subject:( language usage)

University of Debrecen

1. Ran, Jiao. Different Cultural Influences between the English and Chinese Languages .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

► In this paper, I consider the three problematic issues of content in the Chinese and English languages. I examined how the Chinese language and culture… (more)

Subjects/Keywords: language usage; body language

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APA (6^th Edition):

Ran, J. (2013). Different Cultural Influences between the English and Chinese Languages . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/160151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ran, Jiao. “Different Cultural Influences between the English and Chinese Languages .” 2013. Thesis, University of Debrecen. Accessed January 19, 2021. http://hdl.handle.net/2437/160151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ran, Jiao. “Different Cultural Influences between the English and Chinese Languages .” 2013. Web. 19 Jan 2021.

Vancouver:

Ran J. Different Cultural Influences between the English and Chinese Languages . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2437/160151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ran J. Different Cultural Influences between the English and Chinese Languages . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/160151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

2. Hedges, Marilyn. Telling it like it is.

Degree: 2011, Leiden University

URL: http://hdl.handle.net/1887/42696

► An assessment of attitudes to language change based on the use of 'like'. Language change is addressed in this thesis in different contexts: spoken, written… (more)

Subjects/Keywords: Language change; Language usage; Historical sociolingistics

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APA (6^th Edition):

Hedges, M. (2011). Telling it like it is. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/42696

Chicago Manual of Style (16^th Edition):

Hedges, Marilyn. “Telling it like it is.” 2011. Masters Thesis, Leiden University. Accessed January 19, 2021. http://hdl.handle.net/1887/42696.

MLA Handbook (7^th Edition):

Hedges, Marilyn. “Telling it like it is.” 2011. Web. 19 Jan 2021.

Vancouver:

Hedges M. Telling it like it is. [Internet] [Masters thesis]. Leiden University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1887/42696.

Council of Science Editors:

Hedges M. Telling it like it is. [Masters Thesis]. Leiden University; 2011. Available from: http://hdl.handle.net/1887/42696

Brigham Young University

3. Frandsen, Jacob F. Interpreting Standard Usage Empirically.

Degree: MA, 2014, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4985&context=etd

► Writers, editors, and everyday language users look to dictionaries, style guides, usage guides, and other published works to help inform their language decisions. They want… (more)

Subjects/Keywords: copyediting; usage; grammar; English language; standardization; Standard English; usage guides; language change; Linguistics

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APA (6^th Edition):

Frandsen, J. F. (2014). Interpreting Standard Usage Empirically. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4985&context=etd

Chicago Manual of Style (16^th Edition):

Frandsen, Jacob F. “Interpreting Standard Usage Empirically.” 2014. Masters Thesis, Brigham Young University. Accessed January 19, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4985&context=etd.

MLA Handbook (7^th Edition):

Frandsen, Jacob F. “Interpreting Standard Usage Empirically.” 2014. Web. 19 Jan 2021.

Vancouver:

Frandsen JF. Interpreting Standard Usage Empirically. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2021 Jan 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4985&context=etd.

Council of Science Editors:

Frandsen JF. Interpreting Standard Usage Empirically. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4985&context=etd

University of Johannesburg

4. Pretorius, Lydia. Parlementêre Afrikaans van die Hansard-debatte, 1990-1991 : 'n studie van taalaanpassing en -variasie.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/9754

►

M.A. (Afrikaans)

This study explores language usage in the pol it ical arena, as seen in the parliamentary debates of the new South Africa. The… (more)

Subjects/Keywords: Afrikaans language - Government; Afrikaans language - Political aspects - South Africa; Afrikaans language - Usage; Afrikaans language - Variation

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APA (6^th Edition):

Pretorius, L. (2014). Parlementêre Afrikaans van die Hansard-debatte, 1990-1991 : 'n studie van taalaanpassing en -variasie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pretorius, Lydia. “Parlementêre Afrikaans van die Hansard-debatte, 1990-1991 : 'n studie van taalaanpassing en -variasie.” 2014. Thesis, University of Johannesburg. Accessed January 19, 2021. http://hdl.handle.net/10210/9754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pretorius, Lydia. “Parlementêre Afrikaans van die Hansard-debatte, 1990-1991 : 'n studie van taalaanpassing en -variasie.” 2014. Web. 19 Jan 2021.

Vancouver:

Pretorius L. Parlementêre Afrikaans van die Hansard-debatte, 1990-1991 : 'n studie van taalaanpassing en -variasie. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10210/9754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pretorius L. Parlementêre Afrikaans van die Hansard-debatte, 1990-1991 : 'n studie van taalaanpassing en -variasie. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

5. Cornelius, Eleanor. 'n Linguistiese ondersoek na die verstaanbaarheid van verbruikersdokumente vir die algemene Afrikaanssprekende publiek.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/8122

►

D.Litt. et Phil.

This thesis constitutes an investigation into the complexity of Afrikaans legal language and explores the challenges of plain language in South Africa.… (more)

▼

D.Litt. et Phil.

