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Dissertations / Theses on the topic 'Phonetic and grammar knowledge'

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Published: 4 June 2025

Last updated: 1 August 2025

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1

Flemming, Edward. "Phonetic Detail in Phonology." Department of Linguistics, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/227274.

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Assimilation and coarticulation both involve extending the duration of some property or feature. The similarities between these phenomena can be seen by comparing Basque vowel raising with vowel -to -vowel coarticulation in a language like English. In Basque the low vowel /a/ is raised to [el following a high vowel. This gives rise to alternations in the form of the definite suffix, /-a/ (de Rijk 1970): (1) sagar –a; 'apple (def.)'; mutil-e 'boy (def.)'. In an English sequence containing a low vowel preceded by a high vowel, like [-ilæ-] in 'relapse', the high vowel also conditions raising of

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2

Heiberg, Andrea. "Coda Neutralization: Against Purely Phonetic Constraints." Department of Linguistics, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/227245.

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The neutralization of the laryngeal features of a consonant that is not directly followed by a vowel is a common process cross -linguistically. Laryngeal neutralization in this position has a clear phonetic cause: laryngeal features are not salient unless they are immediately followed by a vowel. Since laryngeal neutralization has a phonetic cause, it seems reasonable to characterize it directly in phonetic terms, without positing any additional layer of phonological abstraction. However, a phonetic explanation is not sufficient to account for all cases of laryngeal neutralization. For example

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3

Majors, Tivoli Jane. "Stress dependent harmony : phonetic origins and phonological analysis /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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4

Dean, Geoffrey Brian. "Teacher knowledge of grammar in the primary school." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27096.

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This thesis presents an investigation of the beliefs, personal epistemologies and knowledge held by 8 teachers of primary age pupils in Years 5 and 6 about the teaching of grammar, and whether learning grammar brings about an improvement in writing. The study was divided into three parts. In the first phase the teachers were interviewed about their knowledge and understanding of grammar before being taught an unfamiliar grammar programme to be administered to their classes. They were each filmed teaching a grammar-based lesson. After nine months the teachers were interviewed once more and a fu

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5

Twyman, Matthew Shaun. "Metacognitive measures of implicit knowledge." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390629.

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6

Zappavigna, Michele. "Eliciting Tacit Knowledge with a Grammar-targeted Interview Method." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1909.

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Tacit knowledge represents a challenge to knowledge elicitation due to the assumption that this type of knowledge cannot be articulated. We argue that Polanyi's (1966:4) widely cited notion that “we know more than we can tell” represents a weak model of language that does not acknowledge the grammatical patterns in spoken discourse that we, as speakers, apply tacitly. We investigate the hypothesis that individuals articulate what they know through grammatical patterns, referred to as under-representation, without direct awareness. This thesis develops and pilots a grammar-targeted interview me

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7

Hara, Yurie. "Grammar of knowledge representation Japanese discourse items at interfaces/." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.81 Mb., 200 p, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205429.

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8

Calabrese, Andrea. "Towards a theory of phonological alphabets." Thesis, Cambridge, MA : Dept. of Linguistics and Philosophy, Massachusetts Institute of Technology : Distributed by MIT Working Papers in Linguistics, 1988. http://catalog.hathitrust.org/api/volumes/oclc/21744118.html.

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9

Almeida, Gustavo Augusto de Mendonça. "Using phonetic knowledge in tools and resources for Natural Language Processing and Pronunciation Evaluation." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-17112016-161826/.

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This thesis presents tools and resources for the development of applications in Natural Language Processing and Pronunciation Training. There are four main contributions. First, a hybrid grapheme-to-phoneme converter for Brazilian Portuguese, named Aeiouadô, which makes use of both manual transcription rules and Classification and Regression Trees (CART) to infer the phone transcription. Second, a spelling correction system based on machine learning, which uses the trascriptions produced by Aeiouadô and is capable of handling phonologically-motivated errors, as well as contextual errors. Third

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10

Scott, Leslie A. (Leslie Ann). "Natural Grammar: a Painless Way to Teach Grammar in the Secondary Language Arts Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc501245/.

