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Dissertations / Theses on the topic 'Sociolinguistics English language English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Pichler, Heike. "A qualitative-quantitative analysis of negative auxiliaries in a northern English dialect I don't know and I don't think, innit? /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25968.

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2

Langstrof, Christian. "Vowel Change in New Zealand English - Patterns and Implications." Thesis, University of Canterbury. Linguistics, 2006. http://hdl.handle.net/10092/930.

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This thesis investigates change in a number of phonological variables in New Zealand English (NZE) during a formative period of its development. The variables under analysis are the short front vowels /ɪ/, /ɛ/, /æ/, the front centring diphthongs /ɪə/ and /ɛə/, and the so-called 'broad A' vowel. The sample includes 30 NZE speakers born between the 1890s and the 1930s (the 'Intermediate period'). Acoustic analysis reveals that the short front vowel system develops into one with two front vowels and one central vowel over the intermediate period via a push chain shift. There is evidence for complex allophonisation in the speech of early intermediate speakers. I argue that duration plays an important role in resolving overlap between vowel distributions during this time. With regard to the front centring diphthongs there is approximation of the nuclei of the two vowels in F1/F2 space over the intermediate period as well as incipient merger in the speech of late intermediate speakers. Although the merger is mainly one of gradual approximation, it is argued that patterns of expansion of the vowel space available to both vowels are also found. The analysis carried out on the 'broad A' vowel reveals that whereas flat A was still present in the speech of the earlier speakers from the sample, broad A had become categorical toward the end of the intermediate period. It is shown that, by and large, the process involves discrete transfer of words across etymological categories. The final chapters discuss a number of theoretical implications. Processes such as the NZE front vowel shift suggest that a number of previously recognised concepts, such as 'tracks' and 'subsystems', may either have to be relaxed or abandoned altogether. It is argued that chain shifts of this type come about by rather simple mechanisms that have a strong resemblance to functional principles found in the evolution of organisms. A case for 'fitness' of variants of a given vowel will be made. Phonological optimisation, on the other hand, is not a driving force in this type of sound change.

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3

Adams, George Harper. "English language learning difficulty in Hong Kong schools : an ethnographic assessment of the Hong Kong context with proposed solutions /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19740384.

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4

Fee, Margery. "French Borrowing in Quebec English." Anglistik: International Journal of English Studies, 2008. http://hdl.handle.net/2429/11671.

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Provides an overview of work on the effects of Quebec French (QF) on Quebec English (QE) since 1977. Argues that the framework used by sociolinguists is too narrow methodologically, excluding conversations in English between people whose first languages are different and ignoring the deliberate use of language for political effect. Examines some cognate nouns to show how meanings in QE have shifted because of knowledge of QF.

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5

Yoshizumi, Yukiko. "A Canadian Perspective on Japanese-English Language Contact." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34328.

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This dissertation investigates the linguistic outcomes of Japanese-English language contact in Canada. Adopting a sociolinguistic variationist framework (Labov 1966; Sankoff & Labov 1985), the main objective is to determine whether or not Japanese spoken in Canada (hereafter, heritage Japanese) is showing structural change due to prolonged contact with English. The study is based on naturalistic speech data collected from 16 Japanese-English bilingual speakers in Canada. A key component of this dissertation is the use of a comparative sociolinguistic framework (Poplack and Tagliamonte 2001; Tagliamonte 2002) to assess structural affinities between heritage Japanese and the homeland Japanese benchmark variety. Speech patterns in heritage Japanese are systematically compared with patterns found in a commensurate monolingual benchmark variety of Japanese with regard to three linguistic variables, which are considered to be vulnerable to contact-induced language change (i.e. Bullock 2004, Sorace 2011). In terms of the first variable analyzed, variable realization of subject pronouns, it was found that the underlying grammar in heritage Japanese is shared by the homeland benchmark variety, showing that the variable is conditioned by the factor groups of subject continuity (i.e. switch reference) and grammatical person; the null variant is favoured by the same subject referent and the second person pronoun. Second, with regard to variable case marking on subject nouns and variable case marking on direct object nouns, it was found that the same underlying grammar is shared for case marking. For example, the constraint hierarchies in heritage Japanese were identical with those in the homeland variety for focus particles, with presence of a focus particle favouring null marking consistently for all types of nouns (i.e. English-origin nouns and Japanese nouns in heritage Japanese, and Japanese nouns and loanwords in homeland Japanese). The constraint hierarchies (and direction of the effect) for the other significant factor groups of verbal adjacency and sentence-final particle were identical between heritage Japanese and the homeland variety, with the exception of a reversed direction of effect for loanword subject nouns in heritage Japanese for the non-significant factor group of verbal adjacency, and a neutralized effect for Japanese nouns in heritage Japanese and loanwords in homeland Japanese when these nouns are located in direct object position. Considered in the aggregate, constraint hierarchies were found to exhibit a number of parallels across comparison varieties. This finding bolsters the general conclusion that there is little evidence indicating that extensive contact with English has had any discernible impact on structural patterns in these sectors of the heritage grammar. Furthermore, it was shown that no social factor group (i.e. length of stay in Canada) has an appreciable effect on heritage Japanese. Summarizing, the multiple lines of evidence emerging from the empirical quantitative analyses of the variables targeted in this dissertation converge in indicating that heritage Japanese, as spoken in Canada, broadly shares the same underlying grammar as homeland Japanese. Structural affinities in variable patterning shared by heritage and homeland varieties reveal little compelling evidence indicating that heritage Japanese exhibits structural change due to contact with English.

