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Dissertations / Theses on the topic 'Reported language use'
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Cundick, Denisa Krizanova. "The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.
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Escobar, Stacy Rae. "Language Attitudes and Reported Usage of the Standard and Vernacular Varieties of Guaraní in Paraguay." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89629.
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This study examines the languages attitudes surrounding the standard (Academic Guaraní) and vernacular (Jopará) varieties of Guaraní, as well as the reported language use for Spanish and the two varieties of Guaraní. The study addresses language attitudes as manifestations of pride, loyalty, and prestige and reported language usage characteristic of a dichotomy between high and low varieties (e.g. Loureiro-Rodríguez, 2008) in order to determine if similar language attitudes and linguistic norms are evident in this community. A survey was used to gather data from 10 students and 10 teachers who live and work in Altos de La Cordillera (a small town with rural and urban features). Contrary to the findings of previous research studies on the language attitudes associated with high and low varieties (e.g. Garrett, 2001), the participants of this study appear to show an all-round favorability for the standard variety of Guaraní (Academic Guaraní). Furthermore, the reported language use of Spanish, Jopará, and Academic Guaraní does not seem to provide evidence for a Spanish/Guaraní diglossia in this community nor does there appear to be a dichotomy between the high and low varieties of Guaraní such as what has historically existed between Spanish and Guaraní. The participants' language attitudes and patterns of reported language use are interpreted in relation to notions of solidarity, superiority, accommodation, and the relationship between adolescence and identity formation.Master of Arts
This study examines the languages attitudes surrounding the variety of Guaraní taught in school (Academic Guaraní) and the primarily oral variety of Guaraní (Jopará) historically spoken at home or in private contexts. It also examines the reported language use for Spanish and the two varieties of Guaraní. The study addresses language attitudes as manifestations of pride, loyalty, and prestige and reported language usage characteristic of multilingual communities in order to determine if similar language attitudes and linguistic norms are evident in this community. A survey was used to gather data from 10 students and 10 teachers who live and work in Altos de La Cordillera (a small town with rural and urban characteristics). The participants of this study appear to show an all-round favorability for the standard variety of Guaraní (Academic Guaraní). Furthermore, the reported language use of Spanish, Jopará, and Academic Guaraní does not seem to be connected to the formality or informality of the given situation or context. The participants’ language attitudes and patterns of reported language use are interpreted in reference to inter and intra-group relations and the notion of superiority.
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Vanderveen, Natalie Esther. "The use of reported speech in the interactions of individuals with traumatic brain injury." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4780.
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Liu, Dongyue. "Language learning strategies among English majors in a Chinese technological institute : an investigation of self-reported strategy use and of six factors that may affect the results." Thesis, University of Newcastle Upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420025.
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Lau, Yung Simon. "A survey of language use, language needs, and language requirement of Hong Kong Cantonese-speaking reporters." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/77.
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Brown, Lindsey Kathleen. "Use of Child and Adolescent Self-Report Measures by School-Based Speech-Language Pathologists." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366985991.
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Ouayed, Abdul-Jabbar. "Manipulation of semantics and syntax : the use of emotive language in English and Arabic news reports and editorials with reference to translation." Thesis, University of Glasgow, 1990. http://theses.gla.ac.uk/1630/.
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Since language is an important means of communication between human beings, it is held that writers or speakers can affect their readers or hearers by using certain linguistic means. The manipulation of semantics and syntax, namely the use of emotive language, is seen as an affective means resorted to by text producers to influence the people's acceptance of the truth. Emotional language aims ultimately at persuading the addressee to accept the facts as they are presented by writers. It is regarded as a necessary condition for persuasion to be successful. This is due to the persuasive force of emotive meaning exerted upon the receiver. In addition, the employment of emotive language may be attributed to ideological considerations. This will be demonstrated in Chapter II. Emotiveness, as a means of persuasion, can be expressed by using certain devices such as repetition, intertextuality, word-order, figures of speech, intensifiers ... etc. These strategies will be discussed in detail with reference to translation in Chapter III. Furthermore, I must say that some of my remarks have been based on the findings of outstanding grammarians and linguists, and therefore, I have been obliged to quote from such works to substantiate my points of view. Before proceeding with the investigation, I must point out that the entire data of my work will be confined only to news reports and editorials both in Arabic and English, and for this end a number of articles have been used from official newspapers in both languages.
