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Dissertations / Theses on the topic 'Language mentality'
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早矢仕, 彩子, and Saiko Hayashi. "大学生の日本人意識について : 日本人論,日本語との関連." 名古屋大学教育学部, 1997. http://hdl.handle.net/2237/2874.
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Zhuravlova, Milena. "Adaptace marketingové strategie The Callan School v České republice." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-81923.
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This thesis deals with the characteristics of teaching method of the Callan School and the possibility of its adaptation in the Czech Republic. The research work is carried out using standardized research methods: PEST analysis of the environment in the Czech Republic in relation to organizing language courses; research of mentality of inhabitants of the Czech Republic and their relationship to education and teaching of foreign languages; SWOT analysis and description of the Callan and the other methods. The main contribution of the thesis is to evaluate the possibility of adaptation of new methods in the Czech Republic with regard to local customs and possibilities of population. The thesis also contains description and philosophy of the Callan method for familiarizing readers with its essential features.
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Rickel, Rachel D. "The Black Death and Giovanni Bocaccio's The Decameron's Portrayal of Merchant Mentality." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1467369515.
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Гаврилова, Вікторія Вадимівна, Виктория Вадимовна Гаврилова, and Viktoriia Vadymivna Havrylova. "Системні відношення пареміологічних одиниць із компонентом "календарний хрононім" в українській мові." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66172.
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Пріоритетним напрямком сучасної лінгвістики є вивчення особливостей мовної ментальності народу. З цією метою науковці все частіше звертаються до паремій, поетичних за формою народних висловів повчального характеру, оформлених за зразком синтаксично замкнених, відтворюваних і семантично цілісних речень, що узагальнено-образно виражають певні життєві закономірності, правила або істини.
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Pettersson, Felix. "”Det handlar om mentala faktorer” : En studie i hur vinnarmentalitet gestaltas i svensk sportpress." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133841.
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Title: ”It’s about mental factors” – Examining how a “winner’s mentality” is portrayed in Swedish sports mediaThis essay aims to explore what the Swedish sports media means when it discusses the term of a “winner’s mentality”, through a discourse analysis. More specifically this essay studies how the language in nine different sports papers in Sweden construes the meaning of the word by combining it with different signs and through the use of metaphors, a commonly used linguistic trick in Sportugese. The articles selected for analysis were all published in a one month span between the 8th of December 2016 and the 8th of January 2017. This particular period of time was selected because it included the 2017 World Juniors in ice hockey, a tournament in which the Swedes have placed fourth three years in a row, and which sparked a debate in the Swedish sports press about the team’s “winner’s mentality”.The study found five major themes within the sports journalistic discourse. A major aspect was focusing on the athlete´s psychology, their self-confidence and their will to win. This closely resembles the discourse in popular psychology, more specifically self-help texts where the readers are encouraged to change through active will. Another major theme was that of a winning record. According to the sports press, if an athlete or a team wins more often than not than that proves they possess a “winner’s mentality” and helps them win in the future as well. The essay also found differences in “winner´s mentality” based on a cultural aspect. Swede’s ability to win was downplayed while Americans were praised for their unusually strong mental abilities. This is also found in Swedish self-help texts and might indicate a much larger discourse in national identity at work. The two last themes identified were the importance of experience, and also that a “winner´s mentality” could be affected by a large amount of external factors.Overall the study found that the discourse was in disagreement within itself. A “winner´s mentality” could mean plenty of different things, and in some cases actively opposes itself. Another finding was that the sports press rarely reflects on the meaning of the term and instead mostly uses it as a rhetoric weapon or to make a point across. This raises the question whether or not the term has an actual use within sports terminology and debate if it can be interpreted in many different ways.
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Peters, Friedrich Ernst. "Unterschiedliche Moden." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/5800/.
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Anekdoten und Beobachtungen zu Denk- und Verhaltensweisen in der norddeutschen Provinz mit sensibler Charakterisierung des ländlichen Lebensrhythmus. Die vierte und die fünfte Geschichte findet man auch in der "Baasdörper Krönk". „Unterschiedliche Moden“ ist eine Hommage an Timm Kröger.
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van, der Woude Ida Nynke. "„Familie“ als Diskursobjekt : Veränderungen im Spiegel des Sprachgebrauchs der Presse seit den 1960er Jahren in Deutschland und Schweden." Doctoral thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70118.
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The concept of "family" has undergone major changes over the past 50 years. This thesis examines changes in attitudes and values that can be detected in German and Swedish during this time. In order to investigate these changes in the concept of "family" I have analyzed how the German focus word Familie and the Swedish focus word familj are used in newspaper articles from the 1960s, 1980s and early 2000s. The empirical data consists of German and Swedish newspaper corpora from the three different periods. The theoretical point of departure is a social constructionist perspective, where family is considered to be something constructed and negotiated in language use. The method is corpus linguistic discourse analysis: compound words, collocations and multi-word patterns that include the focus words are analyzed using large text corpora. The study is both about changes in HOW the words familj and Familie are used and WHAT is said about the family in public language use. The thesis shows changes in both Swedish and German language use. I conclude that two different sub-concepts are being constructed and negotiated: the family as a GROUP OF PERSONS and family as a WAY OF LIVING TOGETHER. As regards the family as a group of persons this sub-concept has undergone major changes during the period studied. Differences in Swedish and German language use indicate more and sometimes earlier changes in the Swedish concept of family. The sub-concept of family as a way of living together is more constant. The observed changes can also be seen against a background of Swedish and German conceptual norms of family that do not change to the same extent. New family structures such as nätverksfamiljer (reconstituted families) and regnbågsfamiljer (rainbow families) are partly constructed as deviations from these conceptual norms. The thesis also shows that the sub-concept of family as a group of persons has become even more complex, especially in Swedish language use and particularly in so-called bio boxes, where pets are mentioned as family members and couples without children label themselves as familj.Begreppet ”familj” har genomgått stora förändringar de senaste 50 åren. I den här avhandlingen studeras vilka förändringar i synsätt och värderingar som kan upptäckas i det tyska och det svenska språkbruket under denna tid. För att undersöka dessa förändringar i begreppet ”familj” analyseras hur det tyska fokusordet Familie och det svenska fokusordet familj används i tidningstext från 1960-talet, 1980-talet och början av 2000-talet. Det empiriska materialet består av tyska och svenska tidningskorpusar från de tre olika perioderna. Den teoretiska utgångspunkten är ett socialkonstruktivistiskt perspektiv, där familj betraktas som någonting som konstrueras och förhandlas i språkanvändning. Metoden är korpuslingvistisk diskursanalys: med hjälp av stora textkorpusar analyseras sammansatta ord, kollokationer och flerordsmönster där fokusorden ingår. Det handlar här både om förändringar i HUR orden familj och Familie används och i VAD som sägs om familj i offentligt språkbruk. Avhandlingen visar på förändringar i både den svenska och den tyska språkanvändningen. Jag kommer fram till att två olika delbegrepp konstrueras och förhandlas: familj som PERSONGRUPP och familj som SAMLEVNADSFORM. När det gäller familj som persongrupp genomgår det delbegreppet stora förändringar under den studerade tidsperioden. Förändringarna visar sig vara större och ibland tidigare i det svenska materialet än i det tyska materialet. Delbegreppet familj som samlevnadsform är mer konstant. De förändringar som kan observeras sker också mot en bakgrund av svenska och tyska normbilder av familj, som inte förändras i samma grad. Nya familjebildningar som nätverksfamiljer och regnbågsfamiljer konstrueras delvis som avvikelser från dessa normbilder. Avhandlingen visar också att delbegreppet familj som persongrupp blir allt mer mångfacetterat, särskilt i svenskt språkbruk och i synnerhet i s.k. faktarutor, där även husdjur nämns som familjemedlemmar och par utan barn får etiketten familj.
