To see the other types of publications on this topic, follow the link: Language and sex. Rwanda.
Dissertations / Theses on the topic 'Language and sex. Rwanda'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Language and sex. Rwanda.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ngirabakunzi, Ndimurugero. "Kinyarwaanda sexuality taboo words and their significance in Rwandan culture." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This study investigates Kinyarwaanda sexuality taboo words and their meaning in Rwandan culture to enable the youth to improve their communication and the values of Rwandan culture. It explores whether the use of Kinyarwaanda sexuality taboo words is a good way to communicate with one another or is a transgression of Rwandan culture. Its intent is to see the value that Rwandans assign to verbal taboos, particularly sexuality taboo words, to see how these taboos regulate Rwandans lives, to see the attitudes Rwandans hold towards them, and to find out the link there might be between sexuality taboo words, the information dissemination on HIV/AIDS and the spread of AIDS.
2
Nkusi, Laurent. "Analyse syntaxique du Kinyarwanda, y compris ses dialectes et avec référence spéciale à la syntaxe des formes de la littérature orale rwandaise." Paris 5, 1995. http://www.theses.fr/1995PA05H073.
Full textAbstract:
L’introduction est consacrée à la présentation générale de la langue kinyarwanda, y compris ses dialectes, ainsi qu'à l'explication du cadre théorique et méthodologique utilise à savoir l'approche fonctionnaliste. Le premier chapitre est un rappel du système phonologique et des principales règles de représentation. Le deuxième traite des catégories grammaticales ; il examine en particulier le constituant nominal et le constituant verbal. Le troisième chapitre porte sur les fonctions syntaxiques dans la phrase simple. Y sont discutées la prédication non verbale, la prédication verbale, les fonctions sujet, objet et circonstant. Le chapitre quatre étudie l'énonce complexe, à savoir les constructions par juxtaposition, coordination et subordination. Enfin, le dernier chapitre examine la syntaxe particulière de certains genres littéraires oraux proches des formes simples (salutations, anthroponymes, devinettes, jurons et insultes)<br>The introduction presents a general survey of kinyarwanda language in its geographical and cultural context and gives the theoretical and methodological background. The first chapter is a review of the phonological and morpholological systems. The second one deals with the grammatical categories especially nominal and verbal constituants. The third chapter studies extensively the syntactic functions in the independant clause (non verbal predicates, verbal predicates, subject function, object and adjunct). The following chapter analyses the complex clauses, i. E. The problems of juxtaposition, coordination and subordination. The fifth and last chapter is a study of the particular syntax of some oral literary genres closer to the sentence, especially greetings, individual names, riddles, swearwords and insults, which reveals a real connexion between syntax and semantics
3
Rurangirwa, Straton. "Les politiques linguistiques du Rwanda. Enjeux, bilan et perspectives." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030031.
Full textAbstract:
Toute la population du Rwanda parle une même langue, le kinyarwanda, à la fois langue nationale et officielle. Cette homogénéité linguistique « de surface » se présente comme l’arbre qui cache la forêt d’une relative diversité linguistique « en profondeur » (dialectes, langues africaines et européennes en présence). L’heure n’est pas encore au chaos, mais l’adoption du trilinguisme officielle en 1996 [(kinyarwanda-français-anglais) impose, plus que par le passé, la définition d’une politique de gestion de la situation sociolinguistique du Rwanda, notamment par la détermination claire, par une loi linguistique, des fonctions des langues officielles dans les différents domaines, pour régler les problèmes qui se posent depuis le bilinguisme kinyarwanda-français adopté vers les années 1930. Les problèmes linguistiques et sociolinguistiques intéressent diverses catégories de personnes depuis le début du 20ème siècle. Cependant, la question de l’utilisation des langues dans les différents domaines et de leur connaissance approximative reste entièrement posée. Ce travail analyse les politiques linguistiques appliquées au Rwanda jusqu’à ce jour pour en dégager les enjeux et en établir le bilan afin de proposer de nouvelles stratégies de gestion de la situation sociolinguistique du Rwanda. Il s’agit en effet d’une politologie linguistique qui s’inscrit dans le cadre théorique et conceptuel déjà très rodé et dont l’efficacité a pu être testée sur le terrain dans différents pays ; cadre théorique qui est emprunté pour l’essentiel au linguiste québécois Jean-Claude Corbeil. Il est enrichi des analyses d’autres auteurs comme Robert Chaudenson, Louis-Jean Calvet, Loïc Depecker, Henri Boyer, etc. sur le concept d’aménagement linguistique et sur des situations concrètes. L’étude s’appuie à la fois sur une recherche documentaire minutieuse, une enquête de terrain qui a été effectuée au Rwanda auprès des diverses catégories de personnes et quelques entretiens informels avec certains intervenants en matière d’aménagement linguistique (linguistes et décideurs)<br>The whole population of Rwanda speaks the same language, Kinyarwanda, which is both the national and official language. This “surface” linguistic homogeneity is seen as a tree that hides a forest of a relatively “in depth” linguistic diversity (dialects, African and European languages). It is not yet time for chaos but the adoption of official trilingualism (Kinyarwanda-French-English) requires more than ever before the definition of the policy of managing the sociolinguistic situation of Rwanda, namely by clear determination, by a linguistic law, of the roles of official languages in various areas in order to solve the problems that have remained unanswered since the adoption of Kinyarwanda-French bilingualism in the 1930’s. From early the 20th century, the linguistic and sociolinguistic issues have interested various researchers. However, the question of the use of languages in various domains and their approximate mastery is still posed. This work analyses the linguistic policies that have been adopted in Rwanda with aim to bring out the stakes and assess the situation geared towards suggesting the new management strategies of the sociolinguistic situation of Rwanda. This is indeed a linguistic “politology” which falls within the theoretical and conceptual framework already explored whose efficiency has been tested on the ground in different countries. The theoretical framework has essentially been borrowed from the Quebec linguist Jean-Claude Corbeil. It is enriched with analyses of such other authors as Robert Chaudenson, Louis- Jean Calvet, Loïc Depecker, Henri Boyer, etc. on the concept of language planning and concrete situations. The study is based on both a meticulous documentary research and field work that have been carried out in Rwanda with various categories of people and some informal interviews with some stakeholders in language policy and planning [linguists and decision-makers]
4
Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.
