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Vanden, Wyngaerd Emma. "Bilingual Implications: Using code-switching to inform linguistic theory." Doctoral thesis, Universite Libre de Bruxelles, 2021. https://dipot.ulb.ac.be/dspace/bitstream/2013/314230/5/Contrat.pdf.
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In the last few decades, there has been increased interest in the incorporation of data from bi- and multilingual individuals in linguistic theory: from second language acquisition and language attrition to heritage varieties and code-switching. This dissertation discusses a range of ways in which code-switching data can provide insight into the mechanisms that underlie linguistic structures. The data will be analysed within the framework of Minimalist Generative syntax and Distributed Morphology.The first part investigates grammatical gender assignment in code- switching between English, a language without grammatical gender, and two languages with grammatical gender: French and Belgian Dutch. These languages have comparable, but different gender systems. French has two genders: masculine and feminine, whereas Belgian Dutch adds a third: neuter. The study in this part of the dissertation compares gen- der assignment strategies in bilinguals with different profiles. In addition, the code-switching data provide evidence against the default status of neuter in Belgian Dutch.The second part focuses on word order and includes two studies: one on verb-second word order in Dutch-English code-switching and one on adverb placement in English-French and Dutch-English code- switching. The verb-second chapter identifies a lacuna in the traditional Generative analysis for verb second and uses the CS data to address this. The chapter on adverb position looks at placement of the adverb between the verb and its direct object, which is allowed in Dutch and French, but not in English. For all domains investigated, it is found that the finite verb predicts word order.Taken together, these studies demonstrate that bilingual data can shine a light on elements of the theory of grammar which remain in the shadows when only monolingual data is used.<br>Les dernières décennies ont vu croître l’intérêt pour l’intégration à la réflexion en linguistique théorique des données produites par des locuteurs/trices bilingues ou multilingues, que celles-ci concernent l’acquisition d’une langue seconde, l’attrition, les langues d’héritage ou l’alternance codique. Le présent travail développe plusieurs exemples où les données issues de l’alternance codique éclairent les mécanismes qui sous-tendent les structures linguistiques. Les données recueillies sont interprétées dans le cadre de la syntaxe générative minimaliste et de la morphologie distribuée (« distributed morphology »).Dans un premier temps, nous analysons l’attribution du genre grammatical dans l’alternance entre l’anglais, d’une part, et le français et le néerlandais de Belgique, de l’autre. Alors qu’il n’y a pas en anglais de genre grammatical, le français et le néerlandais de Belgique marquent ce genre, mais de façon différente :si le français distingue deux genres, masculin et féminin, le néerlandais de Belgique y adjoint un troisième, le neutre. Dans cette partie de la thèse, nous dressons le profil des stratégies d’attribution du genre auprès de deux types distincts de bilingues et nous établissons également que le neutre n’est pas le genre par défaut en néerlandais de Belgique.Dans un second temps, nous nous penchons sur l’ordre des constituants. Dans une première étude, nous examinons l’ordre des mots avec « verbe second » (V2) dans l’alternance anglais-néerlandais. Nous abordons ensuite le placement de l’adverbe dans l’alternance anglais- français et anglais-néerlandais. Le chapitre consacré à V2 identifie une lacune dans la littérature générative et tire profit des données de l’al- ternance pour y proposer une solution. Le chapitre consacré à l’adverbe s’intéresse au placement de celui-ci entre le verbe et son objet, position licite en français et néerlandais mais pas en anglais. Dans ces deux études, il apparaît que c’est la langue du verbe à la forme finie qui prédit l’ordre des constituants.L’ensemble des recherches ici réunies démontre que les données bilingues mettent en lumière des aspects de la théorie grammaticale qui restent dans l’ombre lorsque le chercheur se limite à des données monolingues.<br>Doctorat en Langues, lettres et traductologie<br>info:eu-repo/semantics/nonPublished
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Ladner, Jocelyn B. Neuleib Janice. "Performing the word, transforming the word, writing the word alternative teaching strategies for freshman composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172879.
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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewedNovember 17, 2005. Dissertation Committee: Janice Neuleib (chair) , Patricia A. Dunn, Nancy Tolson. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.
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Worlock, Pope Catherine. "Placing come and go : locating the lexical item." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/29077/.