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Watson, J. M. "Matrix training and sign language for the mentally handicapped." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374864.
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Tso, Shu-fai. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135981.
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Clarke, S. E. "An evaluation of the relationship between receptive speech and manual sign language with mentally handicapped children." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374860.
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Loo, Kin-hung. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.
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Fung, Chi-yuen Eddie. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentally handicapped children with Autism." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329997.
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Levillain, Stève. "Naissance et évolution d’une mentalité populaire urbaine au XXe siècle: paysage urbain et litterature populaire." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5802.
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The literatures of Immigration from North Africa to France represent one of the constitutive fields of investigation for Postcolonial Francophone studies. As such, approaches to this are often locked in a postcolonial perspective. Through my courses in 20th century literature, I discovered several aspects of literature of immigration that relate to French popular literature. In light of this, my dissertation establishes a link between these two literary genres by analyzing the evolution of urban spaces in the Parisian periphery. The primary objective of this dissertation is to translate aspects of the contemporary issues of the French banlieues from a purely postcolonial perspective to questions of institutional choices in French city planning over the course of the past hundred and fifty years. The underlying assumption is that the spatial transformation that has taken place has affected the social interactions of the inhabitants and contributed to the evolution of a working class mentality. The expectation is that in-depth understanding of this interaction will allow me to explore the socio-cultural situation in France’s suburbs today.
Beginning with the renovation of Paris, undertaken by Haussmann in the second half of the nineteenth century, each of the five chapters of my dissertation corresponds to a particular moment of this evolution. For every chapter, I analyze the characters’ relationships with their spatial surroundings, as well as the nature of their social interactions with other residents. The first novels are the only ones of my corpus set in the interior part of Paris. As more and more of the urban working class is driven outside of the city limits by the renovations and the rapidly developing industry in the periphery, the texts illustrate the increasing social isolation and loss of agency for the characters. In aligning popular literature and literature of immigration on the same axis, my focus lies primarily on the geographical space, the banlieue, and its transformation in time.
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Kubus, Okan. "An Analysis Of Turkish Sign Language (tid) Phonology And Morphology." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609654/index.pdf.
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This thesis examines the phonology and morphology of Turkish Sign Language (TiD). TiD, being considered a full-fledged language, has a rich phonological and morphological system, as other sign and spoken languages do. For the purpose of this
thesisempirical data have been collected by means of a corpus study and various data elicitation tasks. As a main result of my study of TiD phonology, I propose a complete inventory of handshapes as well as a set of unmarked handshapes which are unique to TiD. I discuss the interaction between TiD finger-spelling and TiD phonology showing that well-formedness conditions constrain the use of finger-spelled letters in lexical signs I also discuss psycholinguistic evidence that sign languages have phonological systems, among them phonological effects on working memory and slips of the hand In the domain of TiD morphology, I investigate the three main morphological processes: inflection, derivation and compounding. Verb classification, plural properties, compounding, and reciprocals in TiD are investigated in detail. I argue that some TiD reciprocals use &ldquo
reciprocal neutral signing space&rdquo
whereby agreement becomes neutralized. TiD makes wide use of classifier constructions as for plural marking and for expressing movements of various human and non-human agents. The thesis indicates that TiD has its own grammar, including rich and diverse systems of phonology, morphology, and classification. Thus, TiD may have had a long historical development. The comparison between TiD and other sign languages shows that TiD has exclusive linguistic properties. The comparison of TiD as a visual-gestural system and Turkish as an auditory-vocal system helps to better understand the impact of modality on language phonology and morphology.
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Walsh, Hannah C. "An Examination of the Language of Psychopaths: Differences in Prosodic Channels of Communication in Psychopathic and Non-Psychopathic Offenders." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248490/.
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Natural speech contains a wealth of information relevant to understanding cognitive and affective psychological processes, which are reflected in both prosodic and semantic channels of communication. While differences in semantic channels have been demonstrated among psychopathic versus non-psychopathic individuals, research on the role of prosody in psychopathy is scant. The Computerized Assessment of Natural Speech protocol provides adetailed assessment of macroscopic-level prosody variables related to underlying psychological processes that have been linked to psychopathological conditions. Psychopathy is a condition that involves a number of disruptions in cognitive and affective processes, which theoretically can be tied to various aspects of speech. The present study provides a novel contribution by examining natural speech output in an offender sample in the context of a clinical interview (Psychopathy Checklist – Revised). More specifically, the present study examined variance in prosody across segments of the PCL-R interview designed to elicit both positively and negatively valenced emotional content, across high and low levels of subjective arousal, in psychopathic (n = 49) and non-psychopathic (n = 44) male offenders who were similar in terms of age, education, race/ethnicity, and IQ. Three-factor mixed MANOVAs (Group x Valence x Arousal) were conducted to evaluate differences in prosodic speech displayed by the offenders. Results indicated significant interactions between psychopathic and non-psychopathic offenders across valence and arousal conditions in terms of percentage of silence, average pause length, longest pause length, average within-utterance variation in subjectively defined pitch and articulation variables, and average rate of change in articulation across speech sample. Implications and future directions for research are discussed.
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Larcher, Sabine. "Mentally Garrisoned Imagination : A Canadian (Postcolonial) Gothic Literary Approach to Fred Stenson’s The Trade." Thesis, Högskolan Dalarna, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35973.
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Corrado, Samuel. "The development and validation of a preschool screening instrument for the identification of language impaired and educable mentally handicapped Head Start children." FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/2588.
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This study developed and validated a preschool screening instrument designed to identify children, enrolled in the Dade County Head Start program, who would be found eligible for placement in a language impaired or educable mentally handicapped program in the Dade County Public Schools (DCPS) system. Previously used commercial screening instruments were demonstrated to have unsatisfactory predictive validity. The new screening instrument was developed by utilizing already existing test items from a developmental skills assessment instrument, the Learning Accomplishment Profile-Diagnostic. These items were selected on the basis of their sensitivity and specificity hit rate scores. The reliability of the new screening instrument was established by using the test-retest and interrater methods. Predictive validity was established by using a double sample technique of 600 Head Start children for each sample and the classification or hit rate method following a comprehensive evaluation process. The new screening instrument was found to be a more accurate predictor of the need for exceptional student education services than the commercial screening instruments. The results showed that predictions could be made with confidence when a preschool screening instrument is developed which clearly defines; a) the population to be screened; b) the population to be identified; c) the criteria to determine who will be referred for comprehensive assessment; and, d) the criteria for determining who is eligible for intervention services.
