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Dissertations / Theses on the topic 'English language English language Linguistics'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Heinonen, Elisabeth. "Writing in English as a Second Language." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-834.

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The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language.

Throught the course of my research I have come to understand how important it is to choose subjects which inspire all pupils to write. They should also have the opportunity to choose subjects which interests them. It is the content which is important not the layout or spelling.

In my study I have found that pupils take writing in English seriously. However, I have also found that without an encouraging teacher, it is hard to engage pupils in writing. One could say that it is the teacher who directs the writing process. Moreover, the pupils need to be motivated and interested to write well. This includes having varied lessons and considering the pupils'explicit needs.

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2

Ganchi, Fatima. "An analysis of requests produced by second language speakers of English and how these requests are received by English first language speakers." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71918.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: During the course of my work as Communications lecturer at a multicultural university, I have noticed differences in the manners in which Sesotho-speaking and Afrikaans-speaking students make the same requests to me while speaking English. There exists a possibility that these second language (L2) requests could be deemed inappropriate and/or unintelligible by first language (L1) speakers of English. It is possible that miscommunication may result when requests by one culture group is judged as inappropriate and/or unintelligible by another. The aims of my study were to investigate (i) whether there are indeed differences in the manners in which L1 Sesotho and L1 Afrikaans speakers make requests when speaking English and (ii) how the differences in the (a) politeness, (b) formalness, (c) appropriateness, (d) grammaticality and (e) intelligibility of these requests made by the above-mentioned two groups manifest, as judged by L1 speakers of English. In terms of research methodology, I elicited requests in English from two culturally and linguistically different groups of students (17 L1 Afrikaans and 17 L1 Sesotho) by means of a written scenario completion task. One scenario involved a high imposition situation and the other a low imposition. The requests made by the two groups were then analysed using the Cross Cultural Speech Act Realisation Project (CCSARP) framework of Blum-Kulka, House and Kasper (1989a). Each request was also judged by eight L1 English speakers. Data analysis showed that there are indeed differences in the way in which Afrikaans- and Sesotho-speaking people put forth English requests. In terms of CCSARP categories, the Sesotho speakers used more alerters and more politeness markers than the Afrikaans speakers did. Sesotho and Afrikaans speakers also differed in their responses to high and low imposition situations – for example, Sesotho speakers used more grounders in the low imposition request than in the high imposition request, whereas Afrikaans speakers’ requests showed the reverse pattern. In terms of ratings received by L1 speakers, although Sesotho speakers’ requests were judged as more polite, Afrikaans speakers’ requests were judged as more appropriate and grammatically correct. The findings have implications for curriculum design: By being mindful of the workings of intercultural verbal and nonverbal communication and by acknowledging that people from different cultural backgrounds bring to a conversation certain culturally inherited factors which influence them and the interlocutors, I can use the results of this study to better inform the different L1 groups in my classes how to change their requesting behaviour so as to make requests that are judged by L1 English speakers as being appropriate.
AFRIKAANSE OPSOMMING: Tydens my werk as Kommunikasie-dosent aan ‘n multikulturele universiteit het ek verskille opgelet in die manier waarop Sesotho-sprekende en Afrikaanssprekende studente dieselfde versoeke aan my rig wanneer hulle Engels praat. Die moontlikheid bestaan dat hierdie tweedetaal- (T2) versoeke as ontoepaslik en/of onverstaanbaar beskou kan word deur eerstetaal- (T1) sprekers van Engels. Dit is moontlik dat miskommunikasie kan ontstaan wanneer versoeke deur een kultuurgroep as ontoepaslik en/of onverstaanbaar beoordeel word deur ‘n ander kultuurgroep. Die doelstellings van my studie was om die volgende te ondersoek: (i) of daar inderdaad verskille bestaan in die manier waarop T1 Sesotho- en T1 Afrikaanssprekendes versoeke in Engels rig en (ii) hoe verskille in die (a) hoflikheid, (b) formeelheid, (c) toepaslikheid, (d) grammatikaliteit en (e) verstaanbaarheid van hierdie versoeke deur bogenoemde twee groepe manifesteer, soos beoordeel deur T1-sprekers van Engels. In terme van navorsingsmetodologie het ek versoeke in Engels van twee kultureel en talig verskillende groepe studente (17 T1 Afrikaans en 17 T1 Sesotho) ontlok deur gebruik te maak van ‘n geskrewe scenario-voltooiingstaak. Een scenario het ‘n versoek met ‘n hoë afdwingingsvlak (imposition) behels en die ander met ‘n lae afdwingingsvlak. Die versoeke gerig deur die twee groepe is toe geanaliseer deur gebruik te maak van die sogenaamde Cross Cultural Speech Act Realisation Project (CCSARP)-raamwerk van Blum-Kulka, House en Kasper (1989a). Elke versoek is ook deur agt T1-sprekers van Engels beoordeel. Data-analise het aangedui dat daar wel verskille is in die manier waarop Afrikaans- en Sesotho-sprekendes versoeke in Engels rig. In terme van CCSARP-kategorieë het die Sesotho-sprekendes meer attentmakers (alerters) en meer hoflikheidsmerkers as die Afrikaanssprekendes gebruik. Sesotho- en Afrikaanssprekendes het ook verskil in hul reaksie op hoë en lae imposisie-situasies – Sesotho-sprekendes het meer redeverskaffers (grounders) in die lae afdwingingsversoek as in die hoë afdwingingsversoek gebruik terwyl Afrikaanssprekendes die teenoorgestelde gedoen het. Alhoewel die Sesotho-sprekendes se versoeke as meer hoflik beskou is deur die T1-sprekende beoordelaars, is Afrikaanssprekendes se versoeke as meer toepaslik en grammatikaal korrek beskou. Die bevindinge het implikasies vir kurrikulum-ontwerp: Deur bewus te bly van die aard van interkulturele verbale en nie-verbale kommunikasie en deur te erken dat persone van verskillende kulturele agtergronde sekere kultuur-inherente faktore na ‘n gesprek toe bring wat hulle en hulle gespreksgenote beïnvloed, kan ek die resultate van hierdie studie gebruik om die verskillende T1-groepe in my klasse beter in te lig hoe om hul versoekgedrag aan te pas om versoeke te kan rig wat as toepaslik beskou word deur T1-sprekers van Engels.