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By examining language simultaneously along the paradigmatic and syntagmatic axes, Sinclair (2004a) identified the lexical item as an object of the discourse comprising an obligatory core and semantic prosody, and optional collocates, colligates and semantic preferences. This research investigates Sinclair’s theoretical model by locating the lexical items that are associated with the complementary verbs come and go in the spoken and written discourses in a selection of the International Corpora of English (ICE). The corpora selected are ICE-Canada, -GB, -India and –Jamaica. This research is innovative in that it adapts Sinclair’s methodology to examine high frequency lexical items across different discourses and different World Englishes It establishes that there is a significantly greater difference in frequency of the lexical items associated with come and go within the different discourses of the ICE corpora in comparison to between the ICE corpora. It replaces the core with the node, it introduces structural preference and discourse preference as co-selection components of the lexical item, and it substitutes semantic force for the term semantic prosody as defined by Sinclair: the ‘reason why [the item] is chosen’ (Sinclair 2004a: 144). Thus the lexical item comprises an obligatory node and semantic force, and optional collocates, colligates, structural preferences, semantic preferences and discourse preferences. As a consequence of these theoretical and methodological adaptations, this research shows that semantic forces with the associated co-selection components can function in tandem and that semantic forces, again with the associated co-selection components, can function in layers. The research concludes that the lexical item is not an identifiable object in the discourse, but it is the syntagmatic realisations of a paradigmatic choice.
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Wren, Sebastian Andrew. "An examination of the word-frequency effect in word recognition : controlling the confound of word recency /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Rosta, Andrew. "English syntax and word grammar theory." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288690.
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Collins, Michael Xavier. "Cognitive Perspectives On English Word Order." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343315752.
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Mawoyo, Monica. "Things come together : rereading male representations of motherhood." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/20185.
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Bibliography : pages 173-182.<br>This thesis presents a challenge to the approach that has been used to read representations of motherhood by male writers. The way of reading that has been used has led to accusations by female critics that the representations are jaundiced, a feeling that pervades the special issue of African Literature Today that focuses only on women's work. The introduction to the thesis outlines arguments that have been presented about the need to write from a point of view of experience, an approach that is meant to exclude male writers from writing about motherhood. The approach is also an attempt to prescribe to male writers how they should write about issues concerning women. It will be argued that the authority of experience argument as well as the accusation that male writers are insensitive in representations of women ends up limiting the way people read. The reading will be restricted to a realist reading that does not encourage an extrapolation of the deeper political meaning that may emerge out of male representations of motherhood. The thesis will stress that my reading of male writers' representations has drawn out diverse and complex meanings. To show the diverse ways in which males have used motherhood to produce some political undercurrent, five texts, ranging from precolonial to postcolonial Africa will be used. The analyses attempt to show using these texts by different male writers, that individual texts always exceed the limitations that can be caused by unimaginative reading.
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Mock, Marilyn. "Illustrations or writings which should come first? /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1998.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2750. Typescript. Abstract included as one unpaged leaf at back of volume. Includes bibliographical references (leaves 28-30).
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Ramirez, Andrea. "Let the Children Come to Me." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3368.
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My thesis, a collection of personal essays, explores my parents' affinity towards their native Colombia and how this connection to their homeland, through their faith and their customs, affected my definition of self. When I think about my parents' emigration from Colombia to the States, I picture the illustrations in the Bible I had as a child: the couple running from Sodom and Gomorra, running away from the place they had always known and holding on to each other. My parents, like the couple in the Bible, were in the middle of nowhere when they first set foot on the cold, concrete streets of New York City. In the Bible, the man knew he was in a better place, the cities left behind him becoming more and more of a distant memory. The next picture showed a statue of salt in the shape of the woman. The woman had turned back. Shortly after they married in Colombia, my mother looked forward to a future in another country. She urged my father to seek a better life for them in the United States. My father was the one who couldn't help but look behind him, despite the consequences. The thesis chapters explore such issues as the consequences of leaving home; the impact of my father's incarceration upon his Catholic faith and upon the family; how travel to Colombia with my parents revealed new aspects of their personalities and beliefs; and my own efforts to understand and meditate upon my multicultural heritage and surroundings.<br>M.A.<br>Department of English<br>Arts and Humanities<br>English MA
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Tani, Akinobu. "Word pairs in late Middle English prose." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/3323/.