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Natural Grammar provides a way for the junior high or high school English teacher to draw upon students' "natural," or subconscious, knowledge of the systems and structures of spoken English. When such subconscious knowledge is conceptualized (brought to the conscious level), the students can transfer that knowledge to their writing. Natural grammar, in other words, allows the teacher to begin with what students already know, so that he or she may help students to build upon that knowledge in the context of the students' own writing. Chapters include a brief history of grammar instruction, a s

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11

Masto, Meghan B. "Knowledge, questions and answers." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379990/.

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12

Bauer, Patrick Marcel [Verfasser]. "Artificial Bandwidth Extension of Telephone Speech Signals Using Phonetic A Priori Knowledge / Patrick Marcel Bauer." Aachen : Shaker, 2017. http://d-nb.info/1138178519/34.

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13

Tunney, Richard John. "Artificial grammar learning and the transfer of sequential dependencies." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10862/.

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14

Taher, Amani. "Error analysis : A study of Swedish junior high school students’ texts and grammar knowledge." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168388.

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This study is an investigation of Swedish junior high school students’ English grammar knowledge, based on their written production. The Swedish students’ written productions where analyzed using error analysis as a method to find the most frequent errors that the students make. The errors were identified in texts that were produced in two different ways (free and controlled), and these texts were then compared. The study was conducted through (a) identifying the most frequent grammatical errors in Swedish students’ written production, (b) analyzing what causes the errors to be made, and (c) d

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15

Johnstone, Theresa. "Structural versus processing accounts of implicit learning." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313809.

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16

Gyawali, Bikash. "Surface Realisation from Knowledge Bases." Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0004/document.

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La Génération Automatique de Langue Naturelle vise à produire des textes dans une langue humaine à partir d'un ensemble de données non-linguistiques. Elle comprend généralement trois sous-tâches principales: (i) sélection et organisation d'un sous-ensemble des données d'entrée; ii) détermination des mots à utiliser pour verbaliser les données d'entrée; et (iii) regroupement de ces mots en un texte en langue naturelle. La dernière sous-tâche est connue comme la tâche de Réalisation de Surface (RS). Dans ma thèse, j'étudie la tâche de RS quand les données d'entrée sont extraites de Bases de Conn

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17

Arnold, Julie L. "Building linguistic subject knowledge for writing instruction: Teacher responses to professional learning." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127244/1/Julie_Arnold_Thesis.pdf.

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This study contributes to knowledge about teacher professional learning, in particular a theorisation of the process of turning linguistic subject knowledge into effective pedagogy for writing. The research project explored teacher responses to professional learning about language in the Australian Curriculum: English, Year 10. Systemic functional linguistics provided a framework for collaborative decision-making about specific professional learning needs. Design-based research methodology provided insight into how teachers' developing knowledge base influenced decisions about the planning and

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18

Correa, Maite. "Metalinguistic Knowledge and the Acquisition of the Spanish Subjunctive by Learners at Three Proficiency Levels." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195552.

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One of the most controversial topics in Applied Linguistics is the role of learners' metalinguistic knowledge (MK) in second language (L2) learning and teaching. There seems to be no agreement between those who propose that MK is essential for L2 learning and those who believe that it can even be detrimental for L2 acquisition.Additionally, the subjunctive has been reported to be one of the most difficult structures to master for L2 learners of Spanish. It has been suggested that the subjunctive is acquired fairly late in an acquisition hierarchy of Spanish grammar and that, as a consequence,

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19

Castilho, Luciana Tomé de Souza. "A abordagem da gramática em material didático do ensino médio." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=383.

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Este trabalho consiste em uma análise de materiais didáticos, mais precisamente das apostilas do ensino médio e de curso pré-vestibular, ambos pertencentes a um conhecido método de educação privado. A intenção da nossa pesquisa foi analisar como tais materiais abordam as questões teóricas e os exercícios de Língua Portuguesa, principalmente aqueles referentes à gramática, a fim de investigarmos se predominam atividades concernentes à gramática teórica, à gramática de uso, à gramática normativa ou à gramática reflexiva (Travaglia, 2006; 2007). Foi averiguado que, embora haja atividades que abor

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20

Tantani, Abdussalam Saleh Nasser. "Significant relationships between EFL teachers' practice and knowledge in the teaching of grammar in Libyan secondary schools." Thesis, University of Sunderland, 2012. http://sure.sunderland.ac.uk/3306/.

