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Dissertations / Theses on the topic 'Asu language'
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Mreta, Abel Yamwaka. "An analysis of tense and aspect in Chasu : their form and meaning in the affirmative constructions /." Münster : LIT, 1998. http://catalogue.bnf.fr/ark:/12148/cb38870755h.
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Nguyen, Phung Tien. "Developing the evaluative language competence of teacher education students in Teaching English as a Foreign Language (TEFL) courses in Vietnam." Phd thesis, Australian Catholic University, 2020. https://doi.org/10.26199/acu.8vyx0.
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This study aimed to investigate how tertiary TEFL teacher education students‟ evaluative language competence can be extended through explicit teaching of linguistic descriptions of resources for expressing attitudinal meanings in English. In particular, it sought to determine how tertiary TEFL courses informed by the Appraisal framework (Martin & White, 2005) and text-based pedagogy (Feez & De Silva Joyce, 2012) can be designed and implemented to improve students‟ evaluative language competence. It also aimed to examine how such courses can extend students‟ evaluative language repertoires, and how students can discuss their understanding and use of the language of evaluation using their metaknowledge of Appraisal.
In pursuit of these aims, I implemented over two fifteen-week interventions explicit teaching of evaluative resources, focusing on Attitude and Graduation within Appraisal to the same group of TEFL first-year teacher education students at Quy Nhon University, Vietnam. The explicit teaching of Attitude and Graduation followed the teaching sequences using the teaching-learning model I adapted based on integrating the Scaffolding interaction cycle (Martin & Rose, 2005) into the text-based cycle of teaching and learning (Feez & De Silva Joyce, 2012). I also adopted Appraisal as the coding scheme and the UAM Corpus Tool developed by Michael O‟Donnell (2013) as an electronic linguistics annotation tool for investigating affordances of Attitude and Graduation resources in reading texts and in students‟ writing.
The study found that before the interventions, the students from both intervention and non-intervention groups had similar limited repertoires for evaluation expressions, which were reflected through their repetition of a restricted number of different instantiations for Attitude and frequent use of basic isolated grammatical items for Graduation. After the interventions, however, there was a significant development of the intervention students (IS) compared to the non-intervention students (NS) in Attitude and Graduation deployment. The IS employed not only more numerous different instantiations for Attitude, but also a more diverse range of semantic infusion, grammatical and lexical items for Graduation. More importantly, these IS could provide linguistic descriptions of some Appraisal aspects and employ their metaknowledge of Appraisal to talk about the development of their own deployment of Attitude and Graduation across the writing tests. Of particular interest is the impressive improvement of the low achieving IS to approximate the performance of the high achieving IS and even to overtake the performance of the high achieving NS.
This empirical study has made a professional innovation to teaching pedagogies in that it adapted the teaching-learning model for explicit teaching of evaluation based on combining the Scaffolding interaction cycle (Martin & Rose, 2005) and the text-based cycle of teaching and learning (Feez & De Silva Joyce, 2012). It also has important professional implications in fundamental aspects of TEFL such as shifts in policies, professional development, teaching practices, English textbook design and English test assessment in the context of teaching and learning EFL in Vietnam. In terms of policy shift, it raises a call for review of several aspects of TEFL such as current teaching practices, curriculum, resources and teachers‟ expertise. With regard to professional development, it alerts university English teacher educators and practising teachers of English to be aware of the necessity to equip themselves with knowledge about English language and update with relevant pedagogical approaches in their lifelong professional development. In relation to English textbook design, evaluative language was found to be inadequately attended to in Solutions Intermediate and Solutions Upper-Intermediate (Falla & Davies, 2013a, 2013b), the textbooks of English being used in most tertiary institutions in Vietnam. The compensatory additional resources provided in the intervention can serve to inform curriculum designers and textbook editors of the need to incorporate intentionally selected reading texts and thoughtfully designed activities with the aim to make evaluative language more explicit. Regarding English language teaching, the study indicated the poor repertoires of evaluation expressions of even advanced students of English in Vietnam, and it demonstrated that the restricted repertoires of the students could be developed through implementing the courses I designed with various activities to engage students such as multimodal texts and video recording of student improvised drama and their reflective review of their work on the videos. In terms of assessment of English, the study draws attention to the need for test designers to include evaluative language within assessment criteria and make it an explicit requirement in designated test questions. These implications are expected to bridge the gap between teaching-learning experience in the English classroom, criteria in English assessment tests, and real-life English language demands.
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Farres-Casals, Jorge. "Verification in ASL and related specification languages." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/14828.
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In recent years a new framework for specification has been defined around ASL [SW 83, Wir 86, ST 88a, ST 88b]. Stress has been put on defining a specification language consisting of a few powerful specification building operations (SBO's for short) with simple semantics and an elegant implementation notion. Some important features of this work are the generalization to an arbitrary institution [GB 84] of a lot of previous work done on algebraic specification and the study of behavioural abstraction in the context of a model-oriented specification language. The basic research on formal specifications is generally regarded as the basis for a new generation of specification languages. These specification languages will instantiate ASL with their institution of interest, and will define their own specification constructs and implementation notion in terms of ASL's primitive SBO's and implementation notion. However, any useful formal framework for program development needs an inference system for the implementation relation, i.e. proofs that one specification implements another must be produced by a fixed family of rules without model-theoretical considerations. This poses a new and difficult problem to ASL due to its model-oriented nature and the great generality of both the implementation relation and the SBO's. In this thesis we study this problem starting from a simple specification language with only three SBO's, and progressively adding other common SBO's. In the course of this analysis we encounter four main problems for the verification of implementations: hiding of auxiliary functions, behavioural abstraction, reachability constraints and parameterization. These problems can be considered classical of algebraic specifications and the study of their verification aspects at an institution-independent level provides valuable results for many other specification languages. New results for the verification of implementations w.r.t. specifications with hidden parts and abstracted specifications at an institution-independent level are the main contribution of the thesis. Verification of reachability constraints is shown to be below the institutional level. In this case, a common institution for constraints is formally presented showing some ignored verification aspects. Finally, an original presentation of parameterization and structured implementations concludes the thesis. In conclusion, this thesis presents a collection of sublanguages, inference systems and side conditions which add a new dimension to the fascinating job started by ASL in [SW 83].
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Podder, Sushil. "Unsupervised Clustering and Automatic Language Model Generation for ASR." Thesis, University of Waterloo, 2004. http://hdl.handle.net/10012/933.