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Word Pairs in Late Middle English Prose investigates the use of word pairs (WPs) occurring in various English prose texts in the late Middle English period, i.e. in the fourteenth- and fifteenth-centuries. The research question addressed is a stylistic one: is there a relationship between the use of WPs and the genres of these texts? Characteristics of WPs investigated in the study include (1) the normalized frequency of WPs, (2) the etymological makeup of WPs and (3) repetition of WPs. First, the analysis of WPs in all Chaucer’s prose texts is conducted in comparison with two controls as a preliminary study to examine the different uses of WPs in each prose text and the relationship between these texts in terms of the use of WPs, and to check the validity of the methodology used in the analysis of late medieval English prose. After having ascertained the validity of the methodology, the analyses of WPs follow in a range of other texts with a wider circulation: the Mirror of the Blessed Life of Jesus Christ, Trevisa’s On the Properties of Things, the Brut or the Chronicles of England, English Wycliffite Sermons, the History of Reynard the Fox, Paris and Vienne, the Works of Sir Thomas Malory, Fortescue’s the Governance of England. Next, the analyses of WPs follow in texts with a more limited audience in mind such as An Anthology of Chancery English, and Paston Letters and Papers of the Fifteenth Century. Through the analysis of the WPs in these texts, the characteristics of WPs in each text are identified. Then characteristics in what are thought to be similar texts are compared. Statistical methods such as principal component analysis and cluster analysis are then applied to the WP data to investigate and demonstrate generic and stylistic relationships. The results of the study point to a contrast between curial style and traditional native style based on speech, the difference between which can be characterized as the abundance or dearth of WPs and the different ratio of Old French (OF)+OF vs. Old English (OE)+OE types of WPs, respectively. Certain characteristics peculiar to individual prose texts are also revealed. Lastly, the reasons for the use of WPs in different texts are considered. This study reveals the complex use of WPs in different texts, and offers a study of the subject which is more nuanced and delicate than has been previously achieved.
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McGrory, Sheila. ""Come Now Ye Golden Times": Celestial Imagery in Wordsworth's "Prelude"." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539625457.
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Morais, Katia Vieira. "Negotiating Linguistic Diversity in World Englishes and World Portugueses." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194113.
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In this dissertation, I draw on comparative studies of English to establish a framework for looking at how Portuguese studies and teaching are shaped by political economies, cultural hierarchies, and educational institutions in Brazil and Cape Verde. I examine how English and Portuguese are constructed as world languages and how English and Portuguese rhetorics shape language teaching. People who are locally engaged contest these global constructions. As a result, diverse people construct world languages by adopting, adapting, resist, and transforming it in specific locations (Pennycook). First, I identify compositionists in the U.S. with what I call a rhetoric of multilingualism in which teachers of English should view English in relation to other Englishes and other languages. Secondly, I examine how the transnational organization for Portuguese-speaking countries perpetrates lusotropicalism--Gilberto Freyre's social theory of the Portuguese exceptionality to create a hybrid culture in the tropics. Despite fostering adaptability to local cultures, peoples, and languages, Freyre's lusotropical rhetoric eschews diversity by maintaining that a culture and a language should promote homogeneity. Then, I analyze the linguistic contexts, educational policies, and data gathered from questionnaires and interviews with language teachers in Brazil and Cape Verde. In light of higher education expansion and the maintenance of excellence, I argue that language teachers should promote the writing of Portuguese as a rhetorical construction in which grammar and mechanical correctness is only one aspect of writing instruction. Lastly, I propose the use of code meshing as a pedagogical strategy in academic discourse because it values language in its diversity and its relation to other languages. I argue that students' multilingual strategies deserve a place in academic writing. The rhetorical construction of language in academia could also become multilingual--globally networked and locally engaged. This study contributes to the internationalist discussions about how to teach writing in different languages and educational contexts.
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Raines, Laurah Norton. "Tonight is the Night I Come Unglued." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/english_theses/7.
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TONIGHT IS THE NIGHT I COME UNGLUED By Laurah Norton Raines Under the Director of John Holman ABSTRACT This thesis is comprised of a collection of stories concerning adolescents involved in the North Carolina and Atlanta punk rock subcultures. The thesis, which contains six stories, focuses on the crisis moments in the lives of the teenagers and is firmly rooted in contemporary southern culture. The first three stories center on a Georgia native, Aaron, and his aimless adventures in small towns and big punk clubs. The second set of stories is all based in the city of Greensboro, North Carolina, and each concerns a different adolescent girl. INDEX WORDS: Creative Writing, Punk, Greensboro, North Carolina, Georgia, Atlanta, Adolescence, Teenagers, Thesis
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Cox, Cynthia Gail. "Bilingual word detectives transferability of word decoding skills for Spanish/English bilingual students /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457293.
