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Mahlangu, Katjie Sponono. "Adoption of loanwords in isiNdebele." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-01062009-120416.
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Mathibela, Julia Magokgoale. "Parental attitudes towards isiNdebele as a language of learning and teaching in the primary schools in Libangeni Circuit Mpumalanga." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/43684.
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Mabena, Christinah Sibongile. "Terminology development in isiNdebele : challenges and solutions." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/76366.
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Terminology development plays a significant role in the development of a language. IsiNdebele, as a South African language in its developmental stages, has been the focus of a great deal of attention since the dawning of South Africa’s new democracy. Consequently, the process of creating new terms for isiNdebele in a variety of fields, such as economics, science, health, law and information technology is currently underway.
Successful terminology development is dependent on the stakeholders identified and on their knowledge of term-formation strategies. Among the stakeholders contributing to the expansion of isiNdebele terminology are lexicographers and language practitioners, as well as representatives of government departments such as the Department of Arts and Culture and the Department of Basic Education and Training. It must be taken into consideration that most of those who have been involved so far are not well equipped as regards term formation strategies.
A small case study indicates that term formation strategies such as paraphrasing, transliteration, neologism, the compounding of words and semantic transfer were used. Paraphrasing was a frequently used strategy, followed by transliteration. From the outcomes, it was concluded that more workshops on term formation strategies should be held so as to equip isiNdebele collaborators with the knowledge necessary for the formation of terms. In future, a larger sample in should be considered in order to understand why other strategies were not that productively used in the formation of the terms considered, as well as investigating possible alternative strategies that could be utilizedDissertation (MA)--University of Pretoria, 2020.
African Languages
MA
Unrestricted
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Mahlangu, Katjie Sponono. "The growth and development of isiNdebele orthography and spelling (1921-2010)." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53429.
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This thesis examines Southern Ndebele (not Northern Ndebele or Zimbabwean Ndebele), its history, standardisation and controversies in isiNdebele orthography and spelling from 1921 to 2010.
In the late 1970s, the amaNala and amaNzunza united politically to strive for recognition as a fourth and separate Nguni ethnic group in South Africa. They were granted their own homeland (KwaNdebele) and this allowed them to develop their own language, isiNdebele. In 1980, the South-Ndebele language Board was formed, with the specific aim of standardising isiNdebele and establishing it as a written language. This campaign has been successful, and on 1 January 1985, isiNdebele became the official language of tuition in all primary schools of the KwaNdebele region. Until 1982, isiNdebele was not standardised, and several different isiNdebele orthographies were in use. In 1982, the first preliminary outline of the Southern Ndebele orthography and spelling rules was finalised. It was published in a school circular magazine known as Educamus in 1982 by the then Department of Education and Training. This guideline is a decisive document containing the official spelling rules of standard isiNdebele, and was accepted as an authentic orthographic and spelling document.
Several problems are associated with the formulation of rules and other inconsistencies in isiNdebele orthographies of 1982, 1995, 2001, 2005 and 2008. Although the 2008 orthography has been revised and adapted to the latest accepted spelling rules, there are still some controversies. This thesis therefore examines the growth and development of isiNdebele orthography and spelling from 1921 to 2010, focusing on the formulation of rules and other inconsistencies accruing from this key document and related texts in the literature. This thesis provides some input on amendments regarding the aspects of the set of rules that tend to cause controversy in the orthography and the spelling rules of isiNdebele. The input contributes to the development of isiNdebele as one of the official languages of South Africa.Thesis (DLitt)--University of Pretoria, 2015.
African Languages
DLitt
Unrestricted
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Masombuka, Johannes Sipho. "The emotion structure of the isiNdebele speaking group in the Mpumalanga province / Masombuka, J.S." Thesis, North-West University, 2011.
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Emotions play an important role in the lives of human beings and, without doubt,
emotions form an inherent part of the workplace (Ashkanasy, Zerbe, Charmine & Hartel,
2002). Studying emotions within the South African context is relevant for applied
psychology. South Africa comprises eleven official languages which are representative of
the general population in the working environment. As a result, knowledge and
understanding of emotions is useful since it forms part of social interaction at work. The
understanding of one’s own as well as others’ emotions and the ability to deal with those
emotions contribute to the productivity and cooperation among employees in the working
environment.
The objective of this research was to determine the conceptualization of emotion and
culture according to the literature study, to determine the different and representative
emotion words within the isiNdebele speaking group, to determine the relevant and
representative prototypical emotion words that have been encoded in this group, to
determine the cognitive emotion structure of this group and lastly, to determine the interrater
reliability of the raters and reliability of the measurement instrument as well as the
dimensions of emotion structure in the isiNdebele speaking group in Mpumalanga
province.
A survey design with convenience sample was used to achieve the research objectives in
a series of three independent studies. The study population of the first phase (N=126)
consisted of a convenience sample of the isiNdebele speaking group who have metric and
are working in the South African Police Service in Mpumalanga province.
The study population of the second phase consisted of a convenience sample of Language
Experts with degrees and diplomas (N=51) in isiNdebele language from different
occupations. The study population of the third phase consisted of a convenience sample
of the experts (educators) in isiNdebele speaking group (N=183) from different schools in
the former KwaNdebele homeland in Mpumalanga province.
In this study, free listing, prototypicality and similarity rating questionnaires were
administered by a qualified psychometrist. Statistical methods and procedures
(Multidimensional Scaling and Descriptive Statistics) were used and Cronbach alpha
coefficients were determined to analyse the results of the isiNdebele speaking group.
The results of the free listing task indicated the words with the highest frequency as cry
(lila), happy (thaba), laugh (hleka), angry (kwata), disappointed (swaba), confused
(hlangahlangana), depressed (gandeleleka), pain (ubuhlungu), tired (dinwa), and abused
(hlukumezeka). The results of this phase also indicated the basic emotion concepts of
happiness (thaba) and angry (kwata) as the only emotion terms which mostly came to
mind to the isiNdebele speaking group.
