Dissertations / Theses: 'Noni language'

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Perovuo, Matilda. "Our love, our language : A qualitative study on non-native speakers’ experiences of bilingual couplehood, language emotionality and self-perception in different languages." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157187.

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Alexander, Robert John. "The diversions of history : a non-phenomenal approach to eighteenth-century linguistic thought /." *McMaster only, 1996.

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Geer, Andrea. "The non-representational language /." Online version of thesis, 1990. http://hdl.handle.net/1850/11309.

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Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.

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Steiner, Maureen Parrella. "Non-sexist Language Curriculum Guidebook." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/252.

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Included is a skills development curriculum unit for secondary English students which encourages the use of non-sexist language with creativity within the content area. The study contains lists of objectives, writing, reading and group activities, an attitude survey for students and an evaluation checklist for teachers. Classroom discussions, films, fairy tales and skills development exercises are used to help students recognize and find alternatives to sexist language. The rationale for the teaching of non-sexist language is based on the theory that how we speak stems from how we think, and visa-versa. If sexism in reading and writing is identified and avoided, stereotypical attitudes would be less likely to occur. The study's intent is to challenge teachers and students to employ non-sexist language so that its usage becomes more familiar and acceptable in every day life.

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Lecki, Sabina E. "The non-native modern language teacher : language practices, choices, and challenges." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/31407.

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Previous research exploring the issues and challenges facing non-native language teachers has predominantly studied teachers of English. However, due to the status of French as an official language and waves of European and Asian immigration within the Lower Mainland of British Columbia there are many other modern languages of interest and relevance being taught besides English. The question then arises: What are the issues and challenges facing non-native teachers of languages other than English, and what is their unique contribution to modern language teaching? Do the findings and theories developed from previous research conducted mainly in English language teaching contexts, particularly with respect to language use practises, choices, and challenges, apply to other language teaching contexts? In this qualitative study of 22 non-native modern language teachers, participants teaching various Asian and European languages were interviewed with the subsequent interview and questionnaire data subjected to a cross-case analysis. Four participants were selected as focal cases for greater in-depth analysis. Participants perspectives on the native speaker construct were also explored in relation to their non-native status. It was found that most participants were challenged in their attempts to maintain and improve their target language proficiency. Many teachers viewed their bilingual or multilingual identity as a strength, though this was sometimes in conflict with the views of stakeholders. Much of the previous research concerning language use, barriers faced by non-native teachers, and reflections on the term native speaker was confirmed by this study. In terms of the principal theme of L1-L2 use, this study further valorised teachers selective and strategic use of the L1, particularly in late-entry programs, while continuing to focus on maximising L2 use. Extensive individual and contextual factors also had an impact on participants language use though the use of L1-L2 boundaries or zones was a useful strategy. Findings have implications for the hiring, training, and professional development of language teachers. Although some of the experiences of non-native teachers of Asian languages were similar to those of their counterparts in other languages, these teachers faced some particularly unique challenges which present avenues for future research.
Graduate

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May, Lillian Anne. "Language as a special signal : infants' neurological and social perception of native language, non-native language, and language-like stimuli." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55962.

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The capacity to acquire language is believed to be deeply embedded in our biology. As such, it has been proposed that humans have evolved to respond specially to language from the first days and months of life. The present thesis explores this hypothesis, examining the early neural and social processing of speech in young infants. In Experiments 1-4, Near-Infrared Spectroscopy is used to measure neural activation in classic “language areas” of the cortex to the native language, to a rhythmically distinct unfamiliar language, and to a non-speech whistled surrogate language in newborn infants (Experiments 1 & 2) as well as infants at 4 months of age (Experiments 3 & 4) in. Results revealed that at birth, the brain responds specially to speech: bilateral anterior areas are activated to both familiar and unfamiliar spoken language, but not to the whistled surrogate form. Different patterns were observed in 4 month-old infants, demonstrating how language experience influences the brain response to speech and non-speech signals. Experiments 5-7 then turn to infants’ perception of language as a marker of social group, asking whether infants at 6 and 11 month-olds associate the speakers of familiar and unfamiliar language with individuals of different ethnicities. Infants at 11 months—but not at 6 months—are found to look more to Asian versus Caucasian faces when paired with Cantonese versus English language (Experiments 5, 7). However, infants at the same age did not show any difference in looking to Asian versus Caucasian faces when paired with English versus Spanish (Experiment 6). Together, these results suggest that the 11 month-old infants tested have learned a specific association between Asian individuals and Cantonese language. The experiments presented in this thesis thus demonstrate that from early in development, infants are tuned to language. Such sensitivity is argued to be of critical importance, as it may serve to direct young learners to potential communicative partners.
Arts, Faculty of
Psychology, Department of
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CORREA, ELISA FIGUEIRA DE SOUZA. "NATIVE LANGUAGE AND TRANSLATION IN NON-NATIVE LANGUAGE TEACHING: A CRITICAL HISTORIOGRAPHY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24443@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A motivação inicial desta tese adveio de experiências que tive como professora de português-língua estrangeira (PLE) na Universidade de Hebei, na China. Devido às dificuldades de comunicação com os alunos – visto que nem eu dominava o mandarim, nem os alunos, o português – e frustrada diante da orientação hegemônica de criar uma sala de aula monolíngue em PLE, decidi-me por analisar criticamente tal situação. O desenvolvimento dessa análise, acompanhado por uma necessidade de não coibir o uso da língua materna (LM) ou da língua em comum (o inglês, no caso) nesse contexto, vem a constituir-se no principal pilar da presente investigação. Como resultado, compõe-se uma historiografia crítica acompanhada por um procedimento de análise baseado em questões sobre se, como, quando e por quem eram utilizados em sala de aula LM e tradução, e sobre quais os valores ou objetivos socialmente atrelados ao estudo de uma língua não-materna (LNM) em cada momento ou método em foco. Também se faz uma revisão de cunho terminológico-conceitual relativa à tradução no meio pedagógico. Com base na crítica historiográfica, opta-se, por fim, pelo rompimento com a orientação pró-monolinguismo em sala de aula, a qual tem prevalecido desde o início do século XX. Para justificar, contemporaneamente, o uso da LM e dos exercícios de tradução (também chamados de tradução pedagógica) como recursos no ensino-aprendizagem de LNM, constata-se a necessidade cognitiva e afetiva da LM em sala de aula por parte de alunos e professores, e defende-se a prática tradutória, conforme concebida pós-modernamente, como um recurso de tripla face: (1) como uma quinta habilidade a ser visada pelo ensino de LNM; (2) como uma forma de criar consciência linguística no aluno, em especial pelo contraste entre a sua LM e a LNM; e (3) como fruto de uma proposta de ensino-aprendizagem que, por se alinhar a uma condição pós-método, procura utilizar-se de ferramentas variadas de ensino para enriquecer o ambiente da sala de aula e a experiência de aprendizagem. Entende-se que a reflexão trazida pela prática tradutória possibilita despertar o aluno tanto para a natureza da linguagem, quanto para questões de ordem política e cultural que envolvem as línguas e sociedades. A tese sustenta seus argumentos a favor do uso desses dois recursos – LM e tradução pedagógica – com dados de outras pesquisas e com depoimentos de alunos e professores sobre o assunto, concluindo em prol dos mesmos e contra a hegemonia da sala de aula monolíngue em LNM, a qual ainda prevalece como situação ideal no senso comum e em diversas instâncias de política educacional.
The motivation to write this dissertation came from my personal experience teaching Portuguese as a foreign language (PFL) at Hebei University, in China. Due to communication difficulties with my students – since neither could I speak Mandarin, nor could they speak Portuguese – and frustrated in face of the hegemonic orientation towards a monolingual classroom, I ve decided to analyze this situation. The development of this analysis forms the pillar of the present investigation, together with a need not to forbid native language (NL) or the common language (in that case, English) use in classroom. As a result, a critical historiography, along with an analysis procedure based in questions on if, how, when and by whom NL and translation were used, and also questions related to which social values or objectives were behind non-native language (NNL) leaning, at each moment or method analyzed. In addition, a terminological-conceptual review on the pedagogical uses of translation is presented. Based on such a historiography, it is proposed a break away from the pro-monolingualism orientation in classroom, which has prevailed since the early 20th century. The cognitive and affective need of NL in classroom, of both teacher and pupils, is one of the reasons found to currently justify the use of LM and translation exercises (also known as pedagogical translation) as resources in NNL teaching – as well as the defense of translation practice, in its postmodern understanding. Translation practice, in such terms, is understood as a triple-faced resource: (1) it is a fifth skill to be targeted by NNL teaching; (2) it raises language awareness in students, specially contrasting NL and NNL; (3) it is a byproduct of teaching and learning principles which, by accepting a postmethod condition, aim at adopting varied tools to enrich both classroom environment and learning experience. The careful consideration that translation practice provokes is understood as awaking students to the nature of language, and to political and cultural issues that involve language and society as well. This dissertation upholds its arguments in favor of these two resources – NL and pedagogical translation – with data from other researches and statements from students and teachers on the subject. It concludes in favor of these resources and against the hegemony of the monolingual classroom, which is still thought to be the ideal NNL classroom environment for the common sense, and for several educational policies.