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Studies of teacher cognition and the teaching of grammar have attracted increasing research attention in recent years, yet relatively little has been published about how EFL teachers working in secondary schools teach grammar compared to what they know about their teaching. The present study considers this relationship by looking at eight teachers and investigating if their knowledge is consistent with their instructional practice. The value of this study is that it examines the current situation in grammar teaching by exploring how knowledge may influence performance in secondary school, teac

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21

Gyawali, Bikash. "Surface Realisation from Knowledge Bases." Electronic Thesis or Diss., Université de Lorraine, 2016. http://www.theses.fr/2016LORR0004.

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La Génération Automatique de Langue Naturelle vise à produire des textes dans une langue humaine à partir d'un ensemble de données non-linguistiques. Elle comprend généralement trois sous-tâches principales: (i) sélection et organisation d'un sous-ensemble des données d'entrée; ii) détermination des mots à utiliser pour verbaliser les données d'entrée; et (iii) regroupement de ces mots en un texte en langue naturelle. La dernière sous-tâche est connue comme la tâche de Réalisation de Surface (RS). Dans ma thèse, j'étudie la tâche de RS quand les données d'entrée sont extraites de Bases de Conn

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22

Graf, Alexander [Verfasser], та Birgit [Akademischer Betreuer] Kellner. "Tibetan Grammar: Si tu Paṇchen and the Tibetan adoption of linguistic knowledge from India / Alexander Graf ; Betreuer: Birgit Kellner". Heidelberg : Universitätsbibliothek Heidelberg, 2019. http://d-nb.info/1191760499/34.

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23

Evinger, Kathryn Lynn. "Understanding the importance of phonemic awareness." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1628.

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The goal of this project will be to design a phonemic awareness handbook which will be discussed at a kindergarten staff in-service. The information in the handbook will explain the concept of phonemic awareness and its importance to successful reading acquistion. The handbook will also provide some phonemic awareness assessment inventories as well as some activities.

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24

Berry, Mary Therese. "The relationship between analyzed knowledge of grammar and reading comprehension of authentic text at four levels of secondary school French /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444256242.

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25

Wood, A. R. "Acoustic-phonetic reasoning in computer understanding of speech using frame-based expert knowledge to interpret the 'Speech Sketch' a representation of the acoustic parametric behaviou." Thesis, Staffordshire University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356461.

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26

Morgan, Sharon. "Transfer and articulation : tracing metalinguistic development in Year 8 writers." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34523.

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Through the use of action research methodology, this exploratory study examines the relationship between explicit grammar teaching and the development of year 8 students’ metalinguistic knowledge. The research particularly focuses on exploring the transfer of new grammatical knowledge into the students’ own writing, as well as charting their abilities to articulate the design decisions underpinning their linguistic choices. Throughout the research, students were encouraged to employ a range of supportive self-regulation strategies to meet the cognitive demands of writing. The research was cond

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27

Ma, Yifan. "Iconicité dans la grammaire du chinois." Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOL009/document.

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La notion d' iconicité¦ est devenue aujourd'hui un sujet fécond au sein de la linguistique cognitive occidentale. Nous avons choisi d'étudier le problème de l'iconicité dans le cadre de la grammaire du chinois. Comme toute langue " idéographique", le chinois mandarin relève évidemment d'une iconicité de haut degré par son écriture. Dans l'histoire de linguistique chinoise, beaucoup d'é¦tudes ont été faites sur la ressemblance entre la forme du caractère chinois et le sens qu'il représente. Or, c'est depuis une trentaine d'années que nous avons commencé à développer la notion d'iconicité dans l

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28

勞皓珍 and Ho-chun Rebecca Lo. "The relationship between phonological awareness and reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2682274X.

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29

Valfridsson, Ingela. "Nebensätze in Büchern und Köpfen : Zur Bedeutung der Begriffsvorstellungen beim Fremdsprachenerwerb." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-22224.

