Dissertations / Theses: 'Effects of meanig (Linguistic)'

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Biazotto, Adilson Donizeti. "A formação imaginaria a respeito do brasileiro em midias eletronicas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269302.

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Orientador: Carmen Zink Bolognini
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Os discursos produzidos pelo material didático (assim como todo/qualquer discurso) são entrecruzados (Grigoletto, 2003) por discursos circulantes em uma comunidade. Desse modo, o discurso da mídia apresenta-se como um dos discursos que se entrecruzam na produção de material didático. Esse processo só é possível porque os discursos da mídia são, dentre outros, ponto de materialização e estabilização de Formações Imaginárias. O objetivo deste trabalho é evidenciar os mecanismos pelos quais alguns traços que compõem as Formações Imaginárias a respeito do Brasil e do brasileiro são produzidos a partir de dois textos jornalísticos publicados na imprensa eletrônica. Para tanto, analisaremos contrastivamente, embasados na teoria da Análise de Discurso1, fundada na década de 60 por pesquisadores franceses e, ressignificada por pesquisadores brasileiros, uma notícia, sobre o mesmo assunto, publicada no jornal eletrônico americano- http://www.cnn.com e no brasileiro -http://www.estadao.com.br. Consideramos que, haja visto a inclusão crescente destas (re) produções discursivas eletrônicas em livros didáticos, poderemos contribuir com reflexões que, feitas a partir da AD, têm como proposta desenvolver um deslocamento metodológico-teórico na área de Ensino-Aprendizagem de Língua Estrangeira, Desse modo, centramos nossos estudos nas condições de produção destes discursos: faremos um breve histórico da imprensa, do O Estado de S. Paulo, da CNN. Demonstraremos como os efeitos de sentido, materializados nas suas notícias, escritas por sujeitos interpelados pela ideologia, contribuem para a formação e estabilização de Formações Imaginárias a respeito do Brasil e do brasileiro
Abstract: The discourse produced by the didactic material ( like any other discursive production ) is intertwined (Grigoletto, 2003) by discourses which circulate in a community. Based on this theory, the media discourse is considered as one of those kinds of discourses which intertwine in the production of didactic material. This process is only possible because it is in the media discourse where imaginary formations materialize and stabilize. The aim of this work is to elicit the mechanisms through which some traces of Imaginary Formations about Brazil and Brazilians are produced, from two pieces of news published in news sites. In order to reach the aim of this work, we will analyze contrastively a piece of news on the same subject published in the American news site ¿ http://www.cnn.com - and in the Brazilian news site ¿ http:// www.estadao.com.br, founded on the Theory of Discourse Analysis. Originating in France in middle 1960¿s, having Michel Pêcheux as its central figure, this line of thought has been taking a particular path according to conditions of productions in Brazil, promoting this theory to develop its own characteristics, still keeping its mainstream ideas, though. Since the reproduction of this discursive production has been increasingly made in didactic materials, we can contribute with reflections, based on the theory presented ¿ Discourse Analysis ¿ propose a theoretical-methodological shift on the EFL field. We focused our studies on the conditions of production of this discourse: we will summarize the history of the press, of the news agencies ¿ CNN and O Estado de São Paulo. We will present how the effects of meaning, materialized in the news, written by subjects who are interperllated by ideology, contribute to the formation and stabilization of the Imaginary Formations about Brazil and Brazilians
Mestrado
Mestre em Linguística Aplicada

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Rodrigues, Eduardo Alves 1976. "Sentido-sujeito-espaço : (des)limites da espacialidade em Cinema, aspirinas e urubus." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270863.

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Orientador: Lauro José Siqueira Baldini
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Neste trabalho, analisamos o funcionamento discursivo que significa o processo de conformação da espacialidade na/pela materialidade simbólica do longa-metragem brasileiro Cinema, aspirinas e urubus (GOMES, 2005). Mobilizamos o quadro teórico-metodológico da Análise de Discurso (PÊCHEUX, ORLANDI, LAGAZZI etc.), dialogando com outros campos do conhecimento (LACAN, DIDI-HUBERMAN, XAVIER, COMPARATO, ZIZEK etc.), para compreender como esse processo está relacionado, pela materialidade histórica do gesto de interpretação responsável pela montagem do longa, a processos de subjetivação, produzindo efeitos como recortes e redivisões da espacialidade, da subjetividade e do social, sobretudo da espacialidade e do social brasileiros. Metodologicamente, forjamos um dispositivo de leitura discursiva operado sobre recortes constituídos a partir deste e de outros materiais, visando à restituição de certas condições de leitura e da materialidade híbrida específica do longa-metragem, reportando-o a algo de sua exterioridade constitutiva, identificando modos de atualização da memória discursiva, portanto, funcionamentos que direcionam mas que também fazem divergir a significação da relação entre espacialidade, sujeito e o social. A análise nos permitiu concluir que os efeitos de sentido produzidos pelas discursividades em funcionamento no longa-metragem constroem forte evidência da polarização da espacialidade cenográfica remetida, sobretudo, à espacialidade brasileira (sertão nordestino miserável inóspito x sudeste civilizado exemplar). Contudo, este funcionamento ideológico não estanca a equivocidade constitutiva do simbólico na relação com o real da história, a contradição. Dessa maneira, o longa-metragem se constitui enquanto narratividade que opera, ao mesmo tempo, certa abertura da significação da espacialidade ali conformada e, em decorrência, de relações do sujeito com o real, afetando assim o processo de historicização da realidade social, sobretudo brasileira, para o(s) sujeito(s) ali representado(s). Palavras-chave: Análise de Discurso; espacialidade; sujeito; efeito de sentido; Cinema, aspirinas e urubus
Abstract: In this work we analyzed the discursive functioning that signifies the conformation process of spatiality upon/by the symbolic materiality of the Brazilian movie Cinema, aspirinas e urubus (GOMES, 2005). Therefore, we mobilized the theoretical-methodological framework of Discourse Analysis (PÊCHEUX, ORLANDI, LAGAZZI etc.) establishing dialogues with other fields of knowledge (LACAN, DIDI-HUBERMAN, XAVIER, COMPARATO, ZIZEK etc.) in order to examine the historical materiality of the interpretation gesture that is responsible for the movie setting upon which such conformation process is related to subjectivity processes. This way we aimed to comprehend the production of effects, such as cuts and (re)divisions of spatiality, subjectivity and society, mainly regarding their Brazilian configuration. As a methodological procedure, we have put up a discursive reading device that was used upon analytical fragments obtained from either the movie or other materials. This way we aimed at situating specific reading conditions as well as the specific features of the hybrid materiality of the movie, reporting it to its constitutive exteriority, identifying forms of discursive memory updates, therefore, functionings that not only direct but also make the signification of the relation amongst spatiality, subject and society diverge. Our analysis allowed us assert that the meaning effects produced by discursive functionings within the movie build up strong evidences of the scenario spatiality polarization, which is mainly refered to Brazilian spatiality (miserable inhospitable northeastern backwoods x modern civilized southeast). However, this ideological functioning does not stanch the constitutive equivocalness of the symbolic concerning its relation with the real of history, that is contradiction. This way, the movie consists of a specific narrativity that operates certain openness regarding both the signification of the spatiality within the movie and the relations between the subject and the real, affecting the historicization process of social reality (mainly Brazilian) for the subjects that are specifically represented in it. Keywords: Discourse Analysis; spatiality; subject; meaning effect; Cinema, aspirins and vultures
Doutorado
Linguistica
Doutor em Linguística

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Guidi, Claudia. "Glossing for meaning and glossing for form a computerized study of the effects of glossing and type of linguistic item on reading comprehension, noticing, and L2 learning /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453824066/viewonline.

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Prestwich, Dorothy L. "Effects of linguistic or non-linguistic cognitive maps on fourth grade students' reading comprehension /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=1&did=1850450721&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279567467&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2008.
Typescript. Vita. "May 2008." Committee chair: Dr. Kaye Pepper Includes bibliographical references (leaves 92-98). Also available online via ProQuest to authorized users.

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Peixoto, Cesar Roberto Campos. "Entre a exposição a discursos e a realidade da aula de leitura : analise de dizeres de um professor de lingua estrangeira." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269295.