This thesis constitutes an investigation into the complexity of Afrikaans legal language and explores the challenges of plain language in South Africa. It argues that language is a powerful tool, which can either be used for inclusion or exclusion. The requirement for the use of plain language as stipulated in the National Credit Act and the Consumer Protection Act is intended to improve the quality and accessibility of consumer-related documents, with vulnerable consumers in mind. South African businesses, organisations and suppliers are required to make their consumer documents available in plain and understandable language. This requirement has far-reaching implications for both the consumer industry and the language industry. Although the definition of plain language in the National Credit Act 34 of 2005 and the Consumer Protection Act 68 of 2008 is comprehensive and theoretically sound, its practical implementation remains a challenge. Some empirical work has been done on the comprehensibility of institutional and other documents in South Africa, but these studies are mainly limited to health texts and the focus is primarily on English. In light of the language distribution and the fact that less than 10% of South Africans speak English as a home language, coupled with alarming educational attainment rates, it does not automatically follow that consumer documents that are written in plain English will be accessible to all consumers. In the framework of plain language legislation in South Africa, there is now a pressing need to extend plain language research to the other official languages as well, and to find ways to incorporate South Africa’s language distribution into a plain language policy. This study is in Afrikaans, about Afrikaans and for Afrikaans. Morever, in the absence of guidelines for methods or standards of assessing whether a consumer-related document satisfies the requirements for plain and understandable language, plain language practitioners are working in a vacuum, without any indication of the assessment criteria that will be applied to measure compliance.

Subjects/Keywords: Afrikaans language usage; Consumer contracts; Consumer protection law; Afrikaans legal language

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APA (6^th Edition):

Cornelius, E. (2012). 'n Linguistiese ondersoek na die verstaanbaarheid van verbruikersdokumente vir die algemene Afrikaanssprekende publiek. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8122

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cornelius, Eleanor. “'n Linguistiese ondersoek na die verstaanbaarheid van verbruikersdokumente vir die algemene Afrikaanssprekende publiek.” 2012. Thesis, University of Johannesburg. Accessed January 19, 2021. http://hdl.handle.net/10210/8122.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cornelius, Eleanor. “'n Linguistiese ondersoek na die verstaanbaarheid van verbruikersdokumente vir die algemene Afrikaanssprekende publiek.” 2012. Web. 19 Jan 2021.

Vancouver:

Cornelius E. 'n Linguistiese ondersoek na die verstaanbaarheid van verbruikersdokumente vir die algemene Afrikaanssprekende publiek. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10210/8122.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cornelius E. 'n Linguistiese ondersoek na die verstaanbaarheid van verbruikersdokumente vir die algemene Afrikaanssprekende publiek. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/8122

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Wallgren, Jonas. Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese.

Degree: English, 2015, Dalarna University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264

► The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period… (more)

▼ The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period (1924-1989) the word was used together with both affirmative and negative words to form expressions. In the early Showa period the grammatical rules in education changed so that the only acceptable use was together with a negative word. From the 1990’s onward, the use together with an affirmative word has made a comeback especially among younger Japanese people. However even though the usage together with an affirmative word has made a comeback and was considered normal once in history, in today’s society it is still considered as slang and thus not recommended usage in formal situations. Foreign language learners however, tend not to learn a language only by textbooks but also by imitating the language of native Japanese speakers and Japanese popular culture. This may lead to a confusion regarding what words are acceptable to use in conversations. Therefore in this study, an online survey that examines the usage and attitudes regarding the word zenzen aimed at Japanese language learners at Swedish universities was conducted. The results of the survey showed that although a majority of the learners showed a good understanding of the usage, more than half of the learners displayed a feeling of confusion regarding the usage of the word. The gender comparison regarding the usage showed no major differences. Having lived in Japan, having Japanese friends whom you speak Japanese with regularly and length of Japanese study was associated with an increased understanding of the usage. Regular consumption of Japanese popular culture, however, was not associated with an increased understanding of the usage. A literature analysis was also conducted to examine the attitudes regarding the usage of zenzen in a variety of books with topics including business language and books aimed at Japanese language teachers. The results showed that zenzen used together with a negative word was considered as the norm while zenzen used together with an affirmative word was not recommended to be used in formal situations. When recommending proper usage of the word zenzen together with an affirmative word to foreign learners of Japanese, hijou-ni and totemo was seen as better alternatives to zenzen in a formal situation.

Subjects/Keywords: linguistics; second language acquisition; word usage; adverb; language variation

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APA (6^th Edition):

Wallgren, J. (2015). Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wallgren, Jonas. “Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese.” 2015. Thesis, Dalarna University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wallgren, Jonas. “Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese.” 2015. Web. 19 Jan 2021.

Vancouver:

Wallgren J. Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese. [Internet] [Thesis]. Dalarna University; 2015. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wallgren J. Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese. [Thesis]. Dalarna University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

7. Wynne, Michael Francis, Jr. Joint usage in sign language acquisition : a pedagogical model.

Degree: MEd, Foreign Language Education, 2013, University of Texas – Austin

URL: http://hdl.handle.net/2152/26811

► This paper utilizes prior studies attempting to explain different possible phonological production errors among adults who learn American Sign Language (ASL) as a second language… (more)

Subjects/Keywords: American Sign Language; Phonology; Joint usage; Second Language Acquisition

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APA (6^th Edition):

Wynne, Michael Francis, J. (2013). Joint usage in sign language acquisition : a pedagogical model. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26811

Chicago Manual of Style (16^th Edition):

Wynne, Michael Francis, Jr. “Joint usage in sign language acquisition : a pedagogical model.” 2013. Masters Thesis, University of Texas – Austin. Accessed January 19, 2021. http://hdl.handle.net/2152/26811.

MLA Handbook (7^th Edition):

Wynne, Michael Francis, Jr. “Joint usage in sign language acquisition : a pedagogical model.” 2013. Web. 19 Jan 2021.

Vancouver:

Wynne, Michael Francis J. Joint usage in sign language acquisition : a pedagogical model. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2152/26811.

Council of Science Editors:

Wynne, Michael Francis J. Joint usage in sign language acquisition : a pedagogical model. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/26811

University of Alberta

8. Smith, Robert Alexander. An analysis of errors made by problem writers.

Degree: MEd, Department of Secondary Education, 1982, University of Alberta

URL: https://era.library.ualberta.ca/files/bn999911r

Subjects/Keywords: English language – Usage.; English language – Alberta – Errors of usage.