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3

Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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4

Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.

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Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.
Bibliography
ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between the ages of 18 and 27 from various first language backgrounds were recruited for the data collection. A closed corpus was created in which recordings were made of semi-structured conversations between the participants, paired in seven groups of two speakers each. These recordings were then transcribed. In order to identify and analyse the English as a lingua franca (ELF) phenomena that arose, reference was made to the various linguistic features and methods of analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000), amongst others. These features were then analysed and compared with the features reported in the literature on second-language varieties of English in South Africa. The study reveals that the South African ELF spoken by the participants displays similar features to the ELF(s) spoken in Europe, although certain European ELF features that occur in South African ELF are used to fulfil different functions. The study disclosed three ELF phenomena which have not been reported as such in the European ELF literature and therefore seem to be unique to the South African ELF context. Specifically, these are auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency, and thinking aloud. Finally, certain South African ELF features are also reported to be features of South African second-language varieties (e.g. AUX-drop).
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English. Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur, onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika. Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word, soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.

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5

Erard, Michael-Jean. "Inscribing language : writing and scientific representation in American linguistics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004259.

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6

Kato, Akiko. "Interlanguage variation in pitch and forms of English negatives: The case of Japanese speakers of English." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289766.

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This study investigates systematic L2 variation in the level of prosody through analysis on six Japanese advanced ESL speakers' variable use of pitch prominence/non-prominence on and the contraction forms of not negatives (e.g., it isn't, it's not, it is not). Variable use of pitch and the forms of negatives was analyzed in terms of sociolinguistic strategies that fluent English L2 speakers should use to differentiate emphasis on negatives according to social contexts. The study examined the effects of 16 linguistic and sociolinguistic variables/factors on the L2 negative variation, and compared the results with equivalent data shown by L1 American-English speakers (Deckert & Yaeger-Dror, 1999; Yaeger-Dror, 1985, 1996, 1997), and by L1 Japanese speakers (Takano, 2001). Each ESL participant had interview conversations with four L1 American-English speakers who were varied by sex and status. The participants also read aloud passages from two American novels. These speech samples (approximately 27-hour speech) were audio-taped and transcribed to extract not negative tokens. In all, 1,329 negative tokens were used for analysis. Pitch was analyzed using a speech analysis computer program, and coded tokens were processed by the VARBRUL program for the variable rule analysis. The results showed that the L2 negative variation was constrained by immediate linguistic environments but not by sociolinguistic variables except for the reading versus conversation variable. This finding exhibited a sharp contrast with the variation patterns of both L1 English and L1 Japanese, where social contexts such as the interactive uses (pragmatic meanings) of negatives, interactional situations, and social identities of speakers and interlocutors clearly constrain the negative variation. The results also suggested that the L2 speakers' negative variation patterns were influenced by language developmental processes rather than by language or cultural transfer. The study concludes that it is important to have L2 English speakers notice sociolinguistic strategies in negative use through instruction, since development of competence in this feature will not otherwise be acquired.

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7

Saito, Takaharu. "Exploring nonnative-English-speaking teachers' experiences in teaching English at a United States university." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282909.

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The purpose of this dissertation is to examine how nonnative English teachers' identity constructions develop and influence their pedagogy in U.S. higher education. The research on nonnative teachers of English has not adequately explored their identity constructions. This study relied on a phenomenological case study approach that analyzed the lived experience of nonnative English teachers in relation to wider language ideologies and practices. Data were generated from spring 2003 to fall 2003 through phenomenological in-depth interviews, classroom observations, questionnaires, and autobiographical accounts of research participants. The data were primarily analyzed through the use of the constant comparative method. The study reveals that identity construction among nonnative English teachers, with its dynamic and contradictory nature, remains challenging, changing, and growing over time in relations of wider language ideologies and practices. Thus, the findings reject a fixed, unitary, and monolithic view on the identity construction of nonnative English teachers. In terms of the study's practical and pedagogical implications, university programs should know that nonnative English teachers can practice mutual accommodation through which both nonnative English teachers and their students can collaborate in order to improve the learning of English and enrich diversity within U.S. higher education. University programs should also focus more on what nonnative English teachers can do in collaboration with native English teachers. Finally, this study suggests that language educators should explore the role nonnative English teachers play in language pedagogy in an era of the global spread of English that produces highly proficient nonnative English speaking professionals.