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The goal of an automatic speech recognition system is to enable the computer in understanding human speech and act accordingly. In order to realize this goal, language modeling plays an important role. It works as a knowledge source through mimicking human comprehension mechanism in understanding the language. Among many other approaches, statistical language modeling technique is widely used in automatic speech recognition systems. However, the generation of reliable and robust statistical model is very difficult task, especially for a large vocabulary system. For a large vocabulary system, the performance of such a language model degrades as the vocabulary size increases. Hence, the performance of the speech recognition system also degrades due to the increased complexity and mutual confusion among the candidate words in the language model. In order to solve these problems, reduction of language model size as well as minimization of mutual confusion between words are required. In our work, we have employed clustering techniques, using self-organizing map, to build topical language models. Moreover, in order to capture the inherent semantics of sentences, a lexical dictionary, WordNet has been used in the clustering process. This thesis work focuses on various aspects of clustering, language model generation, extraction of task dependent acoustic parameters, and their implementations under the framework of the CMU Sphinx3 speech engine decoder. The preliminary results, presented in this thesis show the effectiveness of the topical language models.
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Adams, Hadiya Annvela. "EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548.
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DiBlasi, Anita F. "Evaluating the Effects of Aging on American Sign Language Users." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1310670070.
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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.
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Randall, Kristina Marie. "Longitudinal Case Study: Expressive Language in a Bimodal Bilingual Child with ASD." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588327590589336.
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Tresh, Miriam A. "Simulations of language in individuals with and without Autism Spectrum Disorder (ASD)." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/57883/.
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The current thesis provides an exploration of mental simulations of language in individuals with and without Autism Spectrum Disorder (ASD). The experiential explanation of language proposes that language comprehension is facilitated through the construction of mental simulations of described events, which are embodied in cognition; grounded in action and perception. This high order cognitive process is thought to be underpinned by the mirror neuron system and other neural networks in the typically developed (TD) population. In a series of six experiments combining behavioural, EEG and eye-tracking measures with psycholinguistic paradigms, this thesis examines for the first time whether individuals with ASD activate mental simulations of language that are comparable to those of TD individuals. The main findings suggest that individuals with ASD are able to simulate written and spoken language, and do so in the same way as TD individuals; relying on the same neurological correlates. These simulations are activated in real-time as the described event unfolds and are constrained by the linguistic input. However, the findings point to a possible deficit or bias in interpreting prosodic content in ASD. Moreover, difficulties in simulating described events in ASD emerge when the temporal sequence of events are interrupted. Moreover, while individuals with ASD are able to simulate language online, subtle differences in processing compared to TD individuals may explain the social communication associated with the disorder. The findings offer support for a complex information processing explanation of ASD and are discussed in relation to existing cognitive theories of ASD and the impact of social skills and language ability on mental simulations.
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Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.
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Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.
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Keogh, Jennifer. "A Survey of Those in the U.S. Deaf Community about Reading and Writing ASL." Thesis, The University of North Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1552203.
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On average, students who are deaf do not develop English literacy skills as well as their hearing peers. The linguistic interdependence principle suggests that literacy in American Sign Language (ASL) may improve literacy in English for students who are deaf. However, the Deaf community in the United States has not widely adopted a written form of ASL. This research surveys individuals in the U.S. Deaf community to better understand the opinions surrounding literacy in ASL.
The survey was presented online, containing both ASL in embedded videos and written English. The survey asked for the participants' demographic information, language and educational background, opinions about reading and writing ASL, and opinions on specific writing systems. Sixty-two surveys were analyzed using Chi-square Goodness of Fit tests and Tests of Independence.
The results show that those who desire to read and write ASL are in the minority. The respondents were evenly divided among those who supported literacy in ASL, those who opposed it, and those who felt ambivalent about it. The factors that influenced their opinions were (1) the widespread use of a written form of ASL; (2) the value of literacy in ASL; (3) the style of a writing system; (4) writing with other Deaf individuals; (5) the face-to-face culture in the Deaf community; (6) video technology; and (7) the dominance of English. The respondents were highly educated, which may have influenced these results. Surveying a more representative population is necessary to better understand the opinions about literacy in ASL in the U.S. Deaf community.
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Bonham, Mary Elizabeth. "English to ASL Gloss Machine Translation." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5478.
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Low-resource languages, including sign languages, are a challenge for machine translation research. Given the lack of parallel corpora, current researchers must be content with a small parallel corpus in a narrow domain for training a system. For this thesis, we obtained a small parallel corpus of English text and American Sign Language gloss from The Church of Jesus Christ of Latter-day Saints. We cleaned the corpus by loading it into an open-source translation memory tool, where we removed computer markup language and split the large chunks of text into sentences and phrases, creating a total of 14,247 sentence pairs. We randomly partitioned the corpus into three sections: 70% for a training set, 10% for a development set, and 20% for a test set. After downloading and installing the open-source Moses toolkit, we went through several iterations of training, translating, and evaluating the system. The final evaluation on unseen data yielded a state-of-the-art score for a low-resource language.
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Colvin, Rachael Marie. "Collecting, analyzing, interpreting using mathematical graphs to promote ASL and English academic language /." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p1473415.
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Thesis (M.A.)--University of California, San Diego, 2010.Title from first page of PDF file (viewed February 12, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 196-200).
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Silleresi, Silvia. "Structural Language and Nonverbal Ability Profiles in Monolingual and Bilingual Children with ASD." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2027/document.
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Le diagnostic de Trouble du Spectre Autistique (TSA) prévoit une spécification pour toutes les occurrences de trouble du langage et/ou déficience intellectuelle. En ce qui concerne les troubles du langage, plusieurs études ont montré que chez les enfants avec TSA il existe un sous-groupe d’enfants qui manifestent des troubles sévères du langage structurel, en morphosyntaxe et phonologie (TSA-TL) similaires à ceux rencontrés chez les enfants avec Trouble Spécifique du Langage (TSL), alors que le reste des enfants présentent des habilités langagières dans la norme (TSA-LN), comme les enfants à développement typique (DT). Concernant les déficits cognitifs, les études actuelles qui ont une large population ont mis en évidence que près d’un tiers des individus appartenant au spectre présentent une déficience intellectuelleA diagnosis of Autism Spectrum Disorder (ASD) includes specification of any co-occurrence with language impairment and/or cognitive disabilities. Regarding language impairment, studies have reported that among verbal children with ASD a subgroup of children manifests significant structural language impairment (ASD-LI), similar to the one displayed by children with Specific Language Impairment (SLI), while the rest display normal abilities (ASD-LN), like those found in Typically Developing (TD) children. Regarding cognitive disabilities, current large-scale studies have found that roughly one-third of individuals on the autism spectrum are affected
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Gaines, Sarah Elizabeth, and Sarah Elizabeth Gaines. "Rapid Automatized Naming (RAN) and Reading with Deaf Students Using American Sign Language (ASL)." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621789.