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Johari, Shirazi Iman. "Combining Business Intelligence, Indicators, and the User Requirements Notation for Performance Monitoring." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23540.
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Organizations use Business Intelligence (BI) systems to monitor how well they are meeting
their goals and objectives. Yet, very often BI systems do not include clear models of
the organization’s goals or of how to measure whether they are satisfied or not. Several
researchers now attempt to integrate goal models into BI systems, but there are still major
challenges related to how to get access to the BI data to populate the part of the goal
model (often indicators) used to assess goal satisfaction.
This thesis explores a new approach to integrate BI systems with goal models. In
particular, it explores the integration of IBM Cognos Business Intelligence, a leading BI
tool, with an Eclipse-based goal modeling tool named jUCMNav. jUCMNav is an open
source graphical editor for the User Requirements Notation (URN), which includes the
Use Case Map notation for scenarios and processes and the Goal-oriented Requirement
Language for business objectives. URN was recently extended with the concept of Key
Performance Indicator (KPI) to enable performance assessment and monitoring of business
processes. In jUCMNav, KPIs are currently calculated or modified manually. The
new integration proposed in this thesis maps these KPIs to report elements that are generated
automatically by Cognos based on the model defined in jUCMNav at runtime, with
minimum effort. We are using IBM Cognos Mashup Service, which includes web services
that enable the retrieval of report elements at the most granular level. This transformation
provides managers and analysts with useful goal-oriented and process-oriented
monitoring views fed by just-in-time BI information. This new solution also automates
retrieving data from Cognos servers, which helps reducing the high costs usually caused
by the amount of manual work required otherwise.
The novel approach presented in this thesis avoids manual report generation and
minimizes any contract with respect to the location of manually created reports, hence
leading to better usability and performance. The approach and its tool support are illustrated
with an ongoing example, validated with a case study, and verified through testing.
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Biron, Charlotte. "D'Arthur Buies à Gabrielle Roy, une histoire littéraire du reportage au Québec (1870-1945)." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66332.
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"Thèse en cotutelle, doctorat en études littéraires, Université Laval, Québec, Canada, Philosophiæ doctor (Ph. D. )et Université Paul Valery Montpellier 3, Montpellier, France"À la fin du XIXe siècle, la naissance du journal d’information et du reportage au Canada français contribue à l’émergence d’une littérature de terrain. Au confluent d’échanges, de circulations et d’influences, l’écrivain journaliste canadien-français circule sur le territoire peu peuplé et vaste d’une population francophone éparpillée, un contexte à des kilomètres de la scénographie aventurière qui a nourri le genre et ses fictions les plus connues ailleurs en Occident. Cette thèse s’intéresse à cette forme en dehors des genres canoniques, une littérature qui s’étend des « Deux mille deux cents lieues en chemin de fer » d’Arthur Buies jusqu’aux « Peuples du Canada » de Gabrielle Roy, en passant par l’enquête sur les Franco-Américains de Jules Fournier et par l’incursion chez les draveurs d’Eva Senécal. En amont, c’est la densité introspective des voyages d’Arthur Buies dans les années 1870 qui incarne l’ancêtre du grand reportage au Québec, tandis qu’en aval, c’est la lucidité et l’intimisme de l’écriture de Gabrielle Roy à travers le Canada qui constituent l’aboutissement de ce corpus encore largement méconnu. De fait, la thèse interroge précisément l’absence du reportage dans l’histoire de la littérature québécoise à travers l’idée d’un décalage entre la pratique littéraire du reportage au Québec et les définitions les plus répandues du grand reportage français ou du journalisme littéraire américain. En analysant les spécificités d’un corpus en contrepoint d’une toile mondiale complexe, l’étude jette ainsi un éclairage sur les raisons qui ont contribué à l’oubli du reportage, suggérant du même mouvement qu’une telle fragilité recouvre aussi sans doute la singularité même d’un corpus à l’intersection de la culture littéraire et du désordre du monde.