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APA (6^th Edition):

Smith, R. A. (1982). An analysis of errors made by problem writers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bn999911r

Chicago Manual of Style (16^th Edition):

Smith, Robert Alexander. “An analysis of errors made by problem writers.” 1982. Masters Thesis, University of Alberta. Accessed January 19, 2021. https://era.library.ualberta.ca/files/bn999911r.

MLA Handbook (7^th Edition):

Smith, Robert Alexander. “An analysis of errors made by problem writers.” 1982. Web. 19 Jan 2021.

Vancouver:

Smith RA. An analysis of errors made by problem writers. [Internet] [Masters thesis]. University of Alberta; 1982. [cited 2021 Jan 19]. Available from: https://era.library.ualberta.ca/files/bn999911r.

Council of Science Editors:

Smith RA. An analysis of errors made by problem writers. [Masters Thesis]. University of Alberta; 1982. Available from: https://era.library.ualberta.ca/files/bn999911r

University of Johannesburg

9. Van Zyl, Renette. 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg.

Degree: 2009, University of Johannesburg

URL: http://hdl.handle.net/10210/1849

►

D.Litt. et Phil.

The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the… (more)

Subjects/Keywords: Language and education; Native language and education; Sociolinguistics; Historical linguistics; Language arts; Multilingualism; Language and culture; Afrikaans language usage; English language usage

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APA (6^th Edition):

Van Zyl, R. (2009). 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/1849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Zyl, Renette. “'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg.” 2009. Thesis, University of Johannesburg. Accessed January 19, 2021. http://hdl.handle.net/10210/1849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Zyl, Renette. “'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg.” 2009. Web. 19 Jan 2021.

Vancouver:

Van Zyl R. 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10210/1849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Zyl R. 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/1849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Portland State University

10. Matsumura, Tomomi. The Use of Evidentials in Hearsay Contexts in Japanese and English.

Degree: MA, World Languages and Literatures, 2017, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4153

► Evidentials are one of the language codes that convey the speaker's beliefs in terms of the degree of reliability of information and how the… (more)

▼ Evidentials are one of the language codes that convey the speaker's beliefs in terms of the degree of reliability of information and how the speaker obtained information (Chafe, 1986; Ishida, 2006; McCready and Ogata, 2007). Evidentials play an important role in communication since they also function to show the speaker's attitude toward the interlocutors by making a sentence softer (Trent 1998). In his theory of territory of information, Kamio (1990, 1997, 2002) proposed that pragmatic rules of evidentials are different in Japanese than in English. Ishida (2006) studied these differences and argued that learners of Japanese (JF learners) face difficulties when conveying information with evidentials in Japanese. This study aimed to see how learners of Japanese as a foreign language (hereafter JF learners) use evidentials differently from Japanese native speakers by replicating Ishida's (2006) study. Discourse data, consisting of utterances produced by Japanese L1 speakers (J-speakers) in Japanese and JF learners in Japanese and English, was produced based on twelve situations where participants were instructed to convey hearsay information verbally to the specific third party. Collected productions were compared to see differences in the frequencies of evidentials, in general, and in terms of the source of information, the timing of conveyance, and the addressees. The study showed that JF learners use evidentials less frequently both in Japanese and English than J-speakers. This less frequent use of evidentials by JF learners in both languages indicates a transfer effect from English to Japanese. Additionally, a close look at each evidential use revealed other factors that might impact the speaker's choice of evidentials. This study revealed that JF learners tend to prefer to use evidentials such as soo da and to itta, while they tend to avoid using lexical evidentials such as rashii, mitai da, and yoo da which require more practice. These findings have implications for future research and for a classroom pedagogical approaches to the use of evidentials. Advisors/Committee Members: Suwako Watanabe.

Subjects/Keywords: Evidentials (Linguistics); Japanese language – Usage; Language transfer (Language learning); Information theory; Japanese Studies; Linguistics

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APA (6^th Edition):

Matsumura, T. (2017). The Use of Evidentials in Hearsay Contexts in Japanese and English. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4153

Chicago Manual of Style (16^th Edition):

Matsumura, Tomomi. “The Use of Evidentials in Hearsay Contexts in Japanese and English.” 2017. Masters Thesis, Portland State University. Accessed January 19, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/4153.

MLA Handbook (7^th Edition):

Matsumura, Tomomi. “The Use of Evidentials in Hearsay Contexts in Japanese and English.” 2017. Web. 19 Jan 2021.

Vancouver:

Matsumura T. The Use of Evidentials in Hearsay Contexts in Japanese and English. [Internet] [Masters thesis]. Portland State University; 2017. [cited 2021 Jan 19]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4153.

Council of Science Editors:

Matsumura T. The Use of Evidentials in Hearsay Contexts in Japanese and English. [Masters Thesis]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4153

Tartu University

11. Maisla, Diana. Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses .

Degree: 2014, Tartu University

URL: http://hdl.handle.net/10062/42495

► Eesti keele üks rikkustest on ajasüsteem. Selles eristatakse kolme minevikuaega: lihtminevikku (käisin kinos), täisminevikku (olen käinud kinos) ja enneminevikku (olin käinud kinos). Lihtminevik on lihtne,… (more)