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This study was an investigation of the relationship between rapid automatized naming (RAN) and reading in a sample of deaf and hard of hearing (DHH) students who use American Sign Language (ASL). Thirty DHH students, 10 to 18 years old, were given a series of assessments including measures of RAN, reading decoding, reading fluency, reading comprehension, expressive vocabulary, receptive vocabulary, and visual-motor integration. Significant correlations were found between RAN colors and reading decoding; RAN colors and reading comprehension; and RAN colors, numbers, and letters and reading fluency. A significant difference was found between symbolic (letters, numbers) and non-symbolic (objects, colors) RAN in this sample, with better performance noted on tasks of symbolic RAN. Hierarchical regression models were created for each type of RAN. Each model as a whole was significant. The proposed model for RAN objects accounted for 26.6% of the variance in RAN performance. The model for RAN colors accounted for 54.1% of the variance in RAN performance. The proposed model for RAN numbers accounted for 53% of the variance in RAN. The model for RAN letters accounted for 32.6% of the variance in RAN. Across all models, reading fluency and vocabulary were unique and statistically significant contributors in the model predicting RAN. Visual-motor integration performance was not a unique contributor to the model.
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Igel, Megan Elizabeth. "The Cognitive and Linguistic Profile of Children with Autism Spectrum Disorder Who Produce Palm Reversals." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161886325466338.
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Dehdari, Jonathan. "A Neurophysiologically-Inspired Statistical Language Model." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399071363.
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Edwards, David Islwyn. "Beirdd gwlad Ffair-rhos a'u cefndir diwylliannol a diwydiannol." Thesis, University of South Wales, 1997. https://pure.southwales.ac.uk/en/studentthesis/beirdd-gwlad-ffairrhos-au-cefndir-diwylliannol-a-diwydiannol(ecbf4de2-b763-481d-af74-76daab3c4d97).html.
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Ganwyd yn ardal Ffair-rhos yn ystod yr ugeinfed ganrif bedwar o feirdd y gellid eu hystyried yn enghreifftiau nodweddiadol o draddodiad y bardd gwlad yng Nghymru ar ei orau. Daeth Dafydd Jones a W.J. Gruffydd yn brifeirdd cenedlaethol ac enillodd Evan Jenkins yntau lawryfon y Brifwyl. Er na bu i Jack Oliver gystadlu ar lefel genedlaethol, diau iddo ennill statws cenedlaethol fel prydydd poblogaidd, colofnydd papur newydd ac fel cymeriad lliwgar a gwreiddiol. Yn rhannu'r un agenda lenyddol ac yn cydoesi a hwy yn ardal Llangrannog, yr oedd brawdoliaeth farddol y daethpwyd i'w hadnabod yn ddiweddarach fel Bois y Cilie. Fel amaethwyr ymhyfrydai'r beirdd yn y cylch hwn yn y datblygiadau technolegol diweddaraf ym myd amaeth a hiraeth diddagrau, disentiment sydd ganddynt am y doe hamddenol a lliwgar a gollwyd. Ar y Haw arall, rhydd Beirdd Ffair-rhos bortread angerddol o dlodi eu pentref heddiw o'i gymharu a'i ffyniant diwydiannol a diwylliannol yn banner cyntaf yr ugeinfed ganrif. Yr oedd yn Ffair-rhos, adeg magwraeth y Beirdd, gymdeithas a goleddai safonau crefyddol ymneilltuol a safonau bucheddol pendant. Gellir dweud mai o blith y bobl feddwl-f laenllaw, asgwrn cefn y capel a'r diwylliant lleol, yr hanai Beirdd Ffair-rhos. Yn ogystal a'r beirdd gwlad, gellir sylwi i'r arlunwyr naif a'r arlunwyr gwlad yng Nghymru yn y ganrif ddiwethaf roddi mynegiant clodwiw i'r diwylliant Cymreig gwledig, yn arbennig yn eu portreadau o hoelion wyth y Methodistiaid a'r cymeriadau lleol a anfarwolwyd ganddynt ar gynfas. Cyflawnai rhai o'r arlunwyr hyn swyddogaeth debyg i un y bardd gwlad yn eu gwahanol ardaloedd, ac iddynt hwy 'roedd arlunio, fel barddoni, yn offrymu mawl i gymwynaswyr y ffydd ac i arwyr lleol. Swyddogaeth y canu mawl a marwnad yn y traddodiad llenyddol drwy'r canrifoedd fu delfrydu arwyr a diddori cynulleidfaoedd yn hytrach na beirniadu a cheryddu. Yn yr un modd/ rhoddi parhad i enw da' r gwrthrych oedd nod y beirdd a'r arlunwyr gwlad, a chyfetyb penillion y bardd gwlad i ddarlun yr arlunydd gwlad ar fur neu garreg goffa ym mur capel neu eglwys. Dylanwadwyd ar y beirdd gwlad, yn arbennig ar eu cerddi i fyd natur, gan y Mudiad Rhamantaidd. Ni chanfu'r mwyafrif ohonynt unrhyw brofiad cyfriniol ac ysbrydol yn y byd o'u cwmpas, ond yr oedd natur yn ffenomen weladwy iddynt. Ymatebai Beirdd Ffair-rhos i'w bro enedigol yn oddrychol ac yn deimladwy. Telynegol a hiraethus yw llawer o'r cerddi lie y dirmygir y presennol ar draul y gorffennol paradwysaidd. Nid oes yma chwerwder namyn galaru tawel ac wylo uwch adfeilion yr hen gymdeithas dduwiolfrydig. Ymwrthodir H realaeth heddiw a bodlonir ar ddarlun idyllic o'r pentref traddodiadol. Mae'r portreadu hwn yn wrthgyferbyniad llwyr i fformwla Caradoc Evans yn My People a Dylan Thomas yn Under Milk Wood, ac yn debycach i'r hyn a geir gan O.M. Edwards a D.J. Williams. Ffrwyth atgof dethol yw cynnyrch Beirdd Ffair-rhos. Bro wledig plentyndod fu Ffair-rhos i'w beirdd ac ymrithiodd yn rhyw Dir na n'Og o le, a ystyrid yn arwydd o'r gwerthoedd ysbrydol parhaol sydd yn drech na threigl amser. Disgrifir y pentref cyn iddo gael ei anrheithio gan chwyldro'r peiriant petrol a chyn iddo gael ei ddifwyno gan y pibellau a'r peilonau sydd heddiw'n cyfrodeddu'r lie. Pa faint bynnag o newidiadau a welir yn y dyfodol, erys Beirdd Ffair- rhos yn dyst i'r profiad dynol, crefyddol a chymdeithasol mewn bro neilltuol ar adeg arbennig yn ei hanes.