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Raimondi, Vincenzo. "À la recherche de la matrice du langage : des approches mentalites de l'interaction sociale au languaging." Paris, EHESS, 2013. http://www.theses.fr/2013EHES0138.
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Beaucoup d'approches contemporaines entendent expliquer le lien originaire entre langage, interaction et socialité en relation stricte avec l'explication de l'activité conjointe et de la cognition sociale. Ces modèles, dont l' « infrastructure sociocognitive » de Tomasello et Levinson, permettent d'émettre diverses hypothèses d'ordre phylogénétique, ontogénétique et comparatif, mais demeurent essentiellement mentalistes tout en se fondant sur des conceptions de l'esprit et du langage tenues pour acquises et problématiques. La thèse présentée consiste à montrer que pour expliquer le lien entre langage et interaction sociale, il convient d'abandonner les perspectives cognitivistes et néo-darwinistes courantes. Dans la lignée de Maturana, l'introduction d'une approche bio-logique permet de considérer le domaine de l'interrelation entre les sphères opérationnelles des individus comme le domaine adéquat pour expliquer l'interaction, et d'y identifier les conditions de possibilité du langage (et de la culture), c'est-à-dire son organisation fondamentale, à savoir la coordination consensuelle récursive (engendrant le processus du languaging), et sa caractérisation comme phénotype ontogénétique, notion qui permet d'en comprendre l'établissement phylogénétique et développemental. Comprendre les conditions constitutives de l'interaction, du langage et de notre socialité implique donc de révéler la matrice opérationnelle-relationnelle dans laquelle nous existons en tant qu’humains. De nouvelles hypothèses en découlent, allant de l'acquisition du langage aux origines évolutionnaires de notre mode de vie bio-logiquement culturelIn many contemporary approaches, the comprehension of the foundational relation between language, interaction and sociality has being linked to the explanation of joint activity and social cognition. In particular, Tomasello and Levinson's "sociocognitive infrastructure" models allow to formulate a set of phylogenetic, ontogenetic and comparative hypothesis. However, these theories remain mentalistic and they take for granted some conceptions about mind and language that are questionable. In this work, such an approach to interaction and language is challenged by showing how cognitivist and neo-Darwinian standpoints can be abandoned. Based on Maturana's thought, the "bio-Iogical" approach that is introduced here permits to consider the domain of our interrelated operational spheres as the adequate domain for explaining human interaction and for detecting language and culture conditions of possibility. We argue that the fundamental organization of this domain is the recursive consensual coordination (generating the languaging process) and that this organization realize the conservation of our ontogenetic phenotype. Understanding the constitutive conditions of language, joint activity and human sociality means, then, to reveal the operational-relational matrix in which we exist as human beings
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Gradu, Diana. "Récurrences des adjectifs chez Chrétien de Troyes : démarche stylistique et étude des mentalités." Paris 4, 2004. http://www.theses.fr/2004PA040241.
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L'analyse des récurrences de l'adjectif qualificatif dans l'œuvre de Chrétien de Troyes commence par une démarche quantitative, censée permettre l'examen qualitatif de l'unité annoncée dans le titre. Les principes méthodologiques appliqués sont structuraux et comparatifs. Il s'agit, d'une part, d'isoler l'adjectif dans les structures récurrentes du langage poétique de Chrétien et, d'autre part, de faire une comparaison du même point de vue entre ses romans. La recherche concernant les fonctions de l'adjectif qualificatif représente la composante grammaticale du travail. L'enjeu résidait dans la démonstration de l'originalité de cet auteur du XIIème siècle, à travers la langue littéraire de son époque. Les trois volets – les techniques littéraires, l'emploi des adjectifs à occurrence élevée et les dimensions symboliques des adjectifs –correspondent aux idées directrices de la deuxième partie de l'étude. La dynamique des mentalités moyenâgeuses est mise en relief grâce au fonctionnement de l'adjectif qualificatif. Chrétien reste fidèle aux techniques consacrées par ses prédécesseurs et son originalité se fait voir dans l'enchaînement des unités, dans la création d'un monde médiéval différent. Les Annexes sont, à notre avis, indispensables à la démarche critique, car elles présentent le corpusThe analysis of the recurrences of the qualifying adjective in Chrétien de Troyes' work starts with a quantitative approach, meant to enable us to perform a qualitative examination of the unit announced by the title. The methodological principles applied are structural and comparative. On the one hand, it is a matter of isolating the adjective in the recurrent structures of Chrétien's poetical language and, on the other hand, of comparing – from the same viewpoint – his novels. Our research related to the functions of the qualifying adjective is the grammatical component of our work. What was at stake here was to prove the originality of this 12th century author, across the literary language of his time. The three aspects – namely the literary techniques, the use of highly recurrent adjectives and the symbolic dimensions of the adjectives – correspond to the leading ideas of the second part of the study. The dynamics of the Middle Ages mentalities is emphasized by the functioning of the qualifying adjective. Chrétien remains faithful to the techniques established by his predecessors and his originality is given by the sequence of units and by the creation of a different medieval world. The Appendixes are, according to us, indispensable for our critical approach, since they represent the corpus
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Winder, Deidre. "Pragmatic conversational skills of children identified as emotionally disturbed." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4283.
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Communication refers to the conveyance of intended messages so that the listeners' attitudes, beliefs, or behaviors are changed. Communication through a language system may be thought of as the integration of the three components of content (semantics), form (syntax), and use (language in context or pragmatics). The corning together of content, form, and use in signs, words, phrases, and discourse is the essence of language development. The synergism of content/form/use makes up language competence, or knowledge. When children speak and understand a message, they have a plan that is knowledge of language and they use that plan for the behavior involved in speaking or understanding messages, (Bates, 1976; Bloom and Lahey, 1978).
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Sphini, Alexandra. "Langue et mentalités au Phanar (XVIIe-XVIIIe siècles) : d'après les "Ephémérides" de P. Codrica et d'autres textes du milieu phanariote." Paris 1, 1991. http://www.theses.fr/1991PA010632.
