Dissertations / Theses: 'Up (The English word)'

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Ha, Dang Vu Thanh, and n/a. "How Vientamese ELICOS students build up their word stock : an empirical study." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060713.153439.

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The process of second language vocabulary acquisition (L2VA) is investigated by looking at the learning, teaching, learner and environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were collected by examination of informants' diaries, recorded classes, free conversations, interview-questionnaires and regular interviews during the English program. The data show that the process of building up the mental lexicon is slow, long and complicated. For adult learners coming from different English and job backgrounds, full time classroom learning is the biggest and most important source of L2 word input. It is also in this environment that the word storage and recall mechanisms are most facilitated. The L2VA process varies according to individual learners at different levels, with different learning goals, motivations, determination, areas of interest and word learning methods. It is hoped that the findings of the study help increase Vietnamese teachers' awareness of how to teach English vocabulary effectively and how to help learners work out individually suitable word learning methods.

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Karlsson, Amanda. "Can all students please speak up? : A mixed methods study into the situational and motivational aspects of (un)willingness to communicate in English in Swedish upper secondary schools." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53203.

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This study seeks to examine (1) in what situations Swedish upper secondary school students from two EFL classes are unwilling to speak English in English class, and (2) what the motivational factors are for the same students to speak English. Students in their first and second year of studying English in Swedish upper secondary school participated in this study. The data were collected using observations, a questionnaire and semi-structured interviews. The data collected in this study were analyzed using both quantitative and qualitative methods. The results of the study showed that students are unwilling to speak English in assessed situations as well as in situations where students are given less time before they can speak. The results suggest that students are influenced by one another, and that using English only instruction will make students more confident in speaking activities since speaking English will be normative behavior in class. Moreover, students are motivated to speak the target language in class by the English they meet outside of school, and by the plans that they have envisioned for their future.

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Ladner, Jocelyn B. Neuleib Janice. "Performing the word, transforming the word, writing the word alternative teaching strategies for freshman composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172879.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewedNovember 17, 2005. Dissertation Committee: Janice Neuleib (chair) , Patricia A. Dunn, Nancy Tolson. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.

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Wren, Sebastian Andrew. "An examination of the word-frequency effect in word recognition : controlling the confound of word recency /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Rosta, Andrew. "English syntax and word grammar theory." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288690.

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Collins, Michael Xavier. "Cognitive Perspectives On English Word Order." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343315752.

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Tani, Akinobu. "Word pairs in late Middle English prose." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/3323/.

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Word Pairs in Late Middle English Prose investigates the use of word pairs (WPs) occurring in various English prose texts in the late Middle English period, i.e. in the fourteenth- and fifteenth-centuries. The research question addressed is a stylistic one: is there a relationship between the use of WPs and the genres of these texts? Characteristics of WPs investigated in the study include (1) the normalized frequency of WPs, (2) the etymological makeup of WPs and (3) repetition of WPs. First, the analysis of WPs in all Chaucer’s prose texts is conducted in comparison with two controls as a preliminary study to examine the different uses of WPs in each prose text and the relationship between these texts in terms of the use of WPs, and to check the validity of the methodology used in the analysis of late medieval English prose. After having ascertained the validity of the methodology, the analyses of WPs follow in a range of other texts with a wider circulation: the Mirror of the Blessed Life of Jesus Christ, Trevisa’s On the Properties of Things, the Brut or the Chronicles of England, English Wycliffite Sermons, the History of Reynard the Fox, Paris and Vienne, the Works of Sir Thomas Malory, Fortescue’s the Governance of England. Next, the analyses of WPs follow in texts with a more limited audience in mind such as An Anthology of Chancery English, and Paston Letters and Papers of the Fifteenth Century. Through the analysis of the WPs in these texts, the characteristics of WPs in each text are identified. Then characteristics in what are thought to be similar texts are compared. Statistical methods such as principal component analysis and cluster analysis are then applied to the WP data to investigate and demonstrate generic and stylistic relationships. The results of the study point to a contrast between curial style and traditional native style based on speech, the difference between which can be characterized as the abundance or dearth of WPs and the different ratio of Old French (OF)+OF vs. Old English (OE)+OE types of WPs, respectively. Certain characteristics peculiar to individual prose texts are also revealed. Lastly, the reasons for the use of WPs in different texts are considered. This study reveals the complex use of WPs in different texts, and offers a study of the subject which is more nuanced and delicate than has been previously achieved.