▼ Eesti keele üks rikkustest on ajasüsteem. Selles eristatakse kolme minevikuaega: lihtminevikku (käisin kinos), täisminevikku (olen käinud kinos) ja enneminevikku (olin käinud kinos). Lihtminevik on lihtne, sest selle väljendamiseks on vaja ainult ühte tegusõna, mis teatab midagi minevikus toimunud tegevuse kohta. Täis- ja enneminevik on keerulisemad, sest mõte, mida need väljendavad, ilmneb alles pikemas lauses või tekstis. Täisminevik väljendab näiteks kogemust (olen käinud kinos, aga mitte teatris) või siis tegevust, mida on tehtud pikka aega (olen käinud samas kinos juba mitu aastat). Täisminevikul on omadus väljendada lisaks minevikule ka olevikku: näitelausetes teatatakse, milline on olukord praegu. Enneminevikku aga läheb vaja siis, kus räägitakse kahest minevikus toimunud tegevusest (enne kui esimest korda teatrisse läksin, olin käinud ainult kinos). Enneminevik näitab, kumb tegevus toimus enne, kas kinos või teatris käimine. Selline minevike süsteem on keeruline vene emakeelega õppijale, sest vene keeles on ainult lihtminevik. Samas on neist, kes Eestis eesti keelt võõra keelena õpivad, kõige suurem hulk just vene emakeelega inimesi. Uurimuse eesmärk oli välja selgitada eesti keele kui teise keele minevikuvormide omandamise seaduspärad. Vene üliõpilaste küsitlemisel, nende suuliste ja kirjalike tekstide uurimisel ning nende tehtud ülesannete võrdlemisel eestlaste tehtud ülesannetega tuli välja, et kogu materjalis oli vigase ajavormiga lausete arv väiksem kui õigesti moodustatud lausete arv. Kuid vigu analüüsides sai teada, et tihti eelistatakse lihtminevikku täisminevikule, täis- ja ennemineviku vahel vahet ei tehta ja umbisikulises tegumoes kasutatakse enneminevikku lihtmineviku asemel. Samuti ei osata kasutada mitmeid vihjeid, mis aitaksid otsustada, millist ajavormi lauses kasutada. Näiteks, kui lause koosneb kahest osast, siis koos olevikuga kasutatakse täisminevikku (olen juba söönud ja lähen nüüd magama) ja koos lihtminevikuga enneminevikku (enne kui magama läksin, olin kõhu täis söönud). Eriti keerulised on eitavad ja küsilaused, sest neist ainult pooltes oli kasutatud õiget mineviku liitaega. Töö pakub teavet ja konkreetseid näiteid, millele eesti keele ajavormide õpetamisel ja õppematerjalide koostamisel tähelepanu pöörata.; The tense system is one of the riches of the Estonian language. There are three past tenses distinguished in it: imperfect (I went to the cinema), perfect (I have been to the cinema), and pluperfect (I had been to the cinema). Imperfect (past simple) is simple because only one verb is required to tell something about an action which took place in the past. Perfect and pluperfect are more complex since the idea expressed only becomes apparent in a longer sentence or passage. For instance, perfect shows experience (I have been to the cinema, but not the theatre), or an action over a long period of time (I have been to the same cinema over several years). Perfect has an attribute to express not only the past but also the present as shown in these example sentences. Pluperfect is…

Subjects/Keywords: eesti keel; grammatiline aeg; võõrkeel; teine keel; keele omandamine; keelekasutus; Estonian language; tense; foreign language; second language; language acquisition; language usage

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Maisla, D. (2014). Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/42495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maisla, Diana. “Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses .” 2014. Thesis, Tartu University. Accessed January 19, 2021. http://hdl.handle.net/10062/42495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maisla, Diana. “Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses .” 2014. Web. 19 Jan 2021.

Vancouver:

Maisla D. Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses . [Internet] [Thesis]. Tartu University; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10062/42495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maisla D. Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses . [Thesis]. Tartu University; 2014. Available from: http://hdl.handle.net/10062/42495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Nelson Mandela Metropolitan University

12. Pillai, Saloshni. Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms.

Degree: Faculty of Education, 2013, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1021022

► In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not… (more)

▼ In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English learners and teachers are exposed to a ML curriculum that demands high linguistic skills in English in order to engage with the mathematical concepts through the medium of English which is not their home language. While the Language-in-Education Policy (DoE, 1997) recommends that school language policies promote additive bilingualism and the use of learners’ home languages as languages of learning and teaching (LoLT), there has been little implementation of these recommendations by schools, for the reason that all assessments and learner and teacher support materials (LTSM) are only available in English. Thus it appears that ML creates a language gap when FAL English learners and teachers have to possess a high level of communication and language proficiency of the LoLT English to successfully engage with the mathematical context and content of the ML curriculum since the language itself carries all the meaning. The majority of FAL English learners and teachers struggle with the necessary English language proficiency to successfully interact with the ML curriculum and are often required to use their own home language (code switching) to bring about understanding. In this study, I explore how teachers and learners who are dominantly FAL English speakers, engage in teaching and learning of ML in bi/multilingual classrooms. The main aim of the study is to investigate the FAL English learners’ and teachers’ experiences and perceptions concerning the use of English as the LoLT in bi/multilingual ML classrooms. Qualitative measures were generated through personal interviews (teachers [n=15] and learners [n=25]) from five different secondary schools situated in the rural areas of the Midlands in KwaZulu-Natal. This study is framed by Wenger’s (1991) model of situated learning and Vygotsky’s socio-cultural perspectives, which propose that learning involves a process of engagement in a community of practice and reflects the learners’ sociocultural relationship to school mathematics respectively. The study also describes Cummins’ quadrants and explores the benefits of Cummins’ notion of language use (Cummins, 1984). Analysis of the semi-structured interviews revealed that, despite both teachers’ and learners’ difficulty with the language, English is the more popular language to be used in teaching and learning in bi/multilingual mathematical literacy classrooms since English is accepted as a global language. Worldwide emphasis and…

Subjects/Keywords: Education, Bilingual; Mathematics – Study and teaching; English language – Usage

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APA (6^th Edition):

Pillai, S. (2013). Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1021022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pillai, Saloshni. “Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms.” 2013. Thesis, Nelson Mandela Metropolitan University. Accessed January 19, 2021. http://hdl.handle.net/10948/d1021022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pillai, Saloshni. “Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms.” 2013. Web. 19 Jan 2021.

