Johnson (2002), com base na distin??o entre met?fora conceitual / express?es metaf?ricas, e entre dom?nio-fonte / dom?nio-alvo. Foram depreendidas 10 met?foras conceituais subjacentes, sendo que os dom?nios-fonte mais freq?entemente utilizados para caracterizar a infla??o foram aqueles ligados ao ser humano e aos animais e, de forma menos previs?vel, aos meios de transporte (carro, aeronave). Essas met?foras conceituais gerais, foram desdobradas em outras mais espec?ficas ( animal especificando-se em le?o , drag?o , cachorro , etc.). Um outro resultado foi a identifica??o de express?es metaf?ricas poliss?micas , que remetem a mais de uma met?fora conceitual ou explicitam, na mesma express?o, dois dom?nios-fonte (por exemplo: drag?o blindado ) e contribuem, de forma relevante, para a estrutura??o sem?ntica do texto. A compreens?o das met?foras foi verificada atrav?s de uma atividade de identifica??o de dom?nios-fonte (10 enunciados metaf?ricos e preenchimento da lacuna na frase A infla??o ? um/uma... ) aplicada em uma turma de 8? ano do ensino fundamental (12-13 anos de idade, sendo 14 meninas e 17 meninos) de uma escola de classe m?dia-alta de Natal-RN. N?o houve maiores dificuldades por parte dos alunos em reconhecer os dom?nios-fonte envolvidos: em torno de 80% para a grande maioria dos enunciados
36
Oliveira, Clériston de. "O contexto de produção: uma análise do processo de didatização da produção de textos escritos." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6466.
Full textAbstract:
Made available in DSpace on 2015-05-14T12:43:15Z (GMT). No. of bitstreams: 1
arquivototal.pdf: 10881970 bytes, checksum: 7c68984c4c1155964f5478e09a932791 (MD5)
Previous issue date: 2014-03-21Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research, placed on Aplyed Linguistic área, approaches a view about the conceptions of writing present in the didactic books and writing manuals. As main objective, we choose to analyze, especificily, the didatic pedagogic commands that pointed the textual production contained in them on the materials. The adopted method is the comparative one, having the own CORPUS constituition. In regard to the obtention of information, this work is a documental and bibliographic research having as approach the qualitative one. At first, it was selected a CORPUS that represents the two researched universes, as follows: Three didactic books, being two for the fundamenthal learning and one for the medium learning; and three writing manuals, being one for Journalistic texts, one for official writings and other for courses‟students. Achieve the objective, it was necessary a theoretical choice that approaches the textual production, on a interactive perspective. In this way, we opted to approach the theoretical presumes of sociodiscursive interacionism, mainly Jean Paul Bronckart‟s contributions (1999, 2006). Among them, we selected the production context parameters, being this, subdivided into physic context and social subjective one, as categories of analysis to our work supplies. The analysis was realized based on the relationships existent between the orientations that guide the production and the production text parameters, with the purpose of identify the writings conceptions presented in each material analized. At least, we come to the conclusion that the books and the manuals analized have different writing conceptions. In front of the reading pieces, we saw that the selected manuals have more number of directions that consider the social aspects involved in the textual production process. However, it is important to adequate the orientations to writing conceptions and to favor language situations in which productors get involved themselves, and these situations have as focus social and pragmatics aspects, so that there is the linguistic cognitive social dimensions activation.