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Cox, Cynthia Gail. "Bilingual word detectives transferability of word decoding skills for Spanish/English bilingual students /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457293.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed Nov. 10, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 188-193).

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Heung, Lok-yi, and 香樂怡. "Loan word compression in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007573.

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Piao, Scott. "Sentence and word alignment between Chinese and English." Thesis, Lancaster University, 2000. http://eprints.lancs.ac.uk/52143/.

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Okobi, Anthony O. (Anthony Obiesie) 1976. "Acoustic correlates of word stress in American English." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37963.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2006.
Includes bibliographical references (p. 123-126).
Acoustic parameters that differentiate between primary stress and non-primary full vowels were determined using two-syllable real and novel words and specially constructed novel words with identical syllable compositions. The location of the high focal pitch accent within a declarative carrier phrase was varied using an innovative object naming task that allowed for a natural and spontaneous manipulation of phrase-level accentuation. Results from male native speakers of American English show that when the high focal pitch accent was on the novel word, vowel differences in pitch, intensity prominence, and amplitude of the first harmonic, H1 * (corrected for the effect of the vocal tract filter), accurately distinguished full vowel syllables carrying primary stress vs. non-primary stress. Acoustic parameters that correlated to word stress under all conditions tested were syllable duration, HI*-A3*, as a measurement of spectral tilt, and noise at high frequencies, determined by band-pass filtering the F3 region of the spectrum. Furthermore, the results indicate that word stress cues are augmented when the high focal pitch accent is on the target word.
(cont.) This became apparent after a formula was devised to correct for the masking effect of phrase-level accentuation on the spectral tilt measurement, Hi *-A3*. Perceptual experiments also show that male native speakers of American English utilized differences in syllable duration and spectral tilt, as controlled by the KLSYN88 parameters DU and TL, to assign prominence status to the syllables of a novel word embedded in a carrier phrase. Results from this study suggest that some correlates to word stress are produced in the laryngeal region and are due to vocal fold configuration. The model of word stress that emerges from this study has aspects that differ from other widely accepted models of prosody at the word level. The model can also be applied to improve the prosody of synthesized speech, as well as to improve machine recognition of speech.
by Anthony O. Okobi.
Ph.D.

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Kwok, Rosa Kit Wan. "Orthographic and phonological processing in English word learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7403/.

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This thesis investigates the process of orthographic and phonological word learning in adults. Speed of reading aloud is used as the main measure, specifically the reduction in naming reaction times (RTs) to short and long novel words through repetition and the convergence of RTs to short and long items. The first study (Chapter 2) fully described this fundamental learning paradigm and it is then used to compare various types of training in different groups of readers in the following chapters. Second, the role of phonology in visual word learning was investigated in Chapter 3. Novel words that received the training of both orthography and phonology (reading aloud condition) was found to be more efficient and effective compared to solely training the phonology of the novel words (hear-and-repeat with and without distractors). Yet, all three experiments in Chapter 3 also showed that the establishment of a phonological representation of a novel word can be sufficient of result in representations in the mental lexicon even without any encounter with the orthographic form of the novel word. Linear mixed effect modelling also found that literacy and phonological awareness made a significant contribution to nonwords naming speed when vocabulary and rapid digit naming were taken into account. Expressive vocabulary was found to be a significant predictor of the change in naming speed across the learning session when the effects of literacy, phonological awareness were controlled. Third, Chapter 4 then involved the repeated presentation of interleaved high-frequency words, low-frequency words and nonwords to native speakers of English in two testing sessions 28 days apart. Theoretical interest lies in the relative effects of length on naming latencies for high-frequency words, low-frequency words and nonwords, the extent to which those latencies (RTs) converge for shorter and longer words and nonwords, and the persistence of training/repetition effects over a 28-day retention interval. Finally, Chapters 5 and 6 try to bring these theories in a more applied context to understand orthographic word learning in adults with dyslexia and in bilingual speakers.

