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1
Langstrof, Christian. "Vowel Change in New Zealand English - Patterns and Implications." Thesis, University of Canterbury. Linguistics, 2006. http://hdl.handle.net/10092/930.
Full textAbstract:
This thesis investigates change in a number of phonological variables in New Zealand English (NZE) during a formative period of its development. The variables under analysis are the short front vowels /ɪ/, /ɛ/, /æ/, the front centring diphthongs /ɪə/ and /ɛə/, and the so-called 'broad A' vowel. The sample includes 30 NZE speakers born between the 1890s and the 1930s (the 'Intermediate period'). Acoustic analysis reveals that the short front vowel system develops into one with two front vowels and one central vowel over the intermediate period via a push chain shift. There is evidence for complex allophonisation in the speech of early intermediate speakers. I argue that duration plays an important role in resolving overlap between vowel distributions during this time. With regard to the front centring diphthongs there is approximation of the nuclei of the two vowels in F1/F2 space over the intermediate period as well as incipient merger in the speech of late intermediate speakers. Although the merger is mainly one of gradual approximation, it is argued that patterns of expansion of the vowel space available to both vowels are also found. The analysis carried out on the 'broad A' vowel reveals that whereas flat A was still present in the speech of the earlier speakers from the sample, broad A had become categorical toward the end of the intermediate period. It is shown that, by and large, the process involves discrete transfer of words across etymological categories. The final chapters discuss a number of theoretical implications. Processes such as the NZE front vowel shift suggest that a number of previously recognised concepts, such as 'tracks' and 'subsystems', may either have to be relaxed or abandoned altogether. It is argued that chain shifts of this type come about by rather simple mechanisms that have a strong resemblance to functional principles found in the evolution of organisms. A case for 'fitness' of variants of a given vowel will be made. Phonological optimisation, on the other hand, is not a driving force in this type of sound change.
2
Spence, J. "The English church in Canterbury, New Zealand, 1843-1890." Thesis, University of Canterbury. History, 2013. http://hdl.handle.net/10092/8020.
Full textAbstract:
The story of Canterbury as a Church of England settlement begins in 1843, when Edward Gibbon Wakefield conceived the idea of founding such a settlement in New Zealand. As a suitable background for the main theme, however, I have briefly considered the coming of Christianity to these Islands. Attention is then drawn to the genesis of Canterbury and to the role of the English Church in founding and developing the colony. I have regarded the year 1890 as a convenient point at which to conclude the story, because Bishop Harper's resignation took effect then, and the gains of the Church during the first episcopate had been consolidated.
In this thesis my aim is to catch something of the spirit of those Churchmen, who devoted their energies to making Canterbury what they believed she should become a holy habitation. I have not been content with a mere description of Church affairs or with a monotonous narrative of consecrations and dedications. An attempt has been made to assess the influence of the Church on the community as a whole, and to estimate the value of her work. It has to be borne in mind, of course, that the; Church is a failure from the world’s point of view -- so was Her Lord -- and that the world at large underestimates the beneficial effects emanating from organised Christianity.
The Church of England in Canterbury from 1843 to 1890 illustrates something unique in the history of the English Church. Although the same experiment will never be repeated, we should at least be thankful it was attempted once. It also demonstrates the influence which ideals exercise upon practice, and the way in which ideals are modified when applied in practical life. Finally, it is well for us to remember that many who toiled for Canterbury’s sake were not ashamed to own Jesus of Nazareth as their Lord and King.
There has been ample opportunity to carry out research, especially among the records at "Church House” in Christchurch. Numerous published and unpublished reports, despatches, letters, minutes and papers have been carefully examined. The problem has not been a lack of material, rather was it to decide what to leave out. Volumes might be written about the Church in Canterbury; I have had to compress the story into a few pages. The task sometimes seemed laborious and wearisome, but now it is finished I feel well rewarded.
References made in the course of the work show to what sources or authors the present writer is indebted. Thanks are also due to Sir James Hight, to the Provincial and Diocesan Secretary, Mr L. H. Wilson, to Mr L. W. Broadhead, the Church Steward, to the Rev. Canon H. S. Hamilton, and to the Revs. J. F. Feron and H. G. Norris, for the material they have put at my disposal, and for their interest in the writing of this thesis.
3
Ludwig, Ilka. "Identification of New Zealand English and Australian English based on stereotypical accent markers." Thesis, University of Canterbury. Linguistics, 2007. http://hdl.handle.net/10092/985.
Full textAbstract:
Little is known about factors that influence dialect perception and the cues listeners rely on in telling apart two accents. This thesis will shed light on how accurate New Zealanders and Australians are at identifying each other's accents and what vowels they tune in to when doing the task. The differences between New Zealand and Australian English mainly hail from the differing production of the short front vowels, some of which have reached the status of being stereotyped in the two countries. With the help of speech synthesis, an experiment was designed to test the perception of vowels produced in a typically New Zealand and a typically Australian fashion. Forty New Zealanders and sixty Australians took part in the study. Participants were asked to rate words on a scale from 1 (definitely NZ) to 6 (definitely Australian). The words contained one of eight different vowels. Frequency and stereotypicality effects as well as nasality were also investigated. The results demonstrate that dialect identification is a complex process that requires taking into account many different interacting factors of speech perception, social and regional variation of vowels and issues of clear speech versus conversational speech. Although overall performing quite accurately on the task, New Zealanders and Australians seem to perceive each other's speech inherently differently. I argue that this is due to different default configurations of their vowel spaces. Furthermore, a perceptual asymmetry between New Zealanders and Australians concerning the type of vowel has been observed. Reinforcing exemplar models of speech perception, it has also been shown that frequency of a word influences a listener's accuracy in identifying an accent. Moreover, nasality seems to function as an intensifier of stereotypes.
4
Hudson, Paul. "English emigration to New Zealand, 1839 to 1850 : an analysis of the work of the New Zealand Company." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360644.
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Hamilton, Stephen Derek. "New Zealand English language periodicals of literary interest active 1920s-1960s." Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/1146.
Full textAbstract:
The primary objective of this thesis is to provide an account of New Zealand literary magazine activity from the 1920s to the 1960s. While a focus is maintained on the fifteen year period between the appearance of the first issue of Phoenix in March 1932 and the advent of Landfall, the thesis examines several magazines whose issue runs extend well outside that period. The thesis is divided into two volumes, the first of which, in Chapters Two through Five, provides a detailed survey of the four most important periodicals published entirely within the period selected for this study: Phoenix (1932-1933), Tomorrow (1934-1940), Book (1941-1947), and New Zealand New Writing (1942-1945). Chapter Six concludes Volume One with a survey of the numerous university based periodicals, including several published entirely outside the focal period of the study. In Volume Two, Chapters Seven to Nine discuss, in order, the Auckland family magazine the Mirror (1922-1963), the national magazine of the arts Art in New Zealand (1928-1946), and the travel journal the Near Zealand Railways Magazine (1926-1940). All three of these publications are of significance as early sites for the development in New Zealand of the popular fiction genres of romance, adventure and mystery. Chapter Ten deals with a range of minor little magazines, including the New Zealand Mercury (1933-1936), Quill (1934-1948), Anvil (1945-1946), Chapbook (1945-1950), Oriflamme: A Literary Journal (1939-1942), and those edited, printed and published by Noel Farr Hoggard: Spilt Ink (1932-1937), New Triad (1937-1942), Letters (1943-1946), and Arena'(1946-1972). Appendix I supplies an annotated bibliography of the fifty-two periodicals discussed in the body of the thesis. These annotations are supplemented with author indexes for those periodicals not already indexed by earlier researchers. Appendix II compares the text of Allen Curnow's 1939 prose and poetry sequence Not in Narrow Seas with an early version of the sequence published in Tomorrow between June 1937 and August 1938.
6
Kepa, Tangiwai Mere Appleton. "Language matters: The politics of teaching immigrant adolescents school English (New Zealand)." Thesis, University of Auckland, 2002. http://wwwlib.umi.com/dissertations/fullcit/3046046.