Esta pesquisa, situada na área de Linguística Aplicada, aborda uma visão acerca das concepções de escrita presentes em livros didáticos e em manuais de redação. Como objetivo geral, optamos por analisar, especificamente, as orientações didático-pedagógicas que encaminham a produção textual escrita nos referidos materiais. O método de procedimento adotado é o comparativo, tendo em vista a própria constituição do corpus. No tocante à obtenção das informações, o presente trabalho constitui uma pesquisa bibliográfica e documental, tendo como abordagem utilizada a qualitativa. Inicialmente, foi selecionado um corpus que representasse os dois universos pesquisados, da seguinte forma: 03 (três) livros didáticos, sendo 02 (dois) voltados ao Ensino Fundamental e 01 (um) para o Ensino Médio; e 03 (três) manuais de redação, sendo 01 (um) voltado para a redação de textos jornalísticos, 01 (um) para a redação de textos oficiais e 01 (um) com o objetivo de preparar estudantes para concursos e vestibulares. Para atingirmos o objetivo pretendido, fez-se necessário uma escolha teórica que abordasse a produção textual, numa perspectiva interativa. Neste sentido, optamos por abordar os pressupostos teóricos do Interacionismo Sociodiscursivo, principalmente as contribuições fornecidas pelos estudos de Jean Paul Bronckart (1999, 2006). Dentre tais postulados teóricos, selecionamos os parâmetros do contexto de produção, sendo este subdividido em contexto físico e sociossubjetivo, como categorias de análise do nosso trabalho. A análise foi realizada com base nas relações existentes entre as orientações que encaminham a produção e os parâmetros do contexto de produção, com o propósito de identificar as concepções de escrita presentes em cada material analisado. Após a análise, chegamos à conclusão que tanto os livros didáticos quanto os manuais possuem concepções de escrita diferentes. Diante dos fragmentos analisados, percebemos que os manuais de redação selecionados, apesar de se destinarem a propósitos diferentes, possuem um maior número de orientações que consideram os aspectos sociais envolvidos no processo de produção textual. Entretanto, tão importante quanto adequar as orientações à concepção de escrita como interação é favorecer situações de linguagem em que os produtores se envolvam e estas tenham como foco os aspectos sociais e pragmáticos, de modo que haja a ativação das dimensões sociais cognitivas e linguísticas.
37
Touati, Ramdane. "Normalisation polynomique d'une langue fortement dialectisée et fragmentée : l'aménagement lexical du berbère." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0576.
Full textAbstract:
L’objectif de cette recherche est d’étudier, dans une approche critique et interventionniste, l’aménagement lexical du berbère. L’étude critique des actions glottopolitiques, de la fragmentation dialectologique ainsi que la réflexion sur la revitalisation et la normalisation linguistique ont brossé l’essentiel de la berbérophonie. Cette thèse est organisée en trois parties. La première partie présente une étude critique des actions glottopolitiques concernant le berbère et la sociolinguistique étudiant ces questions. La deuxième partie explore la diversité linguistique et la configuration dialectale de cette langue. Dans une perspective de revitalisation et de normalisation linguistique, nous avons développé une réflexion sur l’adoption du concept de la langue polynomique au berbère, en nous basant en premier lieu sur sa situation dialectologique et sa vitalité. La dernière partie met en pratique les réflexions théoriques, présentées dans les deux parties précédentes, dans le domaine de l’aménagement lexical. C’est une illustration de l’aménagement du vocabulaire commun et spécialisé. Elle comprend également une réflexion sur l’aménagement terminologique, la normalisation linguistique et leur mise en pratique dans le cadre d’un processus d’aménagement à la fois polynomique et convergent. En conclusion, nous suggérons, pour la normalisation du berbère, un aménagement polynomique permettant à la fois d’intégrer la variation dialectologique et d’engager un processus de convergence. Celui-ci doit nécessairement s’appuyer sur l’étude de la dialectalisation de cette langue ainsi que sur la vitalité de ses différents groupesThe objective of this research is to study, in a critical and interventionist approach, the lexical planning of Berber. Critical studies of glottopolitical actions and dialectological fragmentation, as well as reflections on revitalization and linguistic normalization, have brushed the great majority of the Berber-speaking world. This dissertation is organized into three parts. The first part presents a critical study of glottopolitical actions concerning Berber and sociolinguistics studying these questions. The objective is to establish an inventory of theoretical research and the implementation of glottopolitical actions in the Berber area. The second part explores the linguistic diversity and dialectal configuration of Berber. In a perspective of revitalization and linguistic normalization, we have developed a reflection on the adoption of the concept of the polynomic language to Berber, basing ourselves first and primarily on its dialectological situation and its vitality. The last part puts into practice the theoretical reflections presented in the two preceding parts in the field of lexical planning. This is an illustration of the planning of common and specialized vocabulary. It also includes a reflection on terminological planning, linguistic standardization and their application in a polynomic and convergent planning process. In conclusion, we suggest, for the “normalization” of Berber, a polynomic planning allowing both to integrate the dialectological variation and to initiate a process of convergence. This must necessarily be based on the study of the dialectalization of this language as well as on the vitality of its different groups
38
Monteiro, Ricardo Nogueira de Castro. "Análise do discurso musical: uma abordagem semiótica." Universidade de São Paulo, 1997. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-21012008-131652/.