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Canizares, Carlos I. "Second Language Learners’ Performance on Non-Isomorphic Cross-Language Cognates in Translation." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3061.

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Do adult L2 English bilingual speakers have difficulty with cognate words whose meanings are distinct across their two languages? This study explored the extent to which variations in meaning in cross-language cognates affect translation performance in a translation task by L2 English (L1 Spanish) speakers who learned English as adults. A prep-phase experiment was conducted to test native English-speakers’ predicted completions of the study’s stimuli sentences, in order to choose the optimal stimuli for the primary experiment. The method for the primary experiment of this study consisted of a web-based translation task of 120 sentences from Spanish to English, while controlling for polysemy and frequency. The results showed that adult L2 learners of English did experience difficulty when translating cognates in sentences from their L1 to their L2. The interaction of the Spanish word’s polysemous nature, Spanish word frequency, English target frequency and English cognate frequency played a role in the participants’ performance.

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Ericsson, Anna. "Occupational terms in The Daily Aztec & The San Diego Union Tribune : Non sexist vs. sexist language." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2038.

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In English usages such as mankind and job titles ending in -man (fireman, chairman) when referring to people in general are considered sexist. Sexist language makes a distinction between women and men and it can exclude, trivialize or diminish women. Therefore, the aim of this paper was to study the sexist or non-sexist use of occupational terms in The San Diego Union Tribune and The Daily Aztec. The questions that were investigated were how the newspapers used affixed terms ending in –man and -woman, if they added female/woman/lady to refer to women, but also how they referred to traditional female professions (nurse, midwife). The study was conducted by hand by using a textual analysis, which was both qualitative and quantitative in nature. The study showed that the newspapers primarily use non-sexist occupational terms and avoid using female markings, even when reference is being made to women who have traditional male professions. The sexist usage that was most common was the affixed terms ending in –man and –woman. One conclusion that could be drawn was that The San Diego Union Tribune follows The Associated Press Stylebook’s policy about the usage of coined words such as chairperson and spokesperson.

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Ehlers-Zavala, Fabiola P. Steffensen Margaret S. "Reading an illustrated and non-illustrated story dual coding in the foreign language classroom /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942643.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 24, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Jeffrey P. Bakken, William C. Woodson, Charles B. Harris. Includes bibliographical references (leaves 214-240) and abstract. Also available in print.

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Schlebusch, Anne. "Non-racial schooling in selected Cape Town schools : language, attitudes and language learning." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17504.