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L'objet de ce travail est l'étude de la langue et de la mentalité des élites grecques du phanat pendant les XVII-XVIIIe siècles et surtout pendant les lumières grecques. L'étude s'appuie principalement sur le journal de P. Cordrica, qui constitue l'œuvre d'un homme éclairé du milieu phanariote et un échantillon de la langue grecque courante, contenant en plus plusieurs informations sur la vie quotidienne des années 1787-1797. L'analyse du journal a été effectuée à base des index lexicaux fournis par le traitement mécanographique du texte et a été complétée par la comparaison des données du journal avec d'autres sources du milieu, telles que journaux et correspondances, textes administratifs et littéraires. L'analyse linguistique montra qu'il s'agit d'un type de langue archaïque influencée par la langue ecclésiastique, possédant un vocabulaire riche et composé de tous les niveaux de la langue grecque et de plusieurs emprunts et néologismes étrangers (turcs et européens). L'analyse de contenu révéla aussi le mélange de la vision archaïque du monde avec les nouvelles conceptions des lumières : l'idéologie de la monarchie et les idées républicaines, les valeurs de la noblesse et de la bourgeoisie coexistent dans le journal et esquissent la mentalité d'un type d'homme de la période de débyzantinisation et d'occidentalisation de l'empire ottoman, qui oscille entre la tradition et la nouveautéThe subject of the present research is the analysis of the language and mentality of the greek elite living in the phanar during the 17th and 18th centuries, especially during the greek enlightenment. The study is based first of all upon the diary of P. Cordrica, an enlightened man living in the phanariotic environment. This diary is a good example of colloquial greel, but it also give us interesting information about the daily life between 1787 and 1797. The analysis of the diary was realised on the basis of work lists elaborated by computer and completed by comparing these with other phanariotic sources, i. E. Diaries, correspondences, administrative and literary texts. The linguistic analysis shows a type of archaic language with ecclesiastical influence and a rich vocabulary formed by all levels of the greek language and many foreign words (turkish and european). The analysis of contents also demonstrates the mixing of an archaic world vision with the new ideas of the enlightenment: the ideology of monarchy of monarchy and republic. The standards of nobility and citizens coexist in the diary and reflect a mentality being typical for the period of occidentalisation of the ottoman empire, fluctuating between tradition and innovation
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Krapf, Elizabeth Maria. "Euthanasia, the Ethics of Patient Care and the Language of Propaganda." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/606.
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This thesis is an examination of euthanasia, eugenics, the ethic of patient care, and linguistic propaganda in the Second World War. The examination of euthanasia discusses not only the history and involvement of the facility at Hadamar in Germany, but also discuss the current euthanasia debate. Euthanasia in World War II arose out of the Nazi desire to cleanse the Reich and was greatly influenced by the American eugenics movement of the early 20th century. Eugenics was built up to include anyone considered undesirable and unworthy of life and killed many thousands of people before the invasion of allied troops in 1944. Paramount to euthanasia is forced sterilization, the ethic of patient care, and how the results of the research conducted on euthanasia victims before their deaths should be used. The Nazis were able to change the generally accepted terms that researchers use to describe their experiments and this change affected how modern doctors and researchers use the terms in current research. This thesis includes research conducted in Germany and the United States from varied resources.
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Oliveira, Debora Fontoura de. "A CONCEPÇÃO BEHAVIORISTA DA LINGUAGEM DE W. V. O. QUINE: EXPOSIÇÃO E DEFESA." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/9075.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorTo present dissertation it is the result of an investigation on the conception behaviorist of the language of Quine, tends as pretension your exposition and defense, alleging your permanence in elapsing of all the quinean works. The importance of this work is due to the fact that many critics were made Quine with regard to your linguistic perspective. Among the critics, what promotes contusing objections, it is Noam Chomsky. This alleges that Quine suffers from inconsistency and incoherence when proposing your language conception, and he still affirms that Quine abandons the behaviorism in your last works in favor of a mentalism. To accomplish the defense of Quine front to the accusations of Chomsky it was had as reference Roger Gibson, which elaborated a defense of the position of Quine, that however it was not very clear. This way, in this dissertation it is made an analysis not only of the critics of Chomsky, but also of the defense of Gibson in the search of offering a better explanation of the conception of Quine. It is sustained that the program behaviorist quinean is presented mainly in Word and Object, published in 1960, but it stays until your last publications. In these some are observed explanations and amplifications than it was already presented in 1960, but non incoherences. The sustentation of your conception is found in your rejection to the semantics traditional mentalist that accepts intension concepts as mental entities when correlating words with ideas. Quine defends that the linguistic meaning is a property of the behavior and, for this reason, not meeting differentiates comportamental, it is not possible to allege semantic difference. Quine assumes, then, that a perspective behaviorist is necessary for the study of the acquisition of the language, even if it is not enough. Besides, the defense of a behaviorism is not only important for your semantic aspect, but also epistemological, because Quine defends that the only possible road to understand the relationship between theory and world is, if before, the subject psychogenetic of "as it is acquired the language" it is answered. Starting from that, the conception behaviorist ends up assuming a central paper in the philosophy of Quine and, for the which, a lot of subjects are answered.
A presente dissertação é o resultado de uma investigação sobre a concepção behaviorista da linguagem de Quine, tendo como pretensão a sua exposição e defesa, alegando a sua permanência no decorrer de todos os trabalhos quineanos. A importância deste trabalho se deve ao fato de que muitas críticas foram feitas a Quine com respeito a sua perspectiva linguística. Dentre os críticos, o que promove objeções contundentes, é Noam Chomsky. Este alega que Quine sofre de inconsistência e incoerência ao propor sua concepção de linguagem, e ainda afirma que Quine abandona o behaviorismo nos seus últimos trabalhos em favor de um mentalismo. Para realizar a defesa de Quine frente às acusações de Chomsky teve-se como referência Roger Gibson, o qual elaborou uma defesa da posição de Quine, que, entretanto, não ficou muito clara. Desta forma, nesta dissertação é feita uma análise não só das críticas de Chomsky, mas também da defesa de Gibson na tentativa de se apresentar um melhor esclarecimento da concepção de Quine. Sustenta-se que o programa behaviorista quineano é apresentado principalmente em Word and Object, publicado em 1960, mas permanece até suas últimas publicações. Nestas são observados alguns esclarecimentos e ampliações do que já era apresentado em 1960, mas não incoerências. A sustentação da sua concepção é encontrada na sua rejeição à semântica mentalista tradicional que aceita conceitos intensionais como entidades mentais ao correlacionar palavras com ideias. Quine defende que o significado linguístico é uma propriedade do comportamento e, por esta razão, não se encontrando diferença comportamental, não é possível alegar diferença semântica. Quine assume, então, que uma perspectiva behaviorista é necessária para o estudo da aquisição da linguagem, mesmo que não seja suficiente. Além disso, a defesa de um behaviorismo não é importante somente pelo seu aspecto semântico, mas também epistemológico, visto que Quine defende que a única via possível para entender a relação entre teoria e mundo é, se antes, a questão psicogenética de como é adquirida a linguagem é respondida. A partir disso, a concepção behaviorista acaba assumindo um papel central na filosofia de Quine e, pela qual, muitas questões são respondidas.
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Dallet-Mann, Véronique. "Lexique et histoire des mentalités : les dénominations de la femme et de l'homme en allemand au XIXe siècle." Paris 4, 1995. http://www.theses.fr/1995PA040008.