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8

Alsubhi, Mai Salem. "How language and culture shape gesture in English, Arabic and second language speakers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8296/.

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This research project sheds light on how language and culture can shape gestures with certain gesture features. It consists of two studies: a cross-cultural study and a second language study. In the cross-cultural study, gestures of a group of the English speakers and a group of the Arabic speakers were compared in term of certain gesture features: expression of motion events, dual gestures, use of gesture space and gesture rate. Gestures were elicited through narrations of the Tomato Man video clips. It was found that English speakers produced more conflated gestures than the Arabic speakers. It was also found that the English speakers produced fewer dual gestures than the Arabic speakers. Moreover, it was found that the English speakers produced fewer representational gestures and used smaller gesture space than the Arabic speakers. In the second language study, gestures produced during the Arabic and English descriptions of the Arabic early learners of English were compared within subjects. The same methodology was applied. It was found that the speakers produced more conflated gestures while speaking L2 English than while speaking L1 Arabic. It was also found that they produced more dual gestures while speaking their L2 English than while speaking their L1 Arabic. In regard to the use of gesture space and gesture rate, there was no difference between L1 Arabic and L2 English.

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9

Howe, Darin M. "Negation in early African American English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24075.pdf.

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10

Manga, Louise. "The syntax of adverbs in English." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7948.

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In this thesis I use the Principles and Parameters model of generative grammar to explain the surface distribution of adverbs in English. Using the current parameters and principals assumed for UG plus the rule of move $\alpha,$ I explain the distribution of both sentential and VP-adverbs. I propose that adverbs are predicates subcategorizing for their arguments at D-S. Like other predicates in English, adverbs are generated on the right of their subjects. Certain adverbs subcategorize for two arguments while other adverbs subcategorize for one argument. The selectional restrictions of the adverb are satisfied at S-S. Like other predicates, it is the maximal projection (AdvP) that governs its subject(s). Government is an m-command relationship. The AdvP can move to the left, either through substitution to an empty X$\sp\prime$ adjunction site or through adjunction to an XP. The maximal projection of the subject forms a barrier out of which the AdvP can not move. Maximal projections, except AgrP, are barriers. In English, the AdvP can not move if the adverb is subcategorized for by the verb. This thesis also compares the explanatory powers of my approach to recent syntactic approaches by Iatridou, Travis and Zagona. I also relate my findings to the semantic approaches by Jackendoff, Bellert and Rochette.

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11

Toyota, Junichi. "Diachronic change in the English passive /." Basingstoke : Palgrave Macmillan, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230553453.

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12

Balogh, Jennifer Elaine. "Pronouns, prosody, and the discourse anaphora weighting approach /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112198.

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13

Nguyen, Thi Cam Le. "Learner autonomy and EFL learning at the tertiary level in Vietnam : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1203.

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14

Khawaja, Anastasia. "Occupation and Displacement of Palestinian Multilinguals: Language Emotional Perception, Language Practice, and Language Experiences in Palestine and in the Diaspora." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7830.

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This study explores the emotional perceptions, language practices, and language experiences of Palestinian multilinguals in Palestine, and the more under-studied population in the diaspora - focusing on Arabic, English, and Hebrew. A total of 47 participants filled out the adapted Bilingual Emotional Questionnaire (Dewaele & Pavlenko, 2001-2003) in order to compare and contrast positive and negative emotional perception of participant reported languages via a Likert scale, and overall language practices and experiences via open-ended questions. Several independent sample t-tests were run by location of participants in order to determine significant differences in emotional perception, and a thematic analysis was run on selected open-ended responses in order to synthesize and better understand language practices and experiences. The findings of this study revealed that overall, there were very few differences between Palestinians in Palestine and in the diaspora with regard to emotional perception, and very similar categories revealed with regard to language practices and experiences. This study concludes with a call to further research the complexities of location regarding the reality of occupation and its impact regarding the role of languages.

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McGarry, Theresa, and J. Mwinyelle. "Adverbial Clauses and Gender in English and Spanish." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6155.

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OÌ, hIfearnaÌin Tadhg. "Language minorisation : the Gaelic languages in European sociolinguistic perspective; English language abstract of Mionlu Teanga; An Ghaeilge i gComhtheacs Sochtheangeolaiochta na hEorpa." Thesis, Ulster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242064.

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17

Mohd, Omar Noor A. "VISION2020 and the English language : a study of the role of language in national development." Thesis, Aston University, 1996. http://publications.aston.ac.uk/14852/.