Full textAbstract:
The purpose of this thesis is to reflect upon the complex process of educating the sons and daughters of immigrant parents from diverse cultural communities. The study stresses the importance of valuing the language and culture of students in Aotearoa-New Zealand for whom English is another language. It is argued that the discourse of what shall be called ‘technocratic pedagogy’ falls short of meeting this goal. What is needed is more expansive and inclusive programmes that apprehend the social, economic, and political contexts of learning. This is necessary if the students are to continue their education not simply to absorb prescribed information and ideas but to actively understand, question, challenge, and change the school and the classroom. The thesis is written from the perspective of an indigenous Maori teacher trained in technocratic approaches of practice looking to aspects of her intimate culture, Tongan and Samoan ways of representing the world, and Paulo Freire's critical pedagogy to transform contemporary education that tends to exclude the adolescents from learning in school. This thesis is not simply another contribution to the ways in which teachers of school English in general think about methodologies and approaches to learning; rather, it is addressed more specifically to those Maori, Tongan, and Samoan teachers in this country who work with and alongside communities who are from the Kingdom of Tonga and the islands of Samoa. Thus, there is great value placed on educational experience with indigenous Tongan and Samoan teachers and students in an educational project referred to in the thesis as a ‘School-within-a-school’. The School-within-a-school refers to a site of education for teaching school English to immigrant adolescents within a large, state, secondary school in the city of Auckland. Particular attention is also paid to educational experience with indigenous teachers in a Curriculum Committee and Maori and Tongan grassroots organisations located within the same school. A fresh approach to teaching English accepts culture as the ground on which to begin to reflect on a practice within a specific context. The teachers who have a dynamic relationship with students argue that culture is a primary site for contradictions and that a revolutionary challenge to technocratic pedagogy is necessary, but not sufficient, to value and actively include the students in school. Since the English language and its attendant practices, values, traditions, and aspirations are the grounds for the students' marginalisation, immediate, consciously organised changes in the teaching beliefs, contents of education, and society at large in Aotearoa are necessary parts of any reintegrative pedagogy. On this account, the belief is that pedagogy is vitally important since it can enable the students to understand the technocratic discourse and draw upon the personal and collective experiences to counter the tendency that denies them full participation in school and the classroom.Subscription resource available via Digital Dissertations only.
7
Stoop, Graham Charles. "The management of knowledge : text, context, and the New Zealand English curriculums, 1969-1996." Thesis, University of Canterbury. Education, 1998. http://hdl.handle.net/10092/1045.
Full textAbstract:
This is a study of the New Zealand English curriculums, 1969-1996. The study is organised around three phases of reform: the initial changes made to the teaching of English in the first three years of secondary school; the later reform of the senior-school English syllabus; the more recent development of an integrated national curriculum statement for the teaching of English. These reforms are charted in a narrative fashion, although the thesis does not purport to be a full history of English teaching in the period under review. Instead, the various developments and changes to English teaching in New Zealand secondary schools, during a thirty year period, are contextualised under the interpretative paradigm: the management of knowledge. It is argued herein that knowledge, and, in this case, the subject English, has been managed - consciously and unconsciously - in the interests of dominant socio-cultural and socio-economic groups. I aver that even alleged progressive developments in the pedagogy of classroom life have been routinised in the curriculum statements. Consequently, there has been an official sanctioning of established or conservative perspectives on the way English language and literature should be taught, thus often denying the emancipatory themes of respect for the human subject and human agency. My contention is advanced and supported through a careful examination of the curriculum text discourses, and, in several instances, through an examination of the transmission process from the draft statement to the published statement. I am therefore able to argue that the English curriculums must be understood as part of wider social and political processes: the curriculums are produced, managed and reproduced. The influences of the social environment and, in particular, the ideological struggle between State and society, are to be found in the English teaching discourse. This notion is captured in the subtitle of the study: text and context. The thesis concludes with a brief, personal reflection on how an English curriculum might be theorised so that it does not impose on students a definition of reality that declares the values and symbols of the social elites. I assert that an understanding of discourse, or the discourses of knowledge, can provide a way forward for the theorising of the subject English.
8
McDonnell, Brian. "The Translation of New Zealand fiction into film." Thesis, University of Auckland, 1986. http://hdl.handle.net/2292/2010.
Full textAbstract:
This thesis explores the topic of literature-into-film adaptation by investigating the use of New Zealand fiction by film-makers in this country. It attempts this task primarily by examining eight case-studies of the adaptation process: five features designed for cinema release (Sleeping Dogs, A State of Siege, Sons for the Return Home, The Scarecrow and Other Halves), one feature-length television drama (the God Boy), and two thirty-minute television dramas (The Woman at the Store and Big Brother, Little Sister, from the series Winners and Losers). All eight had their first screenings in the ten-year period 1975-1985. For each of the case-studies, the following aspects are investigated: the original work of fiction, a practical history of the adaptation process (including interviews with people involved), and a study of changes made during the scripting and shooting stages. The films are analysed in detail, with a focus on visual and auditory style, in particular how these handle the themes, characterisation and style of the original works. Comparisons are made of the structures of the novels and the films. For each film, an especially close reading is offered of sample scenes (frequently the opening and closing scenes). The thesis is illustrated with still photographs – in effect, quotations from key moments – and these provide a focus to aspects of the discussion. Where individual adaptation problems existed in particular case-studies (for example, the challenge of the first-person narration of The God Boy), these are examined in detail. The interaction of both novels and films with the society around them is given emphasis, and the films are placed in their cultural and economic context - and in the context of general film history. For each film, the complex reception they gained from different groups (for example, reviewers, ethnic groups, gender groups, the authors of the original works) is discussed. All the aspects outlined above demonstrate the complexity of the responses made by New Zealand film-makers to the pressure and challenges of adaptation. They indicate the different answers they gave to the questions raised by the adaptation process in a new national cinema, and reveal their individual achievements.Whole document restricted, but available by request, use the feedback form to request access.
9
Gibson, Andy. "Production and perception of vowels in New Zealand popular music." AUT University, 2010. http://hdl.handle.net/10292/962.
Full textAbstract:
An acoustic comparison of sung and spoken vowels for three New Zealand singers investigates the phonetics of pronunciation in popular music. The singers recited the lyrics to their songs and recordings of their sung vocals were also obtained, creating a dataset of paired sung and recited words. Interviews with the singers were conducted so that the pronunciation used in reciting could be compared with a more conversational style. Eight vowels were analysed in these three conditions: DRESS, TRAP, THOUGHT, LOT, START, GOOSE, GOAT and PRICE. As well as providing data for phonetic analysis, the interviews elicited information about the singers’ musical influences, and investigated the singers’ stances towards the use of New Zealand English (NZE) in singing. The results of the comparison of singing and speech reflect the singers’ various stances to some extent. Overall, however, there are strikingly few cases where pairs of sung and spoken vowels have similar pronunciations. The predominance of ‘American’ vowels in the singing of all three participants, despite stated intentions to use New Zealand forms, suggests that the American-influenced singing style is the default in this context. This finding contrasts with early research on singing pronunciation in popular music, which described the use of American pronunciation in pop music as an act of identity which involved effort and awareness (Trudgill, 1983). The results presented here support the claims of more recent studies which suggest, conversely, that it is the use of non-American accent features which requires a wilful act of identity (Beal, 2009; O'Hanlon, 2006). An important consideration in the interpretation of vowel differences between singing and speech is the role played by the act of singing itself. It has been argued that there may be a general preference for increased sonority in singing (Morrissey, 2008) which would lead to the use of more open vowel sounds. This issue is explored and some evidence is found for a sonority-related effect. However, singing inherent effects like this can only explain a portion of the variability between singing and speaking. Most of the differences between singing and speech appear to be caused by social and stylistic motivations. To investigate why American-influenced pronunciation might be the default in the singing of pop music, a perception experiment was conducted to examine the phenomenon from the perspective of the listener. Participants were played words from a continuum that ranged between bed and bad, and they responded by circling whichever word they heard on a response sheet. The perception of ambiguous tokens was found to differ significantly according to whether or not the words were expected to be spoken or sung. These results are discussed with reference to exemplar theories of speech perception, arguing that the differences between singing and speech arise due to context-specific activation of phonetically detailed memories. This perspective can also be applied to the processes which underlie the production of vowels in sung contexts. Singers draw on their memories of popular music when they sing. Their use of American pronunciation in singing is therefore the result of the fact that a majority of their memories of pop singing involve American-influenced phonetic forms.
10
Carfoot, Catharine. "A Sociophonological Analysis of the short front vowel shift in New Zealand English." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520037.