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Hammond, Catherine. "Joining-up policy in the English regions." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399109.

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Murray, Dufferin A. "From the word up, the poetic message of rap music." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30813.pdf.

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Matchim, Joan Oldford. "The effects of contextual cues and word frequency on word recognition /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113531.

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Mattson, Christina Phillips. "Children's Literature Grows Up." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467335.

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Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature. This project investigates the history of children’s literature in order to demonstrate the way that children’s literature and adult literature have, at different points in history, grown closer or farther apart, explores the reasons for this ebb and flow, and explains why contemporary children’s literature marks a reunification of the two categories. Employing J. K. Rowling’s Harry Potter novels as a its primary example, Children’s Literature Grows Up demonstrates that this new kind of contemporary children’s fiction is a culmination of two traditions: the tradition of the readerly children’s book and the tradition of the writerly adult novel. With the fairy tales, mythologies, legends, and histories that contemporary writers weave into their texts, contemporary fictions for children incorporate previous defining characteristics of children’s fantasy literature and tap into our cultural memory; with their sophisticated style, complex narrative strategies, and focus on characterization, these new fictions display the realism and seriousness of purpose which have become the adult novel’s defining features. Children’s Literature Grows Up thus concludes that contemporary children’s fiction’s power comes from the way in which it combines story and art by bringing together both the children’s literature tradition and the tradition of the adult novel, as well as the values to which they are allied. Contemporary writers for children therefore raise the stakes of their narratives and change the tradition by moving beyond the expected conventions of their category.
Comparative Literature

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Heung, Lok-yi. "Loan word compression in Hong Kong /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36846260.

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Keating, Geraldine Corriene. "The effects of word characteristics on children's reading." Thesis, London Metropolitan University, 1987. http://repository.londonmet.ac.uk/3138/.

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The object of the research reported in this thesis was to investigate the effects of word characteristics on children's reading performance. The experiments investigating word imagery and age of acquisition showed that imagery was a highly significant word characteristic for less skilled readers. There was an age of acquisition effect which was inversely correlated with reading ability. Probabilistic measures of orthographic regularity (such as Initial Bigram Frequency and Versatility and First Order approximation to English) were shown to be significant predictors of reading for good and poor readers and lexical decision performance for average readers. It also appeared that as reading ability improved, word properties such as the Orthographic Neighbour Ratio, which takes into account neighourhood size and frequency affected reading accuracy in the good and average reader in the lexical decision task. Other measures of orthographic regularity-orthographic neighbourhood size and body type were also shown to affect reading accuracy although effects appeared less marked for skilled readers. The regularity effect was seen to be dependent upon hostility and frequency of word neighbours, and the frequency of the target word itself, rather than due to a regularity-irregularity dichotomy.

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Smartschan, Carl Ernest. "The effect of bilingual word lists on test scores of ESOL science students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

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Pitrat, Adrien. "Interlexical effects of word frequency in English-French bilinguals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ26937.pdf.

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Tucker, Benjamin Vardell. "Spoken Word Recognition of the Reduced American English Flap." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194987.

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Phonetic variation as found in various speech styles is a rich area for research on spoken word recognition. Research on spoken word recognition has focused on careful, easily controlled speech styles. This dissertation investigates the processing of the American English Flap. Specifically, it focuses on the effect of reduction on processing. The main question asked in this dissertation is whether listeners adjust their expectations for how segments are realized based on speech style. Even more broadly, how do listeners process or recognize reduced speech? Two specific questions are asked that address individual parts of the broad question. First, how does reduction affect listeners’ recognition of words? Is it more difficult for listeners to recognize words pronounced in reduced forms, or is it perhaps easier for listeners to recognize reduced forms? Second, do listeners adjust their expectations about reduction based on preceding speech style (context)? Four experiments were designed using the auditory lexical decision and crossmodal identity priming tasks. Listeners’ responses to reduced and unreduced flaps (e.g. unreduced [pʌɾl] as opposed to reduced [pʌɾl]) were recorded. The results of this work show that the phonetic variation found in speech styles containing reduction causes differences in processing. Processing of reduced speech is inhibited by weakened acoustic information or mismatch to the underlying phonemic representation in the American English flap. Listeners use information about speech style to process the widely varying acoustic reflections of a segment in connected speech. The implications of these findings for models of spoken word recognition are discussed.