The results of the prototypicality rating task indicated the emotion terms ranked as the ten
(10) most prototypical emotion terms for the isiNdebele speaking group (N=51) were
“ukuthaba khulu” (exhilaration), “itukuthelo/ ukukwata” (anger), “ithabo elikhulu”
(euphoria), “ukuthaba” (cheerfulness), “ithabo” (happiness), “ukudana” (dejection),
“ukutlhuwa/ ukudana”(glumness), “ukuthaba” (joviality), “ukulila/isililo” (cry),
“ithabo” (joy).
A multi– dimensional scaling was conducted to determine the cognitive structure of
emotion concepts whereby a two– dimensional structure (evaluation and power) was
identified to the isiNdebele speaking group.
Recommendations for future research to the organisation as well as recommendations for
future research were suggested.http://hdl.handle.net/10394/7044
http://hdl.handle.net/10394/7044
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.
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De, Beer Leon Tielman. "The establishment of implicit personality perspectives among isiNdebele-speaking South Africans / Leon T. de Beer." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1658.
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Lee, Feng-Yuh. "Martian language : an alien language or an international language? /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1467899081&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Alang, Jaapar. "The effect of language contact and language use on second language competence and language attitude." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296186.
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Winn, Tiffany Rose, and winn@infoeng flinders edu au. "LDPL: A Language Designer's Pattern Language." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.123254.
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Patterns provide solutions to recurring design problems in a variety of domains,
including that of software design. The best patterns are generative: they show how to
build the solution they propose, rather than just explaining it. A collection of patterns
that work together to generate a complex system is called a pattern language. Pattern
languages have been written for domains as diverse as architecture and computer
science, but the process of developing pattern languages is not well understood.
This thesis focuses on defining both the structure of pattern languages and the
processes by which they are built. The theoretical foundation of the work is existing
theory on symmetry breaking. The form of the work is itself a pattern language: a
Language Designer's Pattern Language (LDPL). LDPL itself articulates the structure
of pattern languages and the key processes by which they form and evolve, and thus
guides the building of a properly structured pattern language. LDPL uses
multidisciplinary examples to validate the claims made, and an existing software
pattern language is analyzed using the material developed.
A key assumption of this thesis is that a pattern language is a structural entity; a
pattern is not just a transformation on system structure, but also the resultant structural
configuration. Another key assumption is that it is valid to treat a pattern language
itself as a complex, designed system, and therefore valid to develop a pattern language
for building pattern languages.
One way of developing a pattern language for building pattern languages would be
to search for underlying commonality across a variety of existing, well known pattern
languages. Such underlying commonality would form the basis for patterns in LDPL.
This project has not directly followed this approach, simply because very few pattern
languages that are genuinely structural have currently been explicitly documented.
Instead, given that pattern languages articulate structure and behavior of complex
systems, this research has investigated existing complex systems theory - in particular,
symmetry-breaking - and used that theory to underpin the pattern language. The
patterns in the language are validated by examples of those patterns within two well
known pattern languages, and within several existing systems whose pattern
languages have not necessarily been explicitly documented as such, but the existence
of which is assumed in the analysis.
In addition to developing LDPL, this project has used LDPL to critique an existing
software pattern language, and to show how that software pattern language could
potentially have been generated using LDPL. Existing relationships between patterns
in the software language have been analyzed and, in some cases, changes to patterns
and their interconnections have been proposed as a way of improving the language.
This project makes a number of key contributions to pattern language research. It
provides a basis for semantic analysis of pattern languages and demonstrates the
validity of using a pattern language to articulate the structure of pattern languages and
the processes by which they are built. The project uses symmetry-breaking theory to
analyze pattern languages and applies that theory to the development of a language.
The resulting language, LDPL, provides language developers with a tool they can use
to help build pattern languages.
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Woodall, Billy Ray. "Language-switching in second language writing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.
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McGarry, Theresa. "Language Ideology and Second Language Learning." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.
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Chan, Mei-lan, and 陳美蘭. "Notions of language dominance, language preference and language choicein the study of bilingual first language acquisition (BFLA)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45163893.
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Henry, Patricia (Patricia Mary) 1947. "Language function in the adult language addressed to young language-delayed children." Monash University, Dept. of Linguistics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8640.
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Fellin, Luciana. "Language ideologies, language socialization and language revival in an Italian alpine community." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279819.
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This study is set within a national context which pointed to "a drastic decay of dialects" on the Italian peninsula, and a broader European one which indicated a resurgence of minority languages on the continent. It investigates the ideologies and practices of child language socialization of speakers belonging to a small multilingual community in the Italian Alps to determine if the community is experiencing a dialect revival, and if so, what forms such a process is taking. My analysis focuses on (1) community members' explicit theories on the community codes' values, functions, and roles in child language socialization; (2) caretaker-child interactions in Italian-oriented homes and in the schools. After years of convergence towards Italian, the community is witnessing a resurgence of its local vernacular Nones. The revival phenomenon is sustained by overt and covert communicative practices. The former include explicit support of the dialect as marker of a rediscovered cultural heritage and local identity, and the promotion of Italian-Nones bilingualism as a cognitive advantage. The latter include practices whereby in Italian contexts speakers switch to the dialect to index authority, community-mandated rights and responsibilities, and both positive and negative affect. Also, the community has witnessed the rise of "prestigious practices" which elevate the status of Nones from dialect to language. These consist in speakers' use of the dialect in more prestigious domains and for higher order functions that in a recent past were strictly reserved to Italian. Finally, the sum of overt and covert practices contribute to a resurgence of the dialect supporting its vitality and transmission.