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Kirkland, John Robert. "The recognition of New Zealand English closing diphthongs using time-delay neural networks." Thesis, University of Canterbury. Electrical and Electronic Engineering, 1995. http://hdl.handle.net/10092/7563.
Full textAbstract:
As a step towards the development of a modular time-delay neural network (TDNN)
for recognizing phonemes realized with a New Zealand English accent, this thesis focuses on the development of an expert module for closing diphthong recognition. The performances of traditional and squad-based expert modules are compared speaker-dependently for two New Zealand English speakers (one male and one female). Examples of each kind of expert module are formed from one of three types of TDNN, referred to as basic-token TDNN, extended-token TDNN and sequence-token TDNN.
Of the traditional expert modules tested, those comprising extended-token TDNNs are found to afford the best performance compromises and are, therefore, preferable if a traditional expert module is to be used. Comparing the traditional and squad-based expert modules tested, the latter afford significantly better recognition and/or false-positive error performances than the former, irrespective of the type of TDNN used. Consequently, it is concluded that squad-based expert modules are preferable to their traditional counterparts for closing diphthong recognition. Of the squad-based expert modules tested, those comprising sequence-token TDNNs are found to afford consistently better false-positive error performances than those comprising basic- or extended-token TDNNs, while similar recognition performances are afforded by all. Consequently, squad-based expert modules comprising sequence-token TDNNs are recommended as the preferred method of recognizing closing diphthongs realized with a New Zealand accent.
This thesis also presents results demonstrating that squad-based expert modules comprising sequence-token TDNN s may be trained to accommodate multiple speakers and in a manner capable of handling both uncorrupted and highly corrupted speech utterances.
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Holt, Jill. "Children's Writing in New Zealand Newspapers, 1930s and 1980s." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/2315.
Full textAbstract:
This thesis is an investigation of writing by New Zealand children in the Children's Pages of five New Zealand newspapers: the New Zealand Herald, Christchurch Press and Otago Daily Times in the 1930s and 1980s, the Dominion in the 1930s; and the Wellington Evening Post in the 1980s. Its purpose is to show how children reflected their world, interacted with editors, and interpreted the adult world in published writing, and to examine continuities and changes between the 1930s and 1980s. It seeks evidence of gender variations in writing. and explores the circumstances in which the social role of writing was established by young writers. It considers the ways in which children (especially girls) consciously and unconsciously used public writing to create a public place for themselves. It compares major themes chosen by children, their topic and genre preferences in writing, and the gender and age differences evident in these preferences. The thesis is organised into three Parts, with an Introduction discussing the scholarly background to the issues it explores, and its methodology. Part One contains two chapters examining the format and tone of each Children's Page. And the role and influence of their Editors. Part Two (also of two chapters) investigates the origins and motivations of the young contributors, with a special focus on the Otago Daily Times as a community newspaper. Part Three. of four chapters, explores the children's writing itself, in separate chapters on younger and older children, and a chapter on the most popular genre, poetry. The conclusion suggests further areas of research, and points to the implications of the findings of the thesis for social history in New Zealand and for classroom practice. The thesis contains a Bibliography and an Appendix with a selection of writings by Janet Frame and her family to the Otago Daily Times Children's Page in the 1930s.Note: Whole document restricted at the request of the author, but available by individual request, use the feedback form to request access.
13
Hope, Ruth Veronica. "Towards the Development of the New Zealand Hearing in Noise Test (NZHINT)." Thesis, University of Canterbury. Department of Communication Disorders, 2010. http://hdl.handle.net/10092/4815.
Full textAbstract:
The ability to understand speech in noise has a profound impact on everyday communication, but cannot be predicted on the basis of puretone thresholds and/or performance on tests of speech in quiet. The aim of this thesis was to develop an adaptive speech in noise test based on the Hearing in Noise Test (HINT) that would be reliable and valid for speakers of New Zealand English (NZE). The methodology used followed the standard procedures for developing the HINT in a new language. Five hundred sentences of 5-7 syllables were collected from New Zealand children’s books and recorded by a native NZE speaker. Nine normal-hearing native NZE speakers aged 18-50 listened to three sets of 50 sentences at -2, -4 and -7 dB signal-to-noise ratios (SNR) in order to establish a performance-intensity (PI) function for these sentences. Three groups of 10 participants were scored on their performance on the sentences in 65 dBA speech-weighted noise at varying SNR. After each round of testing with a new group of participants, the SNR of each sentence was adjusted in order to get closer to 70% intelligibility for all sentences. Sentences that were too easy or difficult or did not respond to adjustments were discarded. Once the remaining 240 sentences were of approximately equal intelligibility, 24 phonemically matched lists of 10 sentences were formed and tested on 12 participants using the adaptive HINT software. The overall mean threshold was calculated as -6 dB, s.d=1.1 dB. The lists were combined to form 12 lists of 20 sentences which would become the NZHINT. Time delays meant that the collection of normative data could not be completed.
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Barnard, Roger Christopher Graham. "Non English speaking background learners in the mainstream classroom : a New Zealand case study." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/936/.
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The introductory chapter of this thesis presents the central premise of the study - that classroom learning is constructed through talk - and states the primary aims. These are to provide an ethnographic account of the process of learning in a mainstream classroom, and to apply to this account a specific theoretical framework with a view to refining its central constructs. The thesis proceeds with a discussion of the methodological basis of the investigation - ethnographic case study - and the procedures used for data collection and analysis. This is followed by a discussion of the theoretical orientation of the study, which explains the complexity of the learning context of isolated bilingual schoolchildren and the rationale for a sociocultural approach to explore it. The neo-Vygotskian constructs central to this study - the zone of proximal development, scaffolding and appropriation - are introduced and explained, as are supporting concepts. Each of the three following chapters of the thesis is divided into three parts. The first examines in detail one of these constructs, and also related concepts, with a view to their potential relevance to the specific context of learning. The second part in each chapter comprises a detailed ethnographic description, micro genetic analysis and interpretation of the context and continuity of the learning discourse. The third part in each chapter comments on the implications for the constructs at issue. These three chapters constitute a narrative of the way that classroom learning is constructed through talk over a school year. The thesis concludes with a review of the pedagogical and theoretical implications arising from the investigation, and considers the utility of a neo-Vygotskian framework for further research into classroom learning.
15
Morrison, Jennifer L. "Negotiating the New Zealand English curriculum : a qualitative model of eight secondary English teachers' classroom practice and response to the English curriculum." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1997. http://hdl.handle.net/10092/2295.
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Negotiating the New Zealand English Curriculum, opening with a
contextualised look at the history and current educational environment surrounding
secondary practice under the English Curriculum, describes how secondary English
classroom practice in forms 3 to 7 relates to the principles of the English Curriculum set
out in the Ministry of Education document, English in the New Zealand Curriculum
(Ministry, 1994). Semi-structured, in-depth interviews with eight Canterbury teachers
were used to provide the basis for a qualitative analysis, and use is also made of current
literature, evaluative studies in the area, school documents and key figures in the
English Curriculum development process and debate. Because it was found that the
English Curriculum does not to impact participants' individual pedagogy directly and
that, in this context, classroom practice and response to the English Curriculum are
intimately connected, the researcher presents a Model ofthe Factors Influencing
Classroom Practice and Response to the English Curriculum. Factors in the Model
include Experience, Management Purposes, Consciousness of Professional
Environment, Teacher Interests, Context Constraints, Students and Teacher Beliefs.
Students and Teacher Beliefs, two of the more significant factors, are examined with
more detail in individual chapters. The author concludes with a theoretical discussion
of the curriculum-practice relationship, as well as a brief look at implications of the
Model for professional development.
16
Vowell, Bianca. "The English of Māori speakers: changes in rhythm over time and prosodic variation by topic." Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/10371.
Full textAbstract:
This thesis investigates the rhythm and mean pitch of the English of Māori speakers. Recordings are analysed from speakers who have varying degrees of fluency and socialisation in Māori. The rhythm and mean pitch of their English language recordings are measured and analysed in order to address two questions.
The first part addresses the question, ‘Has the distinctive syllable-timed rhythm of modern Māori English developed from the mora-timed rhythm of the Māori language?’ Changes in the rhythm of the English of Māori speakers are measured over time. The rhythm of these speakers is then compared with age-matched Pākehā English speakers. The results show that the distinctive syllable-timed rhythm has indeed developed from the mora-timed rhythm of the Māori language and the use of this rhythm is related to the degree of Māori identity felt by the speaker.