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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed Nov. 10, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 188-193).
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Heung, Lok-yi, and 香樂怡. "Loan word compression in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007573.
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Piao, Scott. "Sentence and word alignment between Chinese and English." Thesis, Lancaster University, 2000. http://eprints.lancs.ac.uk/52143/.
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Okobi, Anthony O. (Anthony Obiesie) 1976. "Acoustic correlates of word stress in American English." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37963.
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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2006.<br>Includes bibliographical references (p. 123-126).<br>Acoustic parameters that differentiate between primary stress and non-primary full vowels were determined using two-syllable real and novel words and specially constructed novel words with identical syllable compositions. The location of the high focal pitch accent within a declarative carrier phrase was varied using an innovative object naming task that allowed for a natural and spontaneous manipulation of phrase-level accentuation. Results from male native speakers of American English show that when the high focal pitch accent was on the novel word, vowel differences in pitch, intensity prominence, and amplitude of the first harmonic, H1 * (corrected for the effect of the vocal tract filter), accurately distinguished full vowel syllables carrying primary stress vs. non-primary stress. Acoustic parameters that correlated to word stress under all conditions tested were syllable duration, HI*-A3*, as a measurement of spectral tilt, and noise at high frequencies, determined by band-pass filtering the F3 region of the spectrum. Furthermore, the results indicate that word stress cues are augmented when the high focal pitch accent is on the target word.<br>(cont.) This became apparent after a formula was devised to correct for the masking effect of phrase-level accentuation on the spectral tilt measurement, Hi *-A3*. Perceptual experiments also show that male native speakers of American English utilized differences in syllable duration and spectral tilt, as controlled by the KLSYN88 parameters DU and TL, to assign prominence status to the syllables of a novel word embedded in a carrier phrase. Results from this study suggest that some correlates to word stress are produced in the laryngeal region and are due to vocal fold configuration. The model of word stress that emerges from this study has aspects that differ from other widely accepted models of prosody at the word level. The model can also be applied to improve the prosody of synthesized speech, as well as to improve machine recognition of speech.<br>by Anthony O. Okobi.<br>Ph.D.
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Kwok, Rosa Kit Wan. "Orthographic and phonological processing in English word learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7403/.
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This thesis investigates the process of orthographic and phonological word learning in adults. Speed of reading aloud is used as the main measure, specifically the reduction in naming reaction times (RTs) to short and long novel words through repetition and the convergence of RTs to short and long items. The first study (Chapter 2) fully described this fundamental learning paradigm and it is then used to compare various types of training in different groups of readers in the following chapters. Second, the role of phonology in visual word learning was investigated in Chapter 3. Novel words that received the training of both orthography and phonology (reading aloud condition) was found to be more efficient and effective compared to solely training the phonology of the novel words (hear-and-repeat with and without distractors). Yet, all three experiments in Chapter 3 also showed that the establishment of a phonological representation of a novel word can be sufficient of result in representations in the mental lexicon even without any encounter with the orthographic form of the novel word. Linear mixed effect modelling also found that literacy and phonological awareness made a significant contribution to nonwords naming speed when vocabulary and rapid digit naming were taken into account. Expressive vocabulary was found to be a significant predictor of the change in naming speed across the learning session when the effects of literacy, phonological awareness were controlled. Third, Chapter 4 then involved the repeated presentation of interleaved high-frequency words, low-frequency words and nonwords to native speakers of English in two testing sessions 28 days apart. Theoretical interest lies in the relative effects of length on naming latencies for high-frequency words, low-frequency words and nonwords, the extent to which those latencies (RTs) converge for shorter and longer words and nonwords, and the persistence of training/repetition effects over a 28-day retention interval. Finally, Chapters 5 and 6 try to bring these theories in a more applied context to understand orthographic word learning in adults with dyslexia and in bilingual speakers.
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Matchim, Joan Oldford. "The effects of contextual cues and word frequency on word recognition /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113531.
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Heung, Lok-yi. "Loan word compression in Hong Kong /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36846260.