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Hong, Hyo-chang. "Discourse functions of Old English passive word order variation." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259301.

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The purpose of this study was to determine discourse and functional motivation for passive word order variation as shown in three of the major Early Old English prose texts, Orosius, Pastoral Care, and Ecclesiastical History of the English People. The main variation of Early Old English passive word orders are of three types, which this study showed to be distinct in the extent to which passive subjects represent information structure. This study further shows that, while thematicity functions as a main motivating factor for the use of passives, positional variation of passive verbal elements is also an important determinant of the degrees of information structure of passive main clause subjects.
Department of English

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Pitrat, Adrien (Adrien Pierre Andre) Carleton University Dissertation Psychology. "Interlexical effects of word frequency in English-French bilinguals." Ottawa, 1997.

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Précenth, Rasmus. "Word Embeddings and Gender Stereotypes in Swedish and English." Thesis, Uppsala universitet, Tillämpad matematik och statistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382835.

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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.

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The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.

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Jones, Anna Barbara. "Auditory comprehension : from the voice up to the single word level." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25387.

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Auditory comprehension, the ability to understand spoken language, consists of a number of different auditory processing skills. In the five studies presented in this thesis I investigated both intact and impaired auditory comprehension at different levels: voice versus phoneme perception, as well as single word auditory comprehension in terms of phonemic and semantic content. In the first study, using sounds from different continua of ‘male’-/pæ/ to ‘female’-/tæ/ and ‘male’-/tæ/ to ‘female’-/pæ/, healthy participants (n=18) showed that phonemes are categorised faster than voice, in contradistinction with the common hypothesis that voice information is stripped away (or normalised) to access phonemic content. Furthermore, reverse correlation analysis suggests that gender and phoneme are processed on the basis of different perceptual representations. A follow-up study (same paradigm) in stroke patients (n=25, right or left hemispheric brain lesions, both with and without aphasia) showed that lesions of the right frontal cortex (likely ventral inferior frontal gyrus) leads to systematic voice perception deficits while left hemispheric lesions can elicit both voice and phoneme deficits. Together these results show that phoneme processing is lateralized while voice information processing requires both hemispheres. Furthermore, this suggests that commencing Speech and Language Therapy at a low level of acoustic processing/voice perception may be an appropriate method in the treatment of phoneme perception impairments. A longitudinal case study (CF) of crossed aphasia (rare acquired communication impairment secondary to lesion ipsilateral to the dominant hand) is then presented alongside a mini-review of the literature. Extensive clinical investigation showed that CF presented with word-finding difficulties related to impaired auditory phonological analysis, while functional Magnetic Resonance Imaging (fMRI) analyses showed right hemispheric lateralization of language functions (reading, repetition and verb generation). These results, together with the co-morbidity analysis from the mini-review, suggest that crossed aphasia can be explained by developmental disorders which cause partial right lateralization shift of language processes. Interestingly, in CF this process did not affect voice lateralization and information processing, suggesting partial segregation of voice and speech processing. In the last two studies, auditory comprehension was examined at the single word level using a word-picture matching task with congruent (correct target) and incongruent (semantic, phonological and unrelated foils) conditions. fMRI in healthy participants (n=16) revealed a key role of the pars triangularis (phonological processing), the left angular gyrus (semantic incongruency) and the left precuneus (semantic relatedness) in this task – regions typically associated via the arcuate fasciculus and often impaired in aphasia. Further investigation of stroke patients on the same task (n=15) suggested that the connections between the angular gyrus and the pars triangularis serve a fundamental role in semantic processing. The quality of a published word-picture matching task was also investigated, with results questioning the clinical relevance of this task as an assessment tool. Finally, a pilot study looking at the effect of a computer-assisted auditory comprehension therapy (React2©) in 6 stroke patients (vs. 6 healthy controls and 6 stroke patients without therapy) is presented. Results show that the more therapy patients carry out the more improvement is seen in the semantic processing of single nouns. However, these results need to be reproduced on a larger scale in order to generalise any outcomes. Overall, the findings from these studies present new insight into, as well as extending on, current cognitive and neuroanatomical models of voice perception, speech perception and single word auditory comprehension. A combinatorial approach to cognitive and neuroanatomical models is proposed in order to further research, and thus improve clinical care, into impaired auditory comprehension.