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Melander, Linda. "Language attitudes : Evaluational Reactions to Spoken Language." Thesis, Högskolan Dalarna, Engelska, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2282.
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Edelstam, Johannes. "Language Assessment of anN Interoperability Assessment Language." Thesis, KTH, Industriella informations- och styrsystem, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-81478.
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In order to assure the usability, validity and reliability of an enterprise architecture analysis framework, it needs to be tested and evaluated. This report shows how such a test and evaluation can be performed using a real world scenario. The study will investigate a language for interoperability assessment proposed by Johan Ullberg et. al. in a construction project in Stockholm called the Royal Seaport project. The language is first used to evaluate the interoperability in the future IT-architecture in this project. Then the use of the language is evaluated according to best practices in a case study. Finally improvements and changes are proposed to the language, which would enhance its use in the earlier mentioned project.
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Slocum, Sheryl. "First language status and second language writing." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.
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In spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, others may have basic L1 literacy, others may have studied their L1 as a school subject, while others may have studied in the medium of their L1, either in their family's home country or in a bilingual education program in the US. The purpose of this study is to determine which kind of English learning support and which kind of L1 education are more likely to prepare bilingual learners to write English successfully at college.
This study uses three sources of data: a survey on language background, a writing sample, and an optional interview. Twenty-nine college undergraduate bilingual learners participated. Their survey responses develop a profile of the varied kinds of English and L1 education they received. Each participant's communication course placement composition, written as she was applying to college, is analyzed with 12 different measures: six for surface features, four for discourse/rhetorical features, and two for coherence. The writing analysis scores are correlated with the survey data and enriched with interview excerpts to discover which forms of English and L1 education correlate with high or low writing analysis scores.
The results for this group of participants show that bilingual education and ESL support correlate most often with highly-rated communication placement compositions. Moreover, formal education in the L1 explains the writing analysis scores more accurately than the kind of language learning education the participants received. Interview data suggests that bilingual education and formal L1 education may assist students' English composition skills by helping them develop metalinguistic awareness.
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Breuer, Esther [Verfasser]. "First Language versus Foreign Language / Esther Breuer." Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/1048086259/34.
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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.
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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005."A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Yin, Bo Electrical Engineering & Telecommunications Faculty of Engineering UNSW. "Language identification with language and feature dependency." Awarded By:University of New South Wales. Electrical Engineering & Telecommunications, 2009. http://handle.unsw.edu.au/1959.4/44045.
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The purpose of Language Identification (LID) is to identify a specific language from a spoken utterance, automatically. Language-specific characteristics are always associated with different languages. Most existing LID approaches utilise a statistical modelling process with common acoustic/phonotactic features to model specific languages while avoiding any language-specific knowledge. Great successes have been achieved in this area over past decades. However, there is still a huge gap between these languageindependent methods and the actual language-specific patterns. It is extremely useful to address these specific acoustic or semantic construction patterns, without spending huge labour on annotation which requires language-specific knowledge. Inspired by this goal, this research focuses on the language-feature dependency. Several practical methods have been proposed. Various features and modelling techniques have been studied in this research. Some of them carry out additional language-specific information without manual labelling, such as a novel duration modelling method based on articulatory features, and a novel Frequency-Modulation (FM) based feature. The performance of each individual feature is studied for each of the language-pair combinations. The similarity between languages and the contribution in identifying a language by using a particular feature are defined for the first time, in a quantitative style. These distance measures and languagedependent contributions become the foundations of the later-presented frameworks ?? language-dependent weighting and hierarchical language identification. The latter particularly provides remarkable flexibility and enhancement when identifying a relatively large number of languages and accents, due to the fact that the most discriminative feature or feature-combination is used when separating each of the languages. The proposed systems are evaluated in various corpora and task contexts including NIST language recognition evaluation tasks. The performances have been improved in various degrees. The key techniques developed for this work have also been applied to solve a different problem other than LID ?? speech-based cognitive load monitoring.
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Schneider, Allison Frances. "NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.
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Estigarribia, Bruno. "Asking questions language variation and language acquisition /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Bruckert, Lisa. "Is language laterality related to language abilities?" Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5.
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It is well known that language processing depends on specialized areas in the left side of the brain in the majority of the population. A popular view is that developmental language disorders result from a poorly lateralized brain, but evidence in support of this has been weak and inconsistent. In this thesis, I investigated language-related asymmetries in brain structure and function, and their behavioural relevance in both individuals with specific language impairment (SLI) and typically developing adults. Combining different brain imaging techniques, I looked at group-level as well as individual estimates of language laterality and its relationship to language abilities. The aim of my first two studies was to investigate the neural underpinnings of SLI in terms of white matter microstructure and functional organization associated with auditory processing. For this, diffusion and functional MRI data was obtained in a small number of families with a history of SLI and in control families. Compared with neurotypical controls, children with SLI had lower white matter integrity in the corpus callosum, and in white matter areas corresponding to the dorsal and ventral language pathways. The expected functional lateralization for auditory processing was not observed in either group. In the second half of my thesis, I assessed language laterality in 215 neurotypical adults. I demonstrated that functional transcranial Doppler (FTCD) ultrasonography could reliably assess functional lateralization across different language processes. From this large group, I identified 16 individuals with atypical language lateralization and compared them to a group of 16 typically lateralized individuals using a combination of FTCD, MRI and behavioural measures of language laterality and language abilities. The two groups differed significantly in terms of lateralization assessed by functional MRI and diffusion imaging. The atypical group had lower left and greater right hemisphere activation compared with the typical group, and lacked the leftwards asymmetry in the ventral language tract seen in the typical group. The groups did not differ in terms of cognitive measures. Different functional laterality assessments were concordant in the typically lateralized individuals but were inconsistent in the individuals assessed as atypical by FTCD. In brief, my findings suggest that for some individuals language lateralization may be unstable and varies depending on task or other factors. Even so, such differences do not appear to have consequences for language or other cognitive development.