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The benefits of explicit knowledge for language learning is a much debated issue. In this study this question is approached from a new perspective since it focuses on the correlation between students’ concept images and their language ability. The focused concept is the subordinate clause in German. By means of a short written test the performance of 12 Swedish university-level students in three types of tasks was elicited: translating, correcting an erroneous text and commenting on grammatical differences in parallel German and Swedish texts. The students were asked to think aloud, but comple

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Toneli, Priscila Marques 1982. "A palavra prosodica no portugues brasileiro : o estatuto prosodico das palavras funcionais." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270913.

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Orientador: Maria Bernadete Marques Abaurre<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-13T08:48:54Z (GMT). No. of bitstreams: 1 Toneli_PriscilaMarques_M.pdf: 3123769 bytes, checksum: 58ea18b760026022b27899d26b55ad85 (MD5) Previous issue date: 2009<br>Resumo: Nas línguas, há vários elementos que são difíceis de classificar, principalmente no que se refere ao seu estatuto prosódico, e as palavras funcionais são um desses elementos, pois enquanto as palavras lexicais são sempre Palavras Prosódicas, já f

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辛尚泰 and Sheung-tai San. "A study of the dimensions of morphological knowledge and their lexico-syntactic implications for second language proficiency." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B25314105.

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32

Rodríguez, Silva Luis Humberto. "The role of cognitive individual differences and learning difficulty in instructed adults' explicit and implicit knowledge of selected L2 grammar points : a study with Mexican learners of English." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20626/.

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This study explored the relationship between implicit and explicit knowledge of 13 second language (L2) English grammar points and the relationship of each type of knowledge with language learning aptitude and working memory capacity in 90 Mexican learners of L2 English at three different levels of proficiency (Level 5, Level 7, Level 9). An elicited imitation test and an oral narrative test were used to measure implicit knowledge, and a metalinguistic knowledge test was used to measure explicit knowledge. With respect to language learning aptitude and working memory, the former was operationa

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33

Panesar, Kulvinder. "Conversational artificial intelligence - demystifying statistical vs linguistic NLP solutions." Universitat Politécnica de Valéncia, 2020. http://hdl.handle.net/10454/18121.

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yes<br>This paper aims to demystify the hype and attention on chatbots and its association with conversational artificial intelligence. Both are slowly emerging as a real presence in our lives from the impressive technological developments in machine learning, deep learning and natural language understanding solutions. However, what is under the hood, and how far and to what extent can chatbots/conversational artificial intelligence solutions work – is our question. Natural language is the most easily understood knowledge representation for people, but certainly not the best for computers beca

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34

Delaney, Jo-Ann. "Learning to do, doing to learn : an exploration of teacher knowledge and learning through the narratives of trainees on a CELTA (Cambridge English Certificate in Teaching English to Speakers of Other Languages) course." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/15043/.

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It is a widely held view that theory and practice are the two core elements of a teacher’s knowledge. What is less defined is how the two interact during the process by which teachers learn to be teachers and whether a case should be made for one being more important than the other. Academics have sometimes queried the notion of practice being a part of knowledge because of the difficulty of quantifying it in a tangible manner. Instead knowledge constructs that are theory based are preferred. The practice of asking participants on a teacher education course to reflect critically on their class

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35

Kitchen, Rebecca Jane. "How do ethnic minority students represent geographical knowledge? : exploring the stories that relate to representations and link with post-14 subject choices." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267923.

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Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made.

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36

Paukkunen, U. M. (Ulla-Maaria). "Lauseiden virrassa:peruskoulun yhdeksäsluokkalaiset lauseiden tulkitsijoina." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514295362.

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Abstract This work studies how ninth grade students of Finnish secondary school interpret sentences using the tools offered by school grammar. My research maps out the ability of students to analyse the content and structure of the sentences. The study is also part of text skills research. Both reading and writing are part of text skills. In order to acquire these, knowledge of language and grammar are required. The material used for the research has been the written tests and interviews of ninth grade secondary school students. I have combined the material acquired by a written test and inter

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Cori, Marcel. "Modèles pour la représentation et l'interrogation de données textuelles et de connaissances." Paris 7, 1987. http://www.theses.fr/1987PA077047.