The second part is also concerned with prosody and addresses the question, ‘Are rhythm and mean pitch influenced by topic?’ This is investigated by topic tagging the recordings and comparing the rhythm and mean pitch of each tagged section of speech. Two sets of topic tags are used; Set One has tags representing five categories (Subject, Referent, Location, Time and Attitude) and Set Two has only one tag per topic. The results suggest that mean pitch is not influenced by topic but is higher in sections of quoted speech than in regular speech. The subtle variations observed in rhythm are highly individualised and are influenced most strongly by the referent of the topic and the degree of affinity felt towards that referent.
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Walker, Abby. "Phonetic Detail and Grammaticality Judgements." Thesis, University of Canterbury. Languages, Cultures and Linguistics, 2008. http://hdl.handle.net/10092/2179.
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This thesis investigates predictions of an exemplar account of syntax, by
testing whether manipulating socially salient phonetic detail can alter the
grammaticality judgements given to morpho-syntactic constructions in New
Zealand English (NZE).
Three experiments are were conducted as part of this thesis. The first tested
the social saliency of different phonetic variables in NZE, and found phrase final /t/, which can be realised with or without a release, to be strongest. In the second experiment, phrase final /t/ was tested further, and manipulating the release significantly altered both the age and class ratings given to speakers. The way in which it did this reflected the patterns documented in production.
In the third experiment, participants were asked to rate the grammaticality
of the same sentences. When the results of the previous experiment were
included in the statistical model, an effect of the variant came out as significant. The more participants had rated a speaker as older with the released variant in the previous experiment, the less they rated the sentence as grammatical with the released variant. That is, only the most socially salient realisations were able to alter perceived grammaticality.
Overall, the results of this thesis suggest that speaker information and pho-
netic detail can affect grammaticality judgements. This supports an exemplar
model of syntax. Regardless of the theoretical implications of the findings
however, the methodological ones are clear. If speakers and realisations of
certain phonetic variables can alter grammaticality judgements, then they
must be controlled for in the presentation of stimuli to participants.
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Paul, Mary. "Reading readings: some current critical debates about New Zealand literature and culture." Thesis, University of Auckland, 1995. http://hdl.handle.net/2292/1974.
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This thesis examines contemporary interpretations of a selection of important texts written by New Zealand women between 1910 and 1940, and also a film and film script written more recently (which are considered as re-readings of a novel by Mander). The thesis argues that, though reading or meaning-making is always an activity of construction there will, at any given moment, always be reasons for preferring one way of reading over another-a reading most appropriate to a situation or circumstances. This study is motivated by a desire to understand how literary criticism has changed in recent years, particularly under the influence of feminism, and how a reader today can make a choice among competing methods of interpretation. Comparisons are drawn between various possible readings of the texts in order to classify methods of reading, particularly nationalist and feminist reading strategies. The over-all tendency of the argument is to propose a more self-critical and self-conscious approach to reading, and to develop a materialist and historical approach which I see as particularly important to the New Zealand context in the 1990s.Thesis is now published as a book. Paul M. (1999) Her Side of the Story: readings of Mander, Mansfield and Hyde. Dunedin: Otago University Press. http://www.otago.ac.nz/press/ for more information.
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Shirakawa, Mineko. "Experimental study of morphological case marking knowledge in Japanese-English bilingual children in Christchurch New Zealand." Thesis, University of Canterbury. Social and Political Sciences, 2013. http://hdl.handle.net/10092/8715.
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This thesis presents the results of an experimental study designed to examine whether children raised bilingually in Japanese and English from birth in Christchurch, New Zealand, exhibit the same morphological case and topic marking knowledge in Japanese as monolingual children in Japan. The participants were 34 children aged between five and eleven years who have been raised in a one-person one-language environment in an English dominant community. The study replicated previous studies on monolingual Japanese children, and involved two widely used paradigms for assessing a child’s grammar: picture selection, and elicited imitation. The responses of the children in this study were different from those reported in studies of monolingual children. In the picture selection tasks, some children in this study interpreted the agent-patient relationship based on the word order cue in the object-initial types of transitive sentences, whereas previous studies have demonstrated that monolingual children five years and older are able to interpret the agent-patient relationship in the same way as adults, using the case marking cue. Moreover, in the elicited imitation tasks, many children in this study re-analysed the topic-comment construction as a genitive possessive when the particles in the stimuli were masked with noise. This pattern has not been reported in any previous study. The results also revealed that there was a great degree of individual variation. The study suggests cross-linguistic influence from English on Japanese as a possible explanation for the difference between the children in this study and monolinguals. The phenomena observed in the results satisfies two conditions for cross-linguistic influence proposed by Hulk and Müller (2000) and Müller and Hulk (2001), because (i) English and Japanese overlap at the surface level in terms of the agent position in a canonical sentence and the possessive structure, and (ii) the problematic structures for some children in this study involved the interface between syntax and pragmatics in the C-domain. The study, however, has no principled explanation for the individual variation found because of a lack of data on the Japanese input and the child’s fluency, both of which are likely to affect simultaneous bilingual development.
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Drager, Katie. "A Sociophonetic Ethnography of Selwyn Girls' High." Thesis, University of Canterbury. Languages, Cultures and Linguistics, 2009. http://hdl.handle.net/10092/4185.
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This thesis reports on findings from a year-long sociolinguistic ethnography at
an all girls’ high school in New Zealand which is referred to as Selwyn Girls’ High (SGH). The study combines the qualitative methods of ethnography
with the quantitative methods of acoustic phonetic analysis and experimental design. At the school, there were a number of different groups (e.g. The PCs, The Pasifika Group, The BBs), each forming a community of practice where the different members actively constructed their unique social personae within the context of the group. There was a dichotomy between the groups based on whether they ate lunch in the common room (CR) or not (NCR) and this division reflected the individual speakers’ stance on whether they viewed themselves as “normal” or different from other girls at the school.
In-depth acoustic analysis was conducted on tokens of the word like from the girls’ speech. This is a word with a number of different pragmatic functions, such as quotative like (I was LIKE “yeah okay”), discourse particle like (It was LIKE so boring), and lexical verb like (I LIKE your socks). The results provide evidence of acoustically gradient variation in the girls’ realisations of the word like that is both grammatically and socially conditioned. For example, quotative like was more likely to have a shorter /l/ to vowel duration ratio and be less diphthongal than either discourse particle like or grammatical like and there was a significant difference in /k/ realisation depending
on a combination of the token’s pragmatic function and whether
the speaker ate lunch in the CR or not.
Additionally, three speech perception
experiments were conducted in order to examine the girls’ sensitivity to
the relationship between phonetic variants, lemma-based information, and
social factors. The results indicate that perceivers were able to distinguish
between auditory tokens of the different functions of like in a manner that was consistent with trends observed in production. Perceivers were also able to extract social information about the speaker depending on phonetic cues in the stimuli.
Taken together, the results provide evidence that lemmas with a shared
wordform can have different phonetic realisations, that individuals can manipulate these realisations in the construction of their social personae, and that individuals can use lemma-based phonetic trends from production to
identify a word. These results have implications for how phonetic, lemma,
and social information are stored in the mind and, together, they are used
to inform a unified model of speech production, perception and identity construction.
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Lawn, Jennifer. "Trauma and recovery in Janet Frame's fiction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25087.pdf.
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Ellis, Jeanne. "Past (pre)occupations, present (dis)locations : the nineteenth century restoried in texts from/about South Africa, Canada, Australia and Aotearoa New Zealand." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96012.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This thesis focuses on the 'restorying‘ of British settler colonialism in a range of texts that negotiate the intricacies of post-settler afterlives in the postcolonial contexts of South Africa, Canada, Australia and Aotearoa New Zealand. In this, I do not undertake a sustained, programmatic comparative reading in order to deliver a set of answers based on insights achieved into the current state of post-settler colonial identities. Rather, I approach the study as an open-ended exploration by reading a combination of texts of various kinds – novels, poetry, drama, films and installation art – from and about these different geographical and historical contexts, structured as a sequence of four chapters, each with a distinct theoretical ensemble specific to the (pre)occupations of the settler colonial past and the linked senses of (dis)location in the present that emerge from the primary texts combined in each case. Since this project is informed by my location as a South African researcher, the cluster of primary texts in every chapter always includes one or more South African texts as pivotal to the juxtapositional dynamics such a reading attempts. By placing this study of the textual afterlives of settler colonialism undertaken from a South African perspective within the ambit of neo-Victorian studies, it is my intention to contribute to the growing body of critical and theoretical work emerging from this interdisciplinary field and to introduce to it a set of primary texts that will extend the parameters of its productive intersections with colonial and postcolonial studies.