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Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.
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Risner, Kevin. "A First Language in Second Language Writing." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.
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Eichmann, Hanna. ""Hands off our language!" : deaf sign language teachers' perspectives on sign language standardisation." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21824/.
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In light of the absence of codified standard varieties of British Sign Language (BSL) and German Sign Language (Deutsche Gebclrdensprache, DGS), there have been repeated calls for the standardisation of both languages primarily from outside the deaf communities. The development of standard varieties has been suggested to facilitate political recognition and the establishment of linguistic norms which could enable sign language users to gain equal access to education, administration and commerce. Although frequently labelled as sociolinguistic enquiry, much research in standardisation and language planning displays a certain preference for investigating the linguistic aspects of language. Explicit discussion of social-theoretical perspectives is scarce. In order to address this imbalance, this study focuses on the social aspect of the subject matter by investigating the concept of sign language standardisation from the perspective of deaf sign language teachers. Taking a comparative approach, research findings are based on 17 in-depth interviews conducted in Germany and the UK which were analysed drawing on grounded theory. Participants in both countries conceptualised sign language standardisation predominantly as externally imposed language change pertaining to the eradication of regional dialects. Given that in contrast to hearing learners of sign languages, participants did not regard regional variation as a problem but as a highly valued feature of BSL and DGS, sign language standardisation was seen as a threat to sign languages. Moreover, the subject matter was also perceived as embodying hearing people's hegemony by bringing to the fore traditional power imbalances between deaf people and hearing stake holders in the political and educational realms. This study is the first to explore and examine perceptions of and attitudes towards sign language standardisation in the UK and Germany. It thereby contributes to knowledge in respect to sign language sociolinguistics, as well as standardisation and language planning in the wider field. Moreover, taking an explicitly sociolinguistic approach and in drawing on social research methodology, this study offers an atypical perspective on the issue of language standardisation in general.
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Schmidt, Christina D. "My church – my language?: Language attitudes and language policiy in South African church." Universität Leipzig, 2006. https://ul.qucosa.de/id/qucosa%3A33610.
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This study examines the language attitudes of members of three (formerly) Afrikaans-speaking congregations of the multilingual Moravian Church in South Africa (MCSA) with regard to current language practices within the Church and their ideas for a future language policy. It is based on interviews held with members of these congregations, while concepts of identity serve as a theoretical framework. Through these, it is shown that the MCSA could neither pursue a monolingual nor a consistently multilingual language policy in order not to aggravate the identification of its members with the Church.
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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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Luebbering, Candice Rae. "The Cartographic Representation of Language: Understanding language map construction and visualizing language diversity." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37543.
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Language maps provide illustrations of linguistic and cultural diversity and distribution, appearing in outlets ranging from textbooks and news articles to websites and wall maps. They are valuable visual aids that accompany discussions of our cultural climate. Despite the prevalent use of language maps as educational tools, little recent research addresses the difficult task of map construction for this fluid cultural characteristic. The display and analysis capabilities of current geographic information systems (GIS) provide a new opportunity for revisiting and challenging the issues of language mapping. In an effort to renew language mapping research and explore the potential of GIS, this dissertation is composed of three studies that collectively present a progressive work on language mapping. The first study summarizes the language mapping literature, addressing the difficulties and limitations of assigning language to space before describing contemporary language mapping projects as well as future research possibilities with current technology. In an effort to identify common language mapping practices, the second study is a map survey documenting the cartographic characteristics of existing language maps. The survey not only consistently categorizes language map symbology, it also captures unique strategies observed for handling locations with linguistic plurality as well as representing language data uncertainty. A new typology of language map symbology is compiled based on the map survey results. Finally, the third study specifically addresses two gaps in the language mapping literature: the issue of visualizing linguistic diversity and the scarcity of GIS applications in language mapping research. The study uses census data for the Washington, D.C. Metropolitan Statistical Area to explore visualization possibilities for representing the linguistic diversity. After recreating mapping strategies already in use for showing linguistic diversity, the study applies an existing statistic (a linguistic diversity index) as a new mapping variable to generate a new visualization type: a linguistic diversity surface. The overall goal of this dissertation is to provide the impetus for continued language mapping research and contribute to the understanding and creation of language maps in education, research, politics, and other venues.Ph. D.
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Cru, Josep. "From language revalorisation to language revitalisation? : discourses of Maya language promotion in Yucatán." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2662.
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Against the background of worldwide processes of language abandonment that are taking place at an unprecedented and rapid pace, in the last two decades language revitalisation has become an ever more prominent area of academic research. This thesis looks at the ideological underpinnings of Yucatec Maya language promotion in the Yucatán Peninsula of Mexico, based on the discourses of both official institutions and grassroots actors. After introducing the historical processes that have led to the present sociolinguistic minorisation of speakers of Maya in the Yucatán Peninsula, I analyse salient themes for language policy and planning pointed out by activists and institutions. Both official and grassroots discourses gathered in the field overwhelmingly revolve around the key concepts of revalorisation and rescate. These notions undergird the strategies that most participants consider as necessary for Maya language promotion, namely, the drafting of specific language legislation; the use of Maya in the education system; and an emphasis on the development of literacy in Maya. While policies in these areas may have a positive impact on raising the status and public profile of Maya and may lead to its legitimation, I argue that they present considerable limitations for actual revitalisation, which I believe should be part of a wider sociopolitical movement coming from the grassroots. On the one hand, vertical language policies that emanate from official institutions, the school being a prominent one, have been central in the cultural and linguistic assimilation to Spanish of indigenous peoples in Mexico. On the other hand, institutional policies that replicate the essentialist tenets of hegemonic languages on minorised languages, such as standardisation, actually devalue plurilingual and mixed practices on the ground and raise the issue of purism, which in the case of Yucatán may be contributing to language shift to Spanish and hindering the revitalisation process. Seen as an alternative and complementary project that comes above all from the ground up, I maintain that grassroots language promotion beyond institutional settings and control is effectively working towards the revitalisation of Maya. Along these lines, the use of this language in social media and modern music genres by youths, as part of their expanding communicative repertoires and heteroglossic practices on the ground, is opening up promising spaces for its maintenance and reproduction.