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The research reported here is an investigation into the problems of social and economic development of a multiethic and multicultural country which has the added challenge of adopting a non-indigenous code to facilitate the development process. Malaysia's power to negotiate outcomes favourable to the interest of the country is critical for the successful attainment of the goals and objectives of VISION2020. Therefore the mechanisms of the human resource development programme have to be efficacious. The three hypotheses of this study are as follows: 1. there is a fear that the problems and challenges posed by the development plans, have been conceptually trivialised; 2. based on (1) above there is a concern that solutions proposed are inadequate and inappropriate and 3. the outcome of both (1) and (2) can lead to the potential underachievement of national goals and objectives. The study proposes a complex model for conceptualising the problem which looks at the relationship between society and language, which any solutions proposed must take into proper consideration. The study looks at the mechanisms available for the smooth absorption of new Malaysian members to new and international communities. A large scale investigation was undertaken with the researcher functioning as a participant observer. An in-depth study of one particular educational ecology yielded approximately 38 hours of interviews and 100 questionnaires. These data were analysed both for explicit information and implicit implications. By some criteria national policies appear to be having the desired effect, and can be given a clean bill of health. By others it is clear that major adjustments would be necessary if the nation is to achieve its objectives in full.

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18

Freudenberg, Kristy. "Investigating the impact of SMS speak on the written work of English first language and English second language high school learners." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/2052.

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Thesis (MPhil (General Linguistics))--Stellenbosch University, 2009.
This study examined the impact of SMS speak on the written school work of English first language (L1) and English second language (L2) high school learners. The general aims of the study were to establish how widespread the use of SMS language is among high school learners, and to assess whether there is any evidence of the use of features of SMS speak in the English written work of these learners. Eighty-eight learners from an English-Afrikaans dual medium school in a middle class neighborhood in the Western Cape participated in this study. The participants included 43 grade 8s and 45 grade 11s, of which 51 were English L1 speakers and 37 English L2 speakers. The participants completed questionnaires from which the frequency and volume of their SMS use was determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of the learners’ English written work were examined for specific features of SMS speak. These features included (deliberate) spelling errors, lack of punctuation, over-punctuation, the omission of function words, the use of abbreviation or acronyms, and the use of emoticons and rebus writing. The results of this study indicate that high school learners are avid users of SMS and/or MXit. All participants reported using features of SMS speak in their SMSes, and many reported using SMS speak in their written school work. Despite this, the samples of written work did not contain a great number of incidences of SMS speak features. It seems that the general lack of SMS speak in the written work of these learners is a result of being able to assess when it is and is not appropriate to use a certain variety of language: These learners are proficient in SMS speak and use it when chatting to friends on MXit, but they can produce written work that adheres to the formally approved standards of written high school English. That said, a number of SMS speak features were indeed present in their formal written work, which indicates that SMS speak had some impact on the written work of these learners, which could in turn be attributed to the high frequency of their SMS usage. However, not all of the non-standard features of their written English could necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could be unrelated to SMS speak, as they have been noted in the written English of high school learners from before the advent of cellphones. The learners in this study were from a school that has a strict language policy, one which does not tolerate the use of SMS speak in written work. Seven of the teachers completed a questionnaire compiled for all teachers at the school in question. Responses to this questionnaire, especially those of the language teachers, indicated that teachers either deduct marks for features of SMS speak in written language or refuse to mark written work that does not conform to the formally approved standards that the school has set in place. It is possible that the actions of the teachers and the language policy of the school play a significant role in the lack of SMS speak features in the written language use of the learners.

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Kataoka, Kuniyoshi 1960. "The vertical experience in English and Japanese spatial discourse." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288887.

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The importance of 'deixis' is that it is anchored to the immediate interactive context and resists a pre-given formulation of truth-value without taking into account such factors as when, where, to whom and even how it is said. This fact serves as an acute reminder for linguists that language use fundamentally concerns face-to-face communication and is not solely based upon the biological construals of the linguistic faculty. In this study, I will exclusively focus on spatial deixis and also closely examine spatial expressions such as coordinate terms, locative phrases, and (deictic) motion verbs. The selection of these elements largely depends on the current interest among cognitive linguists/anthropologists in preferred 'lexicalization' patterns and spatial motions/configurations, which promote image-schematic projection of the source concept. These phenomenological extensions of space will most palpably be embodied in stretches of discourse which particularly incorporate somatic descriptions and mental imageries. The novelty of the research is thus characterized by exclusive attention to 'vertical' space realized in 'on-going discourse' about spatial experience. The data types are mainly audio-(and occasionally video-)taped conversation and narration. I look at the utterance by the people who are experientially familiar with the concepts of verticality, rock climbers. They routinely and intensively exploit spatial notions for various purposes such as body-movement instructions, negotiation of geographic locations, and narration of 'danger-of-death' experience. There, multiple frames of reference and coordinate systems emerge and compete for the most suitable perspective which the speaker prefers to assume in accordance with cognitive, linguistic, and experiential constraints. I specifically ask the following questions: (1) is the vertical dimension conceptualized as the source or target domain for the image-schematic projection of the horizontal plane?, (2) are the orders of spatial descriptions constrained by language-specific 'lexicalization' patterns and/or habitualized cognitive styles?, (3) how are experientially salient portions in 'danger-of-death' narratives (e.g., Climax/Peak) related to particular modes of perspective-taking (e.g., intrinsic or extrinsic)?, and finally, (4) what is the role of 'experience' in achieving spatial coherence in the 'way-finding' negotiation? I conclude that verticality may be a more complex concept than has been previously conceptualized and has covert but influential consequences on cognitive processes and linguistic representations.