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Tong, Chun-po Cecilia. "Sociolinguistics : issues of language in education in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472807.

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7

Erard, Michael-Jean. "Inscribing language : writing and scientific representation in American linguistics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004259.

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8

Beauprez, Nathalie. "Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.

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The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

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9

Barr, Regina L. "Sociolinguistics and Bilingualism." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.

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José, Brian. "Speech acts as a focus of variation studies AAE vs. EAE /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1570.

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11

McKenzie, Robert M. "A quantitative study of the attitudes of Japanese learners towards varieties of English speech : aspects of the sociolinguistics of English in Japan." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1519.

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Language attitude studies focussing specifically on native speaker perceptions of varieties of English speech have demonstrated consistently that standard varieties tend to be evaluated positively in terms of competence/ status whilst non-standard varieties are generally rated higher in terms of social attractiveness/ solidarity. However, the great majority of studies which have investigated non-native attitudes have tended to measure evaluations of ‘the English language’, conceptualised as a single entity, thus ignoring the substantial regional and social variation within the language. This is somewhat surprising considering the importance of attitudes towards language variation in the study of second language acquisition and in sociolinguistics. More specifically, there is a dearth of in-depth quantitative attitude research in Japan concentrating specifically on social evaluations of varieties of English, as the limited number of previous studies conducted amongst Japanese learners have either been qualitative in design or too small in scale. Moreover, the findings of these studies have been somewhat inconclusive. The present quantitative study, employing a range of innovative direct and indirect techniques of attitude measurement, investigated the perceptions of 558 Japanese university students of six varieties of English speech. The results obtained suggest that Japanese learners are able to differentiate between speech varieties within a single language of which they are not native speakers and hold different and often complex attitudes towards (a) standard/ non-standard and (b) native/ non-native varieties of English speech. For instance, the learners rated both the standard and non-standard varieties of inner circle speech more highly than varieties of expanding circle English in terms of prestige. In contrast, it was found that the learners expressed higher levels of solidarity with the Japanese speaker of heavily-accented English and intriguingly, with speakers of non-standard varieties of UK and US English than with speakers of standard varieties of inner circle English. Moreover, differences in the Japanese students’ gender, level of self-perceived competence in English, level of exposure to English and attitudes towards varieties of Japanese all had significant main effects on perceptions of varieties of English speech. However, the regional provenance of the informants was not found to be significant in determining their language attitudes. The results also imply that Japanese learners retain representations of varieties of English speech and draw upon this resource, whether consciously or unconsciously, in order to identify and evaluate (speakers of) these speech varieties. The findings are discussed in relation to the pedagogical and language planning implications for the choice of linguistic model in English language teaching both inside and outwith Japan and in terms of the methodological importance of the study for potential future attitudinal research in this area.

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Suaysuwan, Noparat. "English language textbooks in Thailand 1960-1997 : constructing postwar, industrial and global iterations of Thai society through and for the child language learner /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18722.pdf.

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Barajas, Maria E. "Hold Your Tongue: Language, Culture, and the Power of Teacher Bias in the ESL and Bilingual Classroom." Oberlin College Honors Theses / OhioLINK, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1543406209008646.

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Che, Lah Salasiah. "Language attitudes towards English and language proficiency in English among Malaysian students : a sociolinguistic study of Penang Island." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319259.

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Andersson, Matilda. "English in Sweden : English as a Second Language in Sweden in a Theoretical Perspective." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22378.

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English has integrated into Swedish society, and into the Swedish language. In this study, the goal is to examine why English has become so influential in Sweden and if this has occurred previously. This will be studied by examining the historical relation between Swedish and three languages, German, French and English. Moreover, the English language influences will be examined more extensively in its global spread and its social relation to Swedish. This essay will contain a limited study, which will ask a sample of twenty individuals if they think Sweden requires a second language, and what language they would select to fill this position. There is a pattern to observe in the historical language influences, which are: the global presence of the language, the integration and immigration into the Swedish society and the grammatical and lexical significance of loanwords. The majority of the sample selected English as the language that would fill a second language position in Sweden, and close to half of the sample thought Sweden requires a second language. With such a limited sample and with few questions, no claims could be made regarding the requirement of a second language in Sweden. This could be expanded further into a more extensive study with less focus on the historical influences upon Swedish.