AFRIKAANSE OPSOMMING: Hierdie tesis bestudeer die 'restorying' van Britse setlaar-kolonialisme in ‘n groep tekste wat die verwikkeldheid van post-setlaar 'afterlives' in the post-koloniale kontekste van Suid Afrika, Kanada, Australië en Aotearoa Nieu-Seeland vervat. Hiermee onderneem ek nie ‘n volgehoue, programmatiese vergelykende interpretasie met die oog daarop om die huidige stand van post-setlaar koloniale identiteite tot ‘n stel antwoorde te reduseer nie. Ek benader die studie eerder as ‘n verkenning van moontlikhede gegenereer deur die lees van ‘n kombinasie van verskillende tekste – romans, gedigte, drama, films en installasie kuns – wat hulle oorsprong in hierdie verkillende geografiese en historiese kontekste het, asook daaroor handel. Gevolglik bestaan die studie uit vier hoofstukke wat elkeen die (pre)okkupasies van die setlaar-koloniale verlede en die gepaardgaande gevoel van (dis)lokasie in die hede, soos tevoorskyn gebring deur die kombinasie van primere tekste, aan die hand van ‘n toepaslike teoretiese ensemble bespreek. Aangesien die projek uit my posisie as Suid Afrikaanse navorser spruit, en ‘n jukstaposisionele dinamiek grondliggend aan my leesbenadering is, betrek ek telkens een of meer Suid Afrikaanse tekste by die groep primere tekste wat die basis van elke hoofstuk vorm. Deur hierdie studie van die tekstuele 'afterlives' van setlaar-kolonialisme, wat vanuit ‘n Suid Afrikaanse perspektief onderneem word, binne die raamwerk van neo-Viktoriaanse studies te plaas, beoog ek om by te dra tot die korpus van kritiese en teoretiese werk van hierdie interdisiplinere veld. Deur die toevoeging van die betrokke groep primere tekste word die area waar hierdie veld met koloniale en post-koloniale studies oorvleuel verbreed.
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O'Neill, Helen Josephine. "Once preferred, now peripheral : the place of poetry in the teaching of English in the New Zealand curriculum for year 9, 10 and 11 students : a thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English, The University of Canterbury, Christchurch, New Zealand /." Thesis, University of Canterbury. Culture, Literature and Society, 2006. http://hdl.handle.net/10092/950.
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A poet is somebody who feels, and who expresses his (or her) feeling through words. This may sound easy. It isn't ... . It's the most wonderful life on earth. Or so I feel. e. e. cummings: 'A Poet's Advice'. (1-3, 27-28) Fifty years ago poetry was a key element in the English programme in most secondary schools. Today it is marginalised, with many teachers avoiding teaching poetry as far as possible. The consequence is a cycle of disadvantage whereby many students, never having studied, let alone attempted to write a poem in school, leave without having encountered literature at its most intense and concentrated. Since the study of poetry can also be avoided almost entirely in university English departments, such students will, in their turn, when they themselves become educators of the next generation, similarly avoid teaching poetry. This thesis investigates the pedagogical and curricular contexts within which English has been taught in New Zealand since 1945, and within which poetry has become increasingly marginal. Surveys of and interviews with students past and present, teachers and teacher-educators enable me to identify a range of reasons why this has happened, and a cycle of deprivation has developed. The thesis also identifies, however, ways in which the cycle of deprivation can be broken, and the teaching of poetry made central to the teaching of written, oral and visual language in accordance with the principles of the current New Zealand curriculum for the teaching of English.
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Zhang, Qilong. "Parental involvement in early childhood education among Chinese immigrant and English speaking non-Chinese parents in New Zealand." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/18363.
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This study compared 120 Chinese immigrant parents and 127 English speaking non-Chinese parents on their parental involvement in early childhood education (ECE), and investigated the role of parenting beliefs, parenting practices, and demographic variables on the level of parental involvement. Parental involvement was measured with the Parental Family Involvement Questionnaire, which was administered to all parents, and interview data collected from 50 parents about reasons for early childhood education involvement. Parenting beliefs and practices were assessed with the Parental Role Construction for Involvement in the Child's Education Scale: Role Activity Beliefs, the Parental Sense of Competence Scale, and the Parenting Styles and Dimension Questionnaire (PSDQ). ECE practices to encourage parental involvement were also examined from interviews conducted with 30 kindergarten head teachers. Results showed that Chinese immigrant parents were less likely than non-Chinese parents to communicate with teachers, volunteer to help at the kindergarten, and participate in kindergarten decision making. Hierarchical multiple regression analyses revealed that, for the whole sample, role construction and self-efficacy were important predictors of communicating with teachers, volunteering to help at the kindergarten, and participating in kindergarten decision making. For the Chinese sample only, perceived opportunity for involvement, parent education and English language proficiency predicted communication with teachers, and opportunity for involvement was the only significant predictor of participating in kindergarten decision making. Parent interviews corroborated and supplemented these findings. Teacher interviews highlighted a range of communication strategies, policies and systems used by kindergartens to encourage parental involvement. Based on findings from parents and teachers this thesis makes some tentative recommendations for early childhood services, particularly about ways to increase Chinese immigrant parents' level of ECE involvement, such as helping Chinese immigrant parents to understand the importance of parental involvement, suggestions for enhancing the parenting confidence of Chinese immigrant parents, and their perceptions of opportunity for involvement, employing bilingual staff, and developing relationships with Chinese immigrant parents.
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Stadler, Stefanie Alexa. "Multimodal (im)politeness: the verbal, prosodic and non-verbal realization of disagreement in German and New Zealand English." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/1766.
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The present study takes a multimodal approach to speech act analysis. It investigates the disagreeing behaviour of Germans and New Zealanders exhibited during televised panel discussions on a verbal, prosodic, and non-verbal level. More specifically, the present study aims to uncover whether there are differences in the use of prosodic and non-verbal cues between the two groups and if potential differences influence how polite a disagreement is perceived to be. The investigation showed that, on a verbal level, Germans have a preference for more concise disagreements, with a more direct and explicit disagreeing style, producing a large number of strengthening devices, while New Zealanders produce more indirect disagreements, containing a large number of softening devices. Prosodically, the Germans differ from the New Zealanders by using audibly loud and fast speech significantly more frequently, while the two groups’ use of mean pitch, pitch range and intensity range differs little. On a non-verbal level, Germans produce significantly more non-verbal cues during disagreements than their New Zealand counterparts. The main difference between the two groups, however, lies in how their disagreeing behaviour differs from their non-verbal behaviour in neutral speech. While Germans use significantly fewer non-verbal cues in neutral speech than in disagreements and also use a much more limited range of non-verbal cues, the New Zealanders’ non-verbal behaviour in disagreements differs little from their behaviour in neutral speech. In order to test the effect of these differences on the perceived level of politeness, two questionnaires were developed; one prosodic questionnaire testing the effects of loud and fast speech in disagreements on the perceived level of politeness and one non-verbal questionnaire testing the effect of a large number of non-verbal cues on the perceived level of politeness. The results show that fast and loud speech has a negative effect on politeness, as perceived by New Zealanders. A large number of non-verbal cues only appear to have a negative effect on the level of politeness, as perceived by New Zealanders, when disagreements exhibit a high level of involvement and emotion. Overall, it appears that German disagreeing behaviour is likely to be perceived negatively by New Zealanders.
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Higgins, Errol Terrance. "Against God and Sovereign: A study of blasphemy and Sunday laws." University of Canterbury. Law, 1991. http://hdl.handle.net/10092/852.
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The aim of this manuscript is to show the historical development of blasphemy and Sunday laws, their relationship, their similarities and differences, their origins and justifications, their importance in the area of religious liberty. The study addresses itself primarily to English and New Zealand law, with the law stated as at the 30th September 1990.
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Seran, Justine Calypso. "Intersubjective acts and relational selves in contemporary Australian Aboriginal and Aotearoa/New Zealand Maori women's writing." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21999.