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20

Melnick, Robin. "Plurality cues and non-agreement in English existentials." Thesis, San Jose State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1541541.

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This paper furthers the discussion of variable agreement in English existential constructions. Previous studies across dialects have shown that there +be with a plural notional post-copular subject is frequently realized with contracted singular agreement, for example, "There's many articles on this topic." Prior work in building probabilistic models for predicting the presence of agreement or non-agreement in any given such _there+be sentential context has investigated a variety of factors with potential influence on this variation, but the present study provides evidence for the inclusion of two novel and significantly predictive elements: a plurality "cue distance" and a new taxonomy for determiner type. The latter references each form's strength in terms of number semantics, rather than along the lines of definiteness employed in traditional determiner classifications. These new factors are, in turn, motivated by a general formulation, the Weak Number Hypothesis, which offers further insight into factor significances found by prior works. Multiple corpus studies and logistic regression model analysis provide empirical support for the central hypothesis and its attendant predictions.

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Ohno, Kazutoshi. "The interpretation of focalizers in Japanese and English." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289902.

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This dissertation investigates how interpretations are differentiated between and within Japanese focalizers (toritate-joshi) and also their English counterparts. There are four main proposals in this thesis. First, I propose that focalizer interactions must be analyzed independently from general focus interactions. The ordinary assumptions made for 'focus' (e.g. 'new information', binary distinction against 'topic', etc.) do not capture focalizer interactions accurately, and raise serious questions such as that of 'second occurrence' (Partee 1991). This thesis illustrates how focalizer interactions are differentiated from 'focus' interactions. Second, I suggest that the interpretation of focalizers consists of two major parts: 'declaration' and 'indication'. The two-way representation is largely inspired by Horn's (1969) 'presuppositional' analysis, but with a different distinction between interpretations. This thesis separates context-free and 100% warranted propositions ('declaration') from propositions that may or may not appear depending on the context ('indication'). Third, I assume that the interpretation of focalizers is differentiated by the strength of the indications. Adopting Leech's (1974) argument that the probability of a potential (lexical) meaning is relative to context, I further develop the assumption that the strength of the potential meaning of a given indication is relative to context. A variety of interpretations of focalizers results from this relative strength of indications. Last, it is thoroughly claimed throughout the thesis that the interactions between the target of a focalizer ('self') and its comparative items ('others') must be deeply considered to capture the three claims above. One of the important adjustments to the previously proposed analyses is that the 'scalar value' (e.g. Fauconnier 1975a, 1975b) relates to how the interpreter considers 'others', and is not fully determined by the lexical entries of a focalizer. A variety of factors are actually involved in the interpretation of focalizers. Therefore, potential discussion topics and observations of focalizer interactions are also displayed in detail, without analyzing them, for future study.

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Saugera, Valerie. "Lexical borrowing in a French-English email corpus integration of English words in the electronic discourse of French immigrants in America /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278252.

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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3828. Adviser: Julie Auger. Title from dissertation home page (viewed May 8, 2008).

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Khaldi, Kamel. "Learning strategies of learners of English as a foreign language." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/298/.

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The aim of the present research is to investigate the learning strategies which are used for the acquisition of English by graduate students. This research encompasses the strategies which are used during the acquisition process in general as well as the strategies used for the acquisition of specific areas of the foreign language. Before carrying out the investigation proper, we shall look at the students' previous learning experience of English as well as their beliefs about the foreign language itself and the leaning process in general. Furthermore, in order to determine the extent to which these strategies could have been the result of previous teaching, we have included an investigation of their teachers' background and teaching practices. Our study differs from the ones which have been carried out so far in this field in many respects. First, it is we believe, among the very few studies which investigates the strategies learners use for the acquisition of English as a Foreign language. In addition, unlike other studies, it will try to establish whether the strategies used are inherent to the learning process itself or are the result of previous learning experience. Since our concern is an applied one, we shall not limit ourselves to the theoretical side of the problem only. Instead, we shall look at potential applications in the classroom. Our investigation of the learners' strategies will primarily rely on the use of Verbal Report Data, i. e. the use of a Questionnaire and an Interview in which we have included different language learning tasks which will allow us to observe how learners deal with the various aspects of the acquisition process. In addition to the Introduction and Conclusion, the thesis is divided into five main chapters. The first chapter gives a very brief description of the language situation in Algeria and explains the role English plays in the educational system. The next two chapters, two and three, look at the theoretical developments in Linguistics and Psychology which have gradually led to the present interest in learners' strategies. The fourth chapter discusses in great details the rationale and design of our experiment as well the items which have been included in our eliciting instruments. The last chapter analyses the results and in the light of these discusses our hypotheses. Our findings suggest that learning strategies are inherent to the learning process itself and are used by all learners irrespective of their proficiency in the foreign language. Furthermore, they show that some strategies tend to occur more often with the acquisition of a particular area of the language than with another which itself will tend to be associated with another set of strategies. Finally, we shall discuss the important implications these findings have for the classroom teacher. This is why we conclude our study by making various suggestions for the incorporation of these findings in the foreign language classroom, which we are convinced will help less able students to perform better in the foreign language.