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Lian, Chaoqun. "Language planning and language policy of Arabic language academies in the twentieth century." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708632.
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May, Lillian Anne. "Language as a special signal : infants' neurological and social perception of native language, non-native language, and language-like stimuli." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55962.
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The capacity to acquire language is believed to be deeply embedded in our biology. As such, it has been proposed that humans have evolved to respond specially to language from the first days and months of life. The present thesis explores this hypothesis, examining the early neural and social processing of speech in young infants.
In Experiments 1-4, Near-Infrared Spectroscopy is used to measure neural activation in classic “language areas” of the cortex to the native language, to a rhythmically distinct unfamiliar language, and to a non-speech whistled surrogate language in newborn infants (Experiments 1 & 2) as well as infants at 4 months of age (Experiments 3 & 4) in. Results revealed that at birth, the brain responds specially to speech: bilateral anterior areas are activated to both familiar and unfamiliar spoken language, but not to the whistled surrogate form. Different patterns were observed in 4 month-old infants, demonstrating how language experience influences the brain response to speech and non-speech signals.
Experiments 5-7 then turn to infants’ perception of language as a marker of social group, asking whether infants at 6 and 11 month-olds associate the speakers of familiar and unfamiliar language with individuals of different ethnicities. Infants at 11 months—but not at 6 months—are found to look more to Asian versus Caucasian faces when paired with Cantonese versus English language (Experiments 5, 7). However, infants at the same age did not show any difference in looking to Asian versus Caucasian faces when paired with English versus Spanish (Experiment 6). Together, these results suggest that the 11 month-old infants tested have learned a specific association between Asian individuals and Cantonese language.
The experiments presented in this thesis thus demonstrate that from early in development, infants are tuned to language. Such sensitivity is argued to be of critical importance, as it may serve to direct young learners to potential communicative partners.Arts, Faculty of
Psychology, Department of
Graduate
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Bissoonauth, Anu. "Language use, language choice and language attitudes among young Mauritian adolescents in secondary education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10914/.
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The present study reports on a research project conducted in Mauritius in 1992/93. The project was designed to investigate patterns of language use, language choice and language attitudes of a subsection of the Mauritian population: adolescents in full-time education. Mauritius has been a French and British colony and therefore, both English and French are used in formal and official contexts. Furthermore, a French Creole is the lingua franca of the island and several Indian and Chinese languages, often called Oriental languages, are also spoken. The research was carried out in the field, and data was collected by means of a questionnaire and interview from a representative sample of the secondary school population. The basic questions raised in this study are the following: (i) Which language(s) is/are used in a given context, Creole, English, French, Indian or Chinese? (ii) What are the linguistic choices of this particular section of the population? (iii) What kind of attitudes do informants have towards Creole in education? (iv) What is the influence of social factors on the language use, language choice and language attitudes of the informants? The findings of this investigation are compared to the results of the 1990 census on language use. They reveal that although the present sample cannot be considered as representative of the whole Mauritian population, it is representative of the adolescent population in education. The responses indicate that Creole is the first language of the home, but that French and English, to a lesser extent, are also spoken. The majority of the sample seems to be against the idea of studying Creole in school, and yet, accept Creole as the national language of Mauritius. Despite the efforts of successive governments to promote Indian and Chinese languages as "ancestral languages", their use is generally declining, and the majority of informants see little or no use for them in practical terms. The statements made by informants interviewed appear to suggest that there are no conflicting attitudes relating to languages. There is a widespread feeling that Creole should not be used as the language of instruction, but should remain the national language for informal communication. English and French are more useful than Creole and Oriental languages, since they allow success in education and upward social mobility. Oriental languages are not important in daily life, but they represent cultural values, as such they are primarily used in religious practices and learnt as third languages in schools.
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Doering, Lynda. "Language learning strategies of younger second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58027.pdf.
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Mcgahan, C. M. G. "Language obsolescence and language death in Southeast Ulster." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517445.
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Shariati, Mohammad. "The relation between language awareness and language proficiency." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311788.
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Chausse̹, Jean-Paul. "Impact of language immersion programs on foreign language /." Wright-Patterson Air Force Base, Ohio : Air Force Institute of Technology, 2008. http://handle.dtic.mil/100.2/ADA494349.
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Saraceni, Mario. "Language beyond language : comics as verbo-visual texts." Thesis, University of Nottingham, 2001. http://eprints.nottingham.ac.uk/35647/.