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This thesis explores the dynamics of intersubjectivity and relationality in a corpus of contemporary literature by twelve Indigenous women writers in order to trace modes of subject-formation and communication along four main axes: violence, care, language, and memory. Each chapter establishes a comparative discussion across the Tasman Sea between Indigenous texts and world theory, the local and the global, self and community. The texts range from 1984 to 2011 to cover a period of growth in publishing and international recognition of Indigenous writing. Chapter 1 examines instances of colonial oppression in the primary corpus and links them with manifestations of violence on institutional, familial, epistemic, and literary levels in Aboriginal authors Melissa Lucashenko and Tara June Winch’s debut novels Steam Pigs (1997) and Swallow the Air (2006). They address the cycle of violence and the archetypal motif of return to bring to light the life of urban Aboriginal women whose ancestral land has been lost and whose home is the western, modern Australian city. Maori short story writer Alice Tawhai’s collections Festival of Miracles (2005), Luminous (2007), and Dark Jelly (2011), on the other hand, deny the characters and reader closure, and establish an atmosphere characterised by a lack of hope and the absence of any political or personal will to effect change. Chapter 2 explores caring relationships between characters displaying symptoms that may be ascribed to various forms of intellectual and mental disability, and the relatives who look after them. I situate the texts within a postcolonial disability framework and address the figure of the informal carer in relation to her “caree.” Patricia Grace’s short story “Eben,” from her collection Small Holes in the Silence (2006), tells the life of a man with physical and intellectual disability from birth (the eponymous Eben) and his relationship with his adoptive mother Pani. The main character of Lisa Cherrington’s novel The People-Faces (2004) is a young Maori woman called Nikki whose brother Joshua is in and out of psychiatric facilities. Finally, the central characters of Vivienne Cleven’s novel Her Sister’s Eye (2002) display a wide range of congenital and acquired cognitive impairments, allowing the author to explore how the compounded trauma of racism and sexism participates in (and is influenced by) mental disability. Chapter 3 examines the materiality and corporeality of language to reveal its role in the formation of (inter)subjectivity. I argue that the use of language in Aboriginal and Maori women’s writing is anchored in the racialised, sexualised bodies of Indigenous women, as well as the locale of their ancestral land. The relationship between language, body, and country in Keri Hulme’s the bone people (1984) and Alexis Wright’s Carpentaria (2006) are analysed in relation to orality, gesture, and mapping in order to reveal their role in the formation of Indigenous selfhood. Chapter 4 explores how the reflexive practice of life-writing (including fictional auto/biography) participates in the decolonisation of the Indigenous self and community, as well as the process of individual survival and cultural survivance, through the selective remembering and forgetting of traumatic histories. Sally Morgan’s Aboriginal life-writing narrative My Place (1987), Terri Janke’s Torres Strait Islander novel Butterfly Song (2005), as well as Paula Morris and Kelly Ana Morey’s Maori texts Rangatira (2011) and Bloom (2003) address these issues in various forms. Through the interactions between memory and memoirs, I bring to light the literary processes of decolonisation of the writing/written self in the settler countries of Australia and Aotearoa/New Zealand. This study intends to raise the profile of the authors mentioned above and to encourage the public and scholarly community to pay attention and respect to Indigenous women’s writing. One of the ambitions of this thesis is also to expose the limits and correct the shortcomings of western, postcolonial, and gender theory in relation to Indigenous women writers and the Fourth World.
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McDaniels, Ivy. ""Beautiful external life to watch and ponder" : Katherine Mansfield confronting the material : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in English /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1295.
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Saunders, Linda Catherine. "Aliteracy in the young New Zealand adolescent : an exploration of reading preferences, selection techniques and motivations for recreational reading." Thesis, St Mary's University, Twickenham, 2012. http://research.stmarys.ac.uk/506/.
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Aliteracy defines those who can read adequately but who choose not to read for their own interest and pleasure. Adolescent aliteracy is an international issue (OECD, 2000, 2010a). Dissonance between what schools and students consider as ‘engaging reading’ is widening (Ivey & Broadhuss, 2001; Wilheilm & Smith, 2002). Recent evidence of poor literature knowledge amongst teachers and pre-service teachers (Cremin, Mottram, Bearne, & Goodwin, 2008; Nathanson, Pruslow, & Levit, 2008) highlights the need for pragmatic ways to empower adolescent students to address aliteracy for themselves. The aim of this thesis was to explore the conceptual basis for adolescent aliteracy in the 11-13 year old age groups alongside pedagogy to support currently aliterate adolescents. A mixed methods approach used 8 sets of data to explore reading preferences, reading motivations and self-selection behaviours in a mixed and stratifed sample of currently aliterate students over 6 months. The tools were: a reading preference survey, a Title Recognition Test (Cunningham & Stanovich, 1991), the Motivations for Reading Questionnaire, (Wigfield, Guthrie, & McGough, 1996), library observations, student and teacher interviews, library borrowing records and summative reading scores. Data analysis included thematic analysis, multiple regressions, Chi squared, Wilcoxon signed-ranked tests and Spearman’s correlations. Media based titles, magazines and SMS texting were cited as the most popular reading choices. Avid, poor and currently aliterate adolescent readers had significantly distinct motivational and cognitive reading profiles. Exploratory results with a stratified sample of currently aliterate students suggest that taught self-selection strategies significantly increased motivation to read for challenge and for curiosity and decreased motivation to read for reasons of compliance. Amongst currently aliterate adolescents, results suggest significant interaction between reading identity, reading challenge, reading stamina and reading interest.
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Thurman, Megan. ""The End at the Beginning" : Spiral Logic in Keri Hulme's The Bone People." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/896.
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Laurs, Deborah Elizabeth. ""Ungrown-up grown-ups" : the representation of adolescence in twentieth-century New Zealand young adult fiction : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in English Literature at Massey University, Palmerston North, New Zealand." Massey University, 2004. http://hdl.handle.net/10179/1255.
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Behaviouralists consider adolescence a time for developing autonomy, which accords with Michel Foucault‘s power/knowledge dynamic that recognises individuals‘ assertion of independence as a crucial element within society. Surprisingly, however, twentieth-century New Zealand Young Adult (YA) fiction tends to disempower adolescents, by portraying an adultist version of them as immature and unprepared for adult responsibilities. By depicting events through characters‘ eyes, a focalising device that encourages reader identification with the narratorial point-of-view, authors such as Esther Glen, Isabel Maud Peacocke, Joyce West, Phillis Garrard, Tessa Duder, Lisa Vasil, Margaret Mahy, William Taylor, Kate de Goldi, Paula Boock, David Hill, Jane Westaway, and Bernard Beckett stress the importance of conforming to adult authority. Rites of passage are rarely attained; protagonists respect their elders, and juvenile delinquents either repent or are punished for their misguided behaviours. ―Normal‖ expectations are established by the portrayal of single parents who behave ―like teenagers‖: an unnatural role reversal that demands a return to traditional hegemonic roles. Adolescents must forgive adults‘ failings within a discourse that rarely forgives theirs. Depictions of child abuse, while deploring the deed, tend to emphasise victims‘ forbearance rather than admitting perpetrators‘ culpability. As Foucault points out, adolescent sexuality both fascinates and alarms adult society. Within the texts, sex is strictly an adult prerogative, reserved for reproduction within marriage, with adolescent intimacy sanctioned only between couples who conform to the middle-class ideal of monogamy. On the other hand, teenagers who indulge in casual sex are invariably given cause to regret. Such presentations operate vicariously to protect readers from harm, but also create an idealised, steadfast sense of adultness in the process.
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Dionne, Lee Elton. "Situating the cetacean: Science and storytelling in Witi Ihimaera's The whale rider." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2883.
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Lee, Joo-Seok. "Why do Asian immigrants become entrepreneurs? The case of Korean self-employed immigrants in New Zealand." Click here to access this resource online, 2008. http://hdl.handle.net/10292/445.