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Dodsworth, Robin M. "Linguistic variation and sociological consciousness." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123115802.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvi, 244 p.; also includes graphics (some col.). Includes bibliographical references (p. 235-244). Available online via OhioLINK's ETD Center

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17

Horvath, Veronika. "Errors and judgments : a sociolinguistic study of freshman composition." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027109.

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This study attempts to discover and describe patterns of variation in college students' overt attitudes toward a limited set of grammatical and lexical variables, the shibboleths of edited written American English usage. The basic instrument used in the study is a 115 item multiple choice questionnaire prepared by the researcher. Fifteen questions were designed to assess the respondents' social, economic, and demographic backgrounds, whereas the major part of the questionnaire elicited judgments about one hundred English sentences offering the choice between the attributes "good," "bad," and "I can't decide." This questionnaire was administered to 172 students in nine freshman composition classes during the spring semester of 1994 at Ball State University. The study sought to discover and describe systematic relationships between the answers to the first set of questions (extralinguistic data) and the second set of questions (linguistic data) by using various analytical methods and statistical techniques, such as correlation coefficients, chi-square tests, and multidimensional scaling.It was hypothesized that variation in subjects' overt judgments about linguistic variables would parallel the findings of numerous sociolinguistic studies about variation in linguistic production, and hence would pattern along the social and demographic characteristics of the subjects. However, although this study found considerable variation in the freshman students' judgments about the usage shibboleths, it did not find social or demographic correlates to the respondents' judgments.By investigating the nature of the variation in freshman composition students' notions about linguistic correctness, this study attempted to answer questions which have not been asked by traditional usage studies, sociolinguistics, or composition research. Moreover, this study has added support for linguists' claims that the traditional "mistakes" in usage handbooks have almost no empirical basis, even if they remain the favorites of most handbook authors and English teachers.
Department of English

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18

De, Klerk Vivian Anne. "An investigation into the language of English-speaking adolescents, with particular reference to sex, age and type of school." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23092.

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19

Kegler, Melissa Jean. "NES and NNES reactions to in- and out-group usages of dyke and fag /." Abstract, 2009. http://eprints.ccsu.edu/secure/00000564/01/2004ABSTR.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: Matthew Ciscel. "... in partial fulfillment of the requirements for the degree of Master of Science in Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 62-63). Abstract available via the World Wide Web.

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20

Koussouhon, Leonard Assogba. "Enhancing English literacy skills through literature : a linguistics-oriented Francophone African perspective /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791500.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Clifford A. Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 160-169).

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Case, Megan. "Idiolect Change in Native English Speakers Living in Sweden." Thesis, Högskolan Dalarna, Engelska, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4648.

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22

Lewis, Robert Michael. "Wenglish, the dialect of the South Wales Valleys, as a medium for narrative and performance." Thesis, University of South Wales, 2010. https://pure.southwales.ac.uk/en/studentthesis/wenglish-the-dialect-of-the-south-wales-valleys-as-a-medium-for-narrative-and-performance(d67bd5e7-9190-4c57-b023-4e1bf3abb491).html.

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This study examines the characteristics of a range of narrative and performance texts featuring Wenglish, the dialect of the South Wales Valleys, in terms of their linguistic and thematic content and their relation to the community. Part One comprises an introduction to Wenglish and an overview of research on English in South Wales and approaches to language in use. In Part Two the results of textual and discourse analysis of twenty-five texts (nine literary and seven formal performance excerpts and nine personal narratives) are presented. In Part Three insights arising from analysis are applied in three pieces of new creative work in dialect. A reference list of texts containing Wenglish is appended. Cultural outputs mirror and express the community which produces them and thus the formal and informal literary output of the South Wales Valleys both reflects and expresses some of the shared characteristics, values, beliefs and preoccupations of those communities. Analysis revealed recurrent thematic clusters (e.g. community, personal identity, world of work, sport) across the range of texts, suggesting the centrality of these themes and a close link between the texts and the community. From analysis of linguistic content, a ‘Wenglish index’ was calculated for each text. The literary texts generally had lower indices than the formal performance texts. The personal narratives, though informal, all had lower indices than the formal performance material, suggesting that in this latter category, dialect features are consciously exaggerated. Discourse analytical methods generated rich interpretive material at the level of individual texts. Insights from analysis proved useful at the initial and editing phases of new creative work. The possible practical application of Wenglish material in community and interpretive projects is also discussed.

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Tong, Chun-po Cecilia, and 湯珍寶. "Sociolinguistics: issues of language in education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3195327X.

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Ruiz, Tada Marina. "Evaluative Language of Japanese-English Bilingual Women on Facebook." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666194.