5
Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.
Full textAbstract:
The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.<br>Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.
6
Nogic, Claire. "Politics and policy an analysis of the policy environment and motivating factors behind the English language policy in Rwanda /." Thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/85845.
Full textAbstract:
Thesis (Postgraduate Certificate in Research Preparation (Humanities)--Macquarie University, Dept. of Modern History, Politics and International Relations, 2009.<br>This thesis presented as a partial fulfilment to the requirements for the Postgraduate Certificate in Research Preparation (Humanities). Bibliography: p. 47-55.
7
Magambo, Joseph. "Investigating perceptions of students' language needs at a Rwandan institution of higher learning." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007268.
Full textAbstract:
The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
8
McCracken, Jill Linnette. "Listening to the Language of Sex Workers: An Analysis of Street Sex Worker Representations and Their Effects on Sex Workers and Society." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194013.
Full textAbstract:
This dissertation argues that the material conditions of many street sex workers--the physical environments they live in and their effects on the workers' bodies, identities, and spirits--are represented, reproduced, and entrenched in the language surrounding their work. My research is an ethnographic case study of a local system that can be extrapolated to other subcultures and the construction of identities, while situating sex work and the industry as rhetorical constructions. My research offers an example of how an examination of the signs and symbols that comprise "material conditions" can be rhetorically analyzed in order to better understand how goals, agendas, interests, and ideologies are represented and implemented through language.Located central to my analysis are the street sex workers' voices. I use an ideological rhetorical analysis, or rhetorically--the study of how language shapes and is shaped by cultures, institutions, and the individuals within them, and ideologically--the identification and examination of the underlying assumptions of communicative interactions. I delineate how these material conditions are reproduced and, at times, subverted, and I offer an outline for modifying the discourse used in policy in ways that are more empowering and authentic to sex workers' lives.Policy makers, activists, and academics, among others, wrestle with complicated issues to analyze and write laws and policies and to design social services. Discourse is always at the center of these struggles. Because my study investigates the language of policy-making and the people who forge it, it has implications for ethics and policy in relation to gender studies, cultural studies, and ethnographic research.Examining the rhetorical constructions and interactions and their related effects on policy elucidates the discursive complexity that exists in meaning-making systems. This analysis also offers an explanation of how constructions can be made differently in order to achieve representations that are generated by the marginalized populations themselves, while placing responsibility for this marginalization on the society in which these people live.
9
Chung, Ho-ying Holly. "Language and gender representations in the reality television show Survivor the Amazon /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35809346.
Full text
10
Chung, Ho-ying Holly, and 鍾可盈. "Language and gender representations in the reality television show Survivor: the Amazon." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35809346.
Full text
11
Baxter, Catherine Elizabeth. "Language and sex in Boccaccio's Decameron : 'Galeotto fu la metafora'." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609251.
Full text
12
Bezerra, Fábio Alexandre Silva. "Language and image in the film Sex and the city." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100931.
Full textAbstract:
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2013-06-26T00:00:49Z (GMT). No. of bitstreams: 1
310991.pdf: 8702062 bytes, checksum: 9d1875519853bcf6ed15e5c52a488fae (MD5)<br>Over the past decade, an increasing number of studies have explored the structure and role of multimodal texts in contemporary society (Böhlke, 2008; Ferreira, 2011; Heberle & Meurer, 2007; Iedema, 2001; Kress & van Leeuwen, 1996; 2006; Thibault, 2000). Following the early focus on still images, more recent research has addressed the dynamic text (O'Halloran, 2004). In this context, the present research investigates the identities of women (Butler, 1990, 1993, 2004; Benwell & Stokoe, 2006) construed in the first film Sex and the City (2008) in terms of both verbal language (Halliday, 1994; Halliday & Matthiessen, 2004; Martin, Matthiessen & Painter, 2010) and the dynamic image (Bateman, 2007, 2009; Bednarek, 2010; Böhlke, 2008, Iedema, 2001; O'Halloran, 2004; Thibault, 2000; Tseng, 2009; van Leeuwen, 1991, 1999) as well as their intermodal complementarity (Painter & Martin, in press), focusing on coupling and commitment (Martin, 2008a, 2008b, 2010). Verbal language is addressed in terms of ideational meanings by means of transitivity analysis (Halliday & Matthiessen, 2004) and the analysis of the dynam image is carried out by following the multi-level procedures proposed by Baldry and Thibault (2005). Regarding the film text, overall results show that it affords more meanings than the still images in systemic functional terms, which has contributed to more effective intermodal complementarity. Considering the identities of women construed, data analysis has demonstrated that the coupling of meanings committed suggests that (young) women's main pursuit in life is fashion labels and heteronormative love. Additionally, overall results also reveal that women are mostly involved in processes of 'action' as dynamic participants, which highlights the space in the filmic text for the 'doings', 'happenings'' and 'behaviors' in which women take on the active role. However, as in Bezerra (2008), the discourse analysis (Fairclough, 2003; van Leeuwen, 2008) of women's social actions has shown that they are considerably constrained to the domestic, nonspecialized field (Martin, 1992). These results seem to confirm the role of the media in maintaining dominant and ideologically invested representations of women (Bhabha, 1992), which need to be continuously challenged, since identities should always be seen as unstable and impermanent (Bauman, 2004).