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Keating, Geraldine Corriene. "The effects of word characteristics on children's reading." Thesis, London Metropolitan University, 1987. http://repository.londonmet.ac.uk/3138/.
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The object of the research reported in this thesis was to investigate the effects of word characteristics on children's reading performance. The experiments investigating word imagery and age of acquisition showed that imagery was a highly significant word characteristic for less skilled readers. There was an age of acquisition effect which was inversely correlated with reading ability. Probabilistic measures of orthographic regularity (such as Initial Bigram Frequency and Versatility and First Order approximation to English) were shown to be significant predictors of reading for good and poor readers and lexical decision performance for average readers. It also appeared that as reading ability improved, word properties such as the Orthographic Neighbour Ratio, which takes into account neighourhood size and frequency affected reading accuracy in the good and average reader in the lexical decision task. Other measures of orthographic regularity-orthographic neighbourhood size and body type were also shown to affect reading accuracy although effects appeared less marked for skilled readers. The regularity effect was seen to be dependent upon hostility and frequency of word neighbours, and the frequency of the target word itself, rather than due to a regularity-irregularity dichotomy.
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Smartschan, Carl Ernest. "The effect of bilingual word lists on test scores of ESOL science students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.
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Pitrat, Adrien. "Interlexical effects of word frequency in English-French bilinguals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ26937.pdf.
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Tucker, Benjamin Vardell. "Spoken Word Recognition of the Reduced American English Flap." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194987.
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Phonetic variation as found in various speech styles is a rich area for research on spoken word recognition. Research on spoken word recognition has focused on careful, easily controlled speech styles. This dissertation investigates the processing of the American English Flap. Specifically, it focuses on the effect of reduction on processing. The main question asked in this dissertation is whether listeners adjust their expectations for how segments are realized based on speech style. Even more broadly, how do listeners process or recognize reduced speech? Two specific questions are asked that address individual parts of the broad question. First, how does reduction affect listeners’ recognition of words? Is it more difficult for listeners to recognize words pronounced in reduced forms, or is it perhaps easier for listeners to recognize reduced forms? Second, do listeners adjust their expectations about reduction based on preceding speech style (context)? Four experiments were designed using the auditory lexical decision and crossmodal identity priming tasks. Listeners’ responses to reduced and unreduced flaps (e.g. unreduced [pʌɾl] as opposed to reduced [pʌɾl]) were recorded. The results of this work show that the phonetic variation found in speech styles containing reduction causes differences in processing. Processing of reduced speech is inhibited by weakened acoustic information or mismatch to the underlying phonemic representation in the American English flap. Listeners use information about speech style to process the widely varying acoustic reflections of a segment in connected speech. The implications of these findings for models of spoken word recognition are discussed.
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Hong, Hyo-chang. "Discourse functions of Old English passive word order variation." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259301.
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The purpose of this study was to determine discourse and functional motivation for passive word order variation as shown in three of the major Early Old English prose texts, Orosius, Pastoral Care, and Ecclesiastical History of the English People. The main variation of Early Old English passive word orders are of three types, which this study showed to be distinct in the extent to which passive subjects represent information structure. This study further shows that, while thematicity functions as a main motivating factor for the use of passives, positional variation of passive verbal elements is also an important determinant of the degrees of information structure of passive main clause subjects.<br>Department of English
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Pitrat, Adrien (Adrien Pierre Andre) Carleton University Dissertation Psychology. "Interlexical effects of word frequency in English-French bilinguals." Ottawa, 1997.
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Précenth, Rasmus. "Word Embeddings and Gender Stereotypes in Swedish and English." Thesis, Uppsala universitet, Tillämpad matematik och statistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382835.
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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.
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The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.
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Blekher, Marina. "Word-type effects in the lexical processing of Russian-English and French-English bilinguals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59935.pdf.
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Smith, Carole. "The women come and go : a novel in three parts." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367006/.
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Focusing on the stories of three women shaped by the expectations and attitudes of the times in which they live, my novel covers the periods 1921-1937, 1937-1972, and 1973 and participates in the discourse on women's changing historical circumstances and new class and gender identities. It therefore can be read in the category of a novel of manners or a middlebrow novel. My purpose has been to explore, through creating my own characters and story, the dramatic social, cultural and economic changes that have taken place in the middle part of the twentieth century for Western women. In tracing the trajectory from one generation to the next, my fiction responds to and is inflected by the style of narration obtaining at the time. It engages, for instance, with the "reality" constructed by writers such as Virginia Woolf, Christa Wolf, and Margaret Drabble within the genre of women's fiction: of women writing for each other, in a small-scale and intimate way, and integrating the story of an individual life with the circumstances of the time. My aim has been, through writing fiction, to re-examine certain concepts of the past for myself and for the contemporary reader in order to reach slightly different conclusions and to begin to understand the past in a new way.