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The investigation proposed in this study is based on the consideration that the nature of "text" is currently undergoing a change whereby verbal components are increasingly being accompanied by visual components, and the two modes of expression co-exist side by side in the same texts. The Internet is symptomatic of this change, with its multi-modal texts, where words, pictures, and sometimes even sounds, interact with one another. One of the main issues that this thesis aims to address is that although the relationship between the verbal and the visual is not an entirely new area of study, what characterises traditional approaches is the fact that the two components have fundamentally been considered as separate entities, while the combination of words and pictures has generally been regarded as having the function of aiding comprehension. This thesis is based on the main hypothesis that the combination of verbal and visual components is a true interaction which creates a type of 'language' that is more than a simple sum of the two codes. This type of verbo-visual interaction characterises media as old as film and comics, both of which came into existence around a century ago. However, while film studies has become an established discipline, comics have never enjoyed much scholarly attention, their expressive potentials having gone largely overlooked, and the publications that deal with them having being essentially socio-historical accounts. This thesis aims to investigate the complex and sophisticated type of interaction between verbal and visual elements that takes place in comics, and suggests that a close scrutiny of this medium enables the researcher to understand better the way in which the verbal/visual interaction works. In doing so, it recognises the necessity for linguistics to expand the notion of 'language' beyond the traditional verbal boundaries and to incorporate other types of codes which exhibit 'language-like' properties. The theoretical discussion is guided by an eclectic approach as it draws from the fields of semiotics, text-linguistics and stylistics. Accordingly, rather than developing one single main analytical model, this study proposes smaller frameworks, one in each of the areas of study drawn from. Finally, the thesis also suggests ways of applying the theoretical finding for pedagogical purposes.
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Wallace, Catherine. "Critical language awareness in the foreign language classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10007455/.
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The thesis examines the concept of critical language awareness both in principle and practice. It begins with an exploration of the key principles which inform CLA and concludes with an account of a particular study of a foreign language classroom. CL~ as presented in the thesis, is seen as an essentially practical, classroom based enterprise which is indebted in various ways to particular understandings about the nature of texts and interpretative processes. Early chapters locate CLA within studies of text and discourse, the reading process and classroom interaction respectively. The first chapter presents the view that CLA takes its theoretical bearings largely from critical discourse analysis. Discussion centres around major points of departure between critical and conventional kinds of discourse analysis. Chapter two focuses on the role of the reader in text analysis, arguing for the need to locate critical reading within the wider concept of critical literacy. Chapter three proposes the need to develop a model of critical pedagogy which has the potential to enhance awareness of texts and readings within the context of the classroom community. Chapter four offers a bridge between the conceptual underpinnings of the study and the subsequent chapters which present the empirical part of the thesis. It describes the research methodology which informs the classroom study. Chapters five, six and seven respectively, provide an account of the rationale for the particular course at the centre of the study, in terms of the texts and classroom procedures which were selected; they also present an analysis of key features of selected classroom episodes. Chapter eight assesses the students' own views about the manner in which their critical judgements of texts and practices have evolved during the CLA course. The thesis concludes by drawing some lessons for future explorations of both the principles and practice of critical language awareness.
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Andrade, Ciudad Luis. "Language Contact and Language Boundaries in Prehispanic Cajamarca." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/113478.
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A small lexicon of traditional weaving (telar de cintura), collected in Agallpampa (Otuzco, La Libertad) offers evidence against the idea of any linguistic identity being shared between the area of the now extinct Culle language, and the Cajamarca Valley. Yet, such a link is supported by the isolation of a grammatical element, traced to the Culle language in both areas: diminutive suffix –ash–, as in cholasho ‘young little man’ and chinasha ‘young little woman’. These contrasting data shed new light on a discussion begun by Torero (1989) about the existence of particular languages in the central Cajamarca area (languages Den and Cat); and continued by Adelaar with Muysken (2004), who suggest that cases of lexical community between the Culle geographical nucleus and indigenous words of Cajamarca Quechua, which cannot be traced back to Quechua idiomatic sources, suggest that a Culle substratum holds for the Cajamarca Valley. This paper argues that, in order to solve this apparent paradox, it is necessary to focus on this issue in terms of linguistic strata: i.e., different stages of idiomatic hegemony before Quechua and Spanish were established in the region. The oldest stratum would be associated with Den, and the more recent, albeit still prior to the Quechua and Spanish periods, would be Culle. Based upon archaeological research in the area and on the recent association of Cajamarca Quechua with the Huari expansion (Adelaar 2012), I suggest that the chronological distance between both strata must be deep, since Culle would have been established in the region long before the Northern Huari expansion took place. Nonetheless, the existence of Quechua-Den mixed toponyms precludes this hypothesis being applied to the whole Cajamarca territory, especially its southwest area (Contumazá).Un breve repertorio léxico del telar de cintura, recogido en Agallpampa (Otuzco, La Libertad), aporta evidencia contraria a la idea de que existió identidad idiomática entre la zona de emplazamiento de la extinta lengua culle y el valle de Cajamarca, en el departamento del mismo nombre. En cambio, abona a favor de esta propuesta la identificación de un elemento gramatical atribuible al culle en ambas zonas: el sufijo diminutivo –ash–, como en cholasho ‘muchachito’ y chinasha ‘muchachita’. Este contraste constituye una ilustración del debate abierto por Torero (1989) sobre la existencia de idiomas indígenas particulares en las provincias centrales cajamarquinas (las lenguas den y cat) y continuado por Adelaar, con la col. de Muysken (2004), quien ha planteado que los ejemplos de comunidad léxica entre el núcleo de la zona culle y las palabras indígenas del quechua cajamarquino que no pueden ser atribuidas al fondo idiomático quechua sugieren la existencia de un sustrato culle en el valle de Cajamarca. Este artículo argumenta que para resolver esta aparente paradoja, es necesario pensar en términos de estratos lingüísticos, es decir, en diferentes etapas de hegemonía idiomática previas a la presencia del quechua y del castellano en dicho territorio. El estrato más antiguo correspondería al fondo idiomático den, mientras que el posterior, previo al advenimiento del quechua y el castellano, correspondería al culle. Partiendo de la investigación arqueológica realizada en la zona y de la reciente atribución del quechua cajamarquino a la avanzada huari (Adelaar 2012), se sostiene que la separación temporal entre ambos estratos debió de ser prolongada, ya que el culle tendría que haberse asentado en la zona mencionada antes de la expansión norteña de Huari. Sin embargo, la existencia de toponimia mixta quechua-den previene contra la posibilidad de generalizar esta hipótesis al territorio cajamarquino en su conjunto, especialmente al sector sureño occidental (Contumazá).