<br>Durante a última década, um número crescente de estudos têm explorado a estrutura e o papel de textos multimodais na sociedade contemporânea (Böhlke, 2008; Ferreira, 2011; Heberle & Meurer, 2007; Iedema, 2001; Kress & van Leeuwen, 1996; 2006; Thibault, 2000). Depois do foco inicial em imagens estáticas, pesquisas mais recentes têm abordado o texto dinâmico (O'Halloran, 2004). Neste contexto, a presente pesquisa investiga as identidades das mulheres (Butler, 1990, 1993, 2004; Benwell & Stokoe, 2006) no primeiro filme Sex and the City (2008) em termos da linguagem verbal (Halliday, 1994; Halliday & Matthiessen, 2004; Martin, Matthiessen & Painter, 2010) e da imagem dinâmica (Bateman, 2007, 2009; Bednarek, 2010; Böhlke, 2008, Iedema, 2001; O'Halloran, 2004; Thibault, 2000; Tseng , 2009; van Leeuwen, 1991, 1999), bem como da sua complementaridade intermodal (Painter & Martin, no prelo), concentrando-se no acoplamento e na calibragem de significados (Martin, 2008a, 2008b, 2010). A linguagem verbal é investigada quanto aos significados ideacionais por meio de análise de transitividade (Halliday e Matthiessen, 2004), ao passo que a análise da imagem dinâmica segue os procedimentos propostos por Baldry e Thibault (2005). Em relação ao texto fílmico, resultados gerais mostram que ele constrói mais tipos de significados do que as imagens estáticas, o que contribuiu para uma complementaridade intermodal mais eficaz. Considerando-se as identidades das mulheres, o acoplamento de significados cometidos sugere que mulheres (jovens) focam suas buscas na moda (grifes) e no amor heteronormativo. Além disso, resultados gerais revelam que as mulheres estão principalmente envolvidas em processos de 'ação' como participantes dinâmicos, o que evidencia o espaço no texto fílmico para os 'fazeres', 'acontecimentos' e 'comportamentos' nos quais as mulheres assumem papel ativo. No entanto, como em Bezerra (2008), a análise do discurso (Fairclough, 2003; van Leeuwen, 2008) das ações sociais das mulheres mostrou que elas estão consideravelmente restritas à esfera doméstica, não especializada (Martin, 1992). Estes resultados parecem confirmar o papel da mídia na manutenção de representações dominantes e ideologicamente investidas das mulheres (Bhabha, 1992), que precisam ser continuamente desafiadas, já que as identidades devem ser sempre vistas como instáveis e impermanentes (Bauman, 2004).
13
Jakobsson, Sofie. "A study of female language features in same-sex conversation." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8069.
Full text
14
McGraw, Kenneth W. "Dangerous Discourse: Language and Sex between Men in Eighteenth-Century London." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1246630633.
Full textAbstract:
Thesis(Ph.D.)--Case Western Reserve University, 2009<br>Title from PDF (viewed on 2009-11-23) Department of English Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
15
Lam, Sze-nga, and 林詩雅. "Language and sexuality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31953827.
Full text
16
McPeters, Annette Lee. "The Virgin Unmask'd: Mandeville's Response to the "Fair-Sex" Debate." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625394.
Full text
17
Holladay, Linda W. Sabino Robin. "Language acquisition of same-sex, multiple-birth siblings a nature/nurture study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/HOLLADAY_LINDA_9.pdf.
Full text
18
Ishikawa, Yuka. "Feminizumu gengogaku no shiten ni motozuku Eigo seisabetsu hyōgen kenkyū : kōpasu ni miru sono genjō to kongo no tenbō : shokushu meishō sōshō keishō o chūshin ni /." Tōkyō : Yūshōdō Shuppan, 2005. http://bibpurl.oclc.org/web/33738.
Full text
19
Fortune, Lois Gretchen Hyder. "Sex-exclusive differentiation in the Karaja language of Bananal Island, central Brazil." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246127.
Full text
20
Gao, Gao. "Taboo Language in Sex and the City : An Analysis of Gender Differences in Using Taboo Language in Conversation." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-943.
Full textAbstract:
<p> </p><p>Taboo language is a broad definition, and researchers have defined it in various categories. Using taboo language, to a great extent, is widely considered as offensive and inappropriate, as well as a specialty of men rather than women. Men and women are often said to use taboo language differently. This study aims to analyze the use of taboo language in conversations of women’s, men’s and mixed-gender talk in some episodes from the American TV series <em>Sex and the City</em>. The study will examine the differences and similarities of using taboo language in male and female speech in terms of gender differences, and conversational strategies in general. <strong> </strong></p><p> </p>
21
Dundas, Josephine Ann-Marie. "Gender differences in learning styles and strategies between adolescent second language learners." University of Western Australia. Graduate School of Education, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0020.
Full textAbstract:
Second language enrolments, especially among boys, have declined markedly in our secondary schools over the last thirty years. Most research into this decline has been concerned with understanding what students do not like about language study. The present study took a different perspective, looking at classes in two schools where second language learning is popular and enrolments were high for both genders. The study sought to find which aspects of learning styles and strategies each gender enjoyed as a way to provide information to improve classroom language study and enrolment, particularly among boys. The study involved two, private schools, one boys’ and one girls’ — from the same socio-economic background. The schools were chosen because they had high enrolments in second languages, allowing meaningful amounts of data to be obtained. The single gender classes also permitted clear analysis of which classroom behaviours and activities suited each gender. A mixture of quantitative and qualitative methods was used. Data were collected using a student questionnaire, classroom observations and teacher interviews. Gender differences were found in a number of aspects of learning styles and strategies. Girls favoured collaborative learning styles that emphasised experience and support. Boys favoured a learning style emphasising clear parameters and expectations and opportunities to produce comprehensible output in the target language. The study found that teachers matched speaking activities to the preferred learning styles of the gender being taught. Further, it was found that while girls generally enjoyed groups of all sizes, boys preferred to practise speaking activities in pairs. Boys were found to be more confident about speaking activities than girls and both genders’ use of the target language reflected gender differences in communication in the first language
22
Ali, Feisal. "Gender and Language similarities and differences in mixed sex conversations and same sex conversations in the American TV series Modern Family." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16924.