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The main purpose of this thesis is to research the interactional behavior of transnational Japanese-English bilingual women on Facebook (FB) through photo- initiated Status Updates (SUs) in terms of the use of evaluative language in Discursive Moves and their impact on the co-construction of their multiple identities. This was accomplished by following a group of Japanese- English bilingual women, or Primary Contributors (PCs) on FB from January 2012 to March 2017. As expected, most of their SUs were photo-initiated SUs as cues for conversation. The most prominent topics were selected for further multimodal interactional analysis: 1) Japanese food and restaurant experiences in the United States, 2) babies and motherhood, and 3) manicures/pedicures. The thesis is organized into 3 studies: Study 1 focuses on the interactional sets of Japanese food and restaurants in the United States, and how food is discursively used by the participants to evoke authoritative positioning as Japanese transnationals or as foodies. Study 2 examines the co-construction of identities of these bilingual women dealing with the topic of babies and motherhood and how they evoke linguistic, racial, and gendered identities. Study 3 focuses on how interactional sets dealing with the topic of manicures/ nails co-construct gendered identities such as fashionista women. A total number of 33 Primary Contributors, 596 responders, and 447 interactional sets were obtained. Interactional sets include: the photo-initiated SU, the Responses to the Status Updates (RSUs), and responses by the PCs to the RSUs. Each of these interactional sets were coded for possible linguistic and orthographic choices, multimodal features, such as emoticon use and "Likes", and translations were provided when the chosen language was Japanese. In order to describe the interactional behavior of the participants, each study analyzes the interactional behavior following Bernhoff's (2010) participation roles, which classifies participant profiles according to engagement and activity. Furthermore, in Study 1, 9 types of Discursive Moves (DMs) following Miller & Gergen, (1998), Locher, (2006), and Morrow (2012) are identified. Their frequencies are calculated and their sequentiality in the interactional sets is analyzed. Results show that the most frequent Move type was Evaluation (34.10%), used by the participants to position themselves as authoritative Japanese or innovative foodies. Language choices and verbal and non-verbal features of Evaluation Moves are discussed with regards to how these features contribute to relational work and identity co-construction among interactants. Study 2 analyzes in 200 interactional sets the complimenting behavior directed towards Japanese-English bilingual mothers, with regards to who is doing the complimenting (gender and parental status), and who is being complimented (baby, mother, or father). Results show that the adjectives used for compliments ratify traditional family roles among this bilingual community; however, the mothers also stress non-traditional identities such as multiethnic and multilingual through features of photos and language choices. Study 3 examines 219 interactional sets for patterns of compliments and Compliment Responses (CRs) following Holmes (1986), and Placencia and Lower (2013). Compliment topic and direct or indirect formulations were identified and related to language backgrounds and gender. Results are aligned with previous work on compliments online (Placencia and Lower, 2013) in this Japanese-English bilingual community: women produce more compliments than men, and women do so in direct formulations. The production of these compliments reproduces dominant and traditional gender roles of women being more associated with topics of fashion. With regards to Compliment Responses, results indicate that Acceptance is the most frequently used CR strategy among this group. The three studies in this thesis contribute to an understanding of how identity and relational work were co-constructed and managed by using Evaluation Moves and compliments on FB among Japanese-English bilingual women.
El propòsit principal d’aquesta tesi és investigar el comportament interaccional de les dones transnacionals bilingues en japonès i anglès a Facebook (FB) a través de Status Updates (SUs) iniciats per fotos pel que fa a l’ús del llenguatge evaluatiu en "Discursive Moves" i el seu impacte en la co-construcció de les seves múltiples identitats. Això s’aconseguí seguint un grup de dones bilingües en japonès i anglès, o "Primary Contributors" (PCs) a FB des del gener del 2012 fins al març de 2017. Tal com s’esperava, la majoria dels seus SUs eren SUs iniciats per fotos com a iniciadors de converses. Els temes més destacats foren escollits per fer-ne una anàlisi multimodal interaccional addicional: 1) el menjar japonès i experiències en restaurants als Estats Units, 2) els nadons i la maternitat, i 3) les manicures/pedicures. La tesi està organitzada en 3 estudis: l’Estudi 1 es centra en els "sets" interaccionals de menjar japonès i els restaurants als Estats Units, i com el menjar és discursivament utilitzat per part dels participants per evocar un posicionament d’autoritat com a transnacionals del Japó o com a "gourmets". L’estudi 2 examina la co-construcció d’identitats d’aquestes dones bilingues tractant el tema dels nadons i la maternitat i com aquests evoquen identitats lingüístiques, racials i de gènere. L’estudi 3 es centra en com els "sets" interaccionals que tracten el tema de les manicures/ungles co- construeix identitats de gènere tals com les dones amants de la moda.

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Kingston, Talya Anne. "The dramaturgy of dialect an examination of the sociolinguistic problems faced when producing contemporary British plays in the United States /." Connect to this title online, 2008. http://scholarworks.umass.edu/theses/105/.

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Birkby, Stuart J. "English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671.

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Fox, Diane Niblack. "Chinese voices : towards an ethnography of English as a second language." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3896.