Vancouver:

Pillai S. Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10948/d1021022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pillai S. Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms. [Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1021022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Stellenbosch University

13. Khuzwayo, Zoleka. Compliance-gaining requests in educational contexts in Xhosa.

Degree: MA, African Languages, 2004, Stellenbosch University

URL: http://hdl.handle.net/10019.1/49891

►

ENGLISH ABSTRACT: This Study investigates how favor asking may be expressed in Xhosa. Both favor asking and requesting are situated in a context, where the… (more)

▼

ENGLISH ABSTRACT: This Study investigates how favor asking may be expressed in Xhosa. Both favor asking and requesting are situated in a context, where the meaning of each is necessarily driven by the way the interlocutors interpret each other's speech. Again favor asking and requesting share the same underlying intent in that a speaker tries to get a hearer to do something. People in the working environment, more especially in the educational sector, have lots of projects to do and they are obliged to ask for favors for such projects. In the process of asking for favors, they are faced with a wide choice of strategies to choose from. In this study, the data shows consistent use of request strategies within specific contexts. The results of this study are consistently interpretable in that the more polite is the request for compliance; the greater is the degree of compliance. In Xhosa, unhedged performative and obligation are request strategies with the highest frequency of occurrence. There are also certain strategies in Xhosa that have a low frequency, i.e., imperative, ability, hedged performative, willingness, wishes, permissions and desire. Therefore they are not considered possible compliance strategies in Xhosa.

AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die verskynsel van guns-vra in Xhosa uitgedruk word. Sowel guns-vra en versoeke word geritueer in 'n konteks, waar die betekenis van elk noodwendig gedryf word waarop die gesprekvoerders mekaar se spraak interpreteer. Guns-vra en verskoning deel dieselfde onderliggende bedoeling daarin dat die spreker poog om die hoorder iets te laat doen. Persone in die werksektor, meer spesifiek die opvoedkundige sektor, het talle take en projekte om uit te voer en hulle het noodwendig talle gunste om te vra vir die doeleindes van hierdie take. In die proses van gunste-vra, het sprekers 'n wye keuse van strategieë om aan te wend. Die data in die studie toon 'n konsekwente gebruik van versoekstrategieë in spesifieke kontekste. Die resultate van hierdie studie is konsekwent interpreteerbaar daarin dat hoe meer beleefd die versoek vir voldoening is, hoe groter is die graad van voldoening. Hierdie studie toon aan dat in Xhosa, ongekwalifiseerde performatief en verpligting die strategieë is wat die hoogste frekwensie van verskyning het. Die studie toon voorts aan dat daar ook bepaalde strategieë in Xhosa is wat 'n lae frekwensie het, naamlik die emperatief, vermoë, gekwalifiseerde performatief, bereidheid, wense, toestemming, en begeerte. Dus word hierdie strategieë nie beskou as moontlike voldoeningstrategieë nie.

Advisors/Committee Members: Dlali, M., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages..

Subjects/Keywords: Xhosa language – Usage; Persuasion (Rhetoric)

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APA (6^th Edition):

Khuzwayo, Z. (2004). Compliance-gaining requests in educational contexts in Xhosa. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/49891

Chicago Manual of Style (16^th Edition):

Khuzwayo, Zoleka. “Compliance-gaining requests in educational contexts in Xhosa.” 2004. Masters Thesis, Stellenbosch University. Accessed January 19, 2021. http://hdl.handle.net/10019.1/49891.

MLA Handbook (7^th Edition):

Khuzwayo, Zoleka. “Compliance-gaining requests in educational contexts in Xhosa.” 2004. Web. 19 Jan 2021.

Vancouver:

Khuzwayo Z. Compliance-gaining requests in educational contexts in Xhosa. [Internet] [Masters thesis]. Stellenbosch University; 2004. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10019.1/49891.

Council of Science Editors:

Khuzwayo Z. Compliance-gaining requests in educational contexts in Xhosa. [Masters Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/49891

Leiden University

14. Steenhof, Boudewijn. A Teacher’s Perspective: Prescriptivism in Second-Language Education.

Degree: 2018, Leiden University

URL: http://hdl.handle.net/1887/64518

► Currently, in The Netherlands, the strategies with which Dutch students are taught English as a second language are questioned and gradually changed. The educational strategies… (more)

Subjects/Keywords: linguistics; education; usage problems; prescriptivism; second-language education

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APA (6^th Edition):

Steenhof, B. (2018). A Teacher’s Perspective: Prescriptivism in Second-Language Education. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/64518

Chicago Manual of Style (16^th Edition):

Steenhof, Boudewijn. “A Teacher’s Perspective: Prescriptivism in Second-Language Education.” 2018. Masters Thesis, Leiden University. Accessed January 19, 2021. http://hdl.handle.net/1887/64518.

MLA Handbook (7^th Edition):

Steenhof, Boudewijn. “A Teacher’s Perspective: Prescriptivism in Second-Language Education.” 2018. Web. 19 Jan 2021.

Vancouver:

Steenhof B. A Teacher’s Perspective: Prescriptivism in Second-Language Education. [Internet] [Masters thesis]. Leiden University; 2018. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1887/64518.