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Fultz, Audrey Liljestrand. "Prosody in lexical and syntactic disambiguation in English-French interlanguage." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380078.

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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2009.
Title from PDF t.p. (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4660. Adviser: Laurent P. Dekydtspotter.

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Andersson, Matilda. "English in Sweden : English as a Second Language in Sweden in a Theoretical Perspective." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22378.

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English has integrated into Swedish society, and into the Swedish language. In this study, the goal is to examine why English has become so influential in Sweden and if this has occurred previously. This will be studied by examining the historical relation between Swedish and three languages, German, French and English. Moreover, the English language influences will be examined more extensively in its global spread and its social relation to Swedish. This essay will contain a limited study, which will ask a sample of twenty individuals if they think Sweden requires a second language, and what language they would select to fill this position. There is a pattern to observe in the historical language influences, which are: the global presence of the language, the integration and immigration into the Swedish society and the grammatical and lexical significance of loanwords. The majority of the sample selected English as the language that would fill a second language position in Sweden, and close to half of the sample thought Sweden requires a second language. With such a limited sample and with few questions, no claims could be made regarding the requirement of a second language in Sweden. This could be expanded further into a more extensive study with less focus on the historical influences upon Swedish.

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Freedman, Skott Elliot. "A beautiful day in the neighborhood the influence of neighborhood density on speech production /." Diss., [La Jolla] : University of California, San Diego ; [San Diego] : San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3386582.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.
Title from first page of PDF file (viewed January 12, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 161-169).

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Lim, Yuk-wan Grace. "A study of collocation in Hong Kong interlanguage." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685432.

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Kim, Yu-Jeung Larson-Hall Jenifer. "Effectiveness of on-line corpus research in L2 writing investigation of proficiency in English writing through independent error correction /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12140.

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Chen, Jianzhou. "A quantificational theory of aspect for Chinese and English." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280031.

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To systematically express the concepts of aspectual primitives such as "boundedness", "dynamicity", "punctuality", this dissertation presents a theory of aspect in the approach of quantificational predicate logic. The theory (called "Quantificational Representation of Aspect", or QRA) is originated from temporal predicate logic, with the aid of the Reichenbach temporal theory (1947). First of all, an analogy is drawn between the boundaries (viz. the telicity property) of a situation and quantification over temporal variables. Among the temporal variables, t and i together specify two boundaries of a situation, while r (reference time) and s (speech time) provide further temporal information necessary for aspectual interpretations. The theory thus presents a predicate fitted out with four temporal arguments--- s, r, t, i, in addition to its syntactic argument(s). Meanwhile, the (logical) relations among these arguments render the precise interpretation of each aspectual category. For example, John kissed Mary, a perfective sentence with an activity verb, is expressed under QRA as "∃s∃r∃t∀iKISS(s, r, t, i, john, mary), r = t + i ∧ r ≤ s". QRA offers a stronger expressive power than the traditional aspectual theories based on definitions or typology (e.g. Comrie 1976 and Bybee et al. 1994). Additionally, this theory has the advantage of explicating certain temporal characteristics of aspects, for instance, quantification over intervals (i.e. successive moments) that temporal predicate logic (relating two moments in time) is unable to achieve.

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Kang, Soyoung. "Effects of prosody and context on the comprehension of syntactic ambiguity in English and Korean." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1166827417.

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Sun, Caiping. "An Introduction to Major University English Tests and English Language Teaching In China." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2444.

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The purposes of this project were to introduce (1) the four main college level English tests used in the People's Republic of China to expatriate English language educators, researchers, curriculum developers, and program designers; and (2) the college English language teaching situation in China to expatriates and give them information on where and how to apply for teaching positions there. The project produced two products to fulfill these goals. First, a paper titled an introduction to major university English tests in China: Their nature, development and importance is now ready to submit for publication. It is a paper that introduces all four of the main college level English tests in China to the outside world. It explains these high-stakes English tests to scholars outside of China. Second, a website, http://www.tesolinchina.blog.com, was created to fulfill the second goal of the project. It is the first website that provides those who are interested in teaching English in China with a complete list of major universities in each geographical region of China as well as other necessary information, and links to these universities.

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Man, So-shan Susan. "First language influencing Hong Kong students' English learning." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36897784.

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Koussouhon, Leonard Assogba. "Enhancing English literacy skills through literature : a linguistics-oriented Francophone African perspective /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791500.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Clifford A. Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 160-169).