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This study draws on ethnographic methods to provide background information for the English as a Second Language teacher who looks out at the classroom and asks, 6 Who are these Chinese students?" The goal is to let Chinese students describe for themselves their experiences learning English, both in China and in the United States.

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Maffay, Jonathan. "Language imperialism versus linguistic rights : the case of native Americans." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://157.182.199.25/etd/templates/showETD.cfm?recnum=124.

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Thesis (M.A.)--West Virginia University, 1998.
Title from document title page. Document formatted into pages; contains iii, 68 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 64-68).

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29

OÌ, hIfearnaÌin Tadhg. "Language minorisation : the Gaelic languages in European sociolinguistic perspective; English language abstract of Mionlu Teanga; An Ghaeilge i gComhtheacs Sochtheangeolaiochta na hEorpa." Thesis, Ulster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242064.

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Johansson, Caroline. "Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.

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Ahlbrecht, John James. "College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4334.

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This language attitudes study used a matched guise technique to compare participant reactions of American-accented English to Japanese-accented English. Participants (n = 40) were college educated adults living in the Portland area who completed an online survey which measured characteristics related to Status, Solidarity, and Dynamism using semantic differential Likert scales. Results showed that while Japanese-accented English received less favorable ratings on the Status and Solidarity dimensions on a statistically significant level, the small effect size may have indicated that the differences were negligible. Interpreting the results from the data through the World Englishes Kachruvian paradigm, it is argued that English learners and users would benefit by focusing more on achieving intelligibility than on attaining perfect control of an idealized variety of English.

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Hutcheson, Jeffery. "A Study of the Linguistic Semantic and Sociolinguistic Components of the English Modal System." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/972.

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In this thesis I examine the linguistic, semantic and sociolinguistic components of the English modal system and the difficulty the system presents to both instructors and learners of English as a second language (ESL). The purpose of this study was to determine what these components are and how they affect communication. I begin by defining what modality is and how it is manifested in English. The focus is upon the one-word modals and not the phrasal modals; however, some phrasal modals are explicated when a contrast exists between the meaning of the one-word modal and its phrasal equivalent. After the modal is defined, problem areas of form and meaning are explicated. Then, a review of how grammar, specifically modals, has been taught in the field of Teaching English as a Second Language (TESL) follows. In this review, second language acquisition research is also examined for its influence on grammar pedagogy.

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Morris, Jonathan. "Sociolinguistic variation and regional minority language bilingualism : an investigation of Welsh-English bilinguals in North Wales." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/sociolinguistic-variation-and-regional-minority-language-bilingualism-an-investigation-of-welshenglish-bilinguals-in-north-wales(c666cc2a-c131-4dcf-8d74-1c86c9315099).html.

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This thesis investigates phonetic and phonological variation in the bilingual repertoire of adolescent Welsh-English bilinguals living in North Wales. It contributes to linguistic research by, firstly, providing an account of language variation in an under-studied area (N. Wales) and context (regional minority language bilingualism) and, secondly, by examining cross-linguistic variation, and the constraints on this variation, in bilingual speech. The two variables under discussion differ in how they are realised in the two languages: /l/ is thought to be heavily velarised in both languages as a result of long-term contact and phonological convergence. Variation in the production of /r/ and realisation of coda /r/ has hitherto been reported as language-specific, though frequent transfer is said to occur from Welsh to English in predominantly Welsh-speaking areas (e.g. Penhallurick 2004: 110; Wells 1982: 390).The first aim of the study is therefore to quantify claims of phonological convergence and transfer in the speech of Welsh-English bilinguals by using a variationist sociolinguistics methodology (e.g. Labov 1966), which also considers the influence of linguistic and extra-linguistic factors on variation. Particular attention is paid to differences between a majority Welsh-speaking town and a town where English is the main language. A further distinction is made between those from Welsh-speaking homes and those from English-speaking homes who have acquired Welsh through immersion education. The second aim is to make empirically-informed theoretical claims about the nature of phonological convergence and transfer, and conceptualise cross-linguistic interaction in the speech of Welsh-English bilinguals in light of existing frameworks. Data (sociolinguistic interviews and wordlists) were collected in Welsh and English from 32 Welsh-English bilinguals aged 16-18. The sample was equally stratified in terms of speaker sex, home language, and area. The two towns compared in the study are Caernarfon (N.W. Wales, where c.88% of the population speak Welsh) and Mold (N.E. Wales, where c. 20% Welsh of the population speak Welsh). The results indicate that English [ɫ] tends to be lighter than Welsh [ɫ] in word-initial onset position for females, and in word-medial intervocalic position for both males and females. The data also show linguistic influences on the realisation of [ɫ] in both languages, and differences between males and females. The realisation of coda /r/ and production of [r] and [ɾ] in English are confined to the speech of those from Welsh-speaking homes in Caernarfon. In Welsh, use of [ɹ] is widespread and is constrained by a more complex interaction between area, home language, and sex. On the basis of these findings, I conclude that features which have undergone phonological convergence due to long-term language contact may be subject to language-specific constraints when implemented phonetically. In terms of transfer, I argue for a ternary distinction between interference, transfer, and transfer which is constrained by linguistic and/or extra-linguistic factors (cf. Grosjean 2012). Finally, I suggest that Mufwene’s (2001) notion of the ‘feature pool’ is the most succinct way of conceptualising Welsh-English transfer and differentiate between more focussed accents of English and a less-focussed variety of North Wales Welsh.