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Ces modèles combinent à des réseaux sémantiques des bases de connaissances formées de règles. Les données sont représentées par des graphes sans circuit, ordonnés ou semi-ordonnés, ainsi que par des grammaires de graphes. La recherche de la réponse à une question se ramène à la recherche de morphismes entre structures. Les réprésentations sont construites automatiquement par l'appel à des règles de réécriture de graphes

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38

Hansson, Fredrik. "Tala om text. Om gymnasieelevers metaspråk i gruppsamtal." Licentiate thesis, Malmö högskola, Kultur-språk-medier (KSM), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7642.

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This thesis investigates the use of metalanguage and its relation to learning outcome in group discussions. Metalanguage is defined as a language about language, a way to talk about the features of a language using a specific vocabulary with great precision. It is suggested that metalanguage is necessary in order to develop the pupils' awareness when text analyses are carried out in school. The purpose of the study is to understand how pupils take on the task presented by the teacher, how they reach consensus, if and how they make use of some kind of metalanguage, and to what degree their disc

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Chai, Donglin. "Paradigms of CFL in America, Concepts of Knowing East and West, and their Implications for Teacher Training at the College-Level." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500464134244029.

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Chocholoušová, Petra. "Porovnání znalostí z účetnictví studentů gymnasií a studentů obchodních akademií po absolvování studijního předmětu Účetnictví 1." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-192866.

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The main goal of this master thesis is to find out and analyze knowledge and differences in knowledge of students of the subject 1FU211 Accountancy 1 divided to the graduates of grammar schools and business schools. The thesis is dividend into two parts. The theoretical part includes some of the interesting stats and information about czech school system. Then describes the syllabus of the subject 1FU211 Accountancy 1 at VŠE and the curriculum of accountancy at business school and also this part includes information about the textbooks, which are used in lessons of accountancy at VŠE and busin

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Fouillet, Raphaële. "Les formes de contextualisation de la description du français dans les grammaires pédagogiques pour italophones (1970-2011). Cultures métalinguistiques et expertise professorale." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030152.

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La grammaire, discipline indéfectiblement liée à l’écriture, semble reléguée au second plan depuis l’introduction de la notion de compétence de communication dans l’enseignement / apprentissage du français langue étrangère, à en croire un discours didactique répandu. Or, les pratiques des enseignants de français comme langue étrangère et seconde et les manuels de langue édités en France tendent à montrer une permanence des activités grammaticales. Ce paradoxe nous a conduite à nous interroger sur le discours grammatical d’ouvrages conçus dans un contexte spécifique d’enseignement du français,

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Chanier, Thierry. "Compréhension de textes dans un domaine technique : le système Actes ; application des grammaires d'unification et de la théorie du discours." Paris 13, 1989. http://www.theses.fr/1989PA132015.

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Le système actes offre, d'une part, un formalisme permettant de definir des grammaires et de construire une representation semantique intermediaire des textes, et, d'autre part, un environnement de developpement de grammaires et d'analyse de textes

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Année, Magali. "La diction des chants parénétiques : de Kallinos à Tyrtée [édition, traduction, interprétation]." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040112.

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La singularité et la fonction holoparénétique particulièrement efficace des fragments de Tyrtée et de Kallinos, trop longtemps négligées par une tradition philologique étroitement homérocentrée, imposaient d’elles-mêmes que l’on revienne sur le texte de ces deux poètes-savants du VIIe siècle a. C. et, pour ce faire, que l’on s’en tienne à la lettre des manuscrits sans d’entrée de jeu s’en offusquer, et que l’on étudie pour elle-même, en ses profondeurs linguistiques, la diction qui fut la leur et qui pour la première fois, concomitamment à Archiloque, usa du mètre élégiaque. Or, outre que le f

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Schwaller, Nicolas. "La Bible anglo-normande : l'Exode : étude philologique de l'anglo-normand : édition critique du livre de l'Exode de la Bible anglo-normande." Electronic Thesis or Diss., Strasbourg, 2023. http://www.theses.fr/2023STRAC017.