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Les nouveaux impératifs économiques et sociaux de la société bourgeoise qui se met en place au début du XIXe siècle inaugurent une nouvelle répartition des tâches, fondées sur la stricte séparation de la production, qui incombe désormais à l'homme, et de la production, qui échoit à la femme. Or, la modification des rôles des sexes s'accompagne d'une évolution notoire du lexique de la femme en particulier, si, au tournant du siècle, le passage du modèle rationaliste, fonde sur l’égalité des facultés rationnelles de la femme et de l'homme, à l'idéal d'une nature féminine domestique et subordonnée à l'homme se traduit dans le lexique par le rejet de "frauenzimmer" au profit de "weib", qui évoque l'idéal de la femme "mère, épouse et ménagère", le mouvement d'émancipation de la femme s'accompagne des 1848 et surtout à partir de 1870 du remplacement de "weib" par "frau", plus ancré dans la réalité à chaque montée d'une nouvelle conception des rôles respectifs des deux sexes correspond donc le choix d'une dénomination peu usitée auparavant, qui devient le vecteur lexical du nouveau système avant d'être rejetée à son tour en même temps que ce dernier et de faire l'objet d'une rapide dépréciation. Il est une autre caractéristique des dénominations de la femme et de l'homme : en effet, le champ lexical de l'homme est proche de sa forme actuelle des 1830, alors que son corollaire féminin ne cesse d'évoluer durant tout le XIXe siècle. A un rôle très tôt fixe de l'homme répond une dénomination principale: "mann". En revanche, les dénominations de la femme évoluent au rythme des systèmes de pensées qui la définissent. Le lexique de la femme ne se rapproche de son usage actuel que lorsque les femmes font entendre leurs revendications et entrent dans la sphère publique, à la fin du XIXe siècleThe new economic and social imperatives of bourgeois society which forms itself at the beginning of the 19th century inaugurate a new distribution of tasks, due to the strict separation of production, which becomes incubent on man, and reproduction, which becomes woman's responsibility. Furthermore, the changes in the roles of the two genders contribute to an important evolution in designation of woman especially. If, at the turn of the 19th century, the change from the enlightenment model, based one quality of female and male rational abilities, to the ideal of a domesticated female nature subordinate to man determines the abandon of "frauenzimmer" in favor of "weib", which evoques the ideal of woman as a "mother, wife and housewife", the movement in favor of female emancipation produces the replacement of "weib" by "frau", whose semantic value is rooted in reality. Thus, the development of a new conception of the roles of the gender is followed by the choice of a denomination, which becomes the lexical incarnation of the female ideal in the new system, until, as a new theory emerges, it is rejected together with this model and becomes rapidly negative. There is another characteristic to the nomenclature of woman and man: man's lexical field is similar to its present form as soon as 1830, whereas its female counterpart constantly changes throughout the century. To a male role, which is quickly established and doesn't change any more, there corresponds one main denomination: "man". On the contrary, woman's denominations change according to the systems of thought which define her. Thus woman's claims and their entry in the public sphere have an effect on the lexis, which only then becomes similar to its contemporary form
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Ma, Lai-yin Agnes. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12336397.
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Svensson, Peter. "Ordförrådsutveckling vid digitalt spelande : En pilotstudie av Sweet City som undervisningsmoment ur ett andraspråksperspektiv." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62478.
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The purpose of this study, in the research field of Swedish as a second language, is to investigate whether a connection between form and meaning is established in the pupils’ receptive vocabulary when they play the video game Sweet City in pairs. Two subsidiary purposes are to see whether the use of language scaffolding in the video game affects an vocabulary acquisition and how the situation around the vocabulary tests worked out. The vocabulary change was measured through a pre-test and an instant after-test, hence the focus on the connection between form and meaning. The method was based on Schmitts’ (2010) principles of testing vocabulary change. Because the group was small, with only nine participants, a more qualitative approach was necessary and a discrepancy framework was developed and used to rule out participants’ guessing of target words. The findings show that seven of nine participants had an increase of two to four new words in the connection between form and meaning. Further, the results hint that a use of the video game’s language scaffolding gives a positive effect if used extensively. The discrepancy framework further showed that some participants had guessed extensively in the vocabulary tests, which could have been an effect of a long day of material collection and a desire to get a higher test result.
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Moracchini, Charles. "Apprentissage de la langue et émergence de la pensée réflexive à l'école primaire : recherches sur la construction de la "mentalité scripturale" à l'école primaire et sur le rôle de l'enseignant dans la direction des études." Lyon 2, 1998. http://www.theses.fr/1998LYO20051.
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En instruisant cette reflexion sur la pedagogie de la reussite a l'ecole primaire, je me propose de rapprocher la pedagogie des pedagogues, et partant, les acteurs de l'ecole de masse de ses enjeux moraux et politiques en elaborant un nouveau cadre conceptuel. Un cadre ou deux concepts-cles, + la mentalite scripturale ; et la + direction des etudes ;, me permettent de faire le depart entre le + sens et l'utilite ;. A cet egard, mon angle d'attaque est constitue tout naturellement par la maitrise de la langue, tant celle-ci est devenue le point central de l'education dans une societe qui, pour etre democratique, n'en est pas moins entierement + panscripturalisee ;. Du point de vue de la methode, me situant dans le contexte de la pensee politique de hannah arendt, j'explore les dimensions constitutives de la condition humaine de l'eleve dans l'ecole primaire d'aujourd'hui afin de soumettre a la reflexion ce que pourrait etre un nouvel art de faire la classeBy focusing my research on the strategy of achievement in primary school, i set out to introduce a new conceptual framework, bringing together the pedagogical issues associated with both teachers and pupils, in their moral and political dimensions. This framework contains certains the key-concepts of + writing skill ; and + study supervision ;, which enable me to draw a clear distinction between + meaning ; and + use ;. In this regard, i will put particular emphasis on linguistic proficiency,, insofar as it has become the focal point of a society which, despite its democratic stance, remains dominated by the omnipresence of the written word/sign. From a methodological point of view, my research is inspired by the political thought of hannah arendt, and in keeping with the latter, i explore the constitutive dimension of what can be the + human condition ; of a primary school pupil, in order to raise the question of what could emerge as new teaching craft
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Pierens, Matthieu. "Les sentiments négatifs à travers les siècles : l'évolution des champs sémantiques de la colère, de la peur et de la douleur en français dans la base textuelle FRANTEXT (1500-2000)." Paris 7, 2014. http://www.theses.fr/2014PA070015.