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Thibeau, Tully Jude. "English prepositions in phrasal verbs: A study in second language acquisition." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284018.

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This study examines whether grammar instruction treatment, input processing, facilitates in learners of English as a Second Language (ESL) a distinction among sets of phrasal verbs containing prepositions. Input processing emphasizes difficult grammatical forms and provides a model for the behavior of the varying roles of phrasal verb prepositions. Such instruction follows three steps: (i) explaining the relation between a grammatical form and its meaning, (ii) informing learners of language processes that adversely influence the form-meaning relation, and (iii) implementing "structured input" activities that target the form in linguistic input, facilitating form-meaning relations. Prepositions in phrasal verbs perform specific roles for exclusive purposes, for instance in verb-particle constructions eat up, clean out, send on where prepositions mark aspectual properties for "completion-of-activity" (telicity) as well as "affectedness" of phrasal verb objects. ESL students were selected for the control and treatment groups. Each group participated in a pretest and posttest. Each test included three tasks: one comprehension (yes/no multiple choice) and two production (sentence completion and written narration). Time (pretest/posttest) and instruction (informal IP/formal explanation) were independent variables. Scores were the dependent variable. Preposition use is difficult for ESL learners, yet no generalizations explain learning difficulty nor has instruction addressed this difficulty. Input Processing furnishes needed instruction and is consonant with current linguistic theory (Minimalism): Word-order phenomena obey "frame alternations" that shift meaning by varying syntactic configuration (movement to alternate sites in phrase structure). Language acquisition centers on mapping functions linking semantics with syntax; thus, pedagogical practice and linguistic theory are united. Structured input activities are likened to natural input that children are exposed to when they acquire language. Acquisition processes link meaningful items in a mental lexicon to grammatical patterns constructed by a mental computer. Second language learners create links between meaning and form because they make decisions about meaning in input structured to highlight the form in which meaning is conveyed. Statistical analyses show treatment effect for input processing instruction on the comprehension task, so subjects' ability is improved through attention to mapping. Production task data were inconclusive yet revealed significance of frequency of prepositions' functions.

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Kiernan, Patrick James. "Deconstructing narrative identity in English language teaching : an analysis of teacher interviews in Japanese and English." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/164/.

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This thesis is the third of three modules, and explores narrative identity in interviews with English language teachers. It offers an analysis of how speakers used linguistic resources to construct identities for themselves during life story interviews. Both interviewer (the author) and interviewees (21 native English speakers and 21 native Japanese speakers) taught English in Japan. All interviews were conducted in the interviewee’s native language. The analysis therefore consists of a contextualised cross-linguistic description of the linguistic resources employed by speakers for expressing identity. I use this analysis to address the role of the ‘native speaker’ in English language teaching in Japan (introduced in Module 2) through a fresh analysis that includes the perspectives of ‘non-native’ teachers. In terms of theory, this module offers a response to the general question: ‘What differences are there between narratives told in Japanese and English?’ (posed in Module 1). In turn, my answers to this are used to inform pedagogic proposals (the principal focus of Module 1) on the development of a pedagogic model of narrative suitable for Japanese learners of English.

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Smith, Elizabeth Allyn. "Correlational Comparison in English." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282105587.

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Felker, Helen Margaret. "Effects of Language Dominance in Spanish-English Bilingual Speakers." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/523710.

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Communication Sciences
M.A.
Despite the rise of globalization and increasing multilingualism, the effect of language dominance on thought and perception in bilingual speakers has received little attention. This study examines the semantic networks of Spanish-English bilingual adults and monolingual English-speaking peers to determine whether language dominance structures the semantic space of a bilingual speaker to more closely match the semantic space of a monolingual speaker of the dominant language. It is predicted that semantic ratings produced by English-dominant bilinguals will correlate more closely to the semantic ratings of monolingual English-speaking participants than ratings produced by Spanish-dominant bilinguals. Spanish-English bilinguals (n=20) completed the Bilingual Language Profile regarding language use, attitudes, and fluency (Birdsong, Gertken, & Amengual, 2012). Spanish-English bilingual participants and monolingual English-speaking participants (n=20) then rated a series of translationally equivalent nouns (n=80) according to sound, color, morality, valence, size, and position. Using these ratings, a Euclidean distance matrix containing the ratings of English-dominant bilinguals, Spanish-dominant bilinguals, and English monolinguals was analyzed within and between groups using hierarchical cluster analysis, matrix comparisons (Mantel Tests), Spearman correlations, and qualitative k-means clustering analysis. Results suggest the possibility of dynamic interconnection between languages, with semantic connection weights determined by the dominant language (Malt et al, 2015). However, more research is needed to draw firm conclusions.
Temple University--Theses

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Shapero, Jess Jann. "The language of suicide notes." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1525/.