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Bibliography: pages 111-118.
This study examines some elements of the language environment, language learning processes, and language inter-actions between child and teacher, and child and child in the changing South African education system. As more classrooms become non-racial, new dimensions are arising in language use and in learning: classrooms are perforce multilingual as different language groups come together to receive instruction through the medium of English. What dynamic do these multilingual elements bring to the standard classroom? I focus on part of the Standard Six population of 5 Western Cape English medium schools. The schools are different in many respects and similar in others; some have more Black pupils than others. By using a variety of research methods, including questionnaires, worksheets, personal observation, interviews and essays, I explore the experiences and attitudes of pupils, teachers and principals. My object is to try to identify trends: to look for positive features arising out of present classrooms and to look for possible points of tension as well, in order to extract central features to analyse. These are highlighted, and cross-referenced with relevant international studies, as matters of interest for practitioners in the classroom and for education planners. The field is immense: the study essentially provides a broad-based platform for further research. I tried not to have any preconceptions about what I would find, so made it a comprehensive and far-ranging study. It uncovers important elements which teachers and schools may attend to, relatively easily, indicates the importance of development of one's Mother Tongue and exposes deeply-felt emotions about Language and identity. It asks questions about Bridging Programmes and about the language of the teacher in the classroom and in testing. I also ask about the future of English in this country, about feelings about learning Afrikaans and about learning Xhosa. The main target in the recommendations is the teacher, as the generator of learning opportunities in the classroom. I call for more specific communication between teacher and pupil and the evolution of child-specific language learning processes. It is every teacher in every classroom who needs to adjust consciously to the new classroom profiles. Differing patterns clearly emerge from the schools with different intake profiles. This suggests the need for further studies to examine these findings for generalisability. The situation in schools is both volatile and exciting, calling for concrete and imaginative attention to aspects emerging from the personal, perceptive and wide-ranging input of the sample studied in this research project.

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Rosendal, Tove. "Linguistic landshapes : a comparision of official and non-official language management in Rwanda and Uganda, focusing on the position of African languages /." Göteborg : Department of Languages and Literature, University of Gothenburg, 2010. http://gupea.ub.gu.se/handle/2077/22227.

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Musgrave, Simon. "Non-subject arguments in Indonesian /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000239.

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Tideman, Viktor, and Sofia Tengelin. "How Malaysian nurses deal with language barriers during meetings with patients with another language." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44240.

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Background: Effective communication is vital to establish a patient-nurse relation and in order for the nurse to deliver good nursing care. Mistakes and errors are more frequent when there is a language barrier between the nurse and the patient. Method: The study was made as a qualitative interview study with a phenomenological analysis. Aim: Describe how Malaysian nurses deal with language barriers during meetings with patients with another language. Result: To deliver good nursing care to patient with another language could be difficult depending on what strategies the nurses used: how nurses experience the effectiveness of non-verbal communication, how interpreters were used and who interpreted during the patient meeting, strategies nurses used when interpreter was not an option, nurses’ interest in learning about the patient’s culture. Conclusion: To overcome language barriers is complex and often more than one strategy is needed. Patient safety is compromised when there were language barriers between the nurse and the patient.

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佐久間, 淳一, and Jun'ichi SAKUMA. "Non-lexical Case Assignment in the Finnish Language." 名古屋大学文学部, 2003. http://hdl.handle.net/2237/9283.

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Reimann, Nicola. "Non-continuation on an institution-wide language programme." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340618.

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Wu, Jun. "Maximum entropy language modeling with non-local dependencies." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068231.

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Humed, Kammi G., Kenneth T. Olson, and Janet Cooley. "Verification of Non-English-Language Prescription Label Translations." The University of Arizona, 2016. http://hdl.handle.net/10150/613994.

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Class of 2016 Abstract
Objectives: To verify a set of translated medication labels in consultation with native speakers of non-English languages, specifically for this study: Amharic, Arabic, Chinese (Mandarin), Somali, Spanish, Tigrinya, and Vietnamese. Methods: Native speakers of target languages were recruited from academic and community organizations in the Tucson area. Participants were asked to review a set of translated directions and complete a survey regarding the validity and comprehensibility of the translations. In some cases, a short interview was used to clarify any comments or corrections made by the participants. Results: Surveys were completed by 23 participants, 12 men and 11 women, covering seven languages, with an uneven distribution between languages. Directions in Somali were the least problematic, with relatively strong agreement between respondents. Amharic directions were rated poorly and scored consistently worse than the overall average. Tigrinya had the most variation between respondents compared to other languages. Chinese, Spanish, and Vietnamese all received rather high scores, but analysis is complicated by a small sample size for each. Among responses to the open-ended questions, comments regarding word choice were the most common, for various reasons. Conclusions: We were able to validate some of the provided translations, but found that certain languages posed more problems than others, and these translations would need to undergo further review before they can be reliably used in clinical practice.

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Evaldsson, Sanna. "From to-infinitives to gerunds : - an essay on the translation of non-finite clauses." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5732.

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Title: From To-infinitives to Gerunds – an Essay on the Translation of Non-finite Clauses

Author: Sanna Evaldsson

The aim of this study is to find out how non-finite clauses are translated into Swedish and what translation strategies are applied in the process of translation. Non-finite clauses are very effective stylistic devises providing condensed and concise language, which is useful in academic texts. Even though English and Swedish are both languages of Germanic origin and share similarities, the translation of these clauses into can be difficult due to the languages’ different uses of non-finites.

To provide with material for this essay, a translation of a text written by Nicholas Cook has been made by the author of the essay and the two texts have been compared in order to make generalizations. The to-infinitive, the present participle, the past participle clauses and the gerund are features which are treated in this study. They are treated separately and their translations are compared with the secondary literature, which include grammars and books on translation theory.

The results for this study show that the translation strategies used for these types of clauses are ‘equivalence’, ‘structural shift’, ‘correspondence’, ‘transposition’ and ‘level shift’. The former three seem to be the most common, while the latter two are less frequently used.

Keywords: non-finite clauses, to-infinitive, present participle, past participle, gerund, translation.

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Gustavsson, Lennart. "Language taught and language used : dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations." Doctoral thesis, Linköpings universitet, Tema Kommunikation, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-35339.