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Cette thèse a pour objet l'évolution des champs sémantiques de la colère, de la peur et de la douleur dans l'ensemble de la base textuelle FRANTEXT entre le XVIème siècle et la fin du XXème siècle. Pour cela, nous avons mené une étude diachronique portant sur les lexèmes appartenant à ces champs, puis sur les trois champs considérés dans leur entier en adoptant une périodisation d'un demi-siècle. Pour chacun des 39 lexèmes considérés, nous avons exposé l'évolution de sa fréquence, la perception de l'affect par les contemporains, la nature de l'expérienceur, des causes de l'affect, de ses symptômes et de ses métaphores les plus saillantes en nous appuyant sur l'étude des collocations et des cooccurrences les plus significatives. Nous avons pu montrer l'importance de la variabilité dans l'expression des affects en fonction de l'époque et du genre littéraire, qu'il s'agisse des symptômes émotionnels ou des métaphores et métonymies exprimant l'intensité, l'aspect ou le contrôle. Nous avons expliqué cette variabilité par les évolutions socio-culturelles qui nous semblent les plus à même d'expliquer la reconfiguration permanente du système des affects. Par ailleurs, notre étude a aussi souligné la valeur heuristique des champs sémantiques et mis à jour une grande variabilité de leur fréquence et de leurs relations mutuelles. Enfin, s'agissant du changement de sens, nous avons proposé un modèle descriptif rendant compte des évolutions de la combinatoire d'un mot (emplois prototypiques vs. Périphérie) selon que sa fréquence globale dans le corpus augmente ou diminue dans le cadre des grands rythmes historiques caractérisant l'évolution des champs en questionThis thesis deals with the evolution of semantic fields of anger, fear and pain throughout the whole FRANTEXT textual database from the 16th to the end of the 20th century. To do so, we have conducted a diachronic study of lexemes in these fields and the three fields considered in their entirety by adopting a periodization of half a century. For each of the 39 lexemes, we have presented the evolution of its frequency, the perception of affect by language users, the nature of the experiencer, of the causes, the symptoms and the most salient metaphors, relying on the study of collocations and the most significant co-occurrences. We have shown that the range of lexemes vaiy greatly according to the era and the genre whenever it concerns emotional symptoms or metaphors / metonymies expressing intensity, appearance or control. This variability can be explained by socio-cultural changes that seem most likely to account for the ongoing reconfiguration of the system of affects. In addition, our study has also emphasized the heuristic value of semantic fields and highlighted the large variability in their frequency and their mutual relations. Finally, regarding meaning change, we have proposed a descriptive model reflecting the changes in the combinatorial of the word (prototypical vs. Peripherical uses) depending on whether its overall frequency in the corpus increases or decreases in the context of ma:or historical 'aces characterizing the evolution of the field in question
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Rickal, Elsa. "Les épithètes dans les autobiographies de particuliers du Nouvel Empire égyptien." Paris 4, 2005. http://www.theses.fr/2005PA040230.
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Le genre autobiographique s’étend sur la quasi-totalité de l’histoire pharaonique et constitue l’une des catégories littéraires les mieux représentées. Apparues dans les tombes de l’Ancien Empire avant de s’étendre aux domaines des vivants, les autobiographies présentent leur propriétaire comme un homme ayant, par ses actes et qualités, mérité sa position et les bienfaits qui lui sont associés. Il espère ainsi, en démontrant à ses contemporains et successeurs l’intérêt d’agir en sa faveur, faire perdurer éternellement son culte funéraire. Le contenu des biographies se développe dans deux directions : l’une, orientée vers la carrière et les hauts faits du personnage, est généralement traitée sous forme narrative ; l’autre, tournée vers l’aspect moral de sa personnalité, ses qualités, son comportement en société et ses rapports à ses contemporains, se caractérise par des séquences d’expressions laudatives. Ce sont ces formules qui constituent le cœur de ce travail. Bien plus qu’une présentation « idéale » du personnage, elles nous fournissent nombre de renseignements sur les événements, les usages et les mentalités contemporains ; à travers elles nous est dépeint un portrait de l’Égyptien du Nouvel Empire, des aptitudes personnelles qui justifient sa position aux rapports hiérarchiques qui régissent sa vie sociale. Au-delà de leur contenu informatif, ces expressions se révèlent aussi très importantes pour les moyens rédactionnels dont elles usent. Formes ou agencements spécifiques, jeux sémantiques ou graphiques ont été analysés dans ce travail, mettant en lumière le rôle essentiel du langage formulaire dans la pensée égyptienneAutobiographies are attested over almost whole Pharaonic history and constitute one of the most represented literary categories. First appearing in Old Kingdom tombs, they present their owner as a man having deserved, by his acts and qualities, his social ranking and the benefactions which are associated to it. Trying to show to his contemporaries and successors the interest to act for him, he wishes to have his funeral cult eternally ensured. The contents of biographies goes in two ways : the one dealing with the career and heroic deeds of the individual is generally treated in a narrative way ; the other, turned to the moral side of his personality, its qualities, social behavior and interactions with his peers, is featured by sequences of laudatory expressions. These formulae are precisely the core of this work. Much more than an "ideal" presentation of the individual, they supply a great among of informations about contemporary historical events, uses and mentalities, depicting a social portrait of the Egyptian of the New Kingdom. Beside their informative contents, these expressions give us essential informations by the editorial means they display. Specific forms or patterns, semantic or graphic plays have been studied in this work, putting in light the role of formulaic language in Egyptian meaning
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Vandayar, Mithunavelli. "Guidelines for the language assessment of severely mentally handicapped Indian pupils." Diss., 1992. http://hdl.handle.net/10500/17793.
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In special schools for severely mentally handicapped Indian children the class teacher has to assess each pupil's level of language functioning before he can devise an effective language intervention programme to suit the pupil's individual needs. Generally, class teachers are not sufficiently trained to administer such language assessments themselves. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can administer their language assessments. In order to formulate such guidelines, an investigation was undertaken on the phenomenon of mental handicap and the characteristics of severely mentally handicapped pupils. Attention was focussed on language and normal language acquisition before the
language of the severely mentally handicapped was examined in detail. On the basis of these findings, guidelines were suggested to the class teacher for the assessment of language in the education of severely mentally handicapped Indian pupils in the Durban area.Psychology of Education
M. Ed. (Orthopedagogics)
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Klymkiw, Oleh Ihor. "An investigation into the effectiveness of the ECO language program, with trainable mentally retarded children." 1990. http://hdl.handle.net/1993/9666.
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Chang, Mei-Tu, and 張美都. "A Comparison Study of Language Comprehension Abilities between Mentally Ratarded in Special Classes and Institutions." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/42068658545294132398.
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碩士國立臺灣師範大學
特殊教育研究所
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The purpose of this study were: (1) to understand the effects on placement environment, age, and IQ of mentally retarded students, and (2) to analyze the language compre-hension abilities of the mentally retarded. One hundred and twenty mentally retarded students at elementary and junior levels were selected from special classes and instiutions in Taipei area. Data were obtained through "Peabody Picture Vocabulary Test-Revised" and self-designed "Language Comprehension Test'', and analyzed by MACOVA, ANCOVA, MANOVA, ANOVA, and percentage analysis. The results of this study were as followed: 1.The ability of noun comprehension of the mentally retarded in special classes of the elementary and junior high schools were higher than those in instituitons, and also, the ability of noun comprehension of the mentally retareded in special classes at elementary level was higher than that at junior high level in institutions. 2.The comprehension abilities of Peabody Vocabulary, noun, adjective, verb, short context, and total language of the mentally retarded in junior high schools were significantly higher than those in elementary schools, but no significant difference was found between the two groups in the comprehension ability of sentance subtest. 3.In terms of the correct percentages, the comprenension abilities of Peabody Vocabulary, noun, adjective, verb, sentence, and short context of the mentally retarded in special classes were higher than those in institutions; junior high schools were higher than those in elementary schools. Moreover, the correct percentages in the above areas of the mentally retarded in elementary special classes were even higher than junior high students in institutions. 4.The comprehension abilities of Peabody Vocabulary, noun, adjective, verb, sentence, short context, and total language of the mildly and moderately retarded were significantly higher than those of the severely and profoundly retarded. According to the results and research limitations of this study, some suggestions for placement environment, language instruction, and future studies were made.
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Sujatha, V. "Effects of yoga practice on cognitive, language, motor and social abilities of the mentally retarded - A Clinical study." Thesis, 1999. http://hdl.handle.net/2009/1427.