Full textAbstract:
A dissertação \'Análise do discurso musical: uma abordagem semiótica\' discute e propõe soluções para a questão da aplicação do modelo de percurso gerativo de sentido à análise do discurso musical. A partir de uma exposição inicial onde se procura situar essa proposta analítica dentro da evolução da musicologia e da semiótica francesa, passa-se a uma discussão em profundidade da aplicação do modelo semiótico no que diz respeito à estrutura dos níveis fundamental e narrativo, tanto no que tange à organização sintática quanto semântica de cada patamar da significação. As explanações teóricas são fundamentadas diretamente a partir da análise de textos significativos do repertório ocidental, como a 5.a Sinfonia de Beethoven, a 4.a Sinfonia de Tchaikovski e a Fuga I do Cravo bem temperado de Bach. Em linhas gerais, o trabalho conclui por defender uma abordagem analítica que parte das aspectualizações presentes no nível de superfície para determinar a organização semântica do nível profundo no que diz respeito às modulações tensivofóricas e à ordenação de seu campo valencial. Postulada e justificada a presença de uma instância discretizadora responsável pela conversão das modulações em modalidades e das valências em valores, passa-se ao estudo do nível narrativo, que culmina com; a) a importante descoberta em nível musicológico do papel da dimensão semântica no processo de variação motívica e na geração da macroforma musical; b) uma investigação semiótica da paixão na música.The dissertation named\' Analysis of the musical discourse: a semiotical approach\' discusses the application on musical analysis of the model championed by lithuanian linguist Algirdas Julien Greimas which conceives the process of generation of meaning as a path from abstract oppositions to narrative structures and hence to the discourse itself, which is called meaning generation path. The first chapter brings a general exposition which situates its analytical proposal in terms of the historical development of both musicology and the french branch of semiotical studies, which is committed with Structuralism. On chapter II, a detailed application of the theoretical model is presented step by step with the help of commented examples regarding some of the most appealing compositions of western repertory such as Beethoven\'s 5th. Symphony, Tschaikovsky\'s 4th Symphony and the first fugue of Bach\'s Well-tempered keyboard. The conclusion suggests that a semiotical approach on music should start with considering the superficial aspects of musical discourse so that its tensive and phorical course can be inferred and conceived as a complex of modulations where its internal relationships of attraction and repulsion may be ordinated in terms of valence. Based on the hypothesis of the existence of an instance of discreteness which converts the valences of the fundamental level into values of the narrative level and modulations into modalities, the study of narrative brings forth two main contributions. First, a semantical approach which explains the relationship between theme and musical form and revolutionizes the concept of musical variation. Second, a semiotical research on passion in music.
39
Kerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
Full text
40
Conn, Jeffrey C. "Portland Dialect Study: The Story of /æ/ in Portland." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/4518.