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This thesis reports a study of a corpus of 286 suicide notes collected from the Birmingham Coroner’s Office, with additional findings from 33 real and 33 fabricated notes from Los Angeles. Following some background regarding how suicide notes are treated by Coroners’ Courts and other courts in the U.K, the thesis compares topics used in real and fabricated suicide notes. Although there is considerable overlap between the two categories, they can be partially distinguished by some features that are more likely to occur in one category than the other. For example, dates, indications of author identity and trivia are more likely to occur in real notes than fabricated ones. The thesis then concentrates on fake notes and scrutinises instances of atypical language or phraseology and contextually inappropriate content. It is found that these oddities are far more frequent in the fake notes than in the genuine ones. Finally the thesis focuses on the corpus of genuine notes from the Birmingham Coroner’s Office, using an automatic semantic tagger. The findings are that suicide notes contain significant proportions of items indicating affection, the future and their authors’ kin. In addition, the notes include significant proportions of pronouns, names, negatives, intensifiers, maximum quantity terms, and discourse markers.

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Mitsigkas, Neophytos. "Using novels in English language teaching in Cyprus." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/19316/.

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This thesis reports on a mixed-methods descriptive study concerning the students and teachers’ perceptions of the role of literature – and novels in particular – in English language teaching and learning. Literature has always been a perpetual feature of language learning, and the transition from the aesthetic study of literature to its use as a resource for linguistic development in the language classroom has marked its implementation and use. For many decades, the use of literature for language teaching was marginalised because of the advent of communicative language teaching. Nevertheless, the current trend favours a resurgence of interest in using literature for language purposes, appreciating its valuable contribution in English language teaching. However, very limited empirical research has been done to examine the use of novels in language teaching. The quantitative component of this research involved 144 students of an English-speaking private school in Cyprus and 26 English language teachers. Both groups responded to a distinct self-completed questionnaire. A follow-up qualitative investigation was carried out with five of the teachers who completed the questionnaire. Lastly, twelve unstructured, non-participant observations were organised with the students who completed the questionnaire, in their classrooms. For a statistical analysis, IBM SPSS Statistics 19 was used, while the qualitative data analysis was done with NVivo 10 and the results from the quantitative and qualitative enquiry were then integrated in order to respond to six research questions. The findings of the study present the students and teachers’ beliefs on the role of novels in ELT and elucidate the acceptance of novels as an invaluable source of motivating and stimulating activities that can contribute to the increase of students’ language awareness. Additionally, the findings resulting from an examination of the students and teachers’ beliefs substantiate and promote the catalytic role of novels in developing an intercultural awareness, where language and culture are seen as interrelated entities and novels are perceived as vivid cultural representations.

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Parent, Kevin. "Polysemy : a second language pedagogical concern : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/970.

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Mohamed, Mohamed Abdulla. "Ellipsis : a contrastive study of Swahili and English discourse /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620175.

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Scarlett, Elizabeth A. "An evaluation of a rule-based parser of English sentences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ58501.pdf.

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43

Rista-Dema, Mimoza. "Inverse-order constructions in Albanian English discourse and prototype effects /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3230547.

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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2006.
Title from PDF t.p. (viewed Dec. 4, 2008). Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2963. Adviser: Beverly S. Hartford.

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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.

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Ntelitheos, Dimitrios. "A constraint hierarchy approach to the different distribution of reflexives in English and Greek." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347290x.

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Arden-Close, Christopher. "The language of chemistry lectures to non-native speakers of English." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256367.

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Piette, Brec'hed. "Language switching and concept development in young Welsh/English bilingual children." Thesis, Sheffield Hallam University, 1990. http://shura.shu.ac.uk/20228/.

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This thesis is a study of language switching and concept development in Welsh-English bilingual children aged between 3 and 7 years. The main aim is to study these from an interdisciplinary perspective. A second aim is to increase knowledge of Welsh/English bilingualism. The literature review is wide-ranging, discussing both language switching, and bilingual language development. Studies of switching both within sentences and within conversations are considered, as are linguistic, sociological and psychological explanations for the phenomenon. Studies on cognitive differences between bilingual and monolingual children are also discussed. The empirical part of the thesis utilises data drawn from a study carried out at the University College of Wales, and funded by the Welsh Office. The data consists of language switches produced in recordings made of the language of three to six year old Welsh/English bilinguals. These switches are described and analysed in the light of previous literature on the topic, with particular reference to children who switch frequently and to the types of switches produced. Models previously used in the literature for the analysis of such data are discussed and an alternative approach - the levels-of-analysis model - is presented. The second empirical part of the thesis is the analysisof results on a range of concept tests carried out on children aged between five and seven years old. The results obtained by Welsh preferred language children (bilingual) and English preferred language children (monolingual) are compared. It was found that overall there were few differences between these two groups, supporting the original hypothesis that bilingualism does not have a marked effect on cognitive development. Small differences in the direction of a superior performance by English preferred language children are also discussed and possible explanations considered. It is emphasised in this thesis that bilingualism needs to be studied from an interdisciplinary perspective. The levels of analysis model presented here is offered as an approach for doing this.

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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.

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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.

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Godby, Carol Jean. "A computational study of lexicalized noun phrases in English /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402288262164.

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Polzenhagen, Frank. "Cultural conceptualisations in West African English : a cognitive-linguistic approach /." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016163259&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.

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