At the end of the 19th century, the birth of the commercial newspaper contributed to the emergence of a new genre, the reportage, and the development of literary journalism in the Western World. Yet, newspapers in French Canada evolved in a particular context, very different from the more adventurous settings that contributed to reportage’s impressive reputation in North American and French culture. In Quebec, journalists traveled and worked on a vast territory sparsely populated by the French-speaking population. This thesis shed lights on this context and presents the history of literary journalism in the province, from Arthur Buies’s “Deux mille deux cents lieues en chemin de fer” to Gabrielle Roy’s “People of Canada”, including lesser-known works such as Jules Fournier’s pieces on the Franco-Americans and Eva Senécal’s incursion into the lives of log drivers. From the 1870s to the 1940s, the study of reportage reveals a great number of articles, most of them unknown, published in different newspapers. The absence of reportage from the history of literature is at the heart of this thesis. By examining literary journalism in French Canada alongside the most widely used definitions of the “grand reportage” and American literary journalism, this study highlights some of the reasons that account for this absence, suggesting at the same time that the fragility of the corpus also encompasses the uniqueness of this body of work located at the intersection of literary culture and field journalism.
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Al-Mohaya, Essam. "L'explicitation en traduction. Une étude de cas : la traduction du Monde Diplomatique en arabe durant la période 2001-2011." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030053/document.
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Cette thèse se propose d’explorer le phénomène de l’explicitation en traduction et d’observer la mise en œuvre de la stratégie d’explicitation dans un grand corpus composé de traductions en arabe du Monde Diplomatique (MD) durant la période 2001-2011. Elle s’articule autour de cinq questions centrales : Qu’est-ce que l’explicitation ? Qu’est-ce qu’on explicite ? Pourquoi ? Pour qui ? Comment ? Pour mener à bien cette investigation, nous avons élaboré un appareillage conceptuel dont la Théorie Interprétative de la Traduction (TIT) constitue le socle et auquel les autres approches traductives ont apporté des outils conceptuels et méthodologiques complémentaires. A la lumière des travaux antérieurs, nous avons d’abord tenté de redéfinir le concept de l’explicitation afin de déterminer les caractéristiques de cette stratégie ainsi que ses fondements théoriques. Ensuite, nous nous sommes penché sur l'analyse du corpus du MD composé d’environ 5000 exemples d’explicitation en contexte. Grâce à l'analyse discursive des décisions d’explicitation prises par les traducteurs du MD, nous avons pu dégager cinq problématiques principales qui suscitaient leur intervention et six techniques par le biais desquelles ils mettaient en œuvre les explicitations dans les textes arabes. Enfin, nous proposons cinq maximes susceptibles d’optimiser l’application de cette stratégie de sorte à permettre aux lecteurs cibles d’accéder aisément au sens des textes sources. L’explicitation devient pour nous un travail de marqueterie qui consiste à insérer dans le fil du texte des suppléments informationnels pertinents, mais surtout limités au strict nécessaire. Tout est question de « bon sens »The present thesis explores the concept of explicitation in translation and the implementation of this strategy on a large corpus of Arabic translations of “Le Monde Diplomatique” (MD) from 2001 to 2011. The argument revolves around five central questions: What is explicitation? What is explicitated? Why? For whom? and How? To carry out this investigation, a conceptual framework was developed of which The Interpretive Theory of Translation (TIT) forms the basis, with other translational approaches contributing additional conceptual and methodological tools. In the light of previous research, we have first attempted to redefine the concept of explicitation in order to determine the distinctive features of this strategy as well as its theoretical foundations. Then, we have focused on the analysis of about 5000 examples of explicitation from MD in their context. Through the discursive analysis of the reasons why the translators of MD decided to apply explicitation, we have identified five main issues that justify the strategy and six techniques by which the translators apply it to Arabic texts. Finally, five translational maxims are proposed that optimize the application of explicitation so as to enable readers in the target language easy access to the meaning of the source text. Our conclusion is that when the explicitation strategy is applied in this way, the result is similar to marquetry with supplementary, but above all strictly relevant information inlaid into the text. It is all about ‘common sense’
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Scarlato, Michele. "Sicurezza di rete, analisi del traffico e monitoraggio." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amslaurea.unibo.it/3223/.