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Tolley, Rebecca. "Review of The Modern Language Association Language Map." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5628.
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Artukovic, Valerija, and Emma Eriksson. "Learning a New Language in a New Language." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27506.
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Swedish school today is a mixture of children who come from different countries and speak different languages. Due to conflicts and war raging in various parts of the world, the refugee stream of people seeking asylum in Sweden has put much pressure on the schools around the country. Studies show that immigrant children fall behind in the education and that students whose first language is not Swedish do not reach the knowledge requirements and goals for English to the same degree of success as other groups of students. The aim for this thesis was to investigate what teachers in a K-3 English classrooms in Sweden do to support immigrant students, and what can be found in previous research to explain such poor performance. The aim was also to explore what methods teachers report using and how these methods are connected to Lgr11 and previous research. The use of Swedish instead of the target language when teaching English seems to be dominating in the schools. Since research found shows that children tend to use their first language when learning additional languages, the use of Swedish becomes demanding and confusing for the immigrant students: they end up having to learn a new language in a new language.
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Moore, Michael S., Jeremy C. Price, Andrew R. Cormier, and William A. Malatesta. "Metadata Description Language: The iNET Metadata Standard Language." International Foundation for Telemetering, 2009. http://hdl.handle.net/10150/605963.
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ITC/USA 2009 Conference Proceedings / The Forty-Fifth Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2009 / Riviera Hotel & Convention Center, Las Vegas, NevadaIn order to help manage the complexity in designing and configuring network-based telemetry systems, and to promote interoperability between equipment from multiple vendors, the integrated Network-Enhanced Telemetry (iNET) Metadata Standards Working Group (MDSWG) has developed a standard language for describing and configuring these systems. This paper will provide the community with an overview of Metadata Description Language (MDL), and describe how MDL can support the description of the requirements, design choices, and the configuration of devices that make up the Telemetry Network System (TmNS). MDL, an eXtensible Markup Language (XML) based language that describes a TmNS from various aspects, is embodied by an XML schema along with additional rules and constraints. Example MDL instance documents will be presented to illustrate how MDL can be used to capture requirements, describe the design, and configure the equipment that makes up a TmNS. Various scenarios for how MDL can be used will be discussed.
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Daubney, Anna-Marie. "Language biographies and language repertoires : changes in language identity of indigenous African language speakers in a town in the Northern Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86596.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This study investigates the language shift from isiXhosa to Afrikaans in a group of indigenous African language speakers in a rural Northern Cape community. It plots the process that took place over three generations and focuses on the language identity of some members of this community as portrayed by their language biographies and linguistic repertoires. This phenomenon was researched after preliminary enquiries into linguistic identities and bilingualism in the Hopetown area revealed that although most inhabitants use Afrikaans as L1 at home, at school and in public, a considerable number did not present the anticipated monolingual Afrikaans with minimal L2-English repertoires. People from indigenous ethnic groups like the Xhosa were also found to be speaking Afrikaans as home language rather than isiXhosa. The thesis gives a description and explanation of how a process of language shift from isiXhosa to Afrikaans took place. The findings suggest that a number of Xhosas started to migrate from the Eastern Cape to the Hopetown area in the Northern Cape during the 1960s when employment opportunities in the State‟s water and irrigation development scheme became available. The Afrikaans-speaking employers expected their workforce to speak Afrikaans and in the interest of economic survival, the disenfranchised workers learned to speak Afrikaans. In addition to the employment situation, the accommodation situation was unusual in that Hopetown‟s township was seen as a Coloured area. In the time when the Group Areas Act dictated that ethnic segregation had to be enforced, the influx of Xhosa and other ethnic groups was not expected. When it happened, it was either overlooked or remained unnoticed. The Xhosa workers, with their families, had to blend in with the Coloured population in order not to attract attention. The research follows the language shift based on information gained from questionnaires and by means of narrative analysis. Case studies of selected respondents reveal how the individuals gradually settled into a new language identity without complete loss of their traditional ties to language and cultural practices. A small story analysis sheds light on how selected members of the community experienced the shift and how they perceive their roles in the process. This thesis ultimately shows the contribution that language biographies can make to sociolinguistic research.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die taalverskuiwing van isiXhosa na Afrikaans in ʼn inheemse groep Afrikataalsprekers in ʼn plattelandse Noord-Kaapse gemeenskap. Dit volg die proses wat oor drie generasies plaasgevind het en fokus op die taalidentiteit van enkele lede van dié gemeenskap soos uitgebeeld in hulle taalbiografieë en taal repertoires. Hierdie verskynsel is nagevors nadat voorlopige navrae in verband met talige identiteit en tweetaligheid in die Hopetown-omgewing daarop gedui het dat alhoewel die meeste inwoners Afrikaans tuis, by die skool en in die openbaar as eerstetaal gebruik, ʼn aansienlike getal nie die verwagte profiel van ʼn eentalige Afrikaanse gemeenskap met minimale tweedetaal-Engels vertoon het nie. Mense van inheemse etniese afkoms soos die Xhosa het ook laat blyk dat hulle Afrikaans eerder as isiXhosa as huistaal gebruik. Die tesis gee ʼn beskrywing en verduideliking van hoe ʼn proses van taalverskuiwing van isiXhosa na Afrikaans plaasgevind het. Volgens die bevindinge het ʼn groeiende getal Xhosas in die 1960s uit die Oos-Kaap na die Hopetown-omgewing in die Noord-Kaap begin migreer toe werksgeleenthede in die Staat se water- en besproeiingskema beskikbaar gekom het. Die Afrikaanssprekende werkgewers het van hulle werkers verwag om Afrikaans te praat. In die belang van ekonomiese oorlewing het die werkers wat daar geen burgerregte gehad het nie, Afrikaans geleer. Bykomend tot die werksituasie was die behuisingsituasie in die Hopetown nedersettings ongewoon daarin dat dit as Kleurlinggebied geklassifiseer is maar ook mense van ander etniese herkoms gehuisves het. In die tyd toe die Groepsgebiedewet bepaal het dat etniese segregasie toegepas moes word, is daar geen voorsiening gemaak vir die instroming van Xhosa en ander etniese groepe nie. Toe dit gebeur het, is dit óf oor die hoof gesien, óf dit het ongemerk gebeur. Die Xhosa werkers, met hulle gesinne, moes inskakel by die Kleurlinggemeenskap ten einde nie die aandag van die gesaghebbers of hulleself te vestig nie. Die navorsing volg die taalverskuiwing op basis van inligting uit vraelyste en met behulp van narratiewe analise. Gevallestudies van uitgesoekte respondente wys hoe die individue geleidelik ʼn nuwe taalidentiteit aangeneem het sonder totale verlies van hulle tradisionele bande met taal en kulturele gebruike. ʼn Klein storie analise werp lig op hoe geselekteerde lede van die gemeenskap die verskuiwing ervaar het en wat hulle siening is van hulle rolle in die proses. Hierdie tesis werp ten slotte lig op die bydrae wat taalbiografie tot sosiolinguistiese navorsing kan maak.