Full textAbstract:
The study aimed to analyze females and males in mixed-sex conversations and same-sex conversations using cooperative speech, competitive speech, interruptions, and similarities and differences in their communication styles in the Tv series modern family. Men and women are said to use different speech styles regarding cooperative, competitive, and interruptions. I used three conversations taken from Season 1 Episode 24, Family Portrait, for mixed-sex conversations in my analysis. I also used three same-sex discussions taken from Season 3, Episode 5, Hit and Run, and Season 1, Episode 11, Up all night. The result shows similarities in both same-sex and mixed-sex conversations regarding women’s use of cooperative speech styles and men’s use of competitive speech styles and interruptions. However, my study found differences regarding women in mixed-sex and Same-sex conversations when it comes to interruptions. Women interrupt in mixed-sex discussions and not in same-sex discussions. Therefore, my analysis of the series modern family is in line with previous research on gender and language.
23
Mugirase, Gloriose. "Language of instruction and quality of education in Rwanda: A case study of secondary school third form learners in the Gisagara district." University of the Western Cape, 2020. http://hdl.handle.net/11394/7244.
Full textAbstract:
Doctor Educationis<br>The language of instruction plays a determining role in students’ academic performance. This suggests that students should be taught in a language they are familiar with in order to enhance understanding of the content subjects. In Rwanda, almost all Rwandans communicate and interact in Kinyarwanda, their mother tongue. It is, thus, expected that Rwandan children should be instructed in this home language. However, the status of English as a global language has also found echo in Rwanda, and this foreign language was adopted as medium of instruction from Primary 4 onwards. This thesis, therefore, aims to determine what role English as a medium plays in delivering quality education in Rwanda.
To respond to the above question, the researcher investigated three secondary Third Form schools in the rural Gisagara District of the Southern Province. She wanted to explore the teaching and learning strategies deployed in the English language classrooms and the learning materials and infrastructure available at the schools. The focus was on English language classes as these were the spaces in which Rwandan children were explicitly exposed to English and where their proficiency in the language was developed. However, the researcher also needed to find out the effect that English had on the students’ academic performance, the correlation between their results in English and their results in content subjects, and the students’ and teachers’ perceptions of English as language of instruction. It is in this vein that a combination of qualitative and quantitative approaches was used and various data collection techniques employed to obtain enriched data. Classroom observations and interviews with students and their English teachers were conducted. A questionnaire was also distributed to the students and their results in English and in content subjects were analysed to supplement the data generated by other methods.
This study was guided by sociocultural theories of second language learning according to which language is a mediating tool that helps to adjust relationships between people that live in the same community. Language is, hence, a necessary artifact that is worth acquiring. For language learning to take place, learners need to interact with more knowledgeable people. In the classroom, it is the teacher who has to mediate this learning, assuming that he/she is more knowledgeable than the students. Classroom peer interactions in the target language also provide room wherein brighter students may assist their struggling classmates. Language across the curriculum approach and content-based instruction also inspired this study. These approaches suggest that language should be taught in context and especially through the content related to the students’ fields of study.
The research findings indicate that the students were not proficient in English, the language of instruction, which hindered their school achievement. In addition, no correlation could be established between the students’ results in English and their results in content subjects. Indeed, despite the students’ poor performance in English they did better in this language than in the content subjects. Furthermore, not all students who fared well in English succeeded in the content subjects, and some students scored good marks in the content subjects whilst they failed in English. The findings also show that the teaching and learning strategies used in the language classrooms, as well as the learning materials and infrastructure at the schools, did not promote English acquisition. Ironically, despite English being a hindrance to the learning of other subjects, both the students and their teachers affirmed that they preferred that this language remain as medium of instruction. They believed that being competent in English could offer them more life opportunities than any other language.
24
Jones, Emma C. "Rhetorical Weapons: The Social and Psychological Influences of Language and Labeling in Instances of Genocide." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/251.
Full textAbstract:
It is difficult to understand why genocide continues to occur, even when the international community pledges never to let it happen in the future. Techniques such as moral disengagement and dehumanization have consistently resulted in genocide. These techniques can be greatly amplified through the careful use of language and labeling. The purpose of this paper is to examine the roles that language and labeling play in genocide. Social and psychological influences that use language will be investigated through the examination of the Holocaust, the Cambodian genocide and the Rwandan genocide. These influences are many times unintentionally or unknowingly exercised and can have negative results for everyone involved. The use of language in the media is also examined, along with ways in which ordinary people can avoid susceptibility to language that could influence them to commit evil acts such as genocide.
25
Henton, Caroline Gilles. "A comparative study of phonetic sex-specific differences across languages." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:0c4b9ca7-6b19-4832-9ace-bc1d142ac8ae.
Full textAbstract:
Extensive reviews of phonetic and phonological investigations into sex-related differences reveal a mottled history. The investigations suffer from methodological and theoretical deficits: the most serious being the misrepresentation of the interaction between variables, a lack of homogeneous data and its misinterpretation, and the widespread neglect of women's speech. Existing phonetic databases are shown to be inadequate and poorly-controlled, admitting too many unwanted variables. A very tightly-controlled database, constructed for this research, contains data for eighty female and male speakers of two accents of British English. This contribution is regarded as important per se. Digital acoustic analysis of the data permits quantification of the phonetic divergence shown by the sexes in British English. Previous attempts to normalize the acoustic effects of speaker-sex on vowels have been largely unsuccessful. Here, the application of an innovative auditory normalization procedure reflects how perceptual normalization may be achieved. It further demonstrates that male/female phonetic differences remain after normalisation, which cannot be accounted for by anatomy, but are accountable by social-role conditioning (i.e. learned). These differences are statistically significant. Speaker-sex and gender are thus shown to interact at the phonetic level. Extending this technique to five other languages/dialects corroborates the central hypothesis that the degree to which the sexes diverge phonetically will vary from speech-community to speech-community. Exploration of the possibility that contoids will reveal similar systematicity shows this to be unlikely across languages. The examination of suprasegmental sex-associated differences, however, merits further pursuit. Implications of these experimental findings are discussed for 'inter alia' speech technology, language-planning and medical aids. Using sex-linked differential voice quality as a springboard, it is suggested that sex-appropriate norms are required in speech pathology. The need for socio- phonetics to be recognized as an important new discipline is thus underlined.