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Nix, Michael Albert. "Parsing an American Sign Language Corpus with Combinatory Categorial Grammar." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8407.
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Research into parsing sign language corpora is ongoing. Corpora for German Sign Language and Italian Sign Language have been parsed (Bungeroth et al., 2006; Mazzei, 2011, 2012, respectively). However, research into parsing a corpus of American Sign Language is non-existent. Examples of parsed ASL sentences in literature are typically isolated examples used to show a particular type of construction. Apparently no attempt has been made to parse an entire corpus of American Sign Language utterances. This thesis presents a method for constructing a grammar so that a parser implementing Combinatory Categorial Grammar can parse a corpus of American Sign Language. The results are evaluated and presented.
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Jokela, M. (Milla), and M. (Merja) Moilanen. "”Rontatkaa minut rekeen säkkien sekaan älkääkä hiiskuko suunnitelmistani kenellekään”:Aku Ankka -sarjakuvalehden verbien semanttista luokittelua." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201605261975.
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Tässä pro gradu -tutkielmassa tarkastellaan Aku Ankka -sarjakuvalehden persoonamuotoisia verbejä ja niiden semantiikkaa. Koulumaailmassa Aku Ankka -lehteen, ja erityisesti sen kieleen, suhtaudutaan vaihtelevasti. Kieltä on pidetty köyhdyttävänä ja yksinkertaisempana verrattuna esimerkiksi kirjoihin. Kuitenkin Aku Ankka -lehti on saanut Helsingin yliopiston Kielihelmi-tunnustuksen monipuolisesta kielenkäytöstä. Tällaiset eriävät mielipiteet Aku Ankan kielestä antoivat innostuksen tutkimuksen tekemiseen. Tutkimuksen aineisto koostuu viidestä vuoden 1964 Aku Ankka -lehdestä ja viidestä vuoden 2014 lehdestä. Tutkimuksessa hyödynnetään Anneli Pajusen luomaa verbien semanttista luokittelua. Tämän luokittelun perusteella selvitetään, millaisiin semanttisiin luokkiin Aku Ankka -lehtien predikaattiverbit voidaan jakaa, ja painottuvatko aineiston verbit johonkin tiettyyn ryhmään. Lisäksi tutkimuksessa tarkastellaan, ovatko aineistossa esiintyvät verbit tiheä- vai harvafrekvenssisiä. Tutkielmassa verrataan eri vuosikymmentein aineistoja toisiinsa ja pyritään selvittämään, onko sarjakuvalehden kieli nykyisin monipuolisempaa kuin viisi vuosikymmentä sitten. Tutkielmassa pohditaan myös sitä, voiko Aku Ankka -sarjakuvalehtien lukeminen laajentaa alakoulun oppilaiden sanavarastoa. Tutkimuksen tulokset osoittavat, että Aku Ankka -sarjakuvalehdessä käytetään verbejä monipuolisesti eri merkitysryhmistä. Kummankin vuoden aineistossa esiintyy enemmän konkreettisia asiaintiloja kielentäviä verbejä kuin mentaaliverbejä. Eniten aineistoissa esiintyy liikeverbejä. Harvafrekvekvenssisten verbien määrä on lisääntynyt viiden vuosikymmenen aikana. Tutkimustuloksista voidaan tehdä varovaisia päätelmiä siitä, että Aku Ankan monipuolinen kieli voi rikastuttaa lasten sanavarastoa.
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Gong, XiangQi. "Ellection markup language (EML) based tele-voting system." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5841_1350999620.
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Elections are one of the most fundamental activities of a democratic society. As is the case in any other aspect of life, developments in technology have resulted changes in the voting procedure from using the traditional paper-based voting to voting by use of electronic means, or e-voting. E-voting involves using different forms of electronic means likevoting machines, voting via the Internet, telephone, SMS and digital interactive television. This thesis concerns voting by telephone, or televoting, it starts by giving a brief overview and evaluation of various models and technologies that are implemented within such systems. The aspects of televoting that have been investigated are technologies that provide a voice interface to the voter and conduct the voting process, namely the Election Markup Language (EML), Automated Speech Recognition (ASR) and Text-to-Speech (TTS).
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Hartler, Johanna. "Language and pragmatic abilities in children with ADHD and/or Autism Spectrum Disorder : The importance of Speech and Language Pathologists in neurodevelopmental assessment." Thesis, Uppsala universitet, Logopedi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313217.
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Children with neurodevelopmental disorders like Attention Deficit Hyperactivity Disorder (ADHD) and/or Autism Spectrum Disorder (ASD) often suffer from variable impairments in language and pragmatic abilities. The purpose of this study was to investigate language and pragmatics in children with ADHD and/or ASD (D-group) compared with a control group with no diagnose (ND-group). 22 children with diagnose, 4 girls and 18 boys aged 9:4–13:6, and 26 children with typical development, 10 girls and 16 boys, aged 10:5–13:4 were tested with a battery of tests concerning language and pragmatics. Their parents filled in a questionnaire regarding pragmatic abilities. The D-group performed poorer than the ND-group in all tests. Correlations were found between several pragmatic and language tests results in the D-group, and a few correlations were found in the ND-group. Some tests were particularly difficult for the D-group. An attempt was made to find subgroups in the D-groups test results via cluster analysis, but without success. The results emphasize the need of routine speech-language pathologist assessment during diagnostic evaluation of children with neurodevelopmental disabilities.Barn med neuropsykiatriska funktionsnedsättningar som Attention Deficit Hyperactivity Disorder (ADHD) och/eller autismspektrumtillstånd (ASD) uppvisar ofta mer eller mindre subtila svårigheter med språk och pragmatik. Syftet med föreliggande studie var att undersöka språkliga och pragmatiska förmågor hos barn med ADHD och/eller ASD (D-grupp) jämfört med en kontrollgrupp utan diagnos (ND-grupp). 22 barn med diagnos varav 4 flickor och 18 pojkar i åldrarna 9:4–13:6, och 26 barn i åldrarna 10:5–13:4 rekryterades och testades med ett batteri av språkliga och pragmatiska tester. Deras föräldrar fyllde även i ett formulär om barnens pragmatiska förmågor. D-gruppen hade sämre resultat än kontroll-gruppen i alla tester. Korrelationer hittades mellan flera pragmatiska och språkliga testresultat i D-gruppen, och några korrelationer hittades även i ND-gruppen. Vissa test var speciellt svåra för D-gruppen. Ett försök att finna undergrupper i D-gruppens testresultat via klusteranalys gjordes även, men utan framgång. Resultaten understryker vikten av logopedisk bedömning som del i multiprofessionell neuropsykiatrisk utredning.