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Il lavoro è stato suddiviso in tre macro-aree.
Una prima riguardante un'analisi teorica di come funzionano le intrusioni, di quali software vengono utilizzati per compierle, e di come proteggersi (usando i dispositivi che in termine generico si possono riconoscere come i firewall).
Una seconda macro-area che analizza un'intrusione avvenuta dall'esterno verso dei server sensibili di una rete LAN.
Questa analisi viene condotta sui file catturati dalle due interfacce di rete configurate in modalità promiscua su una sonda presente nella LAN.
Le interfacce sono due per potersi interfacciare a due segmenti di LAN aventi due maschere
di sotto-rete differenti. L'attacco viene analizzato mediante vari software.
Si può infatti definire una terza parte del lavoro, la parte dove vengono analizzati i file
catturati dalle due interfacce con i software che prima si occupano di analizzare i dati di
contenuto completo, come Wireshark, poi dei software che si occupano di analizzare i dati di
sessione che sono stati trattati con Argus, e infine i dati di tipo statistico che sono stati trattati
con Ntop.
Il penultimo capitolo, quello prima delle conclusioni, invece tratta l'installazione di Nagios, e
la sua configurazione per il monitoraggio attraverso plugin dello spazio di disco rimanente su
una macchina agent remota, e sui servizi MySql e DNS. Ovviamente Nagios può essere
configurato per monitorare ogni tipo di servizio offerto sulla rete.
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Griffiths, Carol. "Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation." 2003. http://wwwlib.umi.com/dissertations/fullcit/3094436.
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This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed. This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers’ perspectives on language learning strategy use. The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers’ survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students. The thesis concludes by bringing together the key findings and suggesting areas for further research.
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Cai, Mengyue. "Undergraduate EAL (English-as-an-Additional-Language) Students' Reported Use of Vocabulary Learning Strategies and its Relationship vis-à-vis Language Proficiency, Vocabulary Size, and Gender." Thesis, 2014. http://hdl.handle.net/1828/5850.
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In the field of second language vocabulary learning, numerous studies had been done
to investigate language learners’ use of vocabulary learning strategies, as well as
relationships between the use of vocabulary learning strategies and other individual
variables (e.g., personality, intelligence, major, learning style, etc.). To fill the gap in the
literature reviewed, the present study examined the use of vocabulary learning strategies
reported by 95 Chinese undergraduate engineering students, and relationships between
the use of vocabulary learning strategies and three key variables, i.e., language
proficiency, vocabulary size, and gender.
Results of this study indicated: 1) With a reported frequency of overall vocabulary
learning strategies use of medium, Chinese undergraduate engineering students use
determination strategies most frequently, while social strategies the least. 2) There is a
negative relationship between the use of overall vocabulary learning strategies reported
by Chinese undergraduate engineering students and their language proficiency. In terms
of the use of the five categories of vocabulary learning strategies, determination,
cognitive, and metacognitive strategies are positively correlated to Chinese undergraduate
engineering students’ language proficiency. While social and memory strategies are
negatively correlated. On the level of individual vocabulary learning strategies, ten
individual vocabulary learning strategies are significantly correlated with language
proficiency. 3) Chinese undergraduate engineering students’ use of overall vocabulary
learning strategies and vocabulary size are positively correlated. In terms of the use of the
five categories of vocabulary learning strategies, social strategies is negatively correlated
with vocabulary size while the remaining four categories are positively correlated. On the
level of individual vocabulary learning strategies, significant correlations are identified
between the use of three individual vocabulary learning strategies and vocabulary size. 4)
No significant difference is found between male and female Chinese undergraduate
engineering students on uses of overall vocabulary learning strategies, although male
Chinese undergraduate engineering students employ overall vocabulary learning
strategies more frequently than females. When analyzing the use of the five categories of
vocabulary learning strategies, male students employ social, memory, and cognitive
strategies more frequently than female students while female students employ
determination and metacognitive strategies more frequently. In terms of the gender
differences on the use of individual vocabulary learning strategies, female students
employ two individual vocabulary learning strategies more frequently than male students
at significant levels.