26
Wills, Clair. "Language, history and sex in the poetry of Paul Muldoon and Medbh McGuckian." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305288.
Full text
27
Cody, Suzanne Marie. "Love. Sex. Shoes. A collection of performance essays." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4596.
Full textAbstract:
The essay is an exploration of a thought, an idea, an experience. To essay is simply to attempt. A conclusion is not always reached, a solution is not always found, but the writer is compelled to attempt to contain the thought, the idea, the experience, in words on the page. The performance essay makes the same attempt. But where the written essay is complete on the page, the performance essay is subject to constant transformation by the necessity of the physical body to the finished work. Not the body of the writer, but the body of the performer who stretches and bends the writer-shaped space of the essay to make it fit, completing the work in the creation of this new shape. This is the excitement for the writer of the performance essay. To surrender control of the work to another artist and see what they will make of it.
28
El, Khalfi Hamid. "Language and power in the dramatic works of Harold Pinter and Eugene Ionesco." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313085.
Full text
29
Beaulieu, Hendrika H., and University of Lethbridge Faculty of Arts and Science. "Gender and Discourse on an Academic Internet Community." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1995, 1995. http://hdl.handle.net/10133/347.
Full textAbstract:
Do men and women write differently and if so, do these stylistic differences represent differing world
\iews and/or do they indicate divergent decisions that are made by the gendered individual with respect to
the positioning inherent in the interactive communicative process?
In this thesis I consider how men and women write and interact, as well as the topics of their
conversations, by examining the postings that characterize a specific semiotic Internet site: Anthro-
L@ubvm.cc.buffalo.edu. Created solely by and through language, a net community is the ideal
environment in which to conduct a field study which examines the use of gendered language. In cyber
'public' space, where social interaction in largely stripped of bodily cues, net participants rely on the power
of discourse to convey the 'self.
I shall show that men and women make different choices as to how they will represent themselves in net
public space, and that these choices are conveyed through the preference of specific styles of writing.
Although conceptualizations of public space, academic praxis, and individual socialization all contribute
to stylistic differentials, I illustrate through my methodology that Gender is the master status that
primarily informs communicative decisions. 'Legitimate' language in our culture is constructed on the
rational paradigm which characterizes public institutions; this paradigm is the fundamental principle
which informs our system of [male] Langue. Posting acts on Anthro-L offer evidence that those who do
not 'speak', or choose not to speak within the framework of this model, are conceived as 'other1, and are
silenced through desertion, by - play and trivialization.<br>29 cm.
30
Mfurankunda, Pravda. "Constructing multilingual digital identities: An investigation into Grade 11 learners’ digital practices in relation to English language learning in Rwanda." University of the Western Cape, 2016. http://hdl.handle.net/11394/4939.
Full textAbstract:
Magister Educationis - MEd<br>Rwanda has taken a strong move towards language-in-education policy shift whereby English became the sole medium of instruction in 2008, despite her rich linguistic diversity. The language shift occurred at the time when the country had resolutely embraced Information Communication Technologies (ICTs) as one of the country’s key development plans for socioeconomic development. In spite of these changes, research on multilingualism and digital identity in Rwanda is very limited. Given the pressing need for Rwanda to play an increasing role in the global economy, it is important to explore the ways in which the new generation
negotiates multilingual digital identities in second language learning. The aim of this study, therefore, was to investigate the ways in which secondary school learners
used digital technologies to negotiate new identities in two or more languages in order to understand the implications for English second language learning in the multilingual context of postcolonial Rwanda. Specifically, my interest was to examine Grade 11 learners’ current digital practices and the ways in which existing multilingual repertoires were drawn on as resources in navigating digital literacies. I also aimed at understanding how such practices could be harnessed as resources for English second language learning in the classroom. This study is informed by post-structural theories of identities as well as of Bourdieu’s theory of habitus, field and capital. The post-structural frame of analysis underlying issues of Second
Language Acquisition (SLA) has also been important to establish a bridge between the learners’ digital practices and their English learning processes. It draws on debates around digital literacies, multilingualism, and identity, theories of access to ICTs and digital technologies and English as Additional Language Acquisition. The research sites were two urban based high schools mainly selected for their proximity to digital technologies, namely cyber cafes and/or computer laboratories and by their representativity in terms of gender and subject choices. Drawing on the qualitative research tradition and informed by ethnographic methodology, the study investigated Grade 11 learners’ insider views of the affordances of digital technologies for language learning. To reach this end, non-participant observations, focus group discussions and a questionnaire were used. Issues of research ethics namely, informed consent, anonymity and confidentiality were adhered to
throughout the research process. With regard to access to technologies, the research findings reflect Bourdieu’ post-structural theory notion of ‘habitus’ as they show that the social dimensions the learners were involved in influenced their engagement with several digital technologies. In relation to Warschauer’s model
of access, this study was able to identify the following: (1) material access’ linked to the learner’s access to the internet connection; (2) skills access’ concerning the learner’s ability to interact with computers and communicate with peers or fellow friends by typewriting and (3) usage access’ associated with the learner’s opportunity to use ICT facilities. The findings also generated insights into the learners’ construction of multiple digital identities and the fluidity and hybridity of ‘youth digital literacies’. The learners created a form of global digital identity by simply interacting or engaging with various multimodal literacies. Findings also indicated that learners negotiated digital identities by immersing themselves in
Social Networking Sites (SNS) that fall under ‘Web 2.0’, an online platform which online users make use of to interact, share and perform different activities, focusing chiefly on social media. It was observed further that learners constructed a national language identity in the digital world by visiting mostly popular sites whose medium of communication was the national vernacular “Kinyarwanda”, thus stimulating the sense of national language identity of ‘ Rwandaness’. Additionally, it was apparent that Grade 11 learners had a great sense of attachment to their
language as a significant characteristic of their digital practices through ‘translanguaging’ which became one of the resources in the digital space. The findings also indicate that technology served as a bridge between learners’ digital practices and their learning of English as an additional language, although language power relations were apparent as English was conferred a status of symbolic capital. The study concludes that various forms of access to ICTs do not only inform and strengthen Grade 11 learners’ process of learning English as additional language, but also support the construction of their multiple identities. There is a need to capitalize on face-to-face interaction and integrate ICT in teaching and learning so that learners can create their own learning space whereby they construct their digital identities as adolescents in the different languages they get
exposure to.