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Lee, Chee Hye. "Language Ideological Approaches to English Education in Korea: A Sociolinguistic Perspective." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612585.

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The overheated atmosphere of English education in contemporary Korean society is popularly represented as English Fever. The phenomenon of English Fever dates back at least to 1945 when there was a socio-political transition from Japanese colonial rule to a newly emerged U.S. army military government rule. This dissertation attempts to elucidate historically accumulated aspects of English education in Korea from a critical macro-level approach (Pennycook, 2010; Phillipson, 1992). In doing so, a theoretical framework for the dissertation is based on language ideologies (Kroskrity, 2000; Schieffelin, Woolard & Kroskrity, 1998; Van Dijk, 1995), which are produced, mediated, transformed, and reproduced by interacting with ever-changing socio-historical, political, economic, and structural contexts of Korea. Language ideologies of English influence and contribute to what is at stake in English education in Korea, depending on what is primarily required in each of three major socio-historical periods in modern Korean: nation building (1945-1960), modernization (1961-1980), and globalization (1990-present). This dissertation elaborates how language ideologies about the English language are dedicated to serving as indexicality, reifying dominance, and prevailing in social institutions (Fairclough, 2001; Gal, 1989; Hill, 2008; Irvine, 1989; Kroskrity, 2000), giving rise to a variety of forms of social power in Korean context. Analysis of the relationship between language ideologies of English and English proficiency in Korea suggests that the English language is ideologized to exert profound influence on Korean social structures, although it hardly functions as a tool of communication within Korean society. In other words, the ubiquitous phenomenon of English Fever in Korea may have little correlation with an actual guarantee of English proficiency. Rather English Fever can be attributed to the accumulated and deeply held English language ideologies permeated into Korean society.

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D'Arpa, Daniel Sebastian. "Dominican Spanish in contact with St. Thomas English Creole| A sociolinguistic study of speech variation on St. Thomas, U.S. Virgin Islands." Thesis, Temple University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745845.

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This dissertation will demonstrate that a variety of Dominican Spanish in contact with St. Thomas English Creole (STTEC) revealed many features which are consistent with Dominican Spanish in other contact environments and some new features which are emerging as the result of uniquely STTEC influences. The most notable feature is the appearance of the vowel [ϵ] in Dominican Spanish, which in STTEC is highly indexical to St. Thomian identity. In the present sociolinguistic analysis, it was found that the variability of [ϵ] was significantly influenced by the following phonological segment, syllable stress, the language of the token, and the speaker's’ social network ties and self-ascribed identity. This dissertation also includes a socio-historical background of St Thomas, U.S. Virgin Islands, a description of St Thomas English Creole, and a history of immigration patterns of people from the Dominican Republic to St Thomas, U.S.V.I.

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Roe, Katherine L. "Cultural Relevance in an English Language Learners' Classroom: A Qualitative Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2877.

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Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as the conceptual framework in a qualitative case study to examine how cultural strengths and knowledge can be embedded into instruction for enhanced learning. Data were collected from one teacher and 10 ELL student interviews, lesson observations, and the course syllabus with instructional materials. The results from an inductive analysis revealed four major themes: cultural relevance, student characteristics, reading English, and social learning, which aligned with the funds of knowledge framework. Further, it was found that a teacher's role can serve as the cultural bridge to enhance ELL's cognition. Recommendations for future research include a larger and more culturally diverse group of participants to (a) explore if a consistency occurred that was informed by cultural experience, and (b) investigate the experience of culturally relevant pedagogy for ELL students. Social change implications include culturally relevant pedagogical practices, a cost effective instructional model, and successful academic English acquisition for ELLs.

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Leung, Hin-ki Stella. "The teaching of English in Hong Kong secondary schools : a sociolinguistic approach /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20353844.

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Nedorezov, Olivia Ann. "Exploring Issues of Language Ownership amongst Latino Speakers of ESL." Thesis, The University of Toledo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599213.