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The purpose of the research reported in this monograph has been twofold. First, it aims at contributing to an inquiry of the ways in which language and context are intertwined. Second, it aims at giving a characterization of a specific communicative event, second language teaching. The study starts out from a broad social-theoretical perspective, inspired by language game theory and ethnomethodology, as well as Goffman's (1974) 'frame analysis' and the work of Ragnar Rommetveit (1974, 1987). Levinson's (1979) notion 'activity type' is used in exploring how relevance criteria and frames of interpretation vary with the context of the activity in which language is used. The empirical material for the study consists of eight dyadic lessons of Swedish as a second language in grades 4-6 of the Swedish comprehensive, compulsory school. As material for comparison, the pupils, 10-12 year old boys from the Middle East, also participate in two non-didactic conversations around tasks defined by the research team, one together with his teacher of Swedish, one together with a class-mate of his. The first of the three empirical studies is a qualitative, discursive analysis of salient dialogue processes in language teaching activities. Abrupt shifts and breaks in the dialogue, misunderstandings, and lack of tuning between the conversational parties are interpreted as results of a tension between language at two levels in the language lesson. The dialogue in the language lessons of the corpus is characterized by an ambivalence between two perspectives on language, the ordinary, everyday perspective on language as a means for constructing and conveying messages versus the 'level 2 perspective', where language is seen as anabstract system of decontextualized linguistic items. The two other empirical studies are quantitatively oriented. In the first of these, important differences in dialogue processes, concerning dynamics, coherence and fluency are found between the lessons and the non-didactic conversations, as well as between different activities within the confines of a lesson. One of the most important results is that the teacher's interactional dominance seems to be systematically related to the content of lesson activities. The results of the last study suggest that in lessons, and especially language lessons proper, the pupil is givenfewer opportunities for talking and, also, that he refrains from taking the opportunities actually given to him. The main significance of the research is the demonstration of the dynamic character of linguistic communication and of the way in which linguistic meaning is the product of utterances being embedded in activities on which activity-specific premisses for communication are brought to bear. Also, the second language teaching situation is characterized as connected with particular communicative practices that are imbued with a certain degree of ambivalence and ambiguity.

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Roberts, Paul J. "A causal-comparative study of intellectual, achievement, language, and behavioral dimensions of language-disordered and non language-disordered learning disabled children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720168.

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The study examined the existence of (dis)similarities between subgroups of learning disabled children who had language-based learning disorders and those who did not exhibit specific language-based disabilities, and what related symptomatology characterized these children. The present study extends the previous literature by utilizing a multidimensional approach to the identification of language-based learning disordered children. The subjects used in this study were a group of 46 children between the ages of 6 and 14 years old referred to a major medical center for psychoeducational evaluation due to reported learning and/or behavioral difficulties. The subjects were separated into two groups according to the nature of the initial referral. Initial comparisons of the two groups were conducted by examining differences in cognitive, achievement, language, and behavioral functional as measured by standardized psychometric instruments. Significant differences were found between the two groups on several variables. Subtyping of the sample was accomplished using Ward's Method of cluster analysis. Fourteen cluster variables were chosen for analysis. These included (a) WISC-R Verbal IQ, (b) WISC-R Performance IQ, (c) PPVT, (d) VMI, (e) Reading, Spelling, and Arithmetic subtests of the WRAT-R, (f) the five language composites of the TOLD, and (g) the Parent and Teacher versions of the Conner's Abbreviated Questionnaire. Two separate cluster analyses, one with and one without behavioral data were calculated. Results of the second cluster analysis were similar to the first. To validate the obtained cluster solutions, Multivariate Analysis of Variance was used to examine whether the clusters differed significantly on a linear composite of cognitive, achievement, language, and behavioral instruments. The expected subgroupings of language-disordered children did not appear. Several theoretical explanations for these findings are discussed and implications for future research are offered.
Department of Educational Psychology

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Trussell, Christine. "The works of Cy Twombly : non-linear language and non-linear consciousness." Thesis, Oxford Brookes University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325293.

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Jacob, Manuella. "Effets du dispositif médiatisé à distance sur la formation d'enseignants en langue étrangère non titulaires." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30050/document.

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Notre travail avait pour objectif d’étudier les effets d’un dispositif médiatisé à distance sur la formation d’enseignants de langue. Nous commençons par rappeler succinctement la démarche adoptée puis nous effectuerons une synthèse du réalisé. Enfin, notre conclusion s’achèvera par le rappel de quelques particularités relatives à cette recherche et sur des perspectives envisageables
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Pfau, Roland, and Markus Steinbach. "Modality-independent and modality-specific aspects of grammaticalization in sign languages." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2006/1088/.

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One type of internal diachronic change that has been extensively studied for spoken languages is grammaticalization whereby lexical elements develop into free or bound grammatical elements. Based on a wealth of spoken languages, a large amount of prototypical grammaticalization pathways has been identified. Moreover, it has been shown that desemanticization, decategorialization, and phonetic erosion are typical characteristics of grammaticalization processes. Not surprisingly, grammaticalization is also responsible for diachronic change in sign languages. Drawing data from a fair number of sign languages, we show that grammaticalization in visual-gestural languages – as far as the development from lexical to grammatical element is concerned – follows the same developmental pathways as in spoken languages. That is, the proposed pathways are modalityindependent. Besides these intriguing parallels, however, sign languages have the possibility of developing grammatical markers from manual and non-manual co-speech gestures. We will discuss various instances of grammaticalized gestures and we will also briefly address the issue of the modality-specificity of this phenomenon.

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Kumashiro, Fumiko. "Phonotactic interactions : a non-reductionist approach to phonology /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9963655.

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Hughes, Sharon. "The change of language and the language of change : a consideration of some of the assumptions behind non-governmental language planning projects : implications for language in education policy." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/16990.

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Bibliography: pages 70-80.
Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

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DeChant, Ryan C. "Mindreading, Language and Simulation." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/74.

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Mindreading is the capacity to attribute psychological states to others and to use those attributions to explain, predict, and understand others’ behaviors. In the past thirty years, mindreading has become the topic of substantial interdisciplinary research and theorizing, with philosophers, psychologists and, more recently, neuroscientists, all contributing to the debate about the nature of the neuropsychological mechanisms that constitute the capacity for mindreading. In this thesis I push this debate forward by using recent results from developmental psychology as the basis for critiques of two prominent views of mindreading. First, I argue that the developmental studies provide evidence of infant mindreading and therefore expose a flaw in José Bermúdez’s view that certain forms of mindreading require language possession. Second, I argue that the evidence of infant mindreading can also be used to undermine Alvin Goldman’s version of Simulation Theory.

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Beighley, Steven M. "Non-Cooperative Communication and the Origins of Human Language." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/philosophy_theses/95.