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Blekher, Marina. "Word-type effects in the lexical processing of Russian-English and French-English bilinguals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59935.pdf.

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Ranbom, Larissa J. "Lexical representation of phonological variation in spoken word recognition." Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/1425750.

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Cohen, Shai. "On the semantics of too and only distinctness and subsumption /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379949/.

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Salkinder, Mia Anna. "The poetry of Ruth Miller : the Word and her words." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/13936.

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Bibliography: leaves 65-66.
This dissertation analyses a selection of Ruth Miller's poetry collected in Floating Island (1965), Selected Poems (1968) and previously uncollected poems included in the posthumous collection, Ruth Miller: Poems, Prose, Plays (1990) edited by Lionel Abrahams. It extends and argues against the most recent readings of Ruth Miller proposed by Joan Metelerkamp (1991 and 1992). Metelerkamp suggests that previous criticisms of Miller, focusing exclusively on her modernist intent, ignore Miller's role as a woman living in a society dominated by patriarchal authority; an authority that is informed by the Judeo-Christian tradition. This dissertation extends Metelerkamp's observation, showing how the existential crisis that is made manifest in Miller's poetry is generated by both her compliance with and denial of this patriarchal Judeo-Christian meaning-making system. It also registers a changing development in Miller 's poetic trajectory from her earlier to her later poems. Metelerkamp's criticism of Miller's poetry has not recorded this development, allowing for the overall pronouncement that her poetry registers only loss and shows no conscious signs of negotiating the patriarchal system in which she is entrapped. In contrast, the conclusion of this dissertation points to elements in Miller's later poetry that suggest the development of Miller's voice as well as indicating Miller's recognition of her own compliance and desire to break with patriarchal authority.

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Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.

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This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.
Department of English

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Whiteley, Helen Elizabeth. "The activation of multiletter units in visual word recognition." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20101/.

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Influential accounts of visual word recognition argue that lexical access is entirely mediated via preliminary letter identification processcs(McClelland and Rumelhart, 1981; Seidenberg, 1987). Others advocate a role for visual features characterising the whole word (Haber and Haber, 1981). A third view holds that lexical access is, at least in part, mediated by sublexical units which are recovered by the action of a parsing mechanism operating on identified letter codes through the application of specific rules (e.g., Spoehr and Smith, 1973). Recent work by Alice Healy and her colleagues supports a multi-level view of word recognition incorporating representations not only at the letter and whole word levels, but also at an intermediate level where multiletter units can be activated directly by supraletter features (e.g., Healy and Drewnowski, 1983). The concept of an intermediate level of representation in visual word recognition remains controversial. A priming paradigm was employed to investigate the existence of directly activated multiletter units. Subjects were required to make a discrimination response to test stimuli which could be either targets or foils. Targets were either single-letters or consonant-bigrarns which were present or absent in an immediately preceding word, and foils were either single keyboard characters or a character plus a letter. Experiment I verified an earlier finding that responses to consonant-bigram targets are facilitated when these appear in a prime word, while responses to the constituent letters of those bigrams are not facilitated (Greenberg and Vellutino, 1988). In addition, responses to primed bigrain targets were faster than responses to primed single letter targets. Experiments 2 to 4 revealed that the bigram priming effect occurs only when both primes and targets appear in lower-case type. These observations provide evidence for the existence of directly activated multiletter units. Subsequent experiments supplied converging evidence for the importance of supraletter visual features in the activation of multiletter units and strengthened the view that the multiletter unit effects observed arise at a pre-lexical stage of processing when words are being processed to a level of meaning. Implications for theories of reading are discussed, and related developmental issues are considered.