Council of Science Editors:

Steenhof B. A Teacher’s Perspective: Prescriptivism in Second-Language Education. [Masters Thesis]. Leiden University; 2018. Available from: http://hdl.handle.net/1887/64518

University of Johannesburg

15. Mafora, Bernice Mampho. Interrogative strategies in Southern Sotho, with special reference to interrogative words and particles.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/11754

M.A. (African Languages)

Please refer to full text to view abstract

Subjects/Keywords: Sotho - Interrogative; Sotho language - Usage

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mafora, B. M. (2014). Interrogative strategies in Southern Sotho, with special reference to interrogative words and particles. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mafora, Bernice Mampho. “Interrogative strategies in Southern Sotho, with special reference to interrogative words and particles.” 2014. Thesis, University of Johannesburg. Accessed January 19, 2021. http://hdl.handle.net/10210/11754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mafora, Bernice Mampho. “Interrogative strategies in Southern Sotho, with special reference to interrogative words and particles.” 2014. Web. 19 Jan 2021.

Vancouver:

Mafora BM. Interrogative strategies in Southern Sotho, with special reference to interrogative words and particles. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10210/11754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mafora BM. Interrogative strategies in Southern Sotho, with special reference to interrogative words and particles. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Siauliai University

16. Vaičikauskaitė, Inga. ŠIAULIŲ UNIVERSITETO STUDENTŲ LITUANISTŲ NUOMONĖS DĖL TAISYKLINGOS KALBOS VARTOSENOS TYRIMAS.

Degree: Master, Philology, 2009, Siauliai University

URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_105843-38292 ;

►

Pastaruoju metu Lietuvoje suintensyvėjo sociolingvistiniai tyrimai. Nuošalyje neliko ir Šiaulių universiteto mokslininkai bei jų vadovaujami, pirmuosius mokslinius darbus rašantys, studentai. Darbe aptariama taisyklingos kalbos vartosenos… (more)

Subjects/Keywords: Taisyklinga kalba; Požiūris; Tyrimas; Vartosena; Correct language; Attitude; Research; Usage

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APA (6^th Edition):

Vaičikauskaitė, I. (2009). ŠIAULIŲ UNIVERSITETO STUDENTŲ LITUANISTŲ NUOMONĖS DĖL TAISYKLINGOS KALBOS VARTOSENOS TYRIMAS. (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_105843-38292 ;

Chicago Manual of Style (16^th Edition):

Vaičikauskaitė, Inga. “ŠIAULIŲ UNIVERSITETO STUDENTŲ LITUANISTŲ NUOMONĖS DĖL TAISYKLINGOS KALBOS VARTOSENOS TYRIMAS.” 2009. Masters Thesis, Siauliai University. Accessed January 19, 2021. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_105843-38292 ;.

MLA Handbook (7^th Edition):

Vaičikauskaitė, Inga. “ŠIAULIŲ UNIVERSITETO STUDENTŲ LITUANISTŲ NUOMONĖS DĖL TAISYKLINGOS KALBOS VARTOSENOS TYRIMAS.” 2009. Web. 19 Jan 2021.

Vancouver:

Vaičikauskaitė I. ŠIAULIŲ UNIVERSITETO STUDENTŲ LITUANISTŲ NUOMONĖS DĖL TAISYKLINGOS KALBOS VARTOSENOS TYRIMAS. [Internet] [Masters thesis]. Siauliai University; 2009. [cited 2021 Jan 19]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_105843-38292 ;.

Council of Science Editors:

Vaičikauskaitė I. ŠIAULIŲ UNIVERSITETO STUDENTŲ LITUANISTŲ NUOMONĖS DĖL TAISYKLINGOS KALBOS VARTOSENOS TYRIMAS. [Masters Thesis]. Siauliai University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_105843-38292 ;

Brigham Young University

17. Owen, Jonathon R. "At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language.

Degree: MA, 2013, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4926&context=etd

► Though much work has been done on the definition of Standard English and on the standardization process, little attention has been paid to the role… (more)

Subjects/Keywords: copy editing; usage; grammar; English language; standardization; Standard English; Linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Owen, J. R. (2013). "At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4926&context=etd

Chicago Manual of Style (16^th Edition):

Owen, Jonathon R. “"At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language.” 2013. Masters Thesis, Brigham Young University. Accessed January 19, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4926&context=etd.

MLA Handbook (7^th Edition):

Owen, Jonathon R. “"At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language.” 2013. Web. 19 Jan 2021.

Vancouver:

Owen JR. "At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2021 Jan 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4926&context=etd.

Council of Science Editors:

Owen JR. "At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4926&context=etd

Columbia University

18. Tarnai, Anita. Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940).

Degree: 2014, Columbia University

URL: https://doi.org/10.7916/D8CJ8BNN

► From 1914 to 1940 Russia lived through a series of traumatic events: World War I, the Bolshevik revolution, the Civil War, famine, and the Bolshevik… (more)

Subjects/Keywords: Russian language – Usage; Psychic trauma; War and society; Literature; Linguistics; Psychology

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APA (6^th Edition):

Tarnai, A. (2014). Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940). (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8CJ8BNN

Chicago Manual of Style (16^th Edition):

Tarnai, Anita. “Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940).” 2014. Doctoral Dissertation, Columbia University. Accessed January 19, 2021. https://doi.org/10.7916/D8CJ8BNN.

MLA Handbook (7^th Edition):

Tarnai, Anita. “Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940).” 2014. Web. 19 Jan 2021.

Vancouver:

Tarnai A. Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940). [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Jan 19]. Available from: https://doi.org/10.7916/D8CJ8BNN.