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Grice (1982) and Bar-On and Green (2010) each provide 'continuity stories' which attempt to explain how a human-like language could emerge from the primitive communication practices of non-human animals. I offer desiderata for a proper account of linguistic continuity in order to argue that these previous accounts fall short in important ways. I then introduce the recent evolutionary literature on non-cooperative communication in order to construct a continuity story which better satisfies the proposed desiderata while retaining the positive aspects of the proposals of Grice and Bar-On and Green. The outcome of this project is a more tenable and empirically investigable framework chronicling the evolution of human-like language from communicative abilities currently found in non-human animals.

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Sturdee, David I. "On the distinction between literal and non-literal language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/NQ41319.pdf.

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Coady, Ann. "The non-sexist language debate in French and English." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/24058/.

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The field of gender and language has gradually abandoned studies of gender-fair language, perhaps considering that there is little left to say on the subject. However, the debate over gender-fair language rages on in the media. Language bodies spend a significant amount of time and money on producing guidelines, yet there have been woefully few studies on what speakers think of these reforms, and the few studies that have been carried out have tended to focus on small groups. In addition, there have been very few analyses of how sexism gets debated and defined within media texts themselves, whereas examining social evaluations of language is essential in understanding the motivating force of language change. There is also a dearth of comparative studies in gender and language, which would allow conceptions of language in general, as well as feminist linguistic reforms, to be framed in their cultural and historical perspectives. This thesis aims at filling this gap in the field of gender and language by examining discourses on feminist linguistic reform in the media from a cross-linguistic perspective. A corpus of 242 articles (approx. 167,000 words) spanning 15 years (2001-2016), whose main topic is (non-)sexist or gender-fair language was collected from British and French on-line national newspapers. Apart from the obvious fact that the media have an enormous influence on public opinion, this is where the debate on sexist language has traditionally been carried out, and thus the media play a special role in the debate. On-line newspaper texts were therefore chosen in an effort to find discourses that readers are exposed to on a regular basis, and that could be classed as widespread and familiar to the general public. A corpus-based analysis was employed as a starting point to identify traces of discourses that are used to frame arguments in the gender-fair language debate. Frequency lists, keyword lists, and word sketches were carried out in order to indicate possible directions for analysis. Hypotheses based on the literature review were also followed up with searches for particular semantically related terms relating to discourses found in other studies. Finally, a CDA analysis was carried out on relevant concordance lines. Twelve main discourses were identified in the two corpora, based on six principle ideologies of language. Findings indicated that the overwhelming majority of these discourses and language ideologies are found in both the English and the French corpus, and across the political spectrum of newspaper groups. However, differences in quantitative and qualitative use may indicate on the one hand, deeper cultural differences between the UK and France, and on the other, core political and moral values between the right and left wing. The main contribution to knowledge that this thesis makes is in helping to revitalise research on sexist language through an analysis of the discourses and language ideologies that determine the success, or failure, of non-sexist language, as well as a novel analysis of the origin of sexism in language (Chapter 3).

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Crelier, Andrés. "Reasons without language: the case of non-human animals." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/112767.

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The paper puts forward the thesis that non-human animals are able to operate withreasons. It argues that the flexible individual conduct is evidence of instrumentalrationality and that the context of a practical problem –like tool use by chimpanzees–points toward the existence of deliberative thought. Reasons can be seen as mental representations and deliberation as a way to operate with series ofrepresentations. Finally, it is suggested that a communicative infrastructure –suchas the one elucidated by Tomasello– makes it possible to communicate reasonswithout language.
La tesis general del trabajo es que los animales no lingüísticos pueden operar en base a razones. Se sostiene ante todo que la conducta individual flexible de algunos animales ofrece evidencia de racionalidad instrumental. Se argumenta luego que en el marco de los problemas prácticos –como el de la fabricación y uso de herramientas por parte de algunos primates– pueden advertirse procesos de deliberación sin lenguaje. Las razones se interpretan como representacionesmentales y la deliberación como un modo de operar sobre series de representaciones asociadas. Se sostiene, finalmente, que la existencia de una infraestructura comunicativa no lingüística –como la que propone Tomasello– permite ya comunicar razones.

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Rath, Foley Anna. "The language of non-commercial advertising: A pragmatic approach." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42269.

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The current study has explored the language of 30 non-commercial advertisements, both quantitatively and qualitatively, within the framework of pragmatics. The main incentive was to conduct an investigation into how the advertiser working with such a philanthropic genre employs attention-seeking, informing and persuading functions when she communicates with her audience. Orbiting around key notions of Relevance Theory (1986; 1995; 2012) and Tanaka’s pragmatic approach to advertising (2005), the study attempted to determine whether non-commercial advertising differs from its commercial counterpart in terms of informing and persuading intentions, and to examine the extent to which non-commercial advertising relies on internal and external contexts in its explicit and implicit language. The findings show that non-commercial advertising utilises attention-seeking, informing and persuading functions in a variable fashion since they can be incorporated into complex arrangements in which they sometimes overlap or collaborate. This fuse appears to enable the advertiser to achieve her intended meaning at the same time as she can make efficient use of space and time. The study also found that there are non-commercial advertisements that completely lack persuasion. By excluding explicit and implicit imperative speech acts, conjunctive adjuncts and pronouns that involve the audience, such advertisements appear to be solely objective and informative. In turn, these findings suggest that the informing function in non-commercial advertising is not always subordinated to the persuading function, which contrasts with the informing-persuading hierarchy in commercial advertising. Finally, since the creator of non-commercial advertising frequently exposes her audience to weak relevance, she requires them to locate and solve explicatures and implicatures with help from both internal and external contexts, which strengthens Tanaka’s (2005) claim that advertisers treat their audience as potentially creative and resourceful once attention has been attracted and sustained.

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Hurworth, Allan Christopher. "The origin of language-like features in DNA." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341625.

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MacDonald, R. G. "Gaze cues and language in communication." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/476122c4-9264-44aa-8f08-c70f6dbb14d8.