Findings of the present study illustrate Chinese undergraduate engineering students’
reported use of vocabulary learning strategies, as well as correlations between the use of
vocabulary learning strategies and language proficiency, vocabulary size, and gender. It
is recommended that English language teachers in China spending more time on
vocabulary learning strategies training and taking advantages of the individual
vocabulary learning strategies that can contribute to students’ language learning.Graduate
kellycai0913@gmail.com
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Kolodziej, Nancy J. "The relationship between informing parents of both the rationale and the reported benefits of using invented spelling and the parents' attitudes towards the use of invented spelling /." Diss., 2001. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3036267.
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Castelo, Isabel Maria Velosa. "An annotated Afrikaans/English list of accounting terms as used in annual reports." Thesis, 2015. http://hdl.handle.net/10539/16493.
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Vooght, Julian. "The use by students of formative feedback for improving their writing : a study of student self-observation reports in an academic writing module at the University of Zululand." Thesis, 2005. http://hdl.handle.net/10413/4715.
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This study analyses students' use of formative feedback through a case study of a foundation-type academic literacy module at the University of Zululand. The research paradigm incorporates both a critical and a constructivist perspective, and a qualitative approach. The data collected were transcripts of interviews conducted with students towards the end of the third term, 2004, for the module. During the interviews the students described how they used respondent feedback on short, draft pieces of writing. They referred to their portfolio of writing which was with them.
Students write short pieces, or end notes, after each lecture in order to show their understanding of academic concepts based on the content of Political Philosophy; they must rewrite after carefully noting respondents' comments on their work; and they, with tutor supervision, write group end notes for responders. The meta-level understanding underpinning the modules is an academic literacies approach. The transcripts were analysed using discourse analysis. Findings are that the students interviewed tend to use the feedback as if they are corrections, rather than what the feedback ideally aims at, which is by a writing dialogue, to help students to develop students' awareness of the discipline's conventions for academic writing, together and through construction of coherent meaning in
their writing. The students' interpretive framing of their use of the respondent ii feedback are perhaps aligned with dominant institutional practices which tend to understand apparent student problems in learning in the university in terms of problems with student language, where language merely carries meaning, rather than being integral to the construction of meaning. The variable quality of the respondent feedback for the students interviewed also suggests some responders might also understand student writing in terms of problems in language as separate from construction of meaning. The implications of this study are to encourage an institutional understanding of the importance of using formative feedback to assist student access to the university and to success. Further, it challenges the dominant institutional and wider understanding of student difficulty as primarily stemming from lack of
language proficiency. Finally, it recognizes the complexities of student selfreflexive understanding of the role of using formative feedback in their writing.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Gonasillan, Shamaleni Aurellia. "Vocabulary used by toddlers who attend ethnolinguistically diverse nursery schools : a parent report." Diss., 2011. http://hdl.handle.net/2263/28830.