Council of Science Editors:

Tarnai A. Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940). [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8CJ8BNN

19. Barnwell, Brendan Barnett. Effects of nonlinguistic context on language production.

Degree: 2014, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/69s2803g

► Recent usage-based approaches to linguistic theory have claimed that linguistic processing is driven by domain-general cognitive abilities which operate on a rich memory store that… (more)

▼ Recent usage-based approaches to linguistic theory have claimed that linguistic processing is driven by domain-general cognitive abilities which operate on a rich memory store that retains all the details of every experience with language, extracting patterns from these experiences purely on the basis of regular patterning. It has also been claimed that these mechanisms operate similarly on all levels of linguistic structure and at all stages of the human lifespan. Taken together, these claims imply the hypothesis that any dimension of experience can influence the linguistic knowledge and behavior of any language user. This dissertation tests this hypothesis. A series of experiments were conducted, each consisting of a prime phase and a test phase, using native English-speaking participants. In the prime phase, participants were exposed to combinations of linguistic structures (active and passive voice) and nonlinguistic contextual elements (colors, background music, sounds, or physical environments). The linguistic and nonlinguistic components of the experiences so created bore no semantic relationship to one another, but the pattern of cooccurrence between them was completely regular and reliable, such that, for each experimental participant, a particular syntactic voice always occurred in a particular nonlinguistic context. Participants then performed a picture description task, in which each picture was accompanied by one of the nonlinguistic contexts to which they had previously been exposed. The hypothesis was that, when describing each picture, participants should be more likely to use the syntactic voice which had previously been associated with the nonlinguistic context which accompanied the picture. This hypothesis was not supported by the data. Instead, it was found that the only consistently significant factor influencing the syntactic voice of participants' responses was the syntactic voice of their own previous responses: people were more likely to keep using whatever voice they had already been using. In addition, in every experiment, it was found that the results were most accurately characterized by an extremely simple model using only subject-specific and picture-specific baseline response rates. These results suggest that usage-based theories have been overly optimistic in asserting that regular patterns of experience alone are sufficient to explain linguistic knowledge and behavior. Instead, it is argued that more specific constraints on linguistic processing mechanisms are needed in order to provide a fullfledged, causal account of how people's experiences affect their mental representations of language.

Subjects/Keywords: Linguistics; Psychology; exemplar; language; memory; priming; psycholinguistics; usage-based

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APA (6^th Edition):

Barnwell, B. B. (2014). Effects of nonlinguistic context on language production. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/69s2803g

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Barnwell, Brendan Barnett. “Effects of nonlinguistic context on language production.” 2014. Thesis, University of California – eScholarship, University of California. Accessed January 19, 2021. http://www.escholarship.org/uc/item/69s2803g.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Barnwell, Brendan Barnett. “Effects of nonlinguistic context on language production.” 2014. Web. 19 Jan 2021.

Vancouver:

Barnwell BB. Effects of nonlinguistic context on language production. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2021 Jan 19]. Available from: http://www.escholarship.org/uc/item/69s2803g.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barnwell BB. Effects of nonlinguistic context on language production. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/69s2803g

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico

20. Anible, Benjamin. Iconicity effects in translation direction: Bimodal bilingual lexical processing.

Degree: Department of Linguistics, 2016, University of New Mexico

URL: https://digitalrepository.unm.edu/ling_etds/41

► Second language learners of American Sign Language (ASL) have an unusual preference for translating "forward" into their second language (Nicodemus & Emmorey 2013), in contrast… (more)

▼ Second language learners of American Sign Language (ASL) have an unusual preference for translating "forward" into their second language (Nicodemus & Emmorey 2013), in contrast to spoken language bilinguals' preference for translating "backward" into their first language (Seleskovich, 1976). The typical bilingual preference for backward lexical translation is modeled by Kroll and Stewart (1994) who showed that forward translation uses slower conceptual mediation and backward translation uses faster lexical mediation, but this asymmetry alone fails to explain signed language bilinguals' forward preference. Prior attempts to explain these conflicting patterns for signing vs. non-signing bilinguals based on the prevalence of iconicity in signed languages are inconclusive (Bosworth & Emmorey 2010, Thompson et al. 2009, 2010). However, these failed to distinguish between language-external (transparency and imageability) and language-internal (iconicity) motivated form-meaning mappings. This dissertation investigates whether language-external and language-internal motivated mappings between form and meaning differentially impact conceptual and lexical activation during translation. Study 1 revisits translation recognition experiments (Talamas et al. 1999, Sunderman & Kroll, 2006) in which participants judge lexical items from two languages and decide if they are equivalent. Results show incorrect translation distractors that are related in both form and meaning to the correct translation inhibit recognition in both novices and experts; however, they parallel semantic distractors for novices, but phonological distractors for experts. Further, language-external conceptual imageability affects novices and experts in a similar manner for unrelated distractors, but not for iconic distractors. Study 2 investigates the interaction of proficiency, imageability, and iconicity during production in forward and backward translation. While both imageability and iconicity facilitate forward translation for novices, they do not facilitate backward translation. Experts, on the other hand, show no facilitation for either measure in forward translation, but do benefit from iconicity in backward translation. In sum, this dissertation provides evidence that language external motivations facilitate conceptual access for novice learners of signed languages and language internal motivations grow in importance with proficiency. This dynamic explains the unusual preference of spoken/signed bilinguals for forward translation at lower levels of proficiency and provides support for a cognitive usage-based model of the bimodal bilingual lexicon. Advisors/Committee Members: Morford, Jill P., Wilcox, Sherman, Wilcox, Phyllis P., Shaffer, Barbara, Kroll, Judith F..