31
Mizokami, Yuki. "Does ‘Women’s Language’ Really Exist? : A Critical Assessment of Sex Difference Research in Sociolinguistics." 名古屋大学国際言語文化研究科国際多元文化専攻, 2001. http://hdl.handle.net/2237/8365.
Full text
32
Mehlman-Petrzela, Natalia Yael. "Origins of the culture wars : sex, language, school, and state in California, 1968-78 /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Full text
33
Guarino, Honoria 1968. "Sex, drugs, and disease: A Gramscian analysis of AIDS discourse in the American media." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278486.
Full textAbstract:
This paper examines the ideological diversity evidenced in discourse about AIDS in the popular American print media within a framework of Gramscian concepts of hegemony and counter-hegemony. By identifying several "discourses" on AIDS, I explore how they are distinct, what they reveal of the underlying ideologies of their promulgators and to what extent they overlap. An extended discussion of specific metaphors and rhetorical strategies characteristic of a hegemonic discourse, propagated by certain governmental agencies and mainstream news magazines, is contrasted with alternative discursive strategies employed by the gay/lesbian press, the liberal press and the Catholic Church. Moreover, areas of ideological tension within the hegemonic discourse are revealed, as well as points of intersection between "separate" discourses. Finally, the ideological complexity manifest in this discursive field is brought to bear on Gramscian theory which is found to be somewhat limiting in its implication of a dualistic opposition between domination and resistance.
34
Gati, Pia. "The use of swear words by women: a study of single sex and mix sex conversations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27709.
Full textAbstract:
This essay discusses women’s use of swear words in both single sex constellations and mix sex constellations. Its primary aim is to find out which swear words women use the most. The secondary aim is to see what communicative function they have in the women’s usage. As a final point, the tertiary aim is to discover in what gender constellation women swear the most. In this research, a combination of quantitative and qualitative methodology is used. The quantitative methodology is used to find out which words are the most common, and the qualitative methodology is used to examine which communicative functions they converse, as well as to study how the different gender constellations effect the usage of dirty language. The analysis of this essay is divided into these three parts - which words, which communicative functions, and the effect of gender constellations - and concludes and confirms previous research in this narrow and rare field of investigation. This paper shows that women swear less than men but more when they are in the company of their own gender. It also displays which words are the most common, both in tables and in discussion. Finally, this essay shows the most common functions of the chosen swear words women use.
35
Ng, Pak Hoi Jeffery. "Gender differences of conversational interaction in radio programmes." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/489.
Full text
36
De, Klerk Vivian Anne. "An investigation into the language of English-speaking adolescents, with particular reference to sex, age and type of school." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23092.
Full text
37
Hohendorf, Martin, and Daniele Alessandra Pucci. "Discourse of Gender : How language creates reality." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34623.
Full textAbstract:
This master thesis deals with the gender perception in leaderships positions. Starting from our awareness of a gendered leadership gap, this thesis aims to show our development towards our understanding of reality as socially constructed. We apply the Discourse in order to see how oppression works on women. In the course of our master thesis, we came across poststructuralists, like Foucault, Derrida and Lacan, philosopher and psychoanalysts, like Freud, Beauvoir, Irigaray, Kristeva and Butler, as well as sociolinguists, like Cameron, Miller, Baxter and Tannen. Their ideas have enriched our gendered Discourses. Furthermore, by dealing with their ideas, we were able to understand how powerful words can be. Words have the power to create identities, our reality and oppress certain groups of people. The group of people we have focussed on are women. Although the category “women” is fragmented and gender is one of many features of persons, there is something that all women share – oppression through language. Thus, women are less likely to move in the corporate ladder and lead. In two Discourse Analysis based on job advertisements for leadership positions offered in Germany and Italy, we see how language-in-use may cause a reason for a gendered leadership gap. The Discourses available to us influence how we understand the reality around us, construct our identities and negotiate our roles. With this thesis, we hope contribute to today’s Discourses and raise people’s awareness of how our language keeps women from entering leadership positions.
38
Shin, Anne Yongah. "Coronary artery bypass surgery in Ontario, effects of sex, age, socioeconomic status, ethnicity and language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34030.pdf.
Full text
39
Morton, Jonathan Simon. "The Roman de la Rose : nature, sex, and language in thirteenth-century poetry and philosophy." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:6e179c13-9046-44d3-801c-9cb12eb28229.