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Ekblom, Viktor. "Adapting Teaching Methods and Approaches to Students with ASD." Thesis, Malmö universitet, Malmö universitetsbibliotek, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39217.
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The purpose of this paper is to examine to what extent teachers in Swedish EFL (English as a Foreign Language) classrooms need to adapt their teaching methods and strategies to best handle students with Autism Spectrum Disorder (ASD). According to Skolverket (2020), a lot of students diagnosed with ASD fail to reach the knowledge requirements for a pass in their English classes in school. The paper presents relevant research retrieved from databases ERIC and EBSCO and discusses the findings in relation to the research questions and the Swedish curriculum. The research presented show students with ASD often struggle with attention, anxiety, and primarily listening comprehension in the classroom. Methods researchers argue counteracts the obstacles for the autistic students aim to reduce anxiety, enhance communication, and complement verbal instructions with visual support.
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Benitez-Quiroz, Carlos Fabian. "A Computational Study of American Sign Language Nonmanuals." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436909704.
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Brashear, Helene Margaret. "Improving the efficacy of automated sign language practice tools." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34703.
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The CopyCat project is an interdisciplinary effort to create a set of computer-aided language learning tools for deaf children. The CopyCat games allow children to interact with characters using American Sign Language (ASL). Through Wizard of Oz pilot studies we have developed a set of games, shown their efficacy in improving young deaf children's language and memory skills, and collected a large corpus of signing examples. Our previous implementation of the automatic CopyCat games uses automatic sign language recognition and verification in the infrastructure of a memory repetition and phrase verification task.
The goal of my research is to expand the automatic sign language system to transition the CopyCat games to include the flexibility of a dialogue system. I have created a labeling ontology from analysis of the CopyCat signing corpus, and I have used the ontology to describe the contents of the CopyCat data set. This ontology was used to change and improve the automatic sign language recognition system and to add flexibility to language use in the automatic game.
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Yang, Yueli. "ASN.1-C compiler for automatic protocol implementation." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28359.
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One of the basic requirements of communication protocols in a heterogeneous computer network is a standard external data-transfer representation. Abstract Syntax Notation One (ASN.1) has been widely used in international standard specifications. Its transfer-syntax of Basic Encoding Rules (BER) is applied as the standard external data representation. This thesis presents an efficient BER implementation, called the ED library. The ED library includes a number of encoding and decoding routines that may be used as primitive functions to compose encoders and decoders for arbitrarily complicated ASN.1 data-types. The Performance of the ED library is measured and discussed.
Based on the ED library, an ASN.1-C compiler, called CASN1, is designed and implemented to release communication software programmers from the arduous work of translating protocol-defined data-types and constructing their encoders and decoders. Given an ASN.1 protocol specification, CASN1 automatically translates the input ASN.1 modules into C and generates the BER encoders and decoders for the protocol denned data-types. This thesis discusses the design principles, user interface, internal structures, and the implementation and of CASN1. Example applications are given. Both the ED library and CASN1 are implemented in C on UNIX 4.2 BSD using the YACC and LEX tools.Science, Faculty of
Computer Science, Department of
Graduate
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Bílek, Jiří. "Jazyk pro dotazování Java AST." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2015. http://www.nusl.cz/ntk/nusl-234886.
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The purpose of this thesis is to design a Java AST query language and implement tool that uses the query language. This work overviews graph databases and their libraries with focus on Neo4J and Titan. This thesis overviews tools Java bytecode analysis as well. Libraries Procyon and BCEL are described in detail. The work includes a proposal the query language and detailed description of the tool implementation, together with the detailed description of the way how Java entities are stored into the graph databases. In the end, the work deals with experiments and the evaluation of the time complexity of the library.
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Jansson, Tommy. "Swedish or English : A Study of L1 and L2 Preference and Speaking Proficiency among High-functioning Upper Secondary School Students within Autism Spectrum Disorder (ASD)." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-64783.
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This study is both quantitative and qualitative in nature. In order to support or discard the hypothesis that high-functioning, autistic upper secondary school students speak more freely in English than in their native language Swedish, an experiment with a narrative format was conducted with students both within and without Autism Spectrum Disorder (ASD). Measurements of lexical density, hesitations and long pauses in the narrative were applied to assess the quality of produced speech. A questionnaire survey for teachers of this age category of students was also carried out. The analyses of the results are primarily quantitative, but a portion of the questionnaire is also thematically analysed. The study shows that there is initial support for the hypothesis.Denna studie är båda kvantitativ och kvalitativ i sin natur. För att stödja eller förkasta hypotesen att högfungerande, autistiska gymnasieelever talar engelska mer obehindrat än deras modersmål svenska, genomfördes ett experiment med ett berättande format med studenter både inom och utanför Autismspektrumtillstånd (AST). Mått på lexikalisk täthet, tvekan och långa pauser i berättandet användes för att utvärdera kvalitén av producerat tal. En enkätundersökning för lärare av denna ålderskategori av elever genomfördes också. Analyserna av resultaten är primärt kvantitativa, men en del av enkäten är också tematiskt analyserad. Studien visar att det föreligger ett initialt stöd för hypotesen.
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Bakheet, Mohammed. "Improving Speech Recognition for Arabic language Using Low Amounts of Labeled Data." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176437.
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The importance of Automatic Speech Recognition (ASR) Systems, whose job is to generate text from audio, is increasing as the number of applications of these systems is rapidly going up. However, when it comes to training ASR systems, the process is difficult and rather tedious, and that could be attributed to the lack of training data. ASRs require huge amounts of annotated training data containing the audio files and the corresponding accurately written transcript files. This annotated (labeled) training data is very difficult to find for most of the languages, it usually requires people to perform the annotation manually which, apart from the monetary price it costs, is error-prone. A supervised training task is impractical for this scenario. The Arabic language is one of the languages that do not have an abundance of labeled data, which makes its ASR system's accuracy very low compared to other resource-rich languages such as English, French, or Spanish. In this research, we take advantage of unlabeled voice data by learning general data representations from unlabeled training data (only audio files) in a self-supervised task or pre-training phase. This phase is done by using wav2vec 2.0 framework which masks out input in the latent space and solves a contrastive task. The model is then fine-tuned on a few amounts of labeled data. We also exploit models that have been pre-trained on different languages, by using wav2vec 2.0, for the purpose of fine-tuning them on Arabic language by using annotated Arabic data. We show that using wav2vec 2.0 framework for pre-training on Arabic is considerably time and resource-consuming. It took the model 21.5 days (about 3 weeks) to complete 662 epochs and get a validation accuracy of 58%. Arabic is a right-to-left (rtl) language with many diacritics that indicate how letters should be pronounced, these two features make it difficult for Arabic to fit into these models, as it requires heavy pre-processing for the transcript files. We demonstrate that we can fine-tune a cross-lingual model, that is trained on raw waveforms of speech in multiple languages, on Arabic data and get a low word error rate 36.53%. We also prove that by fine-tuning the model parameters we can increase the accuracy, thus, decrease the word error rate from 54.00% to 36.69%.