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With the number of Asian immigrants continually increasing in New Zealand society, Asian immigrant businesses have been appearing more rapidly in New Zealand, particularly in Auckland. The primary purpose of this study is to enquire into why a certain Asian immigrant group become business people after migrating to Auckland, New Zealand. In addition, it investigates the level of their business activity and the level of happiness with their new life in New Zealand. This study examines the growing phenomenon of Asian immigrants, and the entrepreneurship rate of ethnic groups through existing statistics. The study focuses on Korean immigrants. Twenty self-employed Koreans who are running a business in Auckland participated in the study. They were invited to talk about why they became self-employed business people and related matters about their business activity. The study found that Korean immigrants chose self-employment as a means of getting a job. They gave up seeking mainstream employment opportunities due to the language barrier and their inability to cope with a new society and new system. Other fundamental factors in their decision to become entrepreneurs were that firstly, they were willing to invest a considerable amount of their own money and secondly, they preferred to participate in the workforce rather than to depend on the New Zealand welfare system. Based on the information acquired through the research, the study reported that the recently increased numbers of Asian businesses are partly attributable to New Zealand business immigration policy which introduced a new business category – Long Term Business Visa (LTBV). The findings from this research pointed to commitment that immigrant businesses contribute to the New Zealand economy and New Zealand society as taxpayers and potential employers.
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Caskey, Sarah A. "Open secrets, ambiguity and irresolution in the Australian, New Zealand, and Canadian short story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ58399.pdf.
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Hanson, Paul Michael. "Beyond settler consciousness : new geographies of nation in two novels by Margaret Laurence and Fiona Kidman : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in English /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/916.
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Fankhauser, Rochelle A. "Dear Father." Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTAF,34215.
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Viollain, Cécile. "Sociophonologie de l'anglais contemporain en Nouvelle-Zélande : corpus et dynamique des systèmes." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20070/document.
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La présente thèse propose une description multidimensionnelle (phonologique, phonéticoacoustique et sociolinguistique) des caractéristiques phonético-phonologiques de l’anglais néo-zélandais (NZE) contemporain ainsi qu’une étude théorique et empirique de l’évolution de cette variété. Notre travail de recherche s’inscrit dans le cadre du programme PAC (Phonologie de l’Anglais Contemporain : usages, variétés et structure) et se fonde sur les données authentiques et récentes du corpus PAC Nouvelle-Zélande que nous avons constitué à Dunedin, la capitale de l’Otago, au sud de l’île du Sud de la Nouvelle-Zélande. Notre analyse se concentre sur deux phénomènes qui permettent d’étudier la variation et le changement en NZE : la rhoticité et le ‘r’ de sandhi, ainsi que les changements vocaliques impliquant notamment les voyelles antérieures brèves des ensembles lexicaux KIT, DRESS et TRAP. En nous appuyant sur une étude phonético-acoustique des voyelles produites par les locuteurs du corpus PAC-NZ, nous proposons une modélisation des changements impliquant ces voyelles dans le cadre de la Phonologie de Dépendance. Nous intégrons également une réflexion théorique sur les modélisations linguistiques et sociolinguistiques qui ont été proposées dans la littérature sur le changement linguistique en général, et sur l’évolution du NZE en particulier, et montrons la nécessité d’intégrer des facteurs internes et externes pour rendre compte de l’évolution d’une variété comme le NZE contemporainThis thesis offers a multidimensional description (phonological, phonetic-acoustic and sociolinguistic) of the phonetic and phonological characteristics of contemporary New Zealand English (NZE) as well as a theoretical and empirical study of its evolution. Our work fits into the framework of the PAC program (Phonology of Contemporary English: usage, varieties and structure) and is based on the recent and authentic data collected for the PAC New Zealand corpus recorded in Dunedin, the capital of Otago, in the south of the South island of New Zealand. Our analysis focuses on two phenomena that allow us to study variation and change in NZE: rhoticity and sandhi-r, as well as vocalic shifts, which notably involve the short front vowels in the lexical sets of KIT, DRESS and TRAP. On the basis of a phonetic-acoustic study of the vowels produced by the PAC-NZ informants, we provide an account of the shifts involving these vowels within the framework of Dependency Phonology. We also integrate a theoretical reflection on the linguistic and sociolinguistic accounts that have been presented in the literature on linguistic change generally and on the evolution of NZE specifically, and show that it is necessary to take internal as well as external factors into account when modeling the evolution of a variety such as contemporary NZE
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Hall, Melinda Jean. "Preparing Chinese students for the New Zealand academic environment : the Foundation Studies programme : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Chinese /." ResearchArchive @Victoria, 2009. http://hdl.handle.net/10063/1074.
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Lingemyr, Jesper. "English Varieties in Swedish Upper Secondary School : An analysis of Listening Exercises in Swedish National Tests." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23579.
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The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.
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Dean, Andrew. "Foes, ghosts, and faces in the water : self-reflexivity in postwar fiction." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:4c2e3b07-2454-457a-bf9f-a3f0734c89ba.
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This thesis examines the nature and value of metafictional practices in the careers of postwar novelists. Discussions of metafiction have been central to accounts of postwar literature. Where debates in the 1980s and 1990s about metafiction tended to make claims about its distinctive political and theoretical power, recent work in the study of institutions has folded metafiction into the routine operation of the literary field, and attacked previous claims to distinctive value. In this thesis I both historicize self-reflexive literary practices in the literary field, an element largely absent from the earlier scholarship, and present historically determinate claims about the value of these practices, an element I suggest is missing from the more recent work. To do so, I turn to the study of autobiography, specifically Philippe Lejeune's concept of 'autobiographical space.' In the first chapter, I explore how J. M. Coetzee develops academic literary criticism in his fiction. In the second chapter, I examine how Janet Frame responds to both the demands of a national literature and biographical inquiry into her life. In the third chapter, I address how Philip Roth handles the relationship between the politics of identity and the postwar novel. Self-reflexive practices, I show throughout, are ways of writing that were encouraged by particular formations in the literary field and were handled by writers through more or less explicit treatments of autobiographical space. I argue, though, that while these practices can be remarkably inventive, they carry no guarantees for political, theoretical, or aesthetic value.
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Fiasson, Romain. "Allophonic imitation within and across word positions." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3137.
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Cette thèse s'intéresse à l'imitation dans la parole, c'est à dire à la tendance pour un locuteur de parler de façon plus similaire à son interlocuteur. Beaucoup d'entre nous font l'expérience de ce phénomène lorsque que nous conversons avec une personne qui possède un accent différent. Certaines caractéristiques de notre propre parole peuvent changer, pour se rapprocher de celle de notre interlocuteur. L'imitation dans la parole a fait l'objet de récentes études. Notre contribution à ce type de recherches est d'étudier l'imitation au niveau allophonique, c'est à dire au niveau des réalisations phonétiques possibles d'un phonème. Nous voulons savoir si l'imitation d'un son phonétique pour un phonème donné, dans une position de mot donnée, peut influencer les autres réalisations de ce phonème, dans la même position de mot. Nous voulons également savoir si l'imitation d'un son phonétique pour un phonème donné, dans une position de mot donnée, peut influencer la réalisation d'autres allophones de ce phonème, dans une position de mot différenteThis dissertation investigates imitation in speech, which is the general tendency shown by a speaker to become more similar to another speaker in the way they speak. Many of us have experienced this while talking to someone who is speaking the same language but with a different accent. Conversing with such a person can affect some characteristics of our speech, so that we come to sound more like them. Imitation in speech has been very extensively studied, especially over recent years. To contribute to this line of research we provide an account of imitation in speech at the allophonic level, that is at the level of the possible phonetic realisations of a phoneme. We are interested in whether imitation of the sound of a given phoneme in a particular word position can influence the other possible realisations of that phoneme in the same word position. We are also interested in determining whether imitation of a speech sound in a particular word position for a given phoneme can affect the realisations of that phoneme in a different word position
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Waugh, Kirsty. "Mixing memory and desire: recollecting the self in Harry Potter and His Dark Materials : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in English at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1006.