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Orientador: Carmen Zink Bolonhini
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-13T15:04:10Z (GMT). No. of bitstreams: 1 Peixoto_CesarRobertoCampos_M.pdf: 2218611 bytes, checksum: 2da15e1aa0ff7c37176ba0c5eecedb90 (MD5) Previous issue date: 2009
Resumo: Esta pesquisa objetivou investigar, por meio da análise de dizeres de um professor de língua inglesa e considerando os diferentes discursos que atravessavam esses dizeres, como e em que medida a realidade da prática deste estivesse se configurando, no que concerne à leitura, como um fazer de natureza discursiva, no qual a linguagem é concebida enquanto inconclusa. O cenário da investigação foi uma escola de ensino médio da rede pública de São Luís (MA). Além desse objetivo, buscamos também verificar, por meio da análise desses dizeres, qual (quais) imagem (imagens) de leitor estaria (m) sendo feita(s) para o aluno e quais possíveis e prováveis imagens este poderia está fazendo para o processo de compreensão e interpretação textual em uma língua estrangeira. Com vistas a alcançar esses e outros objetivos, buscamos fundamentação teórica na Análise de Discurso, trabalhando com noções como: formação discursiva, discurso e interdiscurso. Com relação à geração de dados, utilizamos a observação, notas de campo, a entrevista semi-estruturada, gravações de aulas em áudio, o plano anual da disciplina ministrada pelo professor e um diagnóstico por meio do qual se está construindo o projeto político pedagógico da escola. Além do que já dissemos, fizemos um panorama do ensino de língua estrangeira no Brasil, procurando apresentar alguns detalhes relacionados à prática de leitura na referida disciplina. Em seguida, apresentamos perspectivas diferentes para o processo de leitura. Temos, então, a conclusão: em linhas gerais, podemos afirmar que entre a exposição à perspectiva discursiva de linguagem e a realidade da sala de aula, o dizer do professor aponta, em sua regularidade, para a limitação das possibilidades de significação e uma espécie de crivagem de gestos de interpretação feitos em sala de aula. Isso não implica afirmar que, no dizer do professor, não há um trabalho funcionando a partir de um olhar discursivo em relação à linguagem, à leitura e o sujeito. De certa forma, o dizer do professor está num espaço que revela uma tensão entre a multiplicidade e a singularidade, entre a opacidade e a transparência, havendo um funcionamento no dizer que aproxima este mais da transparência e da singularidade. Por fim, cabe ressaltar que o dizer do professor é produzido num espaço em que não há problematização desse dizer, ou seja, os espaços de interlocução pedagógica, além de serem raros, não contemplam discussões em torno do que é dito para a sala de aula
Abstract: This research objectified to investigate, through the analysis of an English teacher's statements and taking into consideration the different discourses which go through and constitute them, how and to what extent the reality of the teacher's practice would be working according to a discoursive perspective, in which language is incomplete. The scenery in which we generated what we needed to do that analysis was a public high school, from São Luís (Maranhão). We emphasize that, besides that objective, we also tried to verify which images of reader would be being done for the students. In order to accomplish those and other objectives, we based our approach on Discourse Analysis. To generate the "data", we used observation, field notes, semi-structured interview, audio recordings of lessons, the teacher's annual plan for the discipline, and a diagnostic which is being done at the school to build their pedagogical political project. Besides that, we present an overview of foreign language teaching in Brazil, and we also discuss some different perspectives for the reading process. The analysis shows that between the exposition to the discoursive perspective on language and the reality of the classroom, the teacher's statement points, in its regularity, to a limitation of meaning production and to a type of selection of interpretation gestures done in the classroom. However, that does not imply an absence of the aforementioned perspective in the teacher's statement. In a certain way, the teacher's statement is in a space that shows a tension between the multiplicity and the singularity (in opposition to plurality), the opacity and the transparence, being the teacher's statement closer to the transparence and the singularity. To finish, it is important to mention that the teacher's statements are produced in a space where there is not debate about them, that is, besides being rare, the pedagogical meetings in the school do not focus on discussions on what is being said to the classroom
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada

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Esposito, Christina Marie. "The effects of linguistic experience on the perception of phonation." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1296085331&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Amorim, Ana Shirley de Vasconcelos Oliveira Evangelista. "Ave! Mossor?! : os mecanismos discursivos sobre o epis?dio da resist?ncia ao bando de Lampi?o." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16176.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This thesis has as objective the interdiscursive relations in the process of language construction in use in the poetic and in the journalistic spheres, with the purpose of perceiving how the genre news is constituted in different fields of social activity, as well as to analyze the argumentative processes that structure the written discourses about the resistance episode to the group of Lampi?o in Mossor? in the year of 1927. The corpus of the research is constituted by the news of the period informed in the printed newspapers: Correio do povo and O Nordeste, both from Mossor?/RN, and the narratives presented in the cord?is de acontecido : Mossor? in the resistance to the group of Lampi?o; Lampi?o in Mossor? in 1927, and Mossor? attacking to the group of Lampi?o, all potiguar poets. The analysis of the texts had as theoretical background the studies of: The texts analysis had as theoretical background The Discourse Analysis; The Argumentation Theory and the studies about Discourse Genres. We focused our discussion in the emphasis given to the news in the discursive perspective of the social-historic memory constructed in the cord?is, from ideological values (political, economical, religious etc.) that pass to be a fundamental element in the constitution of the image of the resistance. Methodologically, this is a documental research, since it makes use essentially of the written document. Regarding to the nature of the data, the research is characterized as a qualitative one. In the analysis, we considered the argumentative techniques adopted in the defense of the thesis, the meaning effects suggested, and the genres mentioned, that revealed to us the manner in which the episode was informed by the newspapers and the cord?is. That way, we affirm, based on the positions assumed by the announcers of the genres analyzed who defended clearly positions in favor of the defense of Mossor?, that the relation between both is captured interdiscursively, since they are asked by the same ideology, and converge to the same discursive formation, defending identical positions, and structuring their discussions with resembling argumentative techniques, reason by which take us to believe that the discourse presented in that social activity demonstrates and develops traces of a manipulation of the subject. In this case, the discursive construction of the text points towards determining standard of repetition, since the linguistic context is characterized in the journalistic field, and in the poetic field assuming, in the first instance, a local expression
Esta disserta??o tem como objetivo investigar as rela??es interdiscursivas no processo de constru??o da linguagem em uso nas esferas po?tica e jornal?stica, a fim de perceber como o g?nero not?cia ? constitu?do em diferentes campos de atividade social, bem como, analisar os processos argumentativos que estruturam os discursos escritos sobre o epis?dio da resist?ncia ao bando de Lampi?o em Mossor? no ano de 1927. O corpus da pesquisa ? constitu?do pelo notici?rio da ?poca veiculado nos jornais impressos Correio do povo e O Nordeste, ambos de Mossor?/RN, assim como, as narrativas presentes nos cord?is de acontecido: Mossor? na resist?ncia ao bando de Lampi?o; Lampi?o em Mossor? em 1927 e O ataque de Mossor? ao bando de Lampi?o, todos de poetas potiguares. A investiga??o dos textos teve como suporte te?rico A An?lise do Discurso; A Teoria da Argumenta??o e os estudos sobre G?neros do Discurso. Tem como foco o (re)enquadre dado ? not?cia na perspectiva discursiva da mem?ria s?cio-hist?rica constru?da nos cord?is a partir de valores ideol?gicos (pol?tico, econ?mico, religioso) que passam a ser elemento fundamental na constitui??o da imagem da resist?ncia. Metodologicamente, esta ? uma pesquisa de cunho documental, uma vez que faz uso essencialmente do documento escrito. No que tange ? natureza dos dados, a pesquisa caracteriza-se como qualitativa de base interpretativista. As an?lises revelaram o modo como foi realizada a abordagem do epis?dio na constru??o discursiva do texto. Considera as t?cnicas argumentativas adotadas na defesa da tese, os efeitos de sentido sugeridos e os g?neros abordados, o que revela a maneira como o epis?dio foi veiculado pelos jornais e pelos cord?is. Assim sendo, a constru??o do texto aponta determinados padr?es de repeti??o, visto que o contexto lingu?stico, caracteriza-se no campo jornal?stico e no campo po?tico por assumir, em primeira inst?ncia, uma express?o local

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Koponen, Eeva, and Eeva Klintfors. "Effects of Target-Word Frequency Rate on Sound-Meaning-Connection in Five to Fifteen Month-Old Swedish Infants." Thesis, Stockholms universitet, Avdelningen för fonetik, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62657.

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The purpose of this study was to examine the effects of manipulating target-word frequency rate and target-word phrase position on sound-meaning-connection in five to fifteen month old Swedish infants. Three different test conditions, each one of them a film showing objects and corresponding phrases made of randomly generated artificial words, were designed. The structure of the first, high variability test condition included context-dependent information and the structures of the second and the third, low variability test conditions were characterised by frequent nonsense target-word rate, target-words occurring in phrase final position. The aim of the artificial input language was to ensure the novelty of test material, and to simulate the type of learning situation - when the semantic content of words is arbitrary - facing young infants in the beginning of language learning. Analysis of informants looking behaviour, prior to, and after exposure to the objects and the corresponding audio input, were performed. Results showed that the structure of high variability test condition and the structure of low variability test conditions were associated with significant between-group differences. This finding indicates that the nonsense phrases in low variability test conditions managed to 'explain' the objects just like semantically meaningful phrases do. When compared with past research, these findings seem to suggest that experience-dependent mechanisms may support, besides word segmentation, even more complicated aspects of language learning, such as acquisition of syntax.

Eeva Klintfors är född Koponen.