Full textAbstract:
Jean de Meun's continuation of the Roman de la rose (The Romance of the Rose), written in Paris in the 1270s, presents a vast amount of philosophy and natural science in vernacular poetry, while engaging thoroughly with contemporary, local philosophical and institutional debates. Taking this into consideration, this study investigates how the Rose depends for its meaning on questions around human nature, natural philosophy, and the philosophy of language that were being discussed and debated in the University of Paris at the time of its composition. It suggests a reading of the poem as a work of philosophy that uses Aristotelian ideas of nature and what is natural to present a moral framework – at times explicitly, at times implicitly – within which to assess and critique human behaviour. The concepts of the unnatural and the artificial are used to discuss sin and its effects on sexuality – a key concern of the Rose – and on language. The Rose is shown to present itself as artificial and compromised, yet nevertheless capable of leading imperfect and compromised humans to moral behaviour and towards knowledge which can only ever be imperfect. It is read as a presenting a rhetorical kind of philosophy that is sui generis and that appeals to human desire as well as to the intellect. The specific issue of usury and its relation to avarice is examined, studying contemporary theological and philosophical treatments of the question, in order to illustrate similarities and contrasts in the Rose's theoretical methodology to more orthodox modes of philosophical enquiry. Finally, the poem's valorisation of pleasure and of the perversity inherent in artificial productions is explored to show how poetry, though deviating from the strictures of dialectical language, is nevertheless productive and generative.
40
Rosendal, Tove. "Linguistic landshapes : a comparision of official and non-official language management in Rwanda and Uganda, focusing on the position of African languages /." Göteborg : Department of Languages and Literature, University of Gothenburg, 2010. http://gupea.ub.gu.se/handle/2077/22227.
Full text
41
Li, Joey, and 李穎文. "Sex-related differences in brain anatomy and brain functions associated with language processing : a MRI study with Chinese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hdl.handle.net/10722/192781.
Full text
42
Englund, Sara, and Karin Nordström. "Samband mellan anhörigskattning och logopedisk bedömning vid afasi : I akut skede och sex månader efter stroke." Thesis, Uppsala universitet, Logopedi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313343.
Full textAbstract:
One third of all patients with acute stroke acquire the language impairment aphasia. The assessment of aphasia is important in order to give a correct diagnosis and treatment. Two types of aphasia assessments are assessment of language function and assessment of functional communication (communication in everyday life). The assessment is usually performed by a speech and language pathologist (SLP) but it can also be performed by a family member or close friend with a proxy rating questionnaire. In this study the correlation between proxy rating of functional communication and SLP assessment of both language function and functional communication were examined. The assessments were performed at 16 days and 6 months after stroke onset. The study also examined if two proxy ratings correlated. The study was conducted using ANH and CETI proxy ratings, and the SLP assessments NGTA and ANELT. The results revealed a strong, statistically significant, correlation between proxy rating and SLP assessment and a very strong, statistically significant, correlation between the two proxy ratings. All correlations remained strong over time. When differences between proxy rating and SLP assessment were observed there was a tendency that proxies rated the functional communication higher than the SLP did. When the participants were divided into groups based on severity of aphasia, the results revealed a greater consistency between proxy rating and SLP assessment for people with mild aphasia than for those with moderate to severe aphasia.<br>En tredjedel av alla som drabbas av stroke får den förvärvade språkstörningen afasi. Det är viktigt att bedöma afasi för att bland annat kunna diagnosticera och lägga upp behandling. Två sätt att bedöma afasi är bedömning av språkfunktion och bedömning av funktionell kommunikation (kommunikation i vardagslivet). Vanligtvis utförs bedömningen av logoped men svårigheterna kan också bedömas genom anhörigskattning. I denna studie undersöktes samband mellan anhörigskattning av funktionell kommunikation med logopedisk bedömning av både språklig funktion och funktionell kommunikation vid 16 dagar samt vid 6 månader efter insjuknandet i stroke. Dessutom undersöktes huruvida två olika anhörigskattningar korrelerade med varandra. Testerna som användes var anhörigskattningarna ANH och CETI samt logopedbedömningarna NGTA och ANELT. Resultaten visade en stark, statistiskt signifikant korrelation mellan anhörigskattning och logopedbedömning samt en mycket stark, statistiskt signifikant korrelation mellan anhörigskattningarna. Korrelationerna var fortsatt starka över tid för alla jämförelser. Observation av skillnader mellan anhörigskattning och logopedisk bedömning visade att anhöriga tenderade att skatta den funktionella kommunikationsförmågan högre än logopedbedömningen av samma förmåga. Vid gruppindelning efter afasigrad observerades att för personer med lätt afasi fanns större samstämmighet mellan anhörigskattning och logopedisk bedömning än för personer med måttlig till grav afasi.
43
Brown, Amy Kathleen. "Recovering the feminine voice the language of virginity in Methodius of Olympus, Ambrose of Milan and Hildegard of Bingen /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p088-0187.
Full text
44
Baron, Akesha L. "Women don't talk : gender and codemixing in an evangelical Tzotzil village /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/6457.
Full text
45
Coetzee, Ethrésia. "Growing Queer: youth temporality and the ethics of group sex in contemporary Moroccan & South African literature." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/31349.
Full textAbstract:
Towards the end of October 2018, news stories surfaced about a targeted crackdown on gay people in Tanzania. Regional Commissioner of Dar es Salam, Paul Makonda, announced plans to form a government taskforce that would be devoted to pursuing and prosecuting LGBTIQ people, or those perceived to be on the spectrum (Amnesty International, “Tanzania”). This current onslaught on LGBTIQ citizens has already seen 10 men arrested, ostensibly for participating in a same-sex wedding (Ibid). While the Tanzanian foreign ministry distanced itself from the Regional Commissioner’s remarks (Burke), others have framed Makonda’s actions as a natural extension of president John Magufuli’s “morality crusade” (Amnesty International, “Tanzania”). After being elected to office in 2015, Magufuli achieved international acclaim for this 'thrift and intolerance for corruption’ (Paget). However, Magufuli’s “morality crusade” quickly spiralled into authoritarianism, with a clampdown on freedom of speech and on opposition to his party, Chama cha Mapinduzi (CCM) (Ibid). The party has governed Tanzania since its independence in 1961 (O’Gorman 317). As Ahearne notes, it has become a situation where 'any opposition is seen as “against the nation”’ since it has become 'clear that Magufuli is following a nationalist agenda.’ Homophobic campaigns have been a common feature since Magufuli was elected in 2015, and sodomy still carries a prison sentence of up to 30 years in Tanzania (Burke). The current “morality crusade” is not that unusual, in other words, and it imagines sexual and gender minorities as outside the nation-state, as not quite citizens. This discourse is not new, and simply echoes similar declarations and crackdowns in other African countries that frame sexual and gender minorities as non-citizens.