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During collaboration, people communicate using verbal and non-verbal cues, including gaze cues. Spoken language is usually the primary medium of communication in these interactions, yet despite this co-occurrence of speech and gaze cueing, most experiments have used paradigms without language. Furthermore, previous research has shown that myriad social factors influence behaviour during interactions, yet most studies investigating responses to gaze have been conducted in a lab, far removed from any natural interaction. It was the aim of this thesis to investigate the relationship between language and gaze cue utilisation in natural collaborations. For this reason, the initial study was largely observational, allowing for spontaneous natural language and gaze. Participants were found to rarely look at their partners, but to do so strategically, with listeners looking more at speakers when the latter were of higher social status. Eye movement behaviour also varied with the type of language used in instructions, so in a second study, a more controlled (but still real-world) paradigm was used to investigate the effect of language type on gaze utilisation. Participants used gaze cues flexibly, by seeking and following gaze more when the cues were accompanied by distinct featural verbal information compared to overlapping spatial verbal information. The remaining three studies built on these findings to investigate the relationship between language and gaze using a much more controlled paradigm. Gaze and language cues were reduced to equivalent artificial stimuli and the reliability of each cue was manipulated. Even in this artificial paradigm, language was preferred when cues were equally reliable, supporting the idea that gaze cues are supportive to language. Typical gaze cueing effects were still found, however the size of these effects was modulated by gaze cue reliability. Combined, the studies in this thesis show that although gaze cues may automatically and quickly affect attention, their use in natural communication is mediated by the form and content of concurrent spoken language.

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Ada, Anil. "Non-deterministic communication complexity of regular languages." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112367.

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The notion of communication complexity was introduced by Yao in his seminal paper [Yao79]. In [BFS86], Babai Frankl and Simon developed a rich structure of communication complexity classes to understand the relationships between various models of communication complexity. This made it apparent that communication complexity was a self-contained mini-world within complexity theory. In this thesis, we study the place of regular languages within this mini-world. In particular, we are interested in the non-deterministic communication complexity of regular languages.
We show that a regular language has either O(1) or O(log n) non-deterministic complexity. We obtain several linear lower bound results which cover a wide range of regular languages having linear non-deterministic complexity. These lower bound results also imply a result in semigroup theory: we obtain sufficient conditions for not being in the positive variety Pol(Com).
To obtain our results, we use algebraic techniques. In the study of regular languages, the algebraic point of view pioneered by Eilenberg ([Eil74]) has led to many interesting results. Viewing a semigroup as a computational device that recognizes languages has proven to be prolific from both semigroup theory and formal languages perspectives. In this thesis, we provide further instances of such mutualism.

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Gill, Andrew John. "Cheap deforestation for non-strict functional languages." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/4817/.

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In functional languages intermediate data structures are often used as glue to connect separate parts of a program together. Deforestation is the process of automatically removing intermediate data structures. In this thesis we present and analyse a new approach to deforestation. This new approach is both practical and general. We analyse in detail the problem of list removal rather than the more general problem of arbitrary data structure removal. This more limited scope allows a complete evaluation of the pragmatic aspects of using our deforestation technology. We have implemented our list deforestation algorithm in the Glasgow Haskell compiler. Our implementation has allowed practical feedback. One important conclusion is that a new analysis is required to infer function arities and the linearity of lambda abstractions. This analysis renders the basic deforestation algorithm far more effective. We give a detailed assessment of our implementation of deforestation. We measure the effectiveness of our deforestation on a suite of real application programs. We also observe the costs of our deforestation algorithm.

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Snyder, Jodi Deeann. "The relationship between attachment, behavior problems, and parental stress in language delayed and non-language delayed children." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2840.

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The present study was designed to assess the relationship between language disorders, maternal attachment, behavior problems, and parental stress. The mothers of the following four groups of children were studied: (a) language delayed children without behavior problems, (b) language delayed children with behavior problems, (c) non-language delayed children without behavior problems, and (d) non-language delayed children with behavior problems. Mothers completed three measures: (a) The Maternal Perceptions of Child Attachment, (b) The Maternal Gratification Scale, and (c) The Parenting Stress Index. Contrary to expectations, mothers of language delayed children reported more attachment to their children than did mothers of non-language delayed children. The presence of behavior problems did not seem to affect the mothers' perceived attachment but was associated with greater maternal stress. The results suggested that the child's needs associated with having a disability may actually enhance attachment while behavior problems not the disability itself contributed to maternal stress.

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Dragana, Cvetković. "Novi indikatori stabilnosti za empirijske trofičke mreže." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2017. https://www.cris.uns.ac.rs/record.jsf?recordId=104788&source=NDLTD&language=en.

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Ova doktorska disertacija uvodi nov pristup ispitivanju stabilnosti dinamičkihsistema, korišćenjem teorije pseudospektra. Na taj način se postojeći pojamstabilnosti profinjuje pojmom robusne stabilnosti, koji mnogo adekvatnijeopisuje realnu ekološku stabilnost. Razvijen je nov matematički alat zaizračunavanje indikatora stabilnosti, koji je zatim ilustrovan na primeru dvaekosistema tla, sa po četiri uzorka, u četiri različita stadijuma razvoja.
This doctoral dissertation establishes a novel approach to the stability analysis ofdynamical systems, in terms of matrix pseudospectrum. In that manner, the existingconcept of stability has undergone essential refinement so as to give birth to theconcept of robust stability, which has the ability to capture the ecological stability at amore adequate level. Additionally, within the framework of the dissertation, a newmathematical tool for the stability indicators computation has been developed, whichhas then been used to illustrate theoretical results in form of two soil ecosystems,each of them sampled four times, all of them observed in four distinct stages ofevolution.

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Millour, Alice. "Myriadisation de ressources linguistiques pour le traitement automatique de langues non standardisées." Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUL126.