Full textAbstract:
This study reports on the hypothesized raising of the low, front vowel /æ/, which is characteristic of a regional dialect vowel shift found in cities of the Midwest and Eastern North of the United States. The raising of this vowel is the primary change in a series of vowel shifts that have traditionally been attributed to this region of the U.S. The purpose of this study is to document the production of this vowel by residents of Portland, Oregon, in order to see what light it can shed on dialect research of the Pacific Northwest, especially across age groups to see if it can be implicated in language change.
Data were collected by interviewing a convenience sample of twenty-four Portland speakers. Twelve females and twelve males from three different age groupings were interviewed. The interviews were tape recorded and portions of the tapes were analyzed. There was a two-part analysis of the data: 1) Formant measurements (in Hz) were measured with PCQuirer speech analysis software, 2) These measurements were plotted on a graph with Plotnik graphing software.
The study found that /æ/ produced by Portland speakers is not following Labov's theory of language change and is therefore not raising. However, some initial speculations of the lowering and fronting of this vowel can be made by the data. The study found that the working class subjects produced a more fronted vowel, and that the younger subjects produced a more fronted and lowered variant of the vowel when compared to the other subjects. The study concludes that the patterns found do not clearly support Labov's paradigm of language change and are therefore only initial speculations.
41
Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.
Full textAbstract:
Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register.
Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002).
The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays.
An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses.
To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
42
Draper, Elaine. "SFI...why not EFI? : A study of the teaching practices applied when teaching English to immigrants in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15875.
Full textAbstract:
My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish. According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; Swedish and English are both Germanic languages and therefore share language closeness. Results showed that regardless of age and mother tongue, equal numbers of students chose to source Swedish only or both Swedish and their mother tongue when translating texts from English; only 3 chose to source their mother tongue only. There is to date little research that directly connects teaching approaches with SLA, particularly when dealing with multilingualism. I believe a potential area for research could be to investigate the possibility of developing teaching strategies that can potentially harness prior language knowledge. My investigation also showed that English is taught to native and non-native Swedish speakers alike through the medium of the Swedish language; that is to say the course books consist of English text with vocabulary translations and grammatical exercises from Swedish to English. A suggestion would be to reduce the use of the English to Swedish translation methods, particularly for students with a limited knowledge of Swedish, and incorporate into lessons more communicative teaching methods using authentic materials and real situations.
43
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.
Full textAbstract:
This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
44
Tam, Ieok Lin. "A comparative study of three Chinese translations of Emily Bronte's Wuthering Heights." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2554092.
Full text
45
Stegu, Martin, Dennis R. Preston, Antje Wilton, and Claudia Finkbeiner. "Panel discussion: language awareness vs. folk linguistics vs. applied linguistics." Taylor & Francis, 2018. http://dx.doi.org/10.1080/09658416.2018.1434921.
Full text
46
Meyer, Heather Lynn Boik. "An investigation into the linguistic characteristics and cognitive implications of academic writing at senior secondary level thesis submitted to Auckland University of Technology in partial fulfillment of the degree of Master of Arts in Applied Language Studies, December 2004 /." Full thesis, 2004. http://puka2.aut.ac.nz/ait/theses/MeyerH.pdf.
Full text
47
Gastaldi, Lucas Katsuyoshi Sutani [UNESP]. "Ensino de Espanhol para fins específicos: perfil e análise de necessidades de potenciais alunos." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151090.