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Oliveira, Edelyne Nunes Diniz de. "Intergenericidade e encenaÃÃo argumentativa na construÃÃo de sentidos em anÃncios publicitÃrios." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11434.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Na pÃs-modernidade, a importÃncia dos gÃneros promocionais nas prÃticas discursivas humanas reflete no comportamento consumista e nos posicionamentos ideolÃgicos do pÃblico. Mas, o que estÃ por trÃs dos textos promocionais? Neste trabalho, analisamos a interaÃÃo entre o fenÃmeno da intergenericidade e a encenaÃÃo argumentativa como estratÃgia textual-discursiva na construÃÃo de sentidos dos anÃncios publicitÃrios e dos propÃsitos comunicativos dos anunciantes para produzir efeitos de sentidos no leitor. Utilizamos a metodologia qualitativa, pautada na descriÃÃo detalhada dos dados e na sua interpretaÃÃo, com incursÃes quantitativas. O suporte teÃrico subdivide-se entre duas Ãreas de estudo para orientar a discussÃo teÃrica e a performance da anÃlise: a LinguÃstica Aplicada, a qual adotamos a proposta teÃrico-metodolÃgica de Charles Bazerman (2006), acerca dos nÃveis e tÃcnicas de intertextualidade para analisar a intergenericidade, e a AnÃlise SemiolinguÃstica do Discurso, proposta de Patrick Charaudeau (2008), acerca da encenaÃÃo argumentativa para investigar como o dispositivo argumentativo opera âem cenaâ, no texto. A partir da identificaÃÃo das categorias trabalhadas, analisamos a sua relaÃÃo com a construÃÃo de sentidos nos anÃncios. Analisamos uma amostra composta por 30 textos, de anÃncios publicitÃrios impressos, publicados em revista, outdoor e panfleto. Constatamos que a interaÃÃo entre as duas categorias ocorre da seguinte forma: a intergenericidade estÃ ligada ao aspecto estrutural e modal construÃdo no gÃnero anÃncio, enquanto a encenaÃÃo argumentativa lida com o discurso que estÃ por trÃs do texto, opera com os aspectos textual-discursivos. Os anunciantes usam tipos reconhecÃveis de gÃneros textuais (intergÃneros) como estratÃgia para a composiÃÃo estrutural do anÃncio e para respaldar o seu discurso nos propÃsitos comunicativos do intergÃnero a que estÃ vinculado. A encenaÃÃo argumentativa se articula estrategicamente com os argumentos discursivos do intergÃnero subutilizado, ou, ancora-se aos traÃos genÃricos do intergÃnero, ao fazer remissÃes Ã sua forma composicional, Ã temÃtica e ao estilo, para ser inferido, reconhecido e ter seus sentidos compreendidos pelo leitor. Para construir uma cena argumentativa, o dispositivo argumentativo se vale das tÃcnicas de representaÃÃo intertextual usadas no anÃncio para lanÃar uma proposta ao leitor e manipular sentidos em suas mensagens, relacionando a imagem do produto Ã fixaÃÃo da sua marca no mercado, e entÃo construir efeitos particulares a respeito do que o produto anunciado oferece e da credibilidade da marca no mercado. Os efeitos de sentidos mais recorrentes nos anÃncios foram: valor de verdade, de Ãtica e hedÃnico (fragrÃncias e sabores). Juntas as categorias analisadas se complementam para construir efeitos de sentidos, implÃcitos ou explÃcitos, num jogo de leitura dinÃmica, entre enunciados, imagens e estrutura intergenÃrica, para elucidar os propÃsitos comunicativos especÃficos construÃdos nos anÃncios e interesses ideolÃgicos dos anunciantes. Em suma, esses efeitos despertam a atenÃÃo do leitor para a conivÃncia de aceitaÃÃo ideolÃgica do produto e/ou da marca, pois tocam em aspectos sensÃveis ao leitor, desde as necessidades bÃsicas de consumo atÃ aos desÃgnios ideolÃgicos de busca de poder, de status social, suscitam nas pessoas o dever de consumir e de ter para ser.

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Al-Ghamidi, Abdulazeez Said Ahmad. "Linguistic effects of phonology in the acquisition of the L2 morphology." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386971.

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Ho, Elaine Mandy. "Effects of cultural and linguistic backgrounds on perceptual voice quality rating." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279204.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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Schäffner, Simone Verfasser], Iring [Akademischer Betreuer] [Koch, and Lynn [Akademischer Betreuer] Huestegge. "Modality-specific effects in linguistic multitasking / Simone Schäffner ; Iring Koch, Lynn Huestegge." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1162560061/34.

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Bray, D. E. "THe effects of hedonic manipulations on the perceptual processing of linguistic material." Thesis, University of East London, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380237.

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Schäffner, Simone [Verfasser], Iring [Akademischer Betreuer] Koch, and Lynn [Akademischer Betreuer] Huestegge. "Modality-specific effects in linguistic multitasking / Simone Schäffner ; Iring Koch, Lynn Huestegge." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1162560061/34.

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Huennekens, Mary Ellen Donovan. "The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2968.

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English fluency is a strong predictor of later academic success in the U.S. (Espinosa, 2007) In fact, a child who enters kindergarten with weak English language skills is most at risk for academic failure and dropping out of school; while a child with strong home language (L1) skills is more likely to attain fluency in English (Espinosa, 2007). A large portion of young English learners are acquiring their first and second languages at the same time. It is important to young dual language learners (DLL) that research reveals the best ways to provide effective instruction which helps maintain the home language and supports acquisition of English. This study examined the effects of an early reading intervention on preschool-age DLL children’s early literacy skills. Phonological awareness and alphabet knowledge have been identified as skills that can transfer from L1 to English (L2) to enhance the acquisition of the second language among young children (Dickinson, 2004; Durgunoglu, Nagy, & Hancin-Bhatt, 1993). There is evidence of the effectiveness of shared-reading interventions to increase children’s oral language skills across languages, race/ethnicity, and SES. The current study embedded instruction in phonological awareness and alphabet knowledge in a group of interactive reading strategies known as Dialogic Reading (DR). The intervention was delivered in the children’s home language, Spanish. Children’s growth in emergent literacy skills in Spanish and in English was monitored using a single subject with multiple baselines across subjects design. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, policy, professional practice, and home literacy practices.

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Andrade, Anderson Monteiro. "Os advérbios modalizadores no uso da língua: uma análise discursivo-pragmática." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6433.

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This work consists of a discourse-pragmatic analysis through the use of modal adverbs with suffix ly, corpora that are materialized in the group Speech and Grammar, and that, in some way, represent the effects of meaning produced by language users in their enunciation. As the modality is likely to occur through some linguistic elements, the choice was made by adverbs because these elements present various linguistic behaviors: morphological, syntactic and semantic level. Thus, as the phenomenon of modality is, somehow, performed through pragmatic and discursive factors, we believe it is also important to analyze this category through these factors that recurrently represent the modality.So, knowing that in the enunciation, the sender shows some marks that allow the reader / listener infer certain attitudes in the communicative event, this research analyzes, a hypothetical-deductive notion that meaning effects are represented from sentences that are using adverbs modalizers ended in ly. To do so, we observe these linguistic elements through texts extracted from corpora (D & G) and thus through the phenomenon of prototypicality to conclude that the adverbs modalizers ended in ly are frequente and allows us to assume that their occurrence is continuous on distinct communicative interactions. Then, we observe what type of modality the language user uses frequently: deontic, evaluative and epistemic, and after that, we discuss their implications for the communication process.
Este trabalho consiste em uma análise discursivo-pragmática através do uso de advérbios modalizadores com sufixo- mente que estão materializados nos corpora do grupo Discurso e Gramática (D&G) e que, de alguma forma, representam os efeitos de sentido produzidos pelos usuários da língua em face do que enunciam. Como a modalização é passível de ocorrência através de alguns elementos linguísticos, a escolha pelos advérbios se deu pelo fato destes elementos apresentarem comportamentos linguísticos diversos seja no plano morfológico, semântico ou sintático. Sendo assim, como o fenômeno da modalização, de alguma forma, se efetiva também através de fatores pragmáticos e discursivos, acreditamos que seja importante analisar esta categoria através destes fatores que se representam recorrentemente na modalização. Assim, sabendo que na enunciação o emissor deixa marcas que permitem ao leitor/ouvinte depreender determinadas atitudes no evento comunicativo, esta pesquisa analisa, numa noção hipotético-dedutiva, os efeitos de sentido que se representam a partir de sentenças que se constituem através de advérbios modalizadores em mente. Para tanto, observamos estes elementos linguísticos através de textos extraídos dos corpora (D&G) e, assim, através do fenômeno da prototipicidade, chegamos à conclusão do advérbio modalizador em mente mais frequente e que nos permite pressupor que a sua ocorrência seja contínua em interações comunicativas diversas. Em seguida, observamos qual tipologia da modalização o usuário da língua utiliza com proeminência- modalizador epistêmico, deôntico ou avaliativo- e, após isto, discutimos quais as suas implicações para o processo da comunicação.

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Poon, Yee-wah Lynda, and 潘綺華. "The effect of context cue instruction on intermediate EFL students' ability to infer word meaning from context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958229.

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Ota, Ivete Aparecida da Silva. "A revista Veja e os mecanismos de construção de sentidos." Universidade Federal de Alagoas, 2011. http://repositorio.ufal.br/handle/riufal/550.