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La Bible anglo-normande est une traduction de la Bible du latin vers l’anglo-normand. Cette traduction est disponible dans deux manuscrits médiévaux du XIVe siècle (manuscrit de Paris et manuscrit de Londres). La thèse propose l’édition critique du livre de l’Exode en utilisant le manuscrit de Londres comme manuscrit principal et celui de Paris comme varia. La thèse est composée d’une introduction générale qui présente les manuscrits, suivie d’une présentation linguistique qui présente les aspects linguistiques propres à la langue anglo-normande d’un point de vue morphologique, morphosyntaxiqu

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Holm, Cyril. "F. A. Hayek's Critique of Legislation." Doctoral thesis, Uppsala universitet, Juridiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-236890.

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The dissertation concerns F. A. Hayek’s (1899–1992) critique of legislation. The purpose of the investigation is to clarify and assess that critique. I argue that there is in Hayek’s work a critique of legislation that is distinct from his well-known critique of social planning. Further that the main claim of this critique is what I refer to as Hayek’s legislation tenet, namely that legislation that aims to achieve specific aggregate results in complex orders of society will decrease the welfare level. The legislation tenet gains support; (i) from the welfare claim – according to whi

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Sudirga, RENITA. "A Speech Enhancement System Based on Statistical and Acoustic-Phonetic Knowledge." Thesis, 2009. http://hdl.handle.net/1974/5085.

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Noise reduction aims to improve the quality of noisy speech by suppressing the background noise in the signal. However, there is always a tradeoff between noise reduction and signal distortion--more noise reduction is always accompanied by more signal distortion. An evaluation of the intelligibility of speech processed by several noise reduction algorithms in [23] showed that most noise reduction algorithms were not successful in improving the intelligibility of noisy speech. In this thesis, we aim to utilize acoustic-phonetic knowledge to enhance the intelligibility of noise-reduced speech.

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Fennell, Christopher Terrence. "Infant attention to phonetic detail in word forms : knowledge and familiarity effects." Thesis, 2004. http://hdl.handle.net/2429/16136.

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Several recent studies have shown that 14-month-old infants have difficulty learning to associate two phonetically similar new words to two different objects in the Switch task. Because infants can discriminate the same phonetic detail that they fail to use in word-learning situations, the argument is that this word-learning failure results from a processing overload on cognitive resources (resource limitation). However, an alternate explanation is that novice word learners fail in word-learning tasks because they have yet to build phonemic representations and rely on simpler phonetic re

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Zappavigna, Michele. "Eliciting Tacit Knowledge with a Grammar-targeted Interview Method." 2007. http://hdl.handle.net/2123/1909.

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Doctor of Philosophy<br>Tacit knowledge represents a challenge to knowledge elicitation due to the assumption that this type of knowledge cannot be articulated. We argue that Polanyi's (1966:4) widely cited notion that “we know more than we can tell” represents a weak model of language that does not acknowledge the grammatical patterns in spoken discourse that we, as speakers, apply tacitly. We investigate the hypothesis that individuals articulate what they know through grammatical patterns, referred to as under-representation, without direct awareness. This thesis develops and pilots a gramm

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Tsai, Fang-Zhi, and 蔡方之. "Phonetic Awareness: The Knowledge of a Chinese Reader Concerning How Chinese Orthography Represents Phonology." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/87777393677631154575.

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碩士<br>國立臺灣大學<br>心理學研究所<br>94<br>Many researches confirmed that Chinese readers know Chinese orthography-phonology correspondences. Shu, Anderson and Wu (2000) called this kind of knowledge phonetic awareness. However, they didn’t discuss about how a Chinese reader decides which component is the phonetic. Therefore, the present study tries to investigate Chinese readers’ knowledge of how Chinese orthography represents phonology from the perspective of statistical learning. In Experiment 1, we found that the phonetic appears in the right position more than the left position in all the corpuses w

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MacFarlane, G. "Investigation into English grammar proficiency of teachers of English language." Thesis, 2015. https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.

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There have been many studies that have supported the teaching of grammar and many that have not, mainly because grammar teaching did not seem to have a marked improvement on students’ writing. In English speaking countries, traditional grammar ceased to be taught in the late 1960s after the Dartmouth Conference of 1966, which proved to be a catalyst for change in government policy in those countries. As a consequence, grammar has been taught in a progressively attenuated manner since that time. Australia has now inaugurated a national curriculum requiring teachers to teach grammar. The questio

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