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Ranbom, Larissa J. "Lexical representation of phonological variation in spoken word recognition." Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/1425750.
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Cohen, Shai. "On the semantics of too and only distinctness and subsumption /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379949/.
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Hendrick, Rebecca. "J.D. Salinger's Code Hero: The Moral Character in an Immoral World." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2468.
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J.D. Salinger's fiction can be approached by looking at the various elements of fiction, but his largest statement rests in the ways that his characters interac within his world. This interaction leads to a code of behavior that the heroes follow, and can be used to determine the heroic character within a particular piece of fiction, much as the Hemingway code developed by Carlos Baker identified the characteristics of the Hemingway hero, Salinger's heroes are all aware of the phony which is in the world around them. They see this phoniness as something undesirable within the world, yet they must learn to come to terms with this trait in other people, developing a compassion for those that are not genuine. In some heroes this trait is apparent; in others, it must be gained. The Salinger hero also feels a peculiar affinity for the madman, saint, and child. In some cases, the hero may long to lose himself in one of these particular niches, but that escape cannot be permanent. A balance between awareness of the phony and appreciation for the madman, saint, and child must be made. The Salinger hero is also on a quest. This quest varies from hero to hero, and is often a futile quest, but still, an attempt is made by the hero to search for something higher. This study examines three Salinger heroes: Holden Caulfield in The Catcher in the Rye, Franny Glass in Franny and Zooey, and Seymour Glass in "A Perfect Day for Bananafish," "Hapworth 16, 1924," and Raise High the Roofbeam, Carpenters and Seymour: An Introduction.
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Salkinder, Mia Anna. "The poetry of Ruth Miller : the Word and her words." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/13936.
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Bibliography: leaves 65-66.<br>This dissertation analyses a selection of Ruth Miller's poetry collected in Floating Island (1965), Selected Poems (1968) and previously uncollected poems included in the posthumous collection, Ruth Miller: Poems, Prose, Plays (1990) edited by Lionel Abrahams. It extends and argues against the most recent readings of Ruth Miller proposed by Joan Metelerkamp (1991 and 1992). Metelerkamp suggests that previous criticisms of Miller, focusing exclusively on her modernist intent, ignore Miller's role as a woman living in a society dominated by patriarchal authority; an authority that is informed by the Judeo-Christian tradition. This dissertation extends Metelerkamp's observation, showing how the existential crisis that is made manifest in Miller's poetry is generated by both her compliance with and denial of this patriarchal Judeo-Christian meaning-making system. It also registers a changing development in Miller 's poetic trajectory from her earlier to her later poems. Metelerkamp's criticism of Miller's poetry has not recorded this development, allowing for the overall pronouncement that her poetry registers only loss and shows no conscious signs of negotiating the patriarchal system in which she is entrapped. In contrast, the conclusion of this dissertation points to elements in Miller's later poetry that suggest the development of Miller's voice as well as indicating Miller's recognition of her own compliance and desire to break with patriarchal authority.
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Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.
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This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.<br>Department of English
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Whiteley, Helen Elizabeth. "The activation of multiletter units in visual word recognition." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20101/.