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This study, titled: Veja magazine titled and the mechanisms of making sense, aims to understand the investment discursive Veja magazine in the construction of meaning effects on itself and the facts. We made a theoretical option for the Analysis of Speech because it allows us to go beyond the transparency of language and into their opacity, taking into account the historicity of the constitutive of what to say. The study found that the movement of meaning in speeches of Veja magazine if given from their association with the ideological formation of capital, the dynamics of explicit directions by what was said and by what wasn t. The way of functioning of discourse Veja magazine reiterates the dominant discourse about the objectivity brought to visibility in its senses told some, hiding / silencing others, restoring from an effect of evidence, certain senses as the only possibility brought. Inserted into the logic of capital, whose objective is profit, and magazine sells its merchandise, coating them with an aesthetic fit for consumption and as a means of communication to get support in its say about the objectivity, the magazine builds on itself same effect on jurisdiction to ensure credibility for its say. Veja magazine produces / reproduces, through discourse, the logic of the system, while producing discourse itself, establishing the objectivity and sense over itself.
Este estudo, intitulado A revista Veja e os mecanismos de construção dos sentidos, tem como objetivo compreender o investimento discursivo desta revista na construção dos efeitos de sentidos a respeito dela mesma e dos fatos. Fizemos a opção teórica pela Análise do Discurso porque esta nos permite ir além da transparência da linguagem e adentrar sua opacidade, levando em conta a historicidade constitutiva do dizer. O estudo revelou que o movimento de sentidos no discurso de Veja se dá a partir de sua vinculação à formação ideológica do capital, explicitado na dinâmica dos sentidos pelos ditos e não ditos. O modo de funcionamento do discurso de Veja reitera o discurso dominante sobre a objetividade posta ao dar visibilidade em seu dito a determinados sentidos, ocultando/silenciando outros, instaurando, a partir de um efeito de evidência, determinados sentidos como a única possibilidade posta. Inserida na lógica do capital, cujo objetivo é o lucro, a revista vende sua mercadoria, revestindo-a de uma estética própria para o consumo e, enquanto meio de comunicação, para adquirir respaldo em seu dizer sobre a objetividade, a revista constrói sobre si mesma um efeito de competência que angaria credibilidade para o seu dizer, produzindo/reproduzindo, pelo discurso, a lógica do sistema, ao tempo que produz discursivamente a si mesma.

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Bianchi, Michelle. "Effects of clear speech and linguistic experience on acoustic characteristics of vowel production." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002084.

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Beckham, Semra. "Effects of Linguistic Modification Accommodation on High School English Language Learners’ Academic Performance." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/3.

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This applied dissertation was designed to explore the relationship between the language complexity of high school academic assessments and the language proficiency of English Language Learners (ELLs) in their academic achievement levels and to examine what accommodation strategies would be the most effective in reducing performance gaps between ELLs and non-ELLs that are due to language factors. Students designated ELL by the school where the study took place scored significantly lower than non-ELL students in teacher-created content area assessments and state-standardized tests. English for speakers of other languages accommodations, such as extended time in completing tasks and assessments and the use of dictionaries and glossaries, seemed to narrow the gap between ELLs and non-ELLs; however, the effect was not substantial. Research was conducted to determine whether providing English for speakers of other languages linguistic modification accommodations increased student scores. Two groups of students participated in this research: the control group received the standard test, and the experimental group received the modified test. An original 10th-grade reading comprehension test normed on English-speaking students was administered to the control group and the linguistically modified version of the original test was administered to the experimental group. A comparison of the outcomes was assessed to find out whether there was a significant difference in academic achievement between the two groups. This quantitative study was followed by a qualitative study through student interviews to examine whether there was a relationship between the perceptions of ELLs on the usefulness of the accommodation types and their test scores. An analysis of the data revealed that students with low English language proficiency may not understand the test questions they are expected to answer. As a result, their test scores may not be an accurate measure of the test item construct, but a measure of their limited English skills.

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Richard, Vincent. "La signification linguistique entre effets de structures et effets de contexte." Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010583/document.

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L'objectif de cette thèse est d'introduire la grammaire générative dans l'étude philosophique de la signification linguistique des langues naturelles, tout en l'articulant à une théorie contextualiste du sens. Nous montrerons d'abord en quoi les procédures syntaxiques sont autonomes de toute contrainte sémantique externe (thèse d'autonomie de la syntaxe), tout en contraignant la construction du sens linguistique (thèse du syntactocentrisme). Nous montrerons également qu'un filtrage contextuel des expressions grammaticales mais pas utilisables s'opère à un niveau post-syntaxique sur le résultat des dérivations syntaxiques. Dans un deuxième temps, nous montrerons que la syntaxe détermine la structure de la signification. Nous commencerons par critiquer les conceptions lexicalistes, selon lesquelles la structure de la signification dérive d'informations contenues dans les items lexicaux. Puis nous montrerons que les formes sémantiques des expressions sont des structures événementielles dont chaque élément correspond strictement à un élément de la structure syntaxique. Dans un troisième temps, nous montrerons que tandis que la structure interprétative est rigidement déterminée par la structure syntaxique, le contenu des termes mobilisés dans les expressions est quant à lui le résultat d'une interaction entre contenu conceptuel, structure syntaxique et filtrage contextuel. Cela s'accompagnera d'une conception des concepts comme entrées encyclopédiques comportant une multiplicité d'informations sur lesquelles s'opère une sélection locale de l'information pertinente en fonction du contexte
The goal of this dissertation is to introduce generative grammar into the philosophical study of linguistic meaning in natural languages, while articulating it with a contextualist theory of meaning. First, we will show that syntactic procedures are autonomous from any external semantic constraints (autonomy of syntax thesis) while constraining the construction of linguistic meaning (syntactocentrism thesis). We will also show that the results of syntactic derivations that are grammatical but not usable are contextually filtered out at a post-syntactic stage. In a second part, we will show that syntax determines the structure of meaning. We will start by criticizing the lexicalist conceptions accordinf to which the structure of meaning derives from data included in lexical items. Then we will show that the semantic forms of expressions are event structures of which each element strictly corresponds to an element in syntactic structure. In a third part, we will show that while interpretive structure is rigidly determined by syntactic structure, the content of terms used in expressions is the result of an interaction involving conceptual content, syntactic structure and contextual filtering. This entails a conception of concepts as encyclopedic entries made up of a multiplicity of data on which a local selection of contextually relevant information operates

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FACCHIN, FEDERICA. "EXPRESSIVE WRITING AND ADOLESCENCE: SHORT AND LONG TERM EFFECTS AND LINGUISTIC PATTERNS OF FUNCTIONING." Doctoral thesis, Università Cattolica del Sacro Cuore, 2010. http://hdl.handle.net/10280/702.

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Il presente programma di ricerca si è proposto di valutare l’utilizzo di un intervento di scrittura su una popolazione di soggetti adolescenti iscritti al primo anno di scuola superiore. Ciò nei termini di risultati (effetti a breve e lungo termine), mediatori e moderatori. Tali questioni sono state esplorate nell’ambito di due diversi progetti. Il primo progetto si è esplicato in uno studio sperimentale sull’efficacia di un intervento di Expressive Writing [EW] standard rispetto ad un compito di scrittura focalizzato sugli aspetti positivi di un evento (Benefit Finding [BF]) e ad un gruppo di controllo che scriveva su temi superficiali (Trivial [TR]). Le analisi quantitative sono state effettuate all’interno di due studi finalizzati a testare gli effetti della modificazione delle consegne di scrittura e gli effetti di mediazione del linguaggio sui risultati dell’intervento (Studio 1), nonché gli effetti di moderazione di ottimismo, supporto familiare e relazioni interpersonali (Studio 2). Questi studi hanno fornito supporto alla letteratura di ricerca che ha messo in luce gli effetti positivi della scrittura tra gli adolescenti, rivelando risultati migliori per il gruppo BF. Il secondo progetto ha implicato uno studio naturalistico condotto in una scuola superiore del Nord Italia due settimane dopo la morte di uno studente, avvenuta durante le lezioni. In particolare è stato esaminato il processo della scrittura, considerando i cambiamenti linguistici in funzione di variabili legate al trattamento (le tre sessioni di scrittura) e ai partecipanti (l’ottimismo e le traiettorie individuali di adattamento).
The current research program aimed to evaluate the use of a writing intervention on an adolescent population transitioning from middle school to high school in terms of outcomes (short and long term effects), mediating mechanisms, and moderators. These issues have been investigated within two different projects. The first project implied a longitudinal, randomized, controlled trial on the efficacy of a standard Expressive Writing [EW] intervention relative to a writing assignment focused on positive aspects of an event (Benefit Finding [BF]) and a control group writing on neutral topics (Trivial [TR]). Quantitative analyses were performed within two studies aimed to test the effects of altering writing assignments and the mediating effects of language on writing outcomes (Study 1), and the moderating effects of optimism, family support, and interpersonal relationships (Study 2). These studies provided support to research literature showing positive effects of writing among adolescents, revealing greater outcomes for the BF group. The second project implied a small, naturalistic study conducted in a high school of Northern Italy two weeks after a student died during classes (Study 3). The process of writing was examined, considering linguistic changes in writing as a function of treatment variables (the three writing sessions) and participant variables (optimism and individuals’ adjustment trajectories).

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Taylor, Juliette. "Foreign music : linguistic estrangement and its textual effects in Joyce, Beckett, Nabokov and Rushdie." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2582/.