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Lidmo, Arntzen Amanda, and Emmy Olsson. ""Da er du naiv, ass" : En samtalsanalys av kvinnligt och manligt språk i TV-serien SKAM." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70665.
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Denna uppsats behandlar kvinnligt och manligt språk i TV-serien SKAM. För att undersöka detta har två olika scener och konversationer från SKAM säsong ett och två analyserats. Scenerna innehåller en konversation mellan en kvinna och en man som har ett romantiskt förhållande till varandra. Den första scenen är en konversation mellan den kvinnliga karaktären Eva och den manliga karaktären Jonas. Den andra scenen är en konversation mellan den kvinnliga karaktären Noora och den manliga karaktären William. Syftet med uppsatsen är att undersöka vem som för konversationen framåt i respektive scen och på vilket sätt detta görs, vem som har kontroll över samtalet och hur denna kontroll bibehålls och, till sist, om det förekommer kvinnliga och manliga stereotypa samtalsstilar i SKAM och i så fall hur de framträder. Den metod som har använts i uppsatsen är samtalsanalys med metodredskap hämtade från Norrby (2014). Konversationerna från de två scenerna har också transkriberats. Resultatet visar att kvinnliga och manliga stereotypa samtalsstilar förekommer i SKAM, dock mer i konversationen mellan Eva och Jonas än i konversationen mellan Noora och William. Kvinnorna använder en passiv och icke-hierarkisk samtalsstil som kännetecknas av känslor, medan männen har en direkt och hierarkisk samtalsstil som fokuserar på problemlösning. Resultatet visar också att det är männen som ställer majoriteten av frågorna; de har mest samtalstid och genom att ställa frågor för de konversationen framåt.
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Harvey, Louise. "Language learning motivation as ideological becoming : dialogues with six English-language learners." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/language-learning-motivation-as-ideological-becoming-dialogues-with-six-englishlanguage-learners(9bc63717-5705-4e2e-8f47-d6cca76daee3).html.
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The field of language learning motivation has traditionally been a 'self'-centred one, characterising the individual learner as subject to influence by, but essentially separate from, the sociocultural environment. Models of language learning motivation have been concerned with theorising the self, but have not fully accounted for the role of the other. The recent emergence of sociocultural approaches has seen a welcome move towards addressing this gap, theorising the language learner as engaged in complex relationships with various others, all constituted by and constituting their sociocultural contexts. Within this paradigm, researchers have begun to consider ways in which language learning motivation may be part of broader motivation for learning in various life domains - intellectual, social, emotional, ethical - though this is as yet an emergent area of scholarship. This study adopts one such sociocultural approach, namely Ushioda's person-in-context relational view (2009, 2011). Using a theoretical framework and innovative dialogical research design based on the work of Mikhail Bakhtin, I present dialogues describing the learning experience and motivation of six English-language learners, and create a definition and interpretation of language learning motivation as ideological becoming, a process of learning to be in the world. This definition and interpretation integrate the language learner and their social context in ways which understand language learning motivation as socially constructed, involving relations with many different others; which understand language learning motivation as part of motivation towards broader personal and social growth and development; and which foreground learners' own voices and perspectives. In accounting for the reciprocal influence between the language learner and the world as heard through learners' own voices, this study offers an important conceptual contribution to the language learning motivation field. Furthermore, it represents a methodological contribution to both the language learning motivation field and to qualitative inquiry more broadly. Finally, it offers political and practical contributions, and makes suggestions for future research and researchers.
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Martin, Terrence Lance. "Towards improved speech recognition for resource poor languages." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/35771/1/Terrence_Martin_Thesis.pdf.
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In recent times, the improved levels of accuracy obtained by Automatic Speech Recognition (ASR) technology has made it viable for use in a number of commercial products. Unfortunately, these types of applications are limited to only a few of the world’s languages, primarily because ASR development is reliant on the availability of large amounts of language specific resources. This motivates the need for techniques which reduce this language-specific, resource dependency. Ideally, these approaches should generalise across languages, thereby providing scope for rapid creation of ASR capabilities for resource poor languages. Cross Lingual ASR emerges as a means for addressing this need. Underpinning this approach is the observation that sound production is largely influenced by the physiological construction of the vocal tract, and accordingly, is human, and not language specific. As a result, a common inventory of sounds exists across languages; a property which is exploitable, as sounds from a resource poor, target language can be recognised using models trained on resource rich, source languages. One of the initial impediments to the commercial uptake of ASR technology was its fragility in more challenging environments, such as conversational telephone speech. Subsequent improvements in these environments has gained consumer confidence. Pragmatically, if cross lingual techniques are to considered a viable alternative when resources are limited, they need to perform under the same types of conditions. Accordingly, this thesis evaluates cross lingual techniques using two speech environments; clean read speech and conversational telephone speech. Languages used in evaluations are German, Mandarin, Japanese and Spanish. Results highlight that previously proposed approaches provide respectable results for simpler environments such as read speech, but degrade significantly when in the more taxing conversational environment. Two separate approaches for addressing this degradation are proposed. The first is based on deriving better target language lexical representation, in terms of the source language model set. The second, and ultimately more successful approach, focuses on improving the classification accuracy of context-dependent (CD) models, by catering for the adverse influence of languages specific phonotactic properties. Whilst the primary research goal in this thesis is directed towards improving cross lingual techniques, the catalyst for investigating its use was based on expressed interest from several organisations for an Indonesian ASR capability. In Indonesia alone, there are over 200 million speakers of some Malay variant, provides further impetus and commercial justification for speech related research on this language. Unfortunately, at the beginning of the candidature, limited research had been conducted on the Indonesian language in the field of speech science, and virtually no resources existed. This thesis details the investigative and development work dedicated towards obtaining an ASR system with a 10000 word recognition vocabulary for the Indonesian language.
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Sarcar, Amritam. "Runtime assertion checking for JML on the eclipse platform using AST merging." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.
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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.
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Pierrou, Sara. "Achieve the course goals for English A by reading literature." Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6791.
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This essay is about how to achieve the course goals of English A, at upper secondary school, by using literature. The novel Go Ask Alice is targeted and a number of exercises are presented as different examples of how to achieve course goals.