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Vo, Phuong Vi. "A Comparison of Picture to Word Training and Word to Word Training on Native English Speaking College Students’ Acquisition of Italian Vocabulary." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407810/.

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The current study assessed the effects of two teaching stimulus presentations, i.e. picture to word and word to word, used to teach second language vocabulary to college students. It also evaluated the emergence of untaught relations when picture to word and word to word were used separately as a teaching strategy. The findings showed picture to word training resulted in more untaught relations. Several aspects such time allotted for online quizzes, experimental and teaching arrangements and vocabulary complexity were suggested for future research.

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Aertsen, H. "Play in Middle English : a contribution to word field theory /." Amsterdam : Free University Press, 1987. http://bibpurl.oclc.org/web/33043.

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Yeon, Sang-Hee. "Teaching English word-final alveolopalatals to native speakers of Korean." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006465.

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Moore, Daniel Hight. "The perception of english word-final /L/ by brazilian learners." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91237.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Very little research exists on Brazilians concerning English word-final /l/ beyond noting that they generally produce [u] (Baptista, 2001) or [w] (Avery & Ehrlich, 1992). Perception of this word-final consonant is also little researched. To attempt to address these gaps in the literature, this study investigated Brazilian ESL students' perception of English word-final /l/ (dark /l/). Two groups of 20 Brazilian learners of English (intermediate and advanced) and one group of native speakers of English participated in the experiment. Three pairs of tests - two Categorial Discrimination Tests, two discrimination tasks, and two identification tests - examined perception of word-final /l/. The first test of each pair assessed word-final contrasts in both Portuguese and English; the second examined English-only contrasts. All results were analyzed by overall error rate, error rate per vowel context and error rate per test. Demographic data and total error rate were explored for correlations. No significant differences were found between the two groups of Brazilian students. Only for the vowel contexts /o/ and /?/ did native speakers perform significantly better than Brazilians. Native and non-native error rates were very low for vowel contexts /a?/ and /e?/ and quite high for /a?/. Há pouca pesquisa com brasileiros a respeito da pronúncia do /l/ final de palavras inglesas, além da observação de que geralmente é produzido como [u] (Baptista, 2001) ou [w] (Avery & Ehrlich, 1992). A percepção dessa consoante também é pouco pesquisada. Para tentar preencher essas lacunas na literatura, o objetivo desta pesquisa foi investigar a percepção do /l/ no final de palavras inglesas ("dark /l/") por brasileiros estudantes de inglês como língua estrangeira. Dois grupos de 20 estudantes brasileiros de inglês (dos níveis intermediário e avançado) e um grupo de falantes nativos de inglês participaram neste experimento. Três pares de testes - dois Testes de Discriminação Categórica, dois Testes de Discriminação, e dois Testes de Identificação - aferiram a percepção do /l/ no final de palavras. O primeiro teste de cada par examinou contrastes finais em palavras do português brasileiro e do inglês; o segundo examinou contrastes somente em palavras inglesas. Os resultados foram abalizados por índice de erro global, de erro por vogal, e de erro por teste. Dados demográficos e índice de erro global foram explorados para investigar correlações. Nenhuma diferença significante foi encontrada entre os grupos de brasileiros. O menor índice de erro do resultado dos falantes nativos de inglês foi estatisticamente significativo somente nos contextos de /o/ e /?/. O índice de erro de todos os grupos foi muito baixo nos contextos de /a?/ e /e?/ e muito alto em /a?/.

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Johansson, Anton. "Vertical Metaphors : English down and up in Swedish contrast." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101957.