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This thesis examines the relationship between multilingualism and defamiliarisation in Joyce, Beckett, Nabokov and Rushdie. Focusing on Joyce’s Ulysses, Beckett’s Trilogy, Nabokov’s Bend Sinister, Pale Fire and Ada, and Rushdie’s Midnight’s Children, the study considers the reasons for these authors’ uses a foreign languages and examines their specialised compositional processes. It evaluates the textual effects produced by these processes, and compares overtly multilingual effects (such as multilingual puns and the hybridisation of language) to more general characteristics of the authors’ prose-styles, including monolingual forms of defamiliarisation. The prose of all four authors is characterised by extreme forms of defamiliarisation, and the thesis develops the concept of ‘linguistic estrangement’ to elucidate a perceived relationship between each author’s perspective of ideological or literal estrangement from language and his subsequent estrangement of that language. In particular, these writers tend to turn the distinctive features of the foreigner’s perspective on language - semantic ambiguity and linguistic materiality - to positive effect: semantic ambiguity is used to produce puns, plays on words and linguistic overdetermination, while in focus on the material characteristics of language is fundamental to the construction of phonetic and rhythmic linguistic patterns. As a result, the work under scrutiny is often characterised by high levels of musicality, iconicity and textual performativity. Apparently ‘negative’ aspects of language - interlingual confusion, distortion, mistranslation, misunderstanding and misuse - thus form the basis of some of the most productive stylistic aspects, and indeed the radically innovative nature, of each author’s work. The thesis explores a wide array of evident intentions associated with such processes including, among others, mimetic, aesthetic, literary historical and socio-political concerns. Translational processes, interlingual contact and linguistic estrangement are thus demonstrated to be fundamental to the particular thematic and stylistic features of the work of each individual author. This study can also, more generally, be seen to address a central dynamic within modernist (and subsequent late-modernist and postmodernist) literary production.

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Gattuccio, Caitlin Irene. "The effects of linguistic factors on analysis of relative fundamental frequency in typical speakers." Thesis, Boston University, 2013. https://hdl.handle.net/2144/12109.

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Thesis (M.S.)--Boston University
Research has shown that the relative fundamental frequency (RFF) surrounding voiceless obstruents may be used as an acoustic correlate for laryngeal tension. This suggests that RFF could potentially be used as a measurement of vocal hyperfunction, a voice pathology characterized by overexertion and increased tension ofthe laryngeal muscles. Despite this potential relationship between laryngeal tension and RFF, there has been little research into what factors contribute to creating stimuli that effectively produce reliable and valid RFF data for subsequent analyses. This study sought to investigate the impacts that linguistic factors have on RFF elicitation in healthy speakers. Two hypotheses were tested: Whether there is a significant difference across voiceless obstruents (i.e. /f/, /s/, /∫/, /k/, /t/, /p/) in terms of eliciting consistent RFF values, and whether sentences containing just one voiceless obstruent or many voiceless obstruents (i.e. "unmixed" vs. "mixed" sentences) are more effective in eliciting stable RFF. Twenty-eight sentences were developed, each containing 3-6 instances of RFF; there were 18 "unmixed" sentences, sub-grouped by obstruent, and 10 "mixed" sentences containing a variety of voiceless obstruents in each sentence. Twelve healthy adults were recorded producing this corpus of sentences and these samples were analyzed using acoustic analysis software. Results of this analysis showed that there were statistically significant differences across the voiceless obstruents in terms of producing consistent, stable instances of RFF, and that the differences appeared to be connected to the manner of articulation of the obstruent (i.e. fricatives were more stable than stops). No significant difference was noted between the types of sentences (i.e. mixed vs. unmixed) but qualitative differences were noted between the two groups (e.g., increased data loss in the mixed sentence group due to increased frequency of vocal irregularities). These results provide some insight into the factors that contribute to creating effective stimuli for eliciting reliable and valid RFF, and the information gathered should be taken into consideration for future studies.

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Mountaki, Youness. "The Relative Effects of Processing Instruction and Traditional Output Instruction on the Acquisition of the Arabic Subjunctive." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6330.

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The role of input and output in the acquisition of language has been a source of controversy in Second Language Acquisition (SLA) research. This present study aimed to investigate the relative effects of processing instruction (PI) as a type of input-based instruction and traditional instruction (TI) as a type of output-based instruction. Specifically, this experiment examined whether PI and TI bring about any improvement in comprehension and production of the Arabic subjunctive by beginner-level learners of Arabic. The PI instructional technique was based on the principles of input processing suggested by VanPatten (1993, 2002, 2004). It has three main elements: (a) an explicit explanation of grammar, (b) information on processing strategies, and (c) structured input activities. The study involved second semester students of Arabic and it aimed at assessing the impact of PI and traditional output instruction on the interpretation and production of the Arabic subjunctive on immediate and delayed posttests. One instructional package was developed for the PI group and another package was developed for the TI group. To assess the effects of instruction, a pretest/posttest/delayed posttest procedure with three tests was used. Each test included: 1) interpretation task with sixteen multiple choice items and 2) production task with sixteen sentence-completion items. The results from this study showed that participants who received PI outperformed participants from the TI as measured by Interpretation tasks of the subjunctive. However, the performance of both groups were statistically similar as was measured by the production tasks of the subjunctive. These results supported those of previous research that had compared PI with TI (Benati, 2001, 2005; Cadierno, 1995; VanPatten & Cadierno, 1993a, 1993b; VanPatten & Wong, 2004).

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Rosa, Marluza Terezinha da. "ENTRE UMA LÍNGUA E OUTRA: DESDOBRAMENTOS DAS DESIGNAÇÕES LÍNGUA MATERNA E LÍNGUA ESTRANGEIRA NO DISCURSO DO SUJEITO PESQUISADOR DA LINGUAGEM." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/9797.

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Throughout this study, we aim at pondering over the notion of language, by questioning delimitations usually established between Mother Tongue and Foreign Language in order to investigate meaning effects produced by these designations as well as by their (re)formulations. For be able to reflect upon the problematic related to the designations from the bias of Discourse Analysis, we focus on the discourse produced by the subject researcher on language, who experiences a situation concerning more than two languages and cultures. Thus, we are involved in an approaching of the discursive functioning allied to the production of linguistic knowledge, by dealing with the movement of saying in an academic-scientific ambit. Our hypothesis is that the ways of referring to language put in process by this subject could be a result of its identification with the languages among which it is in motion. In this way, we focus on the functioning of discourse from this subject position, which is marked by the movement among languages, with the purpose of observing which meaning effects are produced in a discourse about the language that signifies by the manners it is designed.
Por meio deste estudo, visamos a refletir sobre a noção de língua, questionando as delimitações que usualmente são estabelecidas entre Língua Materna e Língua Estrangeira, a fim de problematizarmos os efeitos de sentido que são produzidos a partir dessas designações e de suas (re)formulações. Para que possamos ponderar sobre a problemática relacionada às designações pelo viés dos estudos em Análise de Discurso, centramo-nos no dizer do sujeito pesquisador da linguagem que vivencia uma situação entre línguas e culturas. Envolvemo-nos, assim, em uma abordagem do funcionamento discursivo, aliado à produção do conhecimento linguístico, encaminhando-nos ao movimento dos dizeres no âmbito acadêmico-científico. Partimos da conjectura de que os modos de designar a língua, colocados em funcionamento por esse sujeito, seriam decorrentes de sua identificação com as línguas por entre as quais este se desloca. Dessa forma, atentamos para o funcionamento do discurso a partir dessa posição-sujeito, marcada por um lugar movente, que é o do deslocamento entre línguas, com o intuito de observar quais efeitos de sentido são produzidos em um discurso sobre a língua, que se mostra, na língua, pelas formas de designá-la.

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Hargraves, Lisa. "The linguistic system of a deaf language learner : examining the effects of delayed language exposure." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78374.

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This investigation reports on the linguistic and communicative abilities of a deaf child whose initial exposure to conventional linguistic input occurred at the age of 10. At the time of data collection, the participant had been exposed to American Sign Language (ASL) for three years. Information concerning the participant's background, language and communication abilities was collected through caregiver interviews. Language samples were gathered through storybook and video retelling tasks and spontaneous conversations. Samples were videotaped, and later transcribed by a native deaf signer of ASL. Analyses of the participant's lexical, morphological, syntactic, and pragmatic skills were performed. Results showed deficits across linguistic subsystems. Comparisons to native language learners of ASL and late first-language learners of spoken and signed languages revealed both typical and unique characteristics of late language acquisition. The results contradict past theoretical claims concerning the selective impact of language deprivation on the faculty of grammar. Clinical implications and directions for future research are discussed.

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Alarcón, Irma V. "The second language acquisition of Spanish gender agreement : the effects of linguistic variables on accuracy /." Muenchen : LINCOM Europa, 2006. http://www.gbv.de/dms/sub-hamburg/526820675.pdf.

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Barrett, Elizabeth Ann. "The effects of second language proficiency and linguistic distance on cognitive abilities in bilingual children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4722941X.