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Chan, Nai-Ying, and 詹乃穎. "Research on Promoting Attention,Language and Motor Development through Group Music Activities for Mentally or Physically Disabled Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/9e289r.
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碩士朝陽科技大學
幼兒保育系碩士班
94
This study investigated the effect of group musical activities on three mentally or physically disabled children, and on the promotion of their attention, language, and motor development. A participation observation method was used to collect data once a week, for a total of 12 times over a three-month period. The results were interpreted based on data collected via a semi-structured musical activities observation form, interviews with parents, musical activities feedback form, researcher’s activity log, and record of special events. Cross-comparison was conducted on the quantified data and related original documents to increase the objectivity and reliability of the research results. The research findings included: 1. Improvement in attention, language, and motor development of the three mentally or physically disabled children was observed, and the statistical results of social validity also supported this observation. Thus, the application of group musical activities was positive and effective in improving mentally or physically disabled children’s attention, language, and motor development. 2. The musical activities designed in this study were presented with the aid of musical instruments, puppets, and through repetition, to connect phonation, pictures, and puppets. The instructor’s oral explanation, demonstration, calling children’s names, use of questions, repetition, simple teaching techniques, as well as the participation of the assistants may promote the attention, language, and motor development of mentally or physically disabled children.
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Chai, Lan-Ying, and 柴蘭英. "A study on the effects of Music Therapy Program on the Expressive Language Ability of Mentally Retarded Students in Elementary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/82094164870485470843.
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碩士臺中師範學院
特殊教育與輔助科技研究所
92
A study on the effects of Music Therapy Program on the Expressive Language Ability of Mentally Retarded Students in Elementary School Abstract The main purpose of this study is to explore the effects of music therapy program on the expressive language ability of mentally retarded students in elementary school. The single-subject, multiple probe across subjects approach was adopted, with music therapy program designed by researcher as the independent variables and the expressive language ability as dependent variables. The expressive language ability is analyzed through the following indicators：mean length of utterance-words (MLUW), mean length of utterance-characters (MLUC), the total number of words (TNW), the total number of characters (TNC)。 The study subjects were three students with severe mental retardation ages between 10-12。The language production was collected during baseline, intervention, and maintenance phases. During the intervention, each student took twelve sessions of Music Therapy. Visual analysis and time series C statistics were used to evaluate the effects of music therapy on the subjects in terms of the four language develop indicators. The effects of other observational data, as well as the social validity of the interview data were also analyzed. The results of the study are as follows: 1.The number of mean length of utterance-words (MLUW) of the tested subjects increased significantly. 2.The number of mean length of utterance-words (MLUW) of the tested subjects maintained during the maintenance phase. 3.The number of mean length of utterance-characters (MLUC) of the tested subjects increased significantly. 4.The number of mean length of utterance-characters (MLUC) of the tested subjects maintained during the maintenance phase. 5.The number of total number of words (TNW) of the tested subjects increased significantly. 6.The number of total number of words (TNW) of the tested subjects maintained during the maintenance phase. 7.The number of total number of characters (TNC) of the tested subjects increased significantly. 8.The number of total number of characters (TNC) of the tested subjects maintained during the maintenance phase. 9.Teachers confirmed that music therapy program could improve the expressive language ability of the children with severe mental retardation.
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Wang, Yu-Mei, and 王玉梅. "The Application Effects of Communicative Language Teaching Method on English-learning Achievements of Junior High Mildly Mentally Retarded Students in the Resource Room." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93189544648001542525.
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碩士國立彰化師範大學
特殊教育學系在職進修專班
91
The Application Effects of Communicative Language Teaching Method on English-learning Achievements of Junior High Mildly Mentally Retarded Students in the Resource Room by Yu-Mei Wang Under the Supervision of Dr. Sheng-Peng Chang Abstract The main purpose of this thesis is to focus on how Communicative Language Teaching Method influences English learning effects and attitudes of mildly mentally retarded students. Three eighth graders in the resource room at Ta-Ya Junior High School volunteered for the experiment. The multiple probe design across subjects’ method was applied and practiced in a forty-five-minute experimental English class every day, five days a week, for thirteen periods. Communicative English Tests and English Learning Attitudes Questionnaire were the research instruments. Evaluation of learning effects and attitudes was based on the percentages of the three subjects’ correct responses to the questions on the tests and the scores on the rating scales in the questionnaire. Data was gathered and analyzed through the visual analysis method. In order to evaluate the progress and stability of each subject, the performance of the subjects on Communicative English Tests were fully recorded, assisted by Simplified Time-series Analysis (i.e. Statistics C). English Learning Attitudes Questionnaire consists of 24 items rated on a five-point Likert-type scale. The Questionnaire contains a total scale which evaluates the changes of the subjects’ attitudes towards English before and after the experiment period, and also four subscales measuring how Communicative Language Teaching Method affects the subjects’ four domain scores on the English-learning habits, views and interests of learning practical English, and also the level of students’ efforts. Three tentative conclusions were reached based on the results of the research: 1. For the mildly mentally retarded students in the resource room at junior high, Communicative Language Teaching Method had a positive effect on alphabet dictation, word spelling and dialogue application. 2. Communicative Language Teaching Method also helps in maintaining the skills of the mildly mentally retarded students in alphabet dictation, word spelling and dialogue application. 3. Communicative Language Teaching Method effectively improves the English learning attitudes of the mildly mentally retarded students in the resource room. Based on the results and conclusions, some suggestions for pedagogical application and future research are proposed. Key words：Communicative Language Teaching Method The resource room the mildly mentally retarded students
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(9746888), Vincent D. Jacobson. "A Nominalist Theory of Content." Thesis, 2020.
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Philosophers who affirm the existence of propositions contend that the contents of declarative sentences, beliefs, doubts, and so on are entities (the things picked out by the term “propositions”), and that these entities have truth-values. Unsurprisingly, there’s rampant disagreement among those philosophers about sorts of things are called “propositions”. Propositions have been identified with sui generis abstract objects, interpreted facts, properties, and types of cognitive acts (this is not an exhaustive list). Despite this debate, most agree that propositions are representations (this is how they come to have truth-values), and that propositions are not to be identified with token mental representations. I agree that propositions are representations, but argue that propositions are mental representation tokens. The view I defend has sparse contemporary support, but has an impressive pedigree—ancestral views were widely popular in the late medieval, and early modern periods. In this dissertation I argue at length against contemporary criticisms that this view is still credible.
In chapter one, I defend a mentalist semantics; that is, I argue that linguistic representation is parasitic on mental representation: for a sentence to mean that p is for it to express (or be conventionally used to express) the thought that p. Once this is established, I argue in chapter two that mental representations (as opposed to non-mental ones) are ideal candidates to serve as the contents of sentences and propositional attitudes. I compare my preferred view, that propositions are token mental representations, against rival views (sorted into two groups) and show that a cost benefit analysis of each favors my position. In chapter three, I start exploring what these mental representations might be like. I argue that they’re structured entities whose constituents are modes of presentation of the things represented. I decline to analyze the relation which unites these modes of presentation, but argue (contra some contemporary philosophers) that this relation is not predication. Finally, in chapter four, I argue against the widely popular view that propositions have the things they’re about as constituents. I show that such a view cannot accommodate thoughts about nonexistent entities. I propose that the modes of presentation which are constituents of propositions are non-descriptive, but criticize the mental file conception of non-descriptive modes of presentation.