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De, Vries Nicolaas Johannes. "Effective automatic speech recognition data collection for under–resourced languages / de Vries N.J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7354.
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As building transcribed speech corpora for under–resourced languages plays a pivotal role in developing
automatic speech recognition (ASR) technologies for such languages, a key step in developing
these technologies is the effective collection of ASR data, consisting of transcribed audio and associated
meta data.
The problem is that no suitable tool currently exists for effectively collecting ASR data for such
languages. The specific context and requirements for effectively collecting ASR data for underresourced
languages, render all currently known solutions unsuitable for such a task. Such requirements
include portability, Internet independence and an open–source code–base.
This work documents the development of such a tool, called Woefzela, from the determination
of the requirements necessary for effective data collection in this context, to the verification and
validation of its functionality. The study demonstrates the effectiveness of using smartphones without
any Internet connectivity for ASR data collection for under–resourced languages. It introduces a semireal–
time quality control philosophy which increases the amount of usable ASR data collected from
speakers.
Woefzela was developed for the Android Operating System, and is freely available for use on
Android smartphones, with its source code also being made available. A total of more than 790 hours
of ASR data for the eleven official languages of South Africa have been successfully collected with
Woefzela.
As part of this study a benchmark for the performance of a new National Centre for Human
Language Technology (NCHLT) English corpus was established.Thesis (M.Ing. (Electrical Engineering))--North-West University, Potchefstroom Campus, 2012.
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Lewis, Robert Michael. "Wenglish, the dialect of the South Wales Valleys, as a medium for narrative and performance." Thesis, University of South Wales, 2010. https://pure.southwales.ac.uk/en/studentthesis/wenglish-the-dialect-of-the-south-wales-valleys-as-a-medium-for-narrative-and-performance(d67bd5e7-9190-4c57-b023-4e1bf3abb491).html.
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This study examines the characteristics of a range of narrative and performance texts featuring Wenglish, the dialect of the South Wales Valleys, in terms of their linguistic and thematic content and their relation to the community. Part One comprises an introduction to Wenglish and an overview of research on English in South Wales and approaches to language in use. In Part Two the results of textual and discourse analysis of twenty-five texts (nine literary and seven formal performance excerpts and nine personal narratives) are presented. In Part Three insights arising from analysis are applied in three pieces of new creative work in dialect. A reference list of texts containing Wenglish is appended. Cultural outputs mirror and express the community which produces them and thus the formal and informal literary output of the South Wales Valleys both reflects and expresses some of the shared characteristics, values, beliefs and preoccupations of those communities. Analysis revealed recurrent thematic clusters (e.g. community, personal identity, world of work, sport) across the range of texts, suggesting the centrality of these themes and a close link between the texts and the community. From analysis of linguistic content, a ‘Wenglish index’ was calculated for each text. The literary texts generally had lower indices than the formal performance texts. The personal narratives, though informal, all had lower indices than the formal performance material, suggesting that in this latter category, dialect features are consciously exaggerated. Discourse analytical methods generated rich interpretive material at the level of individual texts. Insights from analysis proved useful at the initial and editing phases of new creative work. The possible practical application of Wenglish material in community and interpretive projects is also discussed.
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Bonner, Brooke Alexis. "AMERICAN SIGN LANGUAGE CORE STANDARDS AND EVIDENCE BASED INSTRUCTION." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397302571.
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Geier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.
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This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.
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Seneviratne, Rohana Pushpakumara. "The revival of Sphoṭa in early modern Benares : Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:39f21276-bd98-4a20-94f1-383b49194bf3.
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This thesis examines the revival of the sphoṭa doctrine in early modern Benares and Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa as an influential work in that revival. The sphoṭa doctrine is the richest contribution of the grammarians to the philosophy of language, but its semantic significance was not highlighted until late, because its theological implication was stronger. Śeṣakṛṣṇa was a renowned Sanskrit grammarian who flourished in sixteenth-century Benares. He also wrote poetry and Dharmasastric works, and played an important role as a juridical authority. Despite his illustrious career, Śeṣakṛṣṇa encountered criticism for his works from contemporary critics. The only work he wrote solely on the philosophy of language was the Sphoṭattvanirūpaṇa. As the first discrete work on sphoṭa by a grammarian, the Sphoṭattvanirūpaṇa represented an important landmark in the later expositions of the doctrine of sphoṭa particularly because it renewed the later grammarians' interest in sphoṭa, which then resulted in a series of individual works of a similar sort. The revival of the sphoṭa doctrine in early modern Benares coincided with that of the philosophy of language, which was caused by a number of social and intellectual factors in different proportions and phases. Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa emerged on the eve of that revival, and can be recognized as a pioneer work in terms of its revitalization of the grammarians' interpretation of sphoṭa after a period of dormancy, and its influence on later works on sphoṭa.
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Pattisson, Y. Joy. "The influence of teacher identities on teachers' perspectives towards the incoming Dual Language Policy in Abu Dhabi secondary schools." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/50495/.
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As part of an extensive education reform programme, Abu Dhabi Education Council (ADEC) is currently introducing a Dual Language Policy (DLP) in which English, maths and science are to be taught fully through the medium of English while other subjects are taught through Arabic with the goal of producing biliterate school graduates. The DLP has already been implemented in Grades 1-6 and it is hoped that it will be migrated into secondary schools by 2015. The success of any major educational policy innovation is dependent on professional support at many levels, including that of teachers. For this reason it is important to explore teachers' perspectives of the policy and how the policy might be in alignment or conflict with their professional identities. This study has adopted a discursive understanding of identity and a post structural theoretical framework. Using semi-structured interviews, observations and documentary analysis, this study sought firstly to explore the primary discourses which shape Emirati female secondary school maths teachers' professional identities. It then identified their perspectives on the DLP before exploring how their identities explained these perspectives. The research found that the importance of childhood experiences in education, gendered roles, Islam, professional roles, relationships with students and their perspectives of society's view of them as secondary maths teachers were key aspects of participants' professional identities. It also found that teachers had fragmented identities resulting in mixed perspectives on the DLP. In some regard, this resulted in positivity towards the policy although simultaneously they felt their identities were threatened by it, causing them to view its implementation with caution. These threats were clustered around three main areas relating to pedagogic beliefs, their work ethic and linguistic and nationalistic discourses. A significant finding of this study was that the participants held differing views regarding the principles behind the DLP. Some teachers had accepted the policy ideologically, having adopted a position which assumed the neutrality of English, while others expressed strong views against the encroachment of English in education and society more generally. Nevertheless, there was agreement across the participants that while English was necessary in 21st century Abu Dhabi, it must remain a second language. While this is the stated intention of the DLP, teachers expressed limited awareness of how Arabic is being protected and promoted by ADEC, causing further animosity towards the policy. By adopting a post structural position, this research demonstrates the complexity of the situation as teachers find themselves caught in the intersection of multiple, and often conflicting, discourses. It shows that contrary to the prevailing belief, teachers are neither powerless nor passive but are exercising their power, at the micro level, through acts of negotiation, resistance and subversion. By drawing attention to these teachers' discursive positionings, ‘framing discourses', such as those related to patriarchy, Islam and linguistic imperialism, are highlighted. These are shown to both shut down and open up possibilities of being (Keddie, 2011), emphasizing the limited space these subjects have to manoeuvre in. By exploring the construct of teacher identities in the Emirati context and relating it to the practical aspect of policy implementation, this study aims to highlight its relevance to education reform and contribute to a gap in the field. It is hoped that through this, teacher identity will become a more significant part of the educational discourse in this region, disrupting the continued epistemic privilege of Western-informed views of education.