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Bilingual speakers have shown better performance than their monolingual peers on tasks that examine a range of cognitive abilities (e.g. attention, phonological awareness); however, other studies report no group differences. Two reasons may explain the inconsistencies across studies: 1) many studies did not examine and control, when needed, group differences in cognitive abilities that could influence performance on the ability in question; 2) variability in the language proficiency and linguistic similarity between first (L1) and second (L2) language. The current project examined language-related cognitive abilities (i.e. phonological awareness) and general cognitive abilities (i.e. attention and inhibition) in two studies of 8-10 year-old children in Hong Kong. Study 1 investigated whether these abilities, as well as reading, were affected by bilingualism and L1-L2 linguistic distance. There were three groups: English monolingual, Cantonese- English bilingual, and European language-English bilingual. All children had similar educational backgrounds, as they attended English speaking International schools. Particular effort was made to control for group differences in cognitive abilities that could act as confounding variables, which included: intelligence, English proficiency, working memory, and short-term memory. There were no group differences on the tasks of attention and inhibition. However, there were for phonological awareness and reading. L1-L2 linguistic distance provided an advantage over the monolinguals on phonological awareness as only the European bilinguals group performed better than the monolinguals. Whereas, bilingual children of linguistically distant L1- L2 (Cantonese-English) demonstrated difficulty with phonological awareness and reading tasks using nonwords but not real words compared with the other groups. The results suggest that children who speak two linguistically distant languages may have difficulty transferring L2 skills from familiar words to novel words, which is a skill needed in literacy development. Study 2 explored the influence of L2 proficiency on the two sets of abilities. The data from the English monolingual and Cantonese bilingual group in Study 1 was analyzed with data from a new group of children, those who spoke Cantonese (L1) and were learning English as a L2 (ESL). Once again, particular effort was made to statistically control for cognitive abilities that could act as confounding factors. The results of the general cognitive abilities show no group differences. The results of the phonological awareness task show that the ESL group performed worse than the English monolingual and Cantonese bilingual group. This was explained by their low L2 proficiency, as well as difference in the instructional method of English reading. The results of this project advance our understanding of bilingualism. Bilingual advantages are not observed in all children learning a L2 but are influenced by factors embedded in bilingualism (i.e. L2 proficiency, L1-L2 linguistic distance). This highlights that the effects of bilingualism need to be qualified. Additionally, bilingualism does not produce wide-spread advantages; rather, the influence of speaking two languages can affect one cognitive domain, such as language-related abilities, but not the general cognitive abilities within the same groups of children. The results are discussed in relation to the larger body of work and direction of future work is suggested.
published_or_final_version
Speech and Hearing Sciences
Doctoral
Doctor of Philosophy

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Lee, Andrew. "Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121596.

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Corrective feedback (CF) has been identified as an effective means for improving pronunciation in second language (L2) speech production, but there has been a general lack of relevant empirical studies regarding its effects on L2 speech perception. The current study was designed to investigate (a) the extent to which the perceptual accuracy of L2 learners is influenced by instruction with and without CF, and (b) the reasons for differential treatment effects. Thirty-two Korean participants comprising Instruction-only and Instruction + CF groups were exposed to five one-hour pronunciation lessons that drew their attention to the English phonemic contrast /i/-/ɪ/, while only the Instruction + CF group was given relevant feedback. Forced identification tasks were provided to participants in a pretest, an immediate posttest, and a delayed posttest. Both groups showed improvement on natural and duration-synthesized /i/, while only the Instruction + CF group showed an increase in perceptual accuracy vis-à-vis /ɪ/. Both groups retained the acquired knowledge after two weeks, but only the feedback group was able to transfer it to new words. These findings are discussed in terms of the pivotal role played by CF in developing accuracy in L2 speech perception.
Bien que l'on ait observé que la rétroaction corrective (RC) s'avère un moyen efficace d'améliorer la prononciation dans la production orale en langue seconde (L2), il existe peu d'études empiriques portant sur ses effets sur la perception de la parole en L2. La présente étude a été conçue pour explorer (a) dans quelle mesure un enseignement avec et sans RC influe sur l'exactitude de la perception chez les apprenants de L2 par et (b) les raisons des effets des traitements différents. Trente-deux participants coréens, répartis en deux groupes, l'un avec enseignement sans RC et le second avec RC, ont suivi cinq cours de prononciation de 60 minutes qui attiraient leur attention sur le contraste phonémique /i/-/ɪ/ en anglais alors que seuls les membres du second groupe recevaient une rétroaction pertinente. Les participants ont eu à effectuer des tâches d'identification forcée dans le cadre d'un pré-test, d'un post-test immédiat et d'un post-test différé. Les membres des deux groupes ont amélioré leur rendement relatif à /i/ naturel et à /i/ synthétisé d'une durée modifiée, tandis que seuls ceux du groupe avec RC ont accru l'exactitude de leur perception de /ɪ/. Les participants des deux groupes ont maintenu les connaissances acquises après deux semaines, mais seuls ceux du groupe avec RC étaient en mesure de les transférer à des mots nouveaux. L'analyse de ces résultats montre le rôle essentiel de la RC dans le développement de l'exactitude de la perception de la parole en L2.

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Vinerte, Santa. "Effects of Bilingualism on Cognitive Control: Considering the Age of Immersion and Different Linguistic Environments." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38063.

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Cognitive control-e.g. the abilities to pay attention, to ignore irrelevant input, and to switch between tasks- has received much attention in recent literature. Since both of their languages are activated in parallel, bilinguals have been suggested to have improved cognitive control skills in both the linguistic and non-linguistic domain (e.g., Bialystok, 2017), but inconsistent results (e.g., Hilchey, Saint-Aubin, & Klein, 2015) have lead to a heated debate in the field. However, when found, the effects of bilingualism on cognitive control appear to be generally positive (Valian, 2015). Furthermore, earlier bilingualism has been linked to greater cognitive benefits (Yow & Li, 2015), and Green and Abutalebi's (2013) Adaptive Control Hypothesis (ACH) suggests that the bilingual environment also plays a role. The aim of the current study is to investigate the role of the Age of Acquisition (AoA) of the second language on cognitive control in young adult bilinguals in two different linguistic environments, as well as to examine the underlying processes of cognitive control via event-related brain potentials (ERPs). Two research questions are focused on: 1) Which, if any, cognitive control abilities are enhanced by bilingualism? and 2) Does the type of bilingual experience modulate observed effects? The present study uses the non-linguistic Attention Network Test (ANT; Fan et al., 2002), in which sets of arrows appear with a central target arrow in either a congruent (e.g. ← ← ← ) or incongruent (e.g. ← → ← ) condition, to examine Alerting, Orienting, and Executive Control networks, and a linguistic Stroop task (Stroop, 1935), in which colour terms appear in congruent (i.e. the word "red" presented in red font) and incongruent (i.e. the word "red" presented in green font) conditions, to examine language processing of English-French bilinguals in Canada and in Japanese-English bilinguals in Japan. In addition, Canadian participants also completed an ERP version of the Stroop task to examine possible underlying differences. The results of this series of experiments revealed a complex, yet interesting picture of bilingual cognitive control: although bilingual advantages were not consistent, there was support for earlier bilingualism being more beneficial to cognitive control. Particularly, results show Executive Control advantages for Simultaneous bilinguals, and significant differences between Simultaneous and Early Sequential bilinguals (typically grouped together as "early") in the Stroop task, demonstrating that balanced, proficient bilingualism enhances both linguistic and non-linguistic control. Interestingly, these effects only become apparent when both languages are mixed in the task, in line with suggestions that young adults’ cognitive resources need to be maximally taxed before advantages become apparent. Indeed, ERP results confirmed a greater engagement of cognitive resources in the more difficult version of the task. Although AoA and environment turned out to be confounded, there were still differences between Canadian and Japanese participants. Most notably, Canadian participants appeared to have better Executive Control. Taken together, the current work concludes that despite increased processing load, bilingual cognition does not suffer. Instead, cognition may receive a boost from dual language experience in some cases. Several rarely-explored factors were examined, and the complex results suggest possible areas that would benefit from further exploration, as well as raise interesting questions for future research.

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Woolf, Celia Anne. "Effects of phonetic and linguistic factors on auditory processing : evidence from aphasic and normal listeners." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1446875/.

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The mapping of acoustic speech signals onto linguistic representations is highly complex, and a number of competing models of both system architecture and auditory processing mechanisms have been proposed. Detailed investigation of processing in both normal and aphasic listeners provides insights into the nature of the underlying processing mechanisms, and can be used to test the empirical validity of theoretical models. Three related experiments were designed to explore aspects of the complex interrelations between phonetic, lexical and semantic levels of representation in the auditory speech processing of five adults with chronic aphasia and ten controls. The first experiment explored whether the effects of word frequency and imageability that affect recognition of words heard in isolation exert the same influence when words are heard in the context of a meaningful sentence. The second experiment compared discrimination of voice, place and manner contrasts in nonword and word minimal pairs, to explore the effect of the lexical status of the carrier syllable on phonological encoding. The third experiment used a picture-word verification task to explore the effects of semantic contexts provided by pictures on discrimination. Stimuli were closely matched across experiments two and three to allow detailed comparison of lexical and semantic influences on processing. Accuracy and reaction time data were collected, with control group data indicating normal patterns of performance. Aphasic data were analysed mainly as a series of single cases, and interpreted in the light of each individual's performance on a range of language processing assessments. The results revealed a number of different patterns in the effects of linguistic context for control and aphasic listeners, with aphasic listeners showing greater influences of lexical and semantic contexts on processing. The results of all three experiments are discussed in relation to competing theoretical models of auditory processing. It is argued that a distributed connectionist model currently accounts for the data more effectively than either localist connectionist or cognitive neuropsychological models.