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Influential accounts of visual word recognition argue that lexical access is entirely mediated via preliminary letter identification processcs(McClelland and Rumelhart, 1981; Seidenberg, 1987). Others advocate a role for visual features characterising the whole word (Haber and Haber, 1981). A third view holds that lexical access is, at least in part, mediated by sublexical units which are recovered by the action of a parsing mechanism operating on identified letter codes through the application of specific rules (e.g., Spoehr and Smith, 1973). Recent work by Alice Healy and her colleagues supports a multi-level view of word recognition incorporating representations not only at the letter and whole word levels, but also at an intermediate level where multiletter units can be activated directly by supraletter features (e.g., Healy and Drewnowski, 1983). The concept of an intermediate level of representation in visual word recognition remains controversial. A priming paradigm was employed to investigate the existence of directly activated multiletter units. Subjects were required to make a discrimination response to test stimuli which could be either targets or foils. Targets were either single-letters or consonant-bigrarns which were present or absent in an immediately preceding word, and foils were either single keyboard characters or a character plus a letter. Experiment I verified an earlier finding that responses to consonant-bigram targets are facilitated when these appear in a prime word, while responses to the constituent letters of those bigrams are not facilitated (Greenberg and Vellutino, 1988). In addition, responses to primed bigrain targets were faster than responses to primed single letter targets. Experiments 2 to 4 revealed that the bigram priming effect occurs only when both primes and targets appear in lower-case type. These observations provide evidence for the existence of directly activated multiletter units. Subsequent experiments supplied converging evidence for the importance of supraletter visual features in the activation of multiletter units and strengthened the view that the multiletter unit effects observed arise at a pre-lexical stage of processing when words are being processed to a level of meaning. Implications for theories of reading are discussed, and related developmental issues are considered.
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Vo, Phuong Vi. "A Comparison of Picture to Word Training and Word to Word Training on Native English Speaking College Students’ Acquisition of Italian Vocabulary." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407810/.
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The current study assessed the effects of two teaching stimulus presentations, i.e. picture to word and word to word, used to teach second language vocabulary to college students. It also evaluated the emergence of untaught relations when picture to word and word to word were used separately as a teaching strategy. The findings showed picture to word training resulted in more untaught relations. Several aspects such time allotted for online quizzes, experimental and teaching arrangements and vocabulary complexity were suggested for future research.
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Aertsen, H. "Play in Middle English : a contribution to word field theory /." Amsterdam : Free University Press, 1987. http://bibpurl.oclc.org/web/33043.
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Yeon, Sang-Hee. "Teaching English word-final alveolopalatals to native speakers of Korean." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006465.
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Moore, Daniel Hight. "The perception of english word-final /L/ by brazilian learners." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91237.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-23T20:21:45Z (GMT). No. of bitstreams: 1
256325.pdf: 2387514 bytes, checksum: efb37473dcfaa51e1f8e8a9d57ccc035 (MD5)<br>Very little research exists on Brazilians concerning English word-final /l/ beyond noting that they generally produce [u] (Baptista, 2001) or [w] (Avery & Ehrlich, 1992). Perception of this word-final consonant is also little researched. To attempt to address these gaps in the literature, this study investigated Brazilian ESL students' perception of English word-final /l/ (dark /l/). Two groups of 20 Brazilian learners of English (intermediate and advanced) and one group of native speakers of English participated in the experiment. Three pairs of tests - two Categorial Discrimination Tests, two discrimination tasks, and two identification tests - examined perception of word-final /l/. The first test of each pair assessed word-final contrasts in both Portuguese and English; the second examined English-only contrasts. All results were analyzed by overall error rate, error rate per vowel context and error rate per test. Demographic data and total error rate were explored for correlations. No significant differences were found between the two groups of Brazilian students. Only for the vowel contexts /o/ and /?/ did native speakers perform significantly better than Brazilians. Native and non-native error rates were very low for vowel contexts /a?/ and /e?/ and quite high for /a?/.
Há pouca pesquisa com brasileiros a respeito da pronúncia do /l/ final de palavras inglesas, além da observação de que geralmente é produzido como [u] (Baptista, 2001) ou [w] (Avery & Ehrlich, 1992). A percepção dessa consoante também é pouco pesquisada. Para tentar preencher essas lacunas na literatura, o objetivo desta pesquisa foi investigar a percepção do /l/ no final de palavras inglesas ("dark /l/") por brasileiros estudantes de inglês como língua estrangeira. Dois grupos de 20 estudantes brasileiros de inglês (dos níveis intermediário e avançado) e um grupo de falantes nativos de inglês participaram neste experimento. Três pares de testes - dois Testes de Discriminação Categórica, dois Testes de Discriminação, e dois Testes de Identificação - aferiram a percepção do /l/ no final de palavras. O primeiro teste de cada par examinou contrastes finais em palavras do português brasileiro e do inglês; o segundo examinou contrastes somente em palavras inglesas. Os resultados foram abalizados por índice de erro global, de erro por vogal, e de erro por teste. Dados demográficos e índice de erro global foram explorados para investigar correlações. Nenhuma diferença significante foi encontrada entre os grupos de brasileiros. O menor índice de erro do resultado dos falantes nativos de inglês foi estatisticamente significativo somente nos contextos de /o/ e /?/. O índice de erro de todos os grupos foi muito baixo nos contextos de /a?/ e /e?/ e muito alto em /a?/.