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Les sciences participatives, et en particulier la myriadisation (crowdsourcing) bénévole, représentent un moyen peu exploité de créer des ressources langagières pour certaines langues encore peu dotées, et ce malgré la présence de locuteurs sur le Web. Nous présentons dans ce travail les expériences que nous avons menées pour permettre la myriadisation de ressources langagières dans le cadre du développement d'un outil d'annotation automatique en parties du discours. Nous avons appliqué cette méthodologie à trois langues non standardisées, en l'occurrence l'alsacien, le créole guadeloupéen et le créole mauricien. Pour des raisons historiques différentes, de multiples pratiques (ortho)graphiques co-existent en effet pour ces trois langues. Les difficultés posées par l'existence de cette variation nous ont menée à proposer diverses tâches de myriadisation permettant la collecte de corpus bruts, d’annotations en parties du discours, et de variantes graphiques.L'analyse intrinsèque et extrinsèque de ces ressources, utilisées pour le développement d'outils d'annotation automatique, montrent l'intérêt d'utiliser la myriadisation dans un cadre linguistique non standardisé : les locuteurs ne sont pas ici considérés comme un ensemble uniforme de contributeurs dont les efforts cumulés permettent d'achever une tâche particulière, mais comme un ensemble de détenteurs de connaissances complémentaires. Les ressources qu'ils produisent collectivement permettent de développer des outils plus robustes à la variation rencontrée.Les plateformes développées, les ressources langagières, ainsi que les modèles de taggers entraînés sont librement disponibles
Citizen science, in particular voluntary crowdsourcing, represents a little experimented solution to produce language resources for some languages which are still little resourced despite the presence of sufficient speakers online. We present in this work the experiments we have led to enable the crowdsourcing of linguistic resources for the development of automatic part-of-speech annotation tools. We have applied the methodology to three non-standardised languages, namely Alsatian, Guadeloupean Creole and Mauritian Creole. For different historical reasons, multiple (ortho)-graphic practices coexist for these three languages. The difficulties encountered by the presence of this variation phenomenon led us to propose various crowdsourcing tasks that allow the collection of raw corpora, part-of-speech annotations, and graphic variants. The intrinsic and extrinsic analysis of these resources, used for the development of automatic annotation tools, show the interest of using crowdsourcing in a non-standardized linguistic framework: the participants are not seen in this context a uniform set of contributors whose cumulative efforts allow the completion of a particular task, but rather as a set of holders of complementary knowledge. The resources they collectively produce make possible the development of tools that embrace the variation.The platforms developed, the language resources, as well as the models of trained taggers are freely available

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Hearon, Lindsey. "Saying Saying: Performative Language in Autrement qu'être." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344048769.

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Lundberg, Valeria. "Actitudes de un grupo de adolescentes mexicanos hacia el lenguaje inclusivo : Alternativas al masculino genérico." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34224.

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Language and culture are deeply intertwined. Language reflects and influences the attitudes, perceptions and behaviors of its users. Therefore, the use of non-sexist language can contribute to achieving gender equality in society. This study focuses on the perceptions of a group of Mexican teenagers towards inclusive language. In particular, their acceptance degree towards various gender morphemes are studied and compared to the generic use of the masculine gender. The results of the survey show a clear preference for the alternatives that are easy to pronounce, so called, normative gender morphemes, including the generic use of the masculine compared to new, non-normative gender morphemes that are inclusive but difficult to pronounce. Women prefer the splitting strategy (“desdoblamiento”) to a larger degree than men do. Men have a more conservative posture and prefer the generic use of the masculine and reject non-normative gender morphemes. The differences among informants of different socioeconomic levels are smaller. Still, it seems that informants of a higher socioeconomic level have a more conservative attitude towards inclusive language than informants of a lower socioeconomic level.

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Kim, Ji-Soo. "Bringing about consequence accusatives a semantically non-vacuous approach /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1324369661&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Kamra, Kregert Karolina. "Language Barriers in Eyewitness Testimonies : The Effects of Speaking a Non-native Language on Accuracy and Perceived Confidence." Thesis, Stockholms universitet, Psykologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194512.

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Testifying can be a highly stressful and taxing experience for an eyewitness. When testifying in a non-native language, the native language may interfere with the memory retrieval process. Thus, non-native speaking eyewitnesses face additional difficulties when providing their testimonies. However, it is unknown how the language barrier may affect the accuracy of the testimony. A sample of 33 Swedish-speaking participants were shown a mock crime film and gave a testimony in either a native or non-native (English) language. Ratings of perceived cognitive effort, perceived credibility and confidence of the testimony were also given. No significant differences were found. However, small differences were found with non-native speaking participants reporting fewer correct details, lower confidence, and lower perceived credibility. This could suggest that the judicial system needs to be aware of the difficulties faced by non-native speaking eyewitnesses and take these into account when evaluating these witnesses in order to achieve legal certainty. Sample size, other limitations and suggestions for future research is further discussed.

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Lazarinis, Fotis. "Text extraction and Web searching in a non-Latin language." Thesis, University of Sunderland, 2008. http://sure.sunderland.ac.uk/3326/.

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Recent studies of queries submitted to Internet Search Engines have shown that non-English queries and unclassifiable queries have nearly tripled during the last decade. Most search engines were originally engineered for English. They do not take full account of inflectional semantics nor, for example, diacritics or the use of capitals which is a common feature in languages other than English. The literature concludes that searching using non-English and non-Latin based queries results in lower success and requires additional user effort to achieve acceptable precision. The primary aim of this research study is to develop an evaluation methodology for identifying the shortcomings and measuring the effectiveness of search engines with non-English queries. It also proposes a number of solutions for the existing situation. A Greek query log is analyzed considering the morphological features of the Greek language. Also a text extraction experiment revealed some problems related to the encoding and the morphological and grammatical differences among semantically equivalent Greek terms. A first stopword list for Greek based on a domain independent collection has been produced and its application in Web searching has been studied. The effect of lemmatization of query terms and the factors influencing text based image retrieval in Greek are also studied. Finally, an instructional strategy is presented for teaching non-English students how to effectively utilize search engines. The evaluation of the capabilities of the search engines showed that international and nationwide search engines ignore most of the linguistic idiosyncrasies of Greek and other complex European languages. There is a lack of freely available non-English resources to work with (test corpus, linguistic resources, etc). The research showed that the application of standard IR techniques, such as stopword removal, stemming, lemmatization and query expansion, in Greek Web searching increases precision. ii

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Firth, Michael Anthony. "A fold/unfold transformation system for a non-strict language." Thesis, University of York, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280416.

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Dobbins, Elizabeth M. "Non-Language Barriers to Effective Care of the Hispanic Population." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/274.