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This thesis aims to compare the English metaphorical expressions up and down in relation to Swedish. For this purpose, English original texts with Swedish translations and Swedish original texts and English translations were analyzed by using the Linnaeus English-German-Swedish corpus. Thus, the study will show that the metaphorical expressions up and down are used more often in English translated texts as well as what the most common Swedish translation or original of the metaphorical expressions are. Furthermore, the paper will sort the metaphorical expressions based on target domains and compare this with the Swedish translations.

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Ingram, Catherine. "Word and Song: The Paradox of Romanticism." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/805.

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Among the various outcomes of the Romantic period, an interest in the relationship of the arts remains a widely recognized yet rarely examined field of study. Music and literature seemed to develop a particular kinship, yet to identify the exact relationship is as difficult as defining Romanticism itself. In this study, I attempt to do both. In exploring the concept of Romanticism, its paradoxical development from Classicism is examined through the comparison of six great composers and poets of the period. By tracing the similarities and differences in style of Beethoven/Wordsworth, Schumann/Keats, and Brahms/Tennyson, hopefully a clearer understanding of the evolution of Romanticism is achieved. These artists, although creating through different mediums, address the apparent rejection of Neoclassicism, the apex of Romanticism, and the realization of its limitations. The result is the revelation of the paradox of Romanticism. For each artist, the realization of the Romantic spirit presents contrasts. Ultimately, the rejection of Neoclassic thought becomes as important to Romanticism as its dependence on Neoclassic form. These six artists achieved success not only because of their talents but also because of their acknowledgement of this fact. In this study, I trace their development through the rise and fall of Romanticism as more than instances of shared techniques or borrowed texts; the similarities in thought, poetic vision, and style shared by these artists are explored as well. The paradox of Romanticism is revealed through the interrelationship of poetry and music.

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Tse, Ping-ping. "Homophone effects in Cantonese-English bilinguals." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203840.

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Glutz, von Blotzheim-Maier Barbara. "Angst und Schreckangst im Neuenglischen /." Bern : Francke, 1985. http://catalogue.bnf.fr/ark:/12148/cb34897649v.

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Wen, Yun. "Behavioural and electrophysiological investigations of Chinese translation activation during English word recognition in Chinese-English bilinguals." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43208/.

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Bilinguals have the unique ability to translate words between their languages. Although translation is a seemingly deliberate and conscious process, recent research has shown that first language (L1) translation equivalents can be automatically and quickly activated during second language (L2) word reading. Automatic translation activation strongly supports the idea of non-selective lexical access. This thesis investigates L1 (Chinese) translation activation during L2 (English) word reading in Chinese-English bilinguals, mainly through using the hidden translation repetition paradigm. In a series of behavioural and electrophysiological experiments using carefully selected stimuli, English words were subliminally or visibly presented to Chinese-English bilinguals in an attempt to seek the source of automatic translation activation (phonology: segment and/or tone, and/or orthography) and to explore to what extent translation activation is automatic. In contrast to previous studies, the behavioural investigations revealed that automatic translation only occurs for target words, which were visible to bilinguals, but not for the invisible masked primes. In addition, in the electrophysiological study, the event-related brain potentials and event-related brain oscillations provided evidence for the dominant role of Chinese segmental (consonants and vowels) activation during English word reading. Possible interpretations for these new findings are provided. Theoretical and methodological implications of the present thesis are also discussed.

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Enarsson, Anna. "New Blends in the English Language." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-674.

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Titel: New Blends in the English Language

Författare: Anna Enarsson

Antal sidor: 29

Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society

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Dickerson, Stephanie Joy. "Dialectal and developmental influences on real word and non-word spelling tasks." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002913.

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TOYAMA, Katsuhiko, Kazuhiro IMAI, and Yasuhiro OGAWA. "APPLICATION OF WORD ALIGNMENT FOR SUPPORTING ENGLISH TRANSLATION OF JAPANESE STATUTES." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2006. http://hdl.handle.net/2237/10410.

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Holmberg, Anders. "Word order and syntactic features in the Scandinavian languages and English /." Stockholm : Dept. of General Linguistics, University of Stockholm, 1986. http://bibpurl.oclc.org/web/33078.

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DeVito, Angela Ann. "Gendered speech in Old English narrative poetry: A comprehensive word list." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280305.