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Hanson, John R. "THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/960.
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It is difficult, if not impossible to find another code-switching condition that allows for the production of "simultaneous" language use in communication like that which is found in bimodal bilingualism. In 2002, Bauer, Hall, and Kruth conducted a study that examined code-switching in a play context for a German/English bilingual child. Emmorey, Borinstein, and Thomson in 2005 investigated bimodal bilingualism in adults. However there has not been a study like these for hearing children using ASL/English who have Deaf parents. By applying Bauer, Hall, and Kruth's study as a template for research into code-switching and adapting some of the processes used by Emmorey, Borinstein, and Thomson to research simultaneous sign and spoken language production, a study of hearing bimodal bilingual children of Deaf parents becomes possible. This study uses qualitative analysis of transcribed digital video recordings of two bimodal bilingual subjects that were coded to examine three language use possibilities in two language contexts. The bimodal subjects are capable of spoken English, manual Sign Language, and simultaneous production of both. The results were applied to answer the following questions: What kinds of play activity are the subjects and their adult interlocutors involved in? How do the subjects use their two languages to constitute their involvement in play? When and why do hearing children of Deaf parents code-switch? And when and why do they perform simultaneous production? The key findings are that bimodal bilingual children are strategic code-switchers/blenders using code selection to best communicate with their interlocutors based on the language environment and to fill lexical gaps or skill level deficiencies between codes.
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Wahlstedt, Helene. "Ask! – and answer : En jämförande analys av uppgiftermed muntlig interaktion i läroböcker i engelska." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58746.
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The purpose of this study is to examine in which way and to which extent textbooks/workbooks for teaching English as a foreign language support oral interaction. The study compares oral exercises in two sets of primary school textbooks/workbooks, Magic and Good Stuff Gold, and is performed with quantitative content analysis and a qualitative description of exercises. The results show that in both sets of books the main speech acts promoted in exercises are asking questions and giving information about oneself. Other speech acts, such as expressing opinions or feelings, demanding actions and using typical features of social interaction, are much less frequent, which might lead to a limited repertoire of how to use the language. The study also shows that even though the books offer a fair amount of oral interaction exercises, many of the exercises do not give the pupils an opportunity to speak English based on their own interests and experiences, or a need to express meaning, contrary to what is known to support pupils developing their language skills. Both sets of books, however, also offer exercises that provide this opportunity, the more recently published Good Stuff Gold to a greater extent.
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Brightman, Beth Lilessie Cagle. "The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4868.
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Challa, Varshi. "Accessing timesheets via internet through ASP and ODBC." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1605.
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The purpose of this project is to develop a computerized timesheet application. Using this application, an employee of a company can log onto the company's Web site and fill out a timesheet from anywhere in the world. The project involved automating timesheet data entry and approval procedures using contemporary technologies like Active Server Pages (ASP), JavaScript, VB Script, Component Object Model (COM), Components and Open Database connectivity (ODBC).
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Dadgar, Majid. "Pattern Language: Identification of design opportunities for the child with Autism Spectrum Disorder (ASD) to develop his/her social skills." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313619497.
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Travis, Julia. "The effectiveness of the picture exchange communication system (PECS) as an augmentative communication system for children with Autism Spectrum Disorders (ASD) : a South African pilot study." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/2936.
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Embree, Jared A. "Suicidal Behavior, Language Acquisition, and Deafness: Evaluating the potential relationship between age of language acquisition and prevalence of suicidal behavior in a Deaf population with co-occurring substance use disorder." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310159367.
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Boggs, Teresa. "Parent Seminar Providing Relevant Parent Education: Visual Support for Children with ASD." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1519.
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McMahon, Melanie. "Irish as symptom : language, ideology and praxis in the post/colony." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/irish-as-symptom(887ab156-5e57-43fa-b6f1-3b0a9c591919).html.
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Within popular culture and academic scholarship alike, a standard narrative exists about the rightful (non-)place of the Irish language in post/colonial society. It is a tautological narrative because the apparent unfitness of Irish for the exigencies of postmodern life both explains its disappearance and prevents its full revival (i.e., Irish is outmoded because it is outmoded). That Irish requires costly government expenditures to stabilize it only confirms its inherent infirmity. Yet the ’problem’ of indigenous language is not so neatly resolved, especially as it threatens to erupt, symptom-like, in unexpected (i.e., Anglophone) contexts. The usual post/colonial paradigms cannot fully account for the disjunctive position of Irish. Critical theory, on the other hand, offers a way to think the striking disconnect between the constitutional fact of Irish as the ’first official language,’ for example, and the reality that almost no one speaks it. Lacan called this type of disconnect a symptom. ’Symptomal torsions’ are everywhere evident in the Republic: from bilingual road signs to the near total displacement of the language onto reluctant school-children. Such measures guarantee that Irish will not be spoken in the more unruly space of the streets. The containment of Irish alongside its official valorisation makes certain that it (and the associated ’barbarism’ of the pre-colonial past) cannot return in unforeseen ways. Yet return it does; all the cultural products analysed in the dissertation have some relationship to this return of the linguistic repressed. Each text highlights the fraught interface between the indigenous language and its imperial replacement, in both the North and the Republic. They may be humorous and satirical, as in the short films of Daniel O’Hara, or they may be resistant and political, as in the H-Block oral testimonies. They may be eulogistic, as with Brian Friel’s language play, Translations, or they may be more recognisably post/colonial, as in the essays of native intellectuals explaining their choice of English over the 'mother tongue'. This research draws on textual analyses along with (analytic and continental) philosophies of language. It constructs a methodology based on close readings of literary, filmic, and archival texts through various modes of critical theory. By examining the ways in which these texts both converge and diverge, this research elucidates those intersections between language, power, and the colonial legacy that would otherwise remain obscure.