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Veilleux, Élisabeth. "Croyances et pratiques déclarées d'enseignants de la francisation aux adultes à l'égard du vernaculaire dans l'enseignement de la compréhension orale." Mémoire, 2012. http://www.archipel.uqam.ca/4681/1/M12425.pdf.
Full textAbstract:
Ce mémoire vise à mieux comprendre les croyances et pratiques déclarées d'enseignants de la francisation aux adultes à l'égard de l'enseignement du vernaculaire. Les activités d'écoute constituant le principal moyen d'exposition au vernaculaire en classe de langue seconde (L2), ce dernier est ici abordé dans le cadre plus large de l'enseignement de la compréhension orale (CO). Le cadre théorique de cette recherche s'inscrit dans le courant de la sociolinguistique variationniste et de la didactique des langues secondes aux adultes immigrants. Nous en dégageons une définition tripartite du vernaculaire - englobant une dimension d'oralité (variation diamésique), une dimension géographique (variation diatopique) et une dimension situationnelle (variation diaphasique) - et en démontrons l'importance pour l'enseignement aux adultes immigrants montréalais étudiant en francisation à temps plein. À partir de ce modèle conceptuel, tenir compte du vernaculaire dans l'enseignement de la CO signifie exposer et sensibiliser les apprenants aux dimensions d'oralité de la langue dans les interactions quotidiennes à caractère informel, donc à une prononciation, un vocabulaire et une organisation morphosyntaxique propres à l'oral spontané des francophones d'origine québécoise. Afin de répondre à nos objectifs de recherche, nous avons procédé à une recherche de type exploratoire mixte combinant des données quantitatives recueillies à l'aide d'un questionnaire (n = 40) et qualitatives en entrevue (n = 6). La collecte a été effectuée auprès d'enseignants de la francisation aux adultes travaillant dans un des sept établissements d'enseignement montréalais partenaires du Ministère de l'Immigration et des Communautés culturelles (MICC). Les résultats obtenus au sujet des croyances des participants démontrent une certaine ouverture de leur part et un désir de formation supplémentaire à l'égard de l'enseignement du vernaculaire pour le développement de la compétence de CO. Toutefois, certaines contraintes liées au milieu d'enseignement, notamment le manque de temps ou de matériel pédagogique approprié, semblent constituer un obstacle à la mise en pratique de leurs croyances. Par ailleurs, nos participants s'entendent généralement sur la nature du vernaculaire sans toutefois s'accorder sur le moment de son enseignement ou sur les formes à privilégier pour son enseignement. Du côté des pratiques d'enseignement déclarées, les participants semblent faire des choix accordant peu de place au vernaculaire. À titre d'exemple, il semble que le choix de matériel s'effectue principalement en fonction de sa disponibilité et que le matériel audiovisuel ministériel (laissant généralement peu de place au vernaculaire) soit de loin le plus exploité pour les activités d'écoute, alors que les documents audiovisuels authentiques sont très peu exploités. Enfin, les participants déclarent sensibiliser tout de même leurs étudiants à certaines particularités du vernaculaire, mais ils semblent le faire de manière plutôt secondaire et sporadique.
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MOTS-CLÉS DE L’AUTEUR : vernaculaire, variation linguistique, croyances des enseignants, pratiques déclarées, francisation, immigrant adulte.
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Saraiva, Sandra Marina Andrade. "Critical assessing and adapting a course book." Master's thesis, 2017. http://hdl.handle.net/10362/22033.
Full textAbstract:
This study tries to perceive whether mentally engaging activities, which provide opportunities for active use of language, promote affective engagement (i.e. fun and enjoyment) and help to create conditions for the acquisition of English. It took place from September to December 2016 and involved a group of twenty-five grade four students and their course book. In order to choose which activities I ought to use in my class for my study, I firstly did an appraisal of the course book activities to perceive if they needed to be adapted or supplemented, with a view to answering my research questions. I used different types of approaches that allowed students to work independently, in pairs and in groups. Data collection tools included questionnaires, oral follow-up and a teacher diary. Taking into account the findings of this research I learned that I need to consider the involvement and affective engagement of learning when designing activities. Both are very important for English language acquisition.
I believe this study might be helpful to other teachers as it gives further understanding on how to approach the English language to improve teaching and increase the students’ interest and motivation. It is also important for teachers, in general, to be actively engaged in the process of a better understanding about their own classroom context and, whenever needed, to make informed decisions for development or change in practices.Este estudo procura entender se as atividades mentalmente envolventes, que dão oportunidade para o uso ativo da linguagem, promovem um envolvimento afetivo (i.e. diversão e prazer) e ajudam a desenvolver condições para a aquisição da língua Inglesa. Esta pesquisa teve início em Setembro até Dezembro de 2016 e envolveu um grupo de vinte e cinco alunos que frequentam o 4º ano de escolaridade e o seu livro de Inglês. Para poder escolher as atividades a utilizar no meu estudo, em primeiro ligar fiz uma avaliação das atividades do livro para avaliar se estas precisavam de ser adaptadas ou suplantadas, de forma a responderem às questões do meu estudo. Utilizei diferentes formas de abordagens que permitiram aos alunos trabalhar de forma individual, aos pares e em grupo. A recolha de dados foi efectuada com recurso a questionários, “oral follow-up” e um diário. Tendo em consideração o que descobri com este estudo aprendi que tenho de ter em consideração o envolvimento e a afetividade na aprendizagem quando preparo uma atividade. Ambos são importantes para a aquisição da língua inglesa. Espero que este estudo possa ajudar outros professores ao dar um melhor entendimento sobre como abordar a língua inglesa para melhorar o seu ensino, aumentar o interesse dos alunos e motivação o que levará a um melhor desempenho destes na aprendizagem. Também é importante para os professores, em geral, que estejam ativamente empenhados num melhor entendimento sobre o seu próprio contexto escolar e, sempre que necessário, tomarem decisões devidamente informados no sentido do desenvolvimento ou mudança das práticas existentes.
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Kreuiter, Allyson. "The representation of madness in Margaret Atwood's Alias Grace." Diss., 2000. http://hdl.handle.net/10500/17129.
Full textAbstract:
The central tenet of the study is that language and madness are bound together, language both
including madness and perpetuating the exclusion of madness as 'other'. The first chapter
considers the representation of madness in Atwood's novels The Edible Woman, Surfacing
and Alias Grace from the perspective ofFoucauldian and Kristevan theories oflanguage and
madness. Alias Grace becomes the focus in the second chapter. Here the syntax of madness
is traced during Grace's stay in the mental asylum. Language, madness and sexuality are
revealed as a palimpsest written on Grace's body. The final chapter looks at Grace's
incarceration in the penitentiary and her dealings with the psychologist Dr. Simon Jordan
where Grace's narrative tightly threads language and madness together. Underlying each
chapter is a concern with how language and madness are in permanent interaction and
opposition writing themselves onto society and onto Grace.English Studies
M.A. (English)