Full textAbstract:
Submitted by Lucas Katsuyoshi Sutani Gastaldi null (lucassutanigastaldi@gmail.com) on 2017-07-10T21:33:19Z
No. of bitstreams: 1
Dissert_ LucasKSGAstaldi.pdf: 1761423 bytes, checksum: 88d4a52043bac8c59ed90e7bdb21eb99 (MD5)Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-07-14T14:51:31Z (GMT) No. of bitstreams: 1 gastaldi_lks_me_arafcl.pdf: 1761423 bytes, checksum: 88d4a52043bac8c59ed90e7bdb21eb99 (MD5)
Made available in DSpace on 2017-07-14T14:51:32Z (GMT). No. of bitstreams: 1 gastaldi_lks_me_arafcl.pdf: 1761423 bytes, checksum: 88d4a52043bac8c59ed90e7bdb21eb99 (MD5) Previous issue date: 2017-05-22
É possível verificar nas últimas décadas o interesse pelo ensino e aprendizagem de espanhol como língua estrangeira (ELE) no Brasil, principalmente, após a criação do MERCOSUL. Diante disso, a presente pesquisa busca desenvolver reflexões sobre a demanda por cursos de língua espanhola para fins específicos no Brasil, com relação às áreas de conhecimento dos potenciais alunos, suas características, necessidades e modalidade de curso preferida. Partimos da hipótese de que a modalidade a distância pudesse ser a de maior interesse, em consequência de seu crescimento nos últimos anos e em decorrência do perfil de muitos profissionais que buscam a aprendizagem do idioma. Utilizamos princípios teóricos do ensino de línguas para fins específicos e discutimos alguns aspectos da Educação a Distância. Trata-se de uma pesquisa qualitativa com dados quantitativos, na medida em que foram elaborados dois questionários utilizando uma ferramenta virtual e aplicado a estudantes e profissionais de diferentes áreas do conhecimento. O questionário 1 foi organizado com dez questões que buscam identificar desde o nível linguístico do aluno na língua-alvo, a sua faixa etária, quais as habilidades linguísticas mais presentes no cotidiano desses profissionais/alunos, a modalidade de ensino preferida (presencial, híbrida ou a distância) até a área do conhecimento dos entrevistados, Com relação a esse questionário, foram considerados para a análise um total de mil trezentos e quarenta e quatro informantes. O questionário 2 surgiu da necessidade de identificar, com maior eficiência o nível linguístico dos informantes, potenciais alunos, entre os participantes da área de maior demanda identificada no questionário um. Os estudos partiram das respostas dos dois questionários, às quais utilizamos para compor a análise final dos dados, pensando nos possíveis alunos e no contexto no qual eles estão inseridos.
It is possible to verify on the last decades, the growing interest in the teaching and learning of Spanish as a foreign language especially after the foundation of MERCOSUL on the last decade. Facing that, the present study aims to reflect about the demand by Spanish language courses to specific purposes in Brasil relative to the areas of knowledge of the potential students, their characteristics and favorite course modality. We considered the hypothesis that the distance learning modality is the one with the major interest as a result of its growing in the last years and the profile of many professionals that search the language’s learning. We will use the theoretical and methodological principles of the teaching of languages to specific purposes and we will discuss the aspects of the Distance Learning. It is a qualitative research with quantitative data, since two questionnaires were developed using the virtual tool and applied to students and professionals from different areas of knowledge. Questionnaire 1 was organized with ten questions that identified since the linguistic level of the student on the target language, age group, which were the most present linguistic skills in their job, the most favorite teaching modality (presential, hybrid or distance learning) until the area of knowledge of the interviewed. We considered to the analysis a total of a thousand three hundred forty-four questionnaires; then questionnaire 2 came up with the necessity of rethink the linguistic level of the professionals of Engineering, the course with the higher demand, according to questionnaire number one. The studies departed from the answers of both questionnaires which we will use to compose the final analysis of the data, thinking about the possible students and in the context in which they are inserted.
48
Проняєва, Вікторія Едуардівна, Виктория Эдуардовна Проняева, and Viktoriia Eduardivna Proniaieva. "The freshmen and his dictionary (applied Еnglish linguistics)." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/25939.
Full text
49
Trappes-Lomax, Hugh R. N. "Discourse, nominality and reference : a study in applied linguistics." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19366.
Full text
50
Bilz, Kelly Ann. "Changing the Mos Maiorum: Applied Linguistics and Latin Pedagogy." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors152483189473871.
Full text