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This Master's thesis seeks to gain further understanding of the issues confronting Latino speakers of ESL with respect to language learning and identity. Specifically, through group and individual interviews that I conducted with Latino immigrants involved with a community-based ESL program in Southeast Michigan, I investigate the factors that shape these individuals' attitudes towards the English language as well as the ways in which pedagogical practices may foster or impede the development of ownership, confidence, and a positive sense of self in the target language. In the first chapter, I examine how recent applications of poststructuralism in second language acquisition (SLA) research serve as the theoretical underpinnings of the present study. Additionally, I outline some of the social, political, and cultural hegemonies impacting the lives of Latinos living in the United States and how SLA researchers have investigated these as they concern the social aspects of language learning. Chapter Two not only delineates the ethnographic methods I used to carry out the current research, but also aims to describe in detail many of the difficulties I encountered as a novice researcher in the hopes that it may benefit other newcomers to empirical exploration. The third chapter of this paper is dedicated to elucidation and analysis of the insights shared by interview participants. Amidst findings that life circumstances and the opinions of others (both native English speakers and Hispanic peers) often preclude these individuals from feeling they can take legitimate claim to English, I offer implications for the ESL classroom that may help students to explore their relationship to the language. Lastly, I propose the limitations of my research as well as directions for future inquiries.

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Mkumbwa, Mariam M. "Using cultural immersion as an element in communicative approach to teach English to second language (ESL) learners." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371730246.

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Lee, Ya-Chi. "Promoting creative English teaching using Chinese culture for elementary schooling in Taiwan." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2952.

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To make English an interesting subject for elementary school students, teachers need to know what material attracts students, how to motivate students, and how to release students' creativity. Therefore, This project incorporates the concepts of multiple intelligences, motivation, culture and language, and development of creativity to provide a model for promoting creative English teaching in the elementary schools of Taiwan. In addition, the content of the unit, based on Chinese culture and the comparison of Chinese and American cultures, is an innovative curriculum designed to motivate students to learn English.

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Park, Seo Hyun. "Tracing Transnational Identities of North Korean Refugee English Learners in South Korea." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408694083.

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Vessey, Rachelle. "Language ideologies and discourses of national identity in Canadian newspapers : a cross-linguistic corpus-assisted discourse study." Thesis, Queen Mary, University of London, 2013. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8763.

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The idea that Canada consists of “two solitudes” (MacLennan, 1945), according to which the two dominant (English and French) linguistic groups live in separate worlds with little interaction or communication, has also received attention in sociolinguistic circles (e.g. Heller, 1999). This thesis examines this claim further, by comparing the content of English and French Canadian newspapers. More specifically, the thesis compares how English and French serve different purposes in three coexisting conceptualisations of national identity in Canada: Quebec national identity, English Canadian national identity, and pan-Canadian national identity. In each corresponding national identity discourse, the nation and its language(s) are imagined differently. With a corpus of 7.5 million words in English and 3.5 million words in French, the thesis employs corpus linguistics and discourse analysis tools to test the salience of these ideologies and discourses, as well as to compare and contrast findings across languages. Adopting the theoretical framework of language ideologies (e.g. Woolard, 1998; Milani and Johnson, 2008), it seeks to contextualise languages with regard to discourses of national identity. In other words, the thesis compares and contrasts language ideology findings within the three discourses examined. More specifically, three research questions are addressed: (1) How do the French and English Canadian media discursively represent languages and language issues in the news? (2) How do these representations differ? (3) How do the different representations relate to understandings of national identity in Canada? The findings indicate that French and English serve predominantly different purposes, thus helping to reinforce the image of a Canada comprising “two solitudes”.

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Robinson, Melissa Aubrey. "A Man Needs a Female like a Fish Needs a Lobotomy: The Role of Adjectival Nominalization in Pejorative Meaning." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157617/.

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This thesis documents the grammatical processes and semantic impact of innovative ways to pejoratively reference individuals through adjectival nominalization. Research on nominalized adjectives suggests that when meanings shift from having one property (1) to becoming a kind with associated properties (2), the noun form often encodes stereotypical attributes: [1] "Her hair is blonde." (hair color); [2] "He married a blonde." (female, sexy, dumb). Likewise, the linguistic phenomenon of genericity refers to classes or kinds and different grammatical structures reflect properties in different ways. In 1 and 2 above, the shift from adjectival blonde to indefinite NP a blonde moves the focus from the definitional characteristic to the prototypical. Similarly, adjectival gay [3] is definitional, but the marked, nominal form [4] adds socially-based conceptions of the "average" gay (example from Twitter): [3] jesus christ i make a joke and now im a gay man? (sexuality) [constructed]; [4] jesus christ i make a joke and now im a gay? … (flamboyant, abnormal). To investigate innovative reference via nominalization, two corpus studies based in human judgment were conducted. In the first study, a subset of the corpus (N=121) was annotated for pejoration by five additional linguists following the same guidelines as the original annotator. In the second study, 800 instances were annotated by non-experts using crowd-sourcing. In both studies we find a correspondence between nominal status and pejorative meaning.

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Sohl, Gabriella. "Cuisine Linguistics of British and American English : Are the culinary vocabularies of British and American English converging or diverging?" Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19464.