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Nahajec, Lisa Margaret. "Evoking the possibility of presence : textual and ideological effects of linguistic negation in written discourse." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17537/.

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This thesis explores the textual and ideological effects of linguistic negation in written texts. It argues that when language users process negation, understanding its use in context is as much about the possibility of presence as it is about the actuality of absence. This gives rise to a variety of effects in texts from contributing to the construction of fictional characters to potentially influencing readers’/hearers’ view of the world they inhabit. This thesis brings together research on the theoretical aspects of how negation works to present a new approach to linguistic negation in written discourse. It also demonstrates how this approach can be applied in the analysis of the conceptual practice of negating. The approach presented is made up of three main elements; negation is presuppositional, is realised through a wide variety of linguistic forms beyond the morphosyntactic core forms (not, no, never, none, un-, in-, and so on) and includes semantic and pragmatically implied forms. These two elements combine to give rise to implied meaning in context. Having outlined this approach to negation, it is then applied in the analysis of literary and non-literary texts to explain the textual and ideological effects that arise from its use.

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Trowell, Melody Cukor-Avila Patricia. "A test of the effects of linguistic stereotypes in children's animated film a language attitude study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3605.

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Trowell, Melody. "A test of the effects of linguistic stereotypes in children's animated film: A language attitude study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3605/.

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This study examined the claim that animated films influence childrens' opinions of accented-English. Two hundred and eighteen 3rd through 5th graders participated in a web-based survey. They listened to speakers with various accents: Mainstream US English (MUSE), African American Vernacular English (AAVE), French, British, and Arabic. Respondents judged speakers' personality traits (Work Ethic, Wealth, Attitude, Intelligence), assigned jobs/life positions, and provided personal information, movie watching habits, and exposure to foreign languages. Results indicate: (1) MUSE ranks higher and AAVE lower than other speakers, (2) jobs/life positions do not correlate with animated films, (3) movie watching habits correlate with AAVE, French, and British ratings, (4) foreign language exposure correlates with French, British, and Arabic ratings.

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Crestani, Luciana Maria. "A oralidade como estratégia enunciativa no jornal on-line." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2761.

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Fundo Mackenzie de Pesquisa
This study focuses on the on-line newspaper approach from an enunciating perspective. On the basis of empirical observation and comparison between newspapers traditionally printed and on-line newspapers, we formulated the hypothesis that the on-line newspaper, by its nature, assumes an oral character. Although also manifested through media resources (sound materialization of speech), that orality is evidenced, mainly, in its conceptual realization, i. e., in the way the written elaboration of texts evokes spoken interactions. We selected, in that newspaper, three news (reports covering) that contemplate in their structuring the greatest possible number of semiotic resources. This criterion is justified because in such news all the enunciation procedures occur, while in other texts of this type of newspapers they are used alternatingly. In the light of the perspective of interaction sociolinguistics, of the studies of the conversation and orality and, mainly, of theories of enunciation, we seek, through the analysis of the process of enunciation, consider mechanisms for the construction of meaning in on-line news, with priority to enunciating strategies consolidated in the orality procedures. The study pointed out that on-line newspapers present a much greater enunciating complexity than the printed one, assuming characteristics of television press. It also demonstrates the process of enunciation of on-line newspapers presents characteristics of a spoken text in statu nascendi, (unfinished, dynamic, ephemeral, and interactive), materializing in the enunciation the reader s effective participation as co-enunciator, an explicit partner in the interactive exchange. Also, the enunciating resources used in the constitution of online news project effects of meaning - of reality, truth, subjectivity, orality, approximation which are more intense, best approaching the reader of the facts reported and, above all, of the newspaper enunciator. Therefore there is more appeal to sensitive, to the meaning understood, in that kind of newspaper. Finally, this study demonstrates the on-line newspaper presents and "authorizes" a more markedly oral enunciation, more enunciating than that of the traditionally printed newspapers.
Este estudo se volta à abordagem do jornal on-line numa perspectiva enunciativa. Partindo de observações empíricas e comparativas entre jornais tradicionalmente impressos e jornais online, formulamos a hipótese de que o jornal on-line, por sua natureza, assume um caráter oralizado. Embora também manifesta por recursos mediais (modo sonoro de materialização do discurso), essa oralidade se evidencia, principalmente, em sua realização conceptual, ou seja, no modo em que a elaboração escrita dos textos evoca interações faladas. O objeto de análise foi o jornal Zero Hora on-line, mantido pelo Grupo RBS (Rede Brasil Sul) e editado na cidade de Porto Alegre - RS. Selecionamos, neste jornal, três notícias (reportagens) que contemplassem em sua estruturação o maior número possível de recursos semióticos. Esse critério se justifica porque em tais notícias se verificam todos os procedimentos enunciativos que em outros textos deste tipo de jornal são utilizados de forma alternada. À luz da perspectiva sociointeracional da linguagem, dos estudos da conversação e da oralidade e, principalmente, das teorias da enunciação, buscamos, por meio da análise do processo de enunciação, examinar mecanismos de construção do sentido nas notícias on-line, com prioridade às estratégias enunciativas consolidadas nos procedimentos de oralidade. O estudo realizado aponta que o jornal on-line apresenta complexidade enunciativa maior que o jornal impresso, assumindo características de imprensa televisiva. Também evidencia que o processo de enunciação do jornal on-line lembra características de um texto falado in statu nascendi (inacabado, dinâmico, interativo, efêmero), inclusive materializando nos enunciados a participação efetiva do leitor como co-enunciador, como parceiro explícito da troca interativa. Além disso, os recursos enunciativos utilizados na constituição das notícias on-line projetam efeitos de sentido - de realidade, verdade, subjetividade, oralidade, aproximação mais intensos, mais aproximando o leitor dos fatos noticiados e, principalmente, do enunciador jornal. Há, portanto, mais apelo ao sensível, ao sentido sentido, neste jornal. Este estudo mostra, enfim, que o jornal on-line apresenta e autoriza uma enunciação mais marcadamente oralizada, mais enunciativa que os jornais tradicionalmente impressos.

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Reali, Chiara [Verfasser], and Lisa von [Akademischer Betreuer] Stockhausen. "Cognitive Representation of Gender Typicality and its Effects on Linguistic Processing / Chiara Reali ; Betreuer: Lisa von Stockhausen." Heidelberg : Universitätsbibliothek Heidelberg, 2016. http://d-nb.info/118061142X/34.

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Archambault, Catherine. "A reading fluency intervention for second-language readers in French immersion programs : study of cross-linguistic effects." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58668.

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Evidence from studies of the development of reading skills in bilingual populations suggests that reading instruction in one language could have beneficial effects on the development of reading skills in another language. To examine the effects of French reading instruction on French and English oral reading fluency, a reading fluency intervention was delivered to three Grade 3 students enrolled in a French immersion program and experiencing reading difficulties following a concurrent multiple baseline across participants design. It was hypothesized that the intervention would have beneficial effects on reading fluency skills in both languages. The intervention led to improvements in French reading fluency on instructional passages during the intervention for all participants. Improvements did not generalize to the probes used for French progress monitoring, as students demonstrated similar progress before and after the intervention was put in place. Students also demonstrated gains in reading comprehension during both phases. All three students however showed an increase in English reading fluency during the intervention phase, suggesting the intervention had a beneficial effect on English oral reading fluency. The lack of generalization of effect to the French progress monitoring probes could be due to the students’ progress in French prior to the intervention and to their more limited vocabulary in French. Results from this study provide support for the transferability of reading skills across languages and suggest that the procedures used are a promising intervention for improving reading fluency in French immersion students. It was recommended that future research further investigate the effectiveness of the intervention using a larger sample.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Forbes, Schieche Christoffer. "Articulation rate as a means of distributing information and its effect on the N400-component." Thesis, Stockholms universitet, Institutionen för lingvistik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193776.

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Information theoretical approaches to language state that the most efficient communication occurs when the amount of information transmitted is distributed as uniformly as possible over time. Previous research has shown that speakers tend to adhere to strategies for distributing information efficiently, using mechanisms at multiple linguistic levels. This study aims to investigate whether articulation rate (AR) is used in continuous speech to achieve a more uniform distribution of information within sentences, quantified as surprisal estimated by the state-of-the-art language model GPT-2, and if this has an effect on the amplitude of the N400 brain response in listeners. In neurolinguistics, surprisal has been observed to be a good predictor of the N400, which is related to processing of semantics and meaning in general. The results showed a significant, though small, effect of surprisal on AR, indicating that AR may have some role in achieving more uniform distribution of information on the word level. In line with previous research, surprisal showed an effect on the N400 where higher surprisal led to larger amplitudes. Results regarding AR and distributional effects on the N400 were inconclusive, although some independent effects of AR were found that could be further explored in more controlled experimental settings.
Informationsteoretiska perspektiv på språk säger att den mest effektiva kommunikationen sker när information sänds ut så jämnt fördelat som möjligt över tid. Tidigare studier har visat att talare tenderar att följa vissa strategier för att distribuera information jämnt, vilket de gör på flera språkliga nivåer. Denna studie ämnar att undersöka om artikulationshastighet (eng. articulation rate (AR)) används i kontinuerligt tal för att uppnå en mer jämn distribution av information inom meningar, kvantifierat som informationsteoretisk surprisal med hjälp av språkmodellen GPT-2, samt om detta ger effekt på hjärnresponsen N400:s amplitud hos lyssnare. Inom neurolingvistik har surprisal visats kunna predicera N400, som är kopplad till bearbetning av semantik och meningsfullhet generellt. Resultaten visade en signifikant, om än liten, effekt av surprisal på AR, en indikator på att AR kan ha en roll i att uppnå mer jämn distribution av information på ordnivå. I linje med tidigare forskning så hade surprisal en inverkan på N400, där högre surprisal gav större amplituder. Resultaten utifrån AR och distribution av information var inte entydiga, däremot observerades vissa självständiga effekter av AR på amplituden av N400 och dessa skulle kunna vidare undersökas i mer kontrollerade experiment.