46
Turjoman, Mona O. "Saudi gender differences in greetings and leave-takings." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325998.
Full textAbstract:
This research investigates the differences between how men and women greet and take leave of someone of the same sex in Saudi Arabia, a gender segregated society. Age, social status, relationship between participants, and setting were also tested to see if they have any effect on how Saudis greet and take leave of each other.A total of 237 participants: 127 males and 110 females were recorded in naturally occurring conversations. The participants were from all social classes and included three age groups: 18-30, 31-50, and over 50. Relationship between participants included close friends, relatives, acquaintances, and strangers. Data was collected in social and family gatherings, work, school, and the hospital. The data was analyzed in light of Brown and Levinson's (1987) politeness theory. Variables like formulaic expressions, length, and hyperbole were also tested.The results of the study indicate that age had a significant affect on how Saudis greet, take leave/reply to a leave-taking of someone of the same sex. Based on my corpus, social status had no significant affect on how Saudis greet/reply and take leave/reply of someone of the same sex. The relationship between participants showed a significant correlation with how Saudis greet/reply and take leave/reply of someone of the same sex. Setting had no significant affect of how Saudis greet and take leave of someone of the same sex. But it did show a significant affect of how Saudis reply to greetings and leave-takings of someone of the same sex. Gender did not on any significant affect on how Saudis greet and reply to greetings of someone of the same sex. Whereas, gender showed a significant correlation with how Saudis take leave and reply to a leave-taking.Results of the study indicate that women consistently took longer to greet and take leave of someone of their own sex, regardless of age, social status, relationship between participants, or setting. Women also used more metaphors and superlatives while greeting or taking leave of someone of their own sex. Women were found to repeat their greetings and leave-takings more than men.<br>Department of English
47
Huo, Qian, and 霍茜. "Gender difference in perception and adoption of technology to enhance second language learning out-of-school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198875.
Full textAbstract:
Current research has identified various cases of gender difference in perception and adoption of technology in general and language learners’ use of technology for second language learning. To understand these differences, this study investigated the use of technology out-of-class to enhance their second language learning of the students in a Chinese high school in Chengdu, Sichuan. It was showed that males and females have some differences in using technology for affection regulation, technology for culture regulation, technology for metacognition regulation and technology for resource regulation. In addition, this study unraveled the factor of family background that influenced students’ perception and selective use of technology in second language learning.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
48
Pang, Tsz-yin, and 彭紫妍. "An investigation into gender and motivation regarding English language acquisition in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206575.
Full textAbstract:
Although the status of Putonghua is perceived to be on the rise progressively in post-colonial Hong Kong, the tremendous social prestige enjoyed by English language is still dominating this city, which resulted in educationalists’ attention on students’ achievements in English language, especially after female students were found to out-compete their male counterparts in English studies for years. In order to yield more reference for educationalists concerning this phenomenon, a newly developed approach, namely the Motivational Self System Model (Dörnyei, 2009), was adopted to investigate the gender differences regarding secondary school students’ motivation and their English achievements in Hong Kong. 30 male and 30 female freshmen studying in various departments in the University of Hong Kong participated in this study. Their level of motivation in English learning was measured through a questionnaire consisted of 30 questions scored on a 7-point Likert scale. Interviews were conducted afterwards to generate qualitative data so as to assist quantitative analysis. By using independent sample t-test, Pearson correlation test and one-way analysis of variance (ANOVA), it was found that female respondents showed higher levels of language learning experience than male respondents, but learners’ English achievements were only positively correlated to their levels of ideal self. The relationship of gender, motivation and English achievement was therefore re-examined. It was discovered that Arts students tended to out-perform their Science peers in English studies. Meanwhile, male and female learners were found to dominate Science stream and Arts stream respectively owing to the social facet of their ideal selves. As a result, the gender differences regarding secondary school students’ English achievements were highly likely to be originated from males’ domination in Science stream and that of females in Arts stream. This brought about pedagogical implications for educators, in that more resources should be reallocated for Science students regarding English learning.<br>published_or_final_version<br>Linguistics<br>Master<br>Master of Arts
49
Romo, Carlo André. "Gender stereotypes in Spanish language television programming for children in the United States." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Full text
50
Hare-Blye, Cynthia Lee. "Gender Differences in Slow Expressive Language Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4854.
Full textAbstract:
The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys versus girls who are late to start talking as toddlers. The research hypothesis was that boys who present as LT toddlers would score significantly higher than LT girls at each age level tested. The DSS is a norm-referenced instrument that assesses age-appropriate morphological development and syntax. The LT subjects used were part of the Portland Language Development Project, a longitudinal study. Spontaneous speech samples were collected, transcribed, and analyzed using the DSS procedure once each year from the time they were approximately 3 years of age, until the age of 7. Late talking children in this present study were grouped by gender. A Chi Square test was used to determine if the proportion of males scoring above the 10th percentile on the DSS was significantly different than the proportion of females scoring above the 10th percentile at each age. Results from this analysis indicated that at the age of 3 years, more boys than girls scored above the 10th percentile on the DSS. There were no significant differences found at the ages of 4, 5, 6, and 7. At-test was used to compare average DSS scores between the two genders for each year of the study. This test revealed a significant difference between the LT girls' and LT boys' scores at the age of 3 years. No significant differences were found for the subsequent years. However, difference between boys' and girls' scores at age 7 approached significance, with boys again scoring higher.