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This study is intended to unveil whether the culinary vocabulary of British English and American English are likely to converge or diverge in the future, as a way of contributing to understanding the evolution of the English language and its varieties. The topic itself was founded in travels to America which were paired with nearly fifteen years of interaction with British English, leading to understanding that some (food) words come to have different meanings even in similar languages, and possibly also within the same language. Understanding this led to the thesis question: Are the culinary vocabularies of British English and American English likely to converge or diverge? This is an area of study which has seemingly been left untreated so far under the umbrella of Linguistics. As such, the research in this essay focuses on determining a future convergence or divergence between the language varieties from a language historical aspect as well as taking sociolinguistic aspects of language change into account. These aspects are fashion, foreign influence and social need. In addition to the research, a survey involving 15 British and 15 American students between the ages of 18 and 30 which helps determining the current interaction between the two language varieties. Through the research and analysis of these areas of interest, it is found that the culinary vocabularies of the two language varieties are unlikely to converge completely, but are in a state both of constant partial convergence and divergence.

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Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.

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Persson, Joakim. "Speech and Gender in the English as a Second Language Swedish High School Classroom: a Sociolinguistic Study." Thesis, Högskolan i Gävle, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26140.

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Gender dominance has been the focus of research in recent years. However, this research was conducted in countries with less progressive stances towards gender equality than Sweden. This paper focuses on gender equality in the Swedish high school English as a second language classroom. A mix of quantitative research, empirical analyses using modern technology and qualitative interviews were conducted. This approach focused upon students’ views regarding gender and speech dominance and how these views correlate with the views of the teachers. Furthermore, the quantitative amount of spoken language output was measured to confirm informants’ views about speech dominance. Three informant groups were interviewed and observed. For a myriad of reasons, it was impossible to come to a definite conclusion regarding speech and gender equality. However, it is clear that floor-time is a vital factor for students’ learning, meaning that it is important that second language teachers are aware of the issues raised.

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Sirsa, Hema. "First Language and Sociolinguistic Influences on the Sound Patterns of Indian English." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18715.

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The current dissertation is a systematic study of variation in the English spoken in multilingual and multicultural India. Three experiments were conducted to investigate the influence of two native languages (Hindi and Telugu) on English, which is spoken by almost all Indians as a second language. The first experiment indicated that Indian English (IE) is accented by the first language of its speakers, but high English proficiency and the degree of divergence between the sound patterns of the speaker's native language and his or her IE suggested that other factors might influence the preservation of a native language accent in IE. The second experiment controlled for language investigated the effect of region on IE, finding that listeners were able to distinguish speakers based on region even when they spoke the same native language. The regional variation in IE was more noticeable for native Telugu speakers than for native Hindi speakers. This difference was attributed to differences in the social and political power associated with these native languages: Hindi being the national language and the language of the capital city of India; Telugu, a regional language of Andhra Pradesh and spoken by many fewer people than Hindi. The third experiment was motivated by the idea that persistent effects of the speaker's native language might also be used to reflect a speaker's personal identity. Accordingly, the experiment investigated the effect of speaking about personal versus neutral topics on IE pronunciation. The results were that speakers' IE pronunciation was more like their native language when speakers discussed personal topics then when they discussed neutral topics. Overall, the results suggest that the pronunciation of IE is conditioned by social factors, meaning that it has entered the differentiation phase of Schneider's dynamic model of English evolution. This dissertation includes previously published co-authored material.

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Ramanayake, Selena. "Imagined Communities: A Mixed Methods Study of Patterns among English and Spanish Language Learners." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535636778278414.

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Bowen, William Michael. "The Americanization of Chinese medicine a discourse-based study of culture-driven medical change /." online access from Digital Dissertation Consortium access full-text, 1993. http://catalog.hathitrust.org/api/volumes/oclc/32660695.html.

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Helleberg, Fia. "English with an accent : A study of attitudes among Swedish adolescents regarding British and Middle Eastern varieties of English." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40161.

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This study examines the attitudes of adolescent Swedes towards speakers of British and Middle Eastern varieties of English. Due to the ongoing wars in the Middle East and elsewhere, and thus the stream of refugees seeking sanctuary in Sweden and other European countries, many children from diverse backgrounds have been and will be enrolled in Swedish schools. Considering their right to democratic, humane and inclusive education, it is of importance to identify and oppose possible prejudice and preconceptions towards foreign languages, cultures and religions at an early state. This study aims towards this goal. The study, carried out among Swedish teenagers, is based on a matched-guise test in combination with an Osgood scale. The pre-recorded speakers were from Iran, Syria, and Britain. The results of the study prove that there were preconceptions regarding Middle Eastern varieties of English, yet they can be both positive and negative. It is evident that the majority of the informants perceived the Middle Eastern speakers of English negatively with regard to traits that may be related to education, economy and intelligence, yet they rated the same speakers positively with regard to traits that may be correlated to emotional and social capacity. Interestingly enough, the study also provides evidence to suggest that British speakers of English are perceived favourably with regard to traits that may be related to education, economy and intelligence, yet negatively with regard to traits that may be correlated to emotional and social capacity. Overall, the study mainly provided results that confirm findings of previous research within the field.

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