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Just as memory pervades our everyday lives, it pervades the lives of the characters and readers of J.K. Rowling's Harry Potter series and Philip Pullman's His Dark Materials trilogy. Acts of recall or recollection occur in almost every chapter as the characters in these novels devote much of the present to keeping in touch with some aspect of the past. Memory is integral to Harry Potter and His Dark Materials, highlighting the following problematic questions: Who are we and how do we relate to the past? How is what we wish for the future grounded in the past and the present? Memory is at the core of constructivism, the active construction of reality by the individual through the use of mental activity. In this thesis I maintain that the central protagonists in Harry Potter and His Dark Materials, Harry Potter and Lyra Belacqua, actively construct their "selves" from memories and narratives – their own and those of others – just as the novels' readers negotiate their own identities in the world outside of the novels. The constant recalling of the past to confirm and amply one's present creates a complex web of remembering and forgetting, assimilating and discarding, which we attempt to explicate through the use of culturally appropriate metaphors. The thesis comprises three chapters that correlate memory with genre, narrative, and technology respectively. I commence the thesis by exploring the idea of genre as collective memory. I position Harry Potter and His Dark Materials within the genre of heroic fantasy and examine how the monomyth provides readers with the memory triggers they require to decode the structure of these texts. The novels conform to and yet manipulate the preconceived patterns present in the heroic or "high" fantasy genre, where narrative, memory and identity are all linked by the desires of the stories' participants. Chapter Two applies Freud's concept of Nachtraglichkeit, which supposes the process of memory is one of incessant reconsideration or "retranslation", the reworking of memory traces in the light of later knowledge and experience. This conceptualisation of memory is compared to the common, but less productive, tendency to describe memory through objectifying metaphors, such as the idea that memory works analogously to a photograph. Chapter Three addresses how knowledge and experience in Harry Potter and His Dark Materials are furnished by prosthetic memory devices, such as photographs, the Pensieve, the alethiometer and the Amber Spyglass, “that permit us to transcend "raw" biological limits – for example, the limits on memory capacity or limits on our auditory range” (Bruner, Acts of Meaning 34). The novel's protagonists are then armed with these devices in trying to make sense of the landscapes they inhabit. Ultimately, we are all story-tellers (for better or for worse), weaving our self-narratives from material gleaned from the collective memories and prosthetic memory devices of the society we belong to, our own experiences, and the tales of others, trying to achieve the uniformity of consciousness and an awareness of the connection between the actions and events of the past, and the experience of the present, which are fundamental to a sense of individual identity.
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Redmond, Robert Stanley. "Female authors and their male detectives: the ideological contest in female-authored crime fiction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in English at Massey University, Palmerston North, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1057.
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In the nineteen-eighties a host of female detectives appeared in crime fiction authored by women. Ostensibly these detectives challenged hegemonic norms, but the consensus of opinion was that their appropriation of male values and adherence to conventional generic closures colluded with a gender system of male privilege. Academic interest in the work of female authors featuring male detectives was limited. Yet it can be argued that these texts could have the potential to disrupt the hegemonic order through the introduction, whether deliberately, or inadvertently, of a female counterpoint to the hegemony. The hypothesis I am advancing claims that the reconfiguration of male detectives in works authored by women avoids the visible contradictions of gender and genre that are characteristic of works featuring female detectives. However, through their use of disruptive performatives, these works allow scope for challenging normal gender practices—without damage to the genre. This hypothesis is tested by applying the performative theories of Judith Butler to a close reading of selected crime novels. Influenced by the theories of Austin, Lacan and Althusser, Butler’s concept of performativity claims that hegemonic notions of gender are a fiction. This discussion also uses Wayne Booth’s concept of the implied author as a means of distinguishing the performative agency of the text from that of the characters. Agatha Christie, P.D. James, and Donna Leon, each with their male detective heroes, come from different generations. A Butlerian reading illustrates their potential for disrupting gender norms. Of the three, however, only Donna Leon avoids the return to hegemonic control that is a feature of the genre. Christie’s women who have agency are inevitably eliminated, while conformist women are rewarded. James’s lead female character is never fully at ease in her professional role. When thrust into a leadership she proves herself to be competent, but not ready or desirous of the senior position. Instead her role is to mediate the transition of her junior, a male, to that position. Donna Leon is different. The moral and emotional content of her narratives suggests an implied author committed to ideological change. Her characters simultaneously renounce and collude with illusions of patriarchal authority, and could lay claim to be models for Butler’s notion of performative resistance.
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Handel, Robyn. "New Zealand through the eyes of American women 1830 - 1915." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2009. http://d-nb.info/992958784/04.
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Zimmermann, Anne Barbara. "Godwitting and cuckooing : negotiations and legitimations of cultural identity in New Zealand literature /." Seedorf : [s.n.], 1996. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
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Schäfer, Kathrin. "AOTEAROA - Land of the long white cloud an e-learning seminar with New Zealand as the central focus." Trier WVT, Wiss. Verl. Trier, 2007. http://www.lighthouse-unlimited.de.
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Sabo, Emelie. ""This is, and will be, one of New Zealand's darkest days" : En kvalitativ gestaltningsanalys av moskéattackerna i Christchurch 2019." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85923.
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The 15th of March 2019, the city of Christchurch in New Zealand was exposed to two mosque attacks that left at least 50 people killed and many people wounded. The attacks were described as a terrorist attack performed by a 28-year-old Australian man with right-wing extremist views. The two mosque attacks were broadcast live by the perpetrator on his social media accounts. By using a qualitative text analysis, the author has studied the reports of the attacks of three news channels, CNN, RT English and al- Jazeera English, with a selection of nine articles. The study has investigated the description and the framing of the mosque attacks by each news channel. With the aid of a framing analysis, the author was able to identify which frames that has occurred in the reports by CNN, RT English and al-Jazeera English. The aim of the study was to study the framing of the mosque attacks by the news channels with different culture valuations and whether there were any similarities or differences in their descriptions of the attacks. The result of the analysis could show that there were both similarities and differences in the reports of the news channels. CNN and al-Jazeera English used the affective and attributive framework and RT English used the descriptive framework in their reports of the mosque attacks.
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Schaub, Kerstin [Verfasser], and Ralph [Akademischer Betreuer] Pordzik. "As Written in the Flesh. The Human Body as Medium of Cultural Identity and Memory in Fiction from New Zealand / Kerstin Schaub. Betreuer: Ralph Pordzik." Würzburg : Universitätsbibliothek der Universität Würzburg, 2013. http://d-nb.info/1036367843/34.
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Jackson, Janet Ruth. "A coat of ashes: A collection of poems, incorporating a metafictional narrative - and - Poetry, Daoism, physics and systems theory: a poetics: A set of critical essays." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2125.
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This thesis comprises a book-length creative work accompanied by a set of essays. It explores how poetry might bring together spiritual and scientific discourses, focusing primarily on philosophical Daoism (Taoism) and contemporary physics. Systems theory (the science of complex and self-organising systems) is a secondary focus of the creative work and is used metaphorically in theorising the writing process.
The creative work, “A coat of ashes”, is chiefly concerned with the nature of being. It asks, “What is?”, “What am I?” and, most urgently, “What matters?”. To engage with these questions, it opens a space in which voices expressing scientific and spiritual worldviews may be heard on equal terms. “A coat of ashes” contributes a substantial number of poems to the small corpus of Daoist-influenced poetry in English and adds to the larger corpus of poetry engaging with the sciences. The poems are offset by a metafictional narrative, “The Dream”, which may be read as an allegory of the writing journey and the struggle to combine discourses.
The four essays articulate the poetics of “A coat of ashes” by addressing its context, themes, influences, methodology and compositional processes. They contribute to both literary criticism and writing theory. Like the creative work, they focus on dialogues between rationalist or scientific discourses and subjective or spiritual ones.
The first essay, “An introduction”, discusses the thesis itself: its rationale, background, components, limitations and implications. The second, “Singing the quantum”, reviews scholarship discussing the influence of physics on poetry, then examines figurative representations of physics concepts in selected poems by Rebecca Elson, Cilla McQueen and
Frederick Seidel. These poems illustrate how contemporary poetry can interpret scientific
concepts in terms of subjective human concerns.
The third essay, “Let the song be bare”, discusses existing Daoist poetry criticism before considering Daoist influences in the poetry of Ursula K. Le Guin, Randolph Stow and Judith Wright. These non-Indigenous poets with a strong awareness of the sciences have, by adopting Daoist-inflected senses of the sacred, been able to articulate the tension engendered by their problematic relationships with colonised landscapes. Moreover, the changing aesthetic of Wright’s later poetry reflects a struggle between Daoist quietism and European lyric commentary.
The final essay, “Animating the ash”, reflects on the process of writing poetry, using examples from “A coat of ashes” to construct a theoretical synthesis based on Daoism, systems theory and contemporary poetics. It proposes a novel way to characterise the nature and emergence of the hard-to-define quality that makes a poem a poem. This essay also discusses some of the Daoist and scientific motifs that occur in the creative work.
As a whole, this project highlights the potential of both the sciences and the more ancient ways of knowing — when seen in each other’s light — to help us apprehend the world’s material and metaphysical nature and live harmoniously within it.