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Ingram, Catherine. "Word and Song: The Paradox of Romanticism." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/805.
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Among the various outcomes of the Romantic period, an interest in the relationship of the arts remains a widely recognized yet rarely examined field of study. Music and literature seemed to develop a particular kinship, yet to identify the exact relationship is as difficult as defining Romanticism itself. In this study, I attempt to do both. In exploring the concept of Romanticism, its paradoxical development from Classicism is examined through the comparison of six great composers and poets of the period. By tracing the similarities and differences in style of Beethoven/Wordsworth, Schumann/Keats, and Brahms/Tennyson, hopefully a clearer understanding of the evolution of Romanticism is achieved. These artists, although creating through different mediums, address the apparent rejection of Neoclassicism, the apex of Romanticism, and the realization of its limitations. The result is the revelation of the paradox of Romanticism. For each artist, the realization of the Romantic spirit presents contrasts. Ultimately, the rejection of Neoclassic thought becomes as important to Romanticism as its dependence on Neoclassic form. These six artists achieved success not only because of their talents but also because of their acknowledgement of this fact. In this study, I trace their development through the rise and fall of Romanticism as more than instances of shared techniques or borrowed texts; the similarities in thought, poetic vision, and style shared by these artists are explored as well. The paradox of Romanticism is revealed through the interrelationship of poetry and music.
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Norrbom, Lennart. "'It hasn't come here yet' - The Influence of American English on Students in Vocational Programmes in Rural Areas in Sweden." Thesis, Stockholm University, Department of English, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8698.
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Tse, Ping-ping. "Homophone effects in Cantonese-English bilinguals." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203840.
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Glutz, von Blotzheim-Maier Barbara. "Angst und Schreckangst im Neuenglischen /." Bern : Francke, 1985. http://catalogue.bnf.fr/ark:/12148/cb34897649v.
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Lam, Yuen-han Joyce. "A study of single English words occurring in Hong Kong Cantonese : differentiating lexical borrowing from code-switching /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937366.
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Wen, Yun. "Behavioural and electrophysiological investigations of Chinese translation activation during English word recognition in Chinese-English bilinguals." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43208/.
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Bilinguals have the unique ability to translate words between their languages. Although translation is a seemingly deliberate and conscious process, recent research has shown that first language (L1) translation equivalents can be automatically and quickly activated during second language (L2) word reading. Automatic translation activation strongly supports the idea of non-selective lexical access. This thesis investigates L1 (Chinese) translation activation during L2 (English) word reading in Chinese-English bilinguals, mainly through using the hidden translation repetition paradigm. In a series of behavioural and electrophysiological experiments using carefully selected stimuli, English words were subliminally or visibly presented to Chinese-English bilinguals in an attempt to seek the source of automatic translation activation (phonology: segment and/or tone, and/or orthography) and to explore to what extent translation activation is automatic. In contrast to previous studies, the behavioural investigations revealed that automatic translation only occurs for target words, which were visible to bilinguals, but not for the invisible masked primes. In addition, in the electrophysiological study, the event-related brain potentials and event-related brain oscillations provided evidence for the dominant role of Chinese segmental (consonants and vowels) activation during English word reading. Possible interpretations for these new findings are provided. Theoretical and methodological implications of the present thesis are also discussed.
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Enarsson, Anna. "New Blends in the English Language." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-674.
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<p>Titel: New Blends in the English Language</p><p>Författare: Anna Enarsson</p><p>Antal sidor: 29</p><p>Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society</p>
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Dickerson, Stephanie Joy. "Dialectal and developmental influences on real word and non-word spelling tasks." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002913.
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TOYAMA, Katsuhiko, Kazuhiro IMAI, and Yasuhiro OGAWA. "APPLICATION OF WORD ALIGNMENT FOR SUPPORTING ENGLISH TRANSLATION OF JAPANESE STATUTES." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2006. http://hdl.handle.net/2237/10410.
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Holmberg, Anders. "Word order and syntactic features in the Scandinavian languages and English /." Stockholm : Dept. of General Linguistics, University of Stockholm, 1986. http://bibpurl.oclc.org/web/33078.
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