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Lima, Raquel Amaral. "Um olhar discursivo-dialógico sobre a matriz de referência do SAEB e da prova Brasil." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4879.

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This research aims to analyze discourses on reading, based the concept of discourse of the French Discourse Analysis and the notion of dialogism of the Bakhtin Circle, establishing a theoretical dialogue. To that end, we analyzed five Portuguese Language Reference Matrices from 1995, 1997, 1999, 2001, and 2011. Through their linguistic materiality, we observe their prevailing discourses about reading, since we assume that there is interdiscourse, there are discourses about reading and not only one discourse. Eight questions posted on Inep‘s website are also part of the corpus.There is no specification aboutwhen these questions were given; they are examples of how each descriptor is evaluated in the test. By identifying the different discourses on reading present in the matrices and the questions, we interpret the effects of meaning on reading produced by these documents. To develop the subject, we followed the theory and method of French Discourse Analysis, with contributions from concepts and notions developed by Bakhtin Circle, such as as the ―direction‖ and ―dialogism‖. The main concepts we use in our analysis are speech, subject, effects of meaning and discursive formation, developed by Pêcheux (1969), and dialogism,by Bakhtin. Through the analysis of linguistic materiality collected from the corpus, we realize that interdiscourse is present in all the statements we analyzed, as there are no closed or homogeneousdiscursive formations, and in all of them there is a resumption of the already-said about reading. This time there is the predominance of a discursive formation, sometimes another, but never a single one. We conclude that the discourses on reading are related to the individuals and their notion of what a good reader is, and what reading is, from their standpoint in certain discursive formations.
Esta pesquisa tem como objetivo analisar os discursos sobre leitura, com base no conceito de discurso da Análise de Discurso de Linha Francesa e na noção de dialogismo do Círculo de Bakhtin, estabelecendo um diálogo teórico. Nesse intuito, analisamos cinco Matrizes de Referência de Língua Portuguesa de 1995, 1997, 1999, 2001 e 2011. Por meio de sua materialidade linguística, observamos os discursos sobre leitura predominantes nelas, já que partimos do pressuposto de que há interdiscursidade, há discursos sobre leitura e não somente um discurso. Ainda fazem parte do corpus oito questões da Prova Brasil divulgadas no site do Inep, não há especificação de quando essas questões foram aplicadas, constituindo-se em exemplos de como cada descritor é avaliado na prova. Ao identificarmos os diferentes discursos sobre leitura presentes nas Matrizes e questões, interpretamos os efeitos de sentidos sobre leitura produzidos por meio desses documentos. Para o desenvolvimento da temática, adotamos como base teórico-metodológica a Análise do Discurso de Linha Francesa com contribuições de conceitos e noções desenvolvidos pelo Círculo de Bakhtin como o de sentido e dialogismo. Em nossas análises,fundamentamo-nos, principalmente, nos conceitos: discurso, sujeito, efeitos de sentido e formação discursiva desenvolvidos por Pêcheux (1969) e dialogismo em Bakhtin. Através dasanálises da materialidade linguística, coletada dos documentos em estudo, percebemos quenos enunciados analisados há a presença do interdiscurso, já que não existem formações discursivas fechadas ou homogêneas, sendo que em todas há a retomada do já-dito sobre leitura. Ora há o predomínio de uma formação discursiva, ora de outra, mas nunca de uma única. Concluímos que os discursos sobre leitura estão relacionados aos sujeitos e às imagens que eles têm do que seja um bom leitor e do que seja a leitura a partir de seus posicionamentos em determinadas formações discursivas.

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Mayer, Kaylea. "The facilitative effects of the acquisition of one linguistic structure on a second pedagogical implications of the competition model /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436714825/viewonline.

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Halling, Angelica. "This paper sure is a brass ring! : A quantitative study on the effect of context for non-native students’ interpretation of English idioms." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38225.

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Idioms are a big part of languages but can cause trouble for communication, especially for non-native speakers of a language. Interpreting idioms correctly means that one must derive a figurative meaning from words that individually mean something else. Recent research primarily focuses on the impact of context for successful idiom comprehension and seems to prioritize native speakers’ understanding of them. This study investigates the impact of context for Swedish non-native upper secondary students’ interpretation of English idioms. It further explores if grades and level of education are factors to consider. In a two-part, multiple-choice test, 53 students were presented with 10 idioms in context and 10 idioms out of context with two additional questions regarding level of education and last received grade in English. The students were also asked whether they had seen each idiom before or not. The results showed that context and grade seem to have impact on non-native students’ interpretation of idioms to some extent, but level of education does not seem to. One interesting finding was that idioms were interpreted correctly even though they were neither presented in context nor were considered familiar by the students. A possible conclusion is therefore that even if context is an important factor for successful idiom interpretation for non-native students, several other factors might be of equal importance.

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Cylke, Virginia Ann. "Language in Social Contexts: An Examination of the Effects of the Linguistic Intergroup Bias on Social Categorization and Interpersonal Behavior." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CylkeVA2003.pdf.

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Alanís, Iliana. "A descriptive analysis of a Texas two-way bilingual program and its effects on fifth-grade academic and linguistic achievement /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Lange, Ryan. "Color Naming, Multidimensional Scaling, and Unique Hue Selections in English and Somali Speakers Do Not Show a Whorfian Effect." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449158554.

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Haendler, Yair [Verfasser], Flavia [Akademischer Betreuer] Adani, and Reinhold [Akademischer Betreuer] Kliegl. "Effects of embedded pronouns on relative clause processing : cross-linguistic evidence from children and adults / Yair Haendler ; Flavia Adani, Reinhold Kliegl." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218793244/34.

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Johnson, Eric. "Trans-Cultural Bilingualism and Second Language Acquisition: Understanding the Sociolinguistic Effects of International Tourism on Host Communities." University of Arizona, Department of Anthropology, 2006. http://hdl.handle.net/10150/110052.

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This paper analyzes the nature of linguistic interactions between host communities and international tourists. The tourism-based context provides an excellent platform from which to describe the sociolinguistic influences that American tourists have had on Mexican communities. Specifically, the language use of local vendors in Puerto Peñasco/Rocky Point, Mexico, is described in terms of the various linguistic characteristics that constitute their particular dialect of English. Not only does this work emphasize the sociocultural foundation of language acquisition, it also illustrates the type of language that is learned in economically motivated situations. The results also emphasize how the growing ubiquity of (American) English in tourism contexts establishes distinct attitudes towards the United States and those who live there.

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Lind, Ashley Rose. "Effects of bilingual and ESL education on academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lind_AMITthesis2009.pdf.

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Cusi, Annalisa. "Analyzing the effects of a linguistic approach to the teaching of algebra: students tell “stories of development” revealing new competencies and conceptions." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79613.

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This work is part of a wide-ranging long-term project aimed at fostering students’ acquisition of symbol sense through teaching experiments on proof in elementary number theory (ENT). In this paper, in particular, we highlight the positive effects of our approach analysing the written reflections that the students involved have produced at the end of the project. These reflections testify an increased level of awareness, developed by students, about the role played by algebraic language as a tool for thinking and a positive evolution in their vision of algebra.

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Maza, Duerto Aristides. "Effects of Combined Economic and Linguistic Backgrounds on the Adjustment Process of International Undergraduate Students at Virginia Polytechnic Institute and State University." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/11138.

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Abstract:

This study had three main purposes: (a) to determine whether there is a linear relationship between international undergraduate (IU) students' adaptation and time at Virginia Polytechnic Institute and State University (Virginia Tech), (b) to examine the effects of IU students' combined economic and linguistic backgrounds on their adaptation experience at Virginia Tech, (c) to determine the u-shaped curve model's effectiveness in explaining the adaptation experience of IU students from different backgrounds. The findings of this study could not be used to justify either a linear or a curvilinear relationship between time and IU students' adaptation. A difference in adaptation was found between IU students with two and four years at Virginia Tech based on their linguistic background differences, but no differences were found in regard to their economic background differences. A correlation analysis suggested a relationship between adaptation and the support IU students received while at Virginia Tech. Nevertheless, the most important finding is the fact that the existing models of IU students' adaptation do not adequately explain their adaptation experience. This study suggests that future research should concentrate on determining the relationship between IU students' adaptation and the adequacy of support they received.
Ph. D.

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Dissertations / Theses on the topic 'Effects of meanig (Linguistic)'

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