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The primary aim of the study was to verify vocabulary on the Language Development Survey, for typically developing toddlers who attend ethnolinguistically diverse nursery schools. This was investigated through parent report. The need for exploration of the vocabulary of this population stems from the diverse linguistic context to which toddlers are exposed on a day-to-day basis in South Africa. Many parents prefer English as the language of learning for their child, irrespective of whether or not their first language is an alternative vernacular. Thus, toddlers interact with ethnolinguistically diverse peers from a young age, usually within their nursery school. An adapted version of the Language Development Survey was presented to forty middle-class parents within the Emalahleni area. Vocabulary commonly used by toddlers was determined and a comparison of parent responses between the present study and the original American-based survey were drawn. As expected, results revealed that nouns were used most often by toddlers, in keeping with research on vocabulary acquisition. Comparisons drawn between parent responses from the two studies showed highly similar results. Parents reported that nouns, verbs, adjectives and other vocabulary were used similarly by toddlers, despite differences in their linguistic exposure. These findings verify the Language Development Survey as a valuable clinical resource for speech and language therapists managing toddlers within the South African context. Suggestions for future research are provided. AFRIKAANS : Die primêre doel van die studie was om die woordeskat wat in die Language Development Survey gebruik word te bevestig vir tipies ontwikkelende twee-jaar oue kleuters wat etnolinguisties diverse kleuterskole bywoon. Dit is ondersoek deur middel van ouer terugvoer. Die behoefte vir ‘n woordeskat ondersoek van hierdie populasie spruit uit die diverse linguistiese konteks waaraan kleuters op ‘n dag-tot-dag basis in Suid-Afrika blootgestel word. Baie ouers verkies Engels as die taal van onderig vir hul kind, ongeag of hulle moedertaal daarvan verskil of nie. Dit het die gevolg dat kleuters van jongs af met etno-linguisties diverse ouderdomsgenote interaksie het, gewoonlik in die kleuterskool. ‘n Aangepaste weergawe van die Language Development Survey is aan veertig middel-klas ouers in die Emalahleni area voorgelê. Daar is vasgestel watter woordeskat oor die algemeen deur die kleuters gebruik word, en ‘n vergelyking tussen die ouers se terugvoer in die huidige en die oorspronklike Amerikaanse studie is getref. Soos verwag, het die resultate gewys dat selfstandige naamwoorde die mees algemeen deur kleuters gebruik word, wat ooreenstem met navorsing in verband met die aanleer van woordeskat. Vergelykings tussen ouer terugvoer van die twee studies het hoogs ooreenstemmende resultate gelewer. Uit ouer terugvoer kon dit ook afgelei word dat selfstandige naamwoorde, werkwoorde, byvoeglike naamwoorde en ander woordtipes ooreenstemmend deur kleuters gebruik word, afgesien van verskille in linguistiese blootstelling. Hierdie bevindinge bevestig die Language Development Survey as ‘n waardevolle kliniese hulpbron vir spraak- taalterapeute wat in die Suid- Afrikaanse konteks met kleuters werk. Voorstelle vir moontlike toekomstige navorsing word in die studie verskaf.Dissertation (MA)--University of Pretoria, 2011.
Centre for Augmentative and Alternative Communication
unrestricted
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Swanepoel, Brandon. "An investigation of two different modalities of language used in an educational setting and the behaviour of deaf learners." Thesis, 2012. http://hdl.handle.net/10539/11898.
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Research conducted on the prevalence of behavioural adjustment in Deaf children and
adolescents, in erstwhile countries, points towards an appreciably elevated percentage of
emotional and behavioural problems amongst this population group when compared to
hearing normative groups. Studies specify that the prevalence of behaviour and emotional
problems in Deaf children and adolescents varies from 4.8% to 50.3%. From existing
research conducted, it is ambiguous as to why the reported prevalence rates of
maladjustment are higher amongst Deaf children and adolescents.
This pioneering study is the first of its kind to research dissimilar modalities of language
used as the language of learning and teaching (LoLT) in schools for Deaf learners and
how this could possibly correlate to learner behaviour in the classroom. Taking into
consideration the reported pervasiveness of maladjustment in Deaf children and
adolescents; this study uses the Teacher Report Form (TRF) to investigate the types of
behaviour problems displayed by Deaf learners in the classroom. It further investigates
whether Deaf learners display certain types of behaviour problems when dissimilar
modalities of language are used as the language of learning and teaching.
The overall findings of this study suggest that teachers who use manually coded spoken
language report an elevated prevalence of behaviour problems on the TRF compared to
teachers who use South African Sign Language (SASL). Results further suggest that the
group of teachers who use SASL report somatic complaints and attention problems as the
most frequently encountered behaviour problems in their classrooms. In comparison the
group of teachers who use manually coded spoken English (MCE) report social problems
and attention problems as the most frequently encountered behaviour problems in their
classrooms. Limitations of this study and suggestions for future research are discussed.