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This research study was designed to improve the quality of health care received by the Hispanic population in northeast Tennessee. After reviewing past research, it is evident that the Hispanic population reports a lower level of health care satisfaction and a greater number of health disparities. Although attempts to reconcile this problem have included implementing regulations and guidelines on the cultural competency of and the provision of language services by health care providers, no measurable improvement has been noted. To positively impact this pervasive problem, the focus must shift away from how health care agencies can affect health care for Hispanics, and toward how health care providers can improve patient care. It is the responsibility of health care providers to provide quality care to all patients, regardless of their culture, race, or language. By interviewing three primary care nurse practitioners who serve a large Hispanic population in northeast Tennessee, it became evident that even with a language aide present, barriers to caring for this population still exist, although these barriers are not unsurmountable. Through years of experience, these providers have developed skills that have improved communication with, and health-related outcomes of, Hispanic patients, but this type of care should not be impacted by nurse practitioner turnover. Each provider agreed that nursing students’ education and opportunities to work with diverse populations while in basic nursing education programs must be improved, so that when students graduate, they can become part of the solution to this ongoing problem.

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Pearlman, Jef 1977. "SLS-Lite : enabling spoken language systems design for non-experts." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86832.

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Cox, Jessica Gruber. "Bilingualism, aging, and instructional conditions in non-primary language development." Thesis, Georgetown University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606540.

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A central question in second language acquisition (SLA) is the interaction of internal and external variables, and this dissertation contributes to the field by investigating the effects of bilingualism and aging on language development under different instructional conditions. Prior research suggests that bilingual young adults generally have an advantage over monolinguals in learning a non-primary language (e.g., Cenoz & Valencia, 1994; Sanz, 2000, 2007), an advantage that is more evident in less explicit instructional conditions (e.g., Lado, 2008; Lin, 2009). In addition, research suggests that older adults are better able to learn non-primary languages under less explicit than explicit conditions (Midford & Kirsner, 2005; Lenet et al., 2011). To aid in explaining the role of bilingualism, aging, and instructional conditions on development, this study also measures attentional control (ANT and Simon task), language aptitude (MLAT), and non-linguistic implicit sequence learning (ASRT).

Ninety-four participants who were either young adults (age 18-27) or older adults (age 60+) and either monolingual English speakers or bilingual English/Spanish speakers completed the Latin Project (Sanz, Stafford, & Bowden), targeting the assignment of thematic roles to nouns in Latin, which differs in cues from that of English or Spanish. Participants completed a vocabulary lesson and quiz, a battery of four assessments as pre, immediate post, and delayed posttests, and task-essential practice either with or without previous grammar explanation (more and less explicit instruction). Language development was measured via accuracy and reaction time. Results revealed a bilingual advantage in accuracy, largely due to increased aptitude compared to monolinguals, and especially for bilinguals in the more explicit condition, a finding that differs from studies that used metalinguistic feedback as explicit instruction (e.g., Lado, 2008). In addition, older adults' accuracy did not vary by condition, suggesting that grammar explanations prior to practice are not as disruptive as is metalinguistic feedback (Lenet et al., 2011), nor did it generally differ from young adults' accuracy. Attentional control and non-linguistic implicit sequence learning predicted changes in latency rather than accuracy. These findings add to our understanding of bilingual effects on cognition, mitigate negative stereotypes of aging and learning, and have implications for foreign language pedagogy.

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Verbos, John. "Non-symbolic Exact Quantity Representation in a Language-Impaired Population." Thesis, Duquesne University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10844959.

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The linguistic relativity hypothesis argues that language influences non-linguistic cognition. One version of the hypothesis suggests that language is a set of tools or technologies that variously enhance or dampen an individual’s capacity to perceive and operate upon the world in certain ways. A domain in which this may be tested is number, where it is hypothesized that counting language allows us to bridge our innate capacities for recognizing small exact quantities (subitizing) and approximating quantities larger than three or four (analog magnitude estimation). To test this, previous studies have asked adult participants who have limited or no access to counting language to re-present non-symbolic exact quantities—that is, for participants to create an array of objects equal in number to a target array of objects presented to the participant. In these studies, both English-speakers whose access to number language was artificially compromised by verbal interference and the Pirahã—an Amazonian tribe whose language does not contain exact number words—appeared to rely on analog magnitude estimation for representing non-symbolic exact quantities greater than three. This suggests that the ability to consistently and accurately recognize and re-present non-symbolic exact quantities is impaired by having limited or no access to counting language. Here, sixteen participants with left-hemisphere damage from stroke and resulting aphasia performed the same five non-verbal, non-symbolic matching tasks from these previous studies. It was expected that coefficients of variation for particular tasks, and correlations between target magnitude with both respect to both error rate and error size across tasks, would suggest use of analog magnitude estimation by these verbally impaired participants. Participants also completed three additional number tasks (number elicitation, confrontation naming with Arabic numerals, and a count list recitation task) and a subset of participants completed nonverbal semantic processing and short-term memory tasks (Pyramids and Palm Trees and a verbal semantic category probe) to better understand errors on nonverbal matching tasks. Results indicated that for people with aphasia, non-symbolic exact quantity representation was more difficult than for people without aphasia, except when target quantities were presented in subitizable groups. Overall, participants made more frequent and larger errors when representing larger quantities and struggled when the target was not visible. Participants who had difficulty with tasks where the target was visible during response also had difficulty with tasks where the target was not visible during response. However, another group of participants only had difficulty with tasks where the target was not visible during response. Additionally, participants who had difficulty with non-verbal aphasia assessment subtests were more likely to err on non-symbolic exact quantity representation tasks where the target was visible during response, while participants who had difficulty with aphasia assessment subtests that required verbal responses were more likely to err on non-symbolic exact quantity representation tasks where the target was not visible during response. These results, alongside correlations with aphasia assessment battery performance, suggest that (1) accuracy on non-symbolic exact quantity matching tasks where the target is visible on response rely more heavily on visuospatial abilities than on language or memory; (2) tasks involving subitizing small exact quantities do not appear to require the same visuospatial capacities; and (3) non-symbolic exact quantity matching tasks where the target is not visible on response rely upon language and memory abilities—especially the capacity for verbal counting. Taken together, these findings reinforce the notion that verbal counting facilitates the consistent and accurate recognition and representation of exact quantities larger than three or four by bridging innate human capacities for subitizing and analog magnitude estimation. Overall, the present results further inform our understanding of tasks previously used to understand the relationship between language and number in a culture lacking words for number concepts.

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Dissertations / Theses on the topic 'Noni language'

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