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The purpose of this dissertation is to create a word list of male and female speech in those Old English narrative poems which contain dialogue, to use as a reference in determining what, if any, differences existed between the way male Anglo-Saxon poets constructed speech for their male and female characters. Using a specifically designed computer program and an on-line text of the Anglo-Saxon Poetic Records, I electronically tagged those lines assigned to male characters, and then those assigned to female speakers, to generate two separate word lists. I eliminated all immortal speech (God, angels, demons), and all proper nouns as not germane to a study of male and female speech patterns. After I created the raw word lists, I parsed each individual word, and placed it under the appropriate headword. I further classified nouns, adjectives and pronouns according to case and number, and verbs according to person, number, tense and mood. In addition to the word lists, the dissertation includes a critical introduction, and a brief analysis of differences between male and female speech patterns in selected poems.

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Vougiouklis, Penelope Kambakis. "The accuracy and confidence of Greek learners guessing English word meanings." Thesis, Bangor University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334662.

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Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.
ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).
M.A.
Masters
Department of Modern Languages and Literatures
Arts and Humanities

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Polley, Kaylene Barrett. "Accuracy of English Speakers Administering Word Recognition Score Tests in Mandarin." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2224.

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The purpose of this study was to examine the accuracy of English-speakers in determining the word recognition score of native Taiwan Mandarin-speakers. Digitally recorded Mandarin word lists were presented to 10 native Mandarin-speakers from Taiwan (five male, five female), from whom oral and written responses were collected. Oral responses were scored by 30 native English-speakers, 15 of which had no experience with Mandarin and 15 with two to three years of college-level Mandarin courses or equivalent knowledge of Mandarin. The judges who had experience with Mandarin were able to score the WRS tests with 97% accuracy (with scores ranging from 10% below to 4% above the actual score of the test). The judges without experience with Mandarin scored the WRS tests with 88.8% accuracy (with scores ranging from 34% below to 26% above the actual score of the test). An analysis of variance found that there was a significant difference between a judge's knowledge of Mandarin and his or her ability to accurately score the oral responses. An inspection of the performance of the judges in respect to the five different Mandarin tones indicated that there are some tone combinations that are more difficult to score correctly than others. While it is apparent that tone combination may play a role in the ability to accurately score WRS words in Mandarin, the implications of this for a clinical setting are uncertain because words with these tone combinations were not heard often. Tone perception training for the judges or simply making clinicians aware of this difficulty in tone identification may be of benefit in overcoming this obstacle.

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Maby, Mark. "An investigation of L2 English learners' knowledge of polysemous word senses." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/99799/.

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Polysemy is a challenge for L2 learners because it confounds the mapping of form to meaning. We can therefore consider learners' capacity to manage polysemous words as an indication of their L2 lexical and conceptual knowledge. To investigate what factors affect L2 learners' knowledge of polysemous meanings, a test was created in which Arabic learners of English judged whether various meanings of polysemous words were used acceptably in sentence-length contexts. Analysis of the results revealed that two key factors determined learner responses. First, learners were more likely to respond that a polysemous sense was acceptable if it was more frequently used in English. Second, learners were more likely to judge a polysemous sense as acceptable if was semantically closer to the core sense, such as when head is used in the test item, “I went to sleep early to have a clear head for the exam,” in contrast to this less closely related use, “The president sat at the head of the table.” Semantic similarity was further addressed through distractor items that were unacceptable to native English speakers but logically related to the core sense, such as this use of head, “I thought she was upset because she had a sad head,” in contrast to the illogical use, “Come through into the dining head.” Again, L2 learners generally judged the distractor items as more acceptable if the usage of the polysemous word was semantically related to the core sense. Further analysis revealed that learners with high scores on a receptive vocabulary size test were more likely to correctly reject distractor items; however, there was little indication that L1 form-meaning mappings affected perceptions of L2 polysemy. The implications of these findings for theories of lexical processing, and for the teaching of polysemous words in the classroom, are considered.

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Dissertations / Theses on the topic 'Up (The English word)'

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