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Crerand, Mary E. Lavin. "From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.
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Nurmi, Hansson Lisa. "Dirty Language." Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2367.
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Abstract
Denna uppsats handlar om elevers uppfattningar om fult språk år 2008. Syftet med uppsatsen är att blivande svensklärare ska tillägna sig en föreberedelse för den kommande lärarrollen, och få en medvetenhet om vilket språkbruk eleverna har. Sjuttio elever har svarat på enkätfrågor som handlar om vad de anser vara fult språk, om de använder fult språk och vilka platser de anser att de inte får använda fult språk. Elevernas svar har sammanställs och mönster har framkommit. Resultatet visar att majoriteten av eleverna använder någon form av fula ord. Ordet hora är det mest nämna fula ordet och när de själva svär använder oftast orden fan, jävlar och helvete. Det mest förekommande svaret hos eleverna är att alla svär någon gång, att platsen där man inte får svära är kyrkan och att man lär sig fula ord av äldre vänner.
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Ronan, Carah Dawn. "AnOther language." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/ronan/RonanC1207.pdf.
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Norheim, Øyvind Hansen. "Autonomous Language." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-110754.
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Automation will challenge our notions about communication between the vehicle and its surroundings. This thesis explores how an autonomous Peugeot vehicle could look like if the exterior design would be smart and aware about the world around it. Using as reference the needs of a small family and inspired by ripple effects as a reaction to an impulse, the design process also included research, ideation and form development using analog and digital tools. Animation and video were also used for testing and visualising the ‘autonomous language’. The result is a concept vehicle with an active skin and a unique sculpture reflecting its new architecture, enabled by an electric powertrain and autonomous driving technology. New light mode that lets the lights be projected towards the vehicle instead of the road will enhance the volume description of the vehicle to be visible especially at night. The design process included context research, needs of people inside and outside of the vehicle, interviews, ideation, package study, digital form development and physical model. It is important to me that my concept fits into a believable context of the future and creates a vision upon issues that we strive to develop today.
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Pettit, Dean R. (Dean Reid) 1967. "Understanding language." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/17560.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, February 2003.Includes bibliographical references (leaves 139-140).
My dissertation concerns the nature of linguistic understanding. A standard view about linguistic understanding is that it is a propositional knowledge state. The following is an instance of this view: given a speaker S and an expression a that means M, S understand a just in case S knows that a means M. I refer to this as the epistemic view of linguistic understanding. The epistemic view would appear to be a mere conceptual truth about linguistic understanding, since it is entailed by the following two claims that themselves seem to be mere conceptual truths: (i) S understands a iff S knows what a means, and-given that a means M-(ii) S knows what a means iff S knows that a means M. I argue, however, that this is not a mere conceptual truth. Contrary to the epistemic view, propositional knowledge of the meaning of a is not necessary for understanding a. I argue that linguistic understanding does not even require belief. My positive proposal is that our understanding of language is typically realized, at least in native speakers, as a perceptual capacity. Evidence from cognitive neuropsychology suggests that our perceptual experience of language comes to us already semantically interpreted. We perceive a speaker's utterance as having content, and it is by perceiving the speaker's utterances as having the right content that we understand what the speaker says. We count as understanding language (roughly) in virtue of having this capacity to understand what speakers say when they use language. This notion of perceiving an utterance as having content gets analyzed in terms of Dretske's account of representation in terms of a teleological notion of function: you perceive a speaker's utterance as having content when the utterance produces in you a perceptual state that has a certain function in your psychology.
(cont.) I show how this view about the nature of linguistic understanding provides an attractive account of how identity claims can be semantically informative, as opposed to merely pragmatically informative, an account that avoids the standard difficulties for Fregean views that attempt to account for the informativeness of identity claims in terms of their semantics.
by Dean R. Pettit.
Ph.D.
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Claire, Anita. "Language acquisition." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/34018.
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This project investigates acquisition of a new language by example. Syntax induction has been studied widely and the more complex syntax associated with Natural Language is difficult to induce without restrictions. Chomsky conjectured that natural languages are restricted by a Universal Grammar. English could be used as a Universal Grammar and Punjabi derived from it in a similar way as the acquisition of a first language. However, if English has already been acquired then Punjabi would be induced from English as a second language.