Subjects/Keywords: bilingualism; iconicity; cognitive linguistics; translation; usage-based; sign language

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anible, B. (2016). Iconicity effects in translation direction: Bimodal bilingual lexical processing. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/ling_etds/41

Chicago Manual of Style (16^th Edition):

Anible, Benjamin. “Iconicity effects in translation direction: Bimodal bilingual lexical processing.” 2016. Doctoral Dissertation, University of New Mexico. Accessed January 19, 2021. https://digitalrepository.unm.edu/ling_etds/41.

MLA Handbook (7^th Edition):

Anible, Benjamin. “Iconicity effects in translation direction: Bimodal bilingual lexical processing.” 2016. Web. 19 Jan 2021.

Vancouver:

Anible B. Iconicity effects in translation direction: Bimodal bilingual lexical processing. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2021 Jan 19]. Available from: https://digitalrepository.unm.edu/ling_etds/41.

Council of Science Editors:

Anible B. Iconicity effects in translation direction: Bimodal bilingual lexical processing. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: https://digitalrepository.unm.edu/ling_etds/41

Rutgers University

21. van Elswyk, Peter, 1986-. Un/qualified declaratives.

Degree: PhD, Philosophy, 2018, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/59251/

►

Declarative sentences in English are either unqualified or qualified with an epistemic expression like a parenthetical verb. In this dissertation, I defend parentheticalism, the view… (more)

Subjects/Keywords: English language – Usage; Grammar, Comparative and general – Verb

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

van Elswyk, Peter, 1. (2018). Un/qualified declaratives. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59251/

Chicago Manual of Style (16^th Edition):

van Elswyk, Peter, 1986-. “Un/qualified declaratives.” 2018. Doctoral Dissertation, Rutgers University. Accessed January 19, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/59251/.

MLA Handbook (7^th Edition):

van Elswyk, Peter, 1986-. “Un/qualified declaratives.” 2018. Web. 19 Jan 2021.

Vancouver:

van Elswyk, Peter 1. Un/qualified declaratives. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Jan 19]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59251/.

Council of Science Editors:

van Elswyk, Peter 1. Un/qualified declaratives. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59251/

University of Stirling

22. Smith, Kara Alexandra. Gaelic language maintenance process(es).

Degree: PhD, School of Education, 1997, University of Stirling

URL: http://hdl.handle.net/1893/2166

► Gaelic Language Maintenance Process(es) is a contemporary ethnographic study of seventeen isolated Gaelic language users. The seventeen individuals in the study, ages three to seventy-two,… (more)

Subjects/Keywords: Scottish Gaelic language Usage

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, K. A. (1997). Gaelic language maintenance process(es). (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2166

Chicago Manual of Style (16^th Edition):

Smith, Kara Alexandra. “Gaelic language maintenance process(es).” 1997. Doctoral Dissertation, University of Stirling. Accessed January 19, 2021. http://hdl.handle.net/1893/2166.

MLA Handbook (7^th Edition):

Smith, Kara Alexandra. “Gaelic language maintenance process(es).” 1997. Web. 19 Jan 2021.

Vancouver:

Smith KA. Gaelic language maintenance process(es). [Internet] [Doctoral dissertation]. University of Stirling; 1997. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1893/2166.

Council of Science Editors:

Smith KA. Gaelic language maintenance process(es). [Doctoral Dissertation]. University of Stirling; 1997. Available from: http://hdl.handle.net/1893/2166

Cleveland State University

23. Incera Burkert, Sara. Bilingualism across the Adult Life-Span: Age and Language usage are Continuous Variables.

Degree: PhD, College of Sciences and Health Professions, 2016, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1461343784

► The purpose of this dissertation research was to analyze the effects of bilingualism and age on cognitive function. Specifically, I investigated the impact of bilingualism… (more)

Subjects/Keywords: Psychology; Bilingualism; life-span; cognitive reserve; continuous variables; language usage; aging

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Incera Burkert, S. (2016). Bilingualism across the Adult Life-Span: Age and Language usage are Continuous Variables. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1461343784

Chicago Manual of Style (16^th Edition):

Incera Burkert, Sara. “Bilingualism across the Adult Life-Span: Age and Language usage are Continuous Variables.” 2016. Doctoral Dissertation, Cleveland State University. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1461343784.

MLA Handbook (7^th Edition):

Incera Burkert, Sara. “Bilingualism across the Adult Life-Span: Age and Language usage are Continuous Variables.” 2016. Web. 19 Jan 2021.

Vancouver:

Incera Burkert S. Bilingualism across the Adult Life-Span: Age and Language usage are Continuous Variables. [Internet] [Doctoral dissertation]. Cleveland State University; 2016. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1461343784.

Council of Science Editors:

Incera Burkert S. Bilingualism across the Adult Life-Span: Age and Language usage are Continuous Variables. [Doctoral Dissertation]. Cleveland State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1461343784

University of Hong Kong

24. Wong, Yuk-yue, Viola. A linguistic study of advertising English in the Hong Kong press.

Degree: 1977, University of Hong Kong

URL: http://hdl.handle.net/10722/30050

Subjects/Keywords: Advertising, Newspaper - Language.; Advertising, Newspaper - Language.; English language - Usage.; English language - Usage.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wong, Yuk-yue, V. (1977). A linguistic study of advertising English in the Hong Kong press. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/30050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wong, Yuk-yue, Viola. “A linguistic study of advertising English in the Hong Kong press.” 1977. Thesis, University of Hong Kong. Accessed January 19, 2021. http://hdl.handle.net/10722/30050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wong, Yuk-yue, Viola. “A linguistic study of advertising English in the Hong Kong press.” 1977. Web. 19 Jan 2021.

Vancouver:

Wong, Yuk-yue V. A linguistic study of advertising English in the Hong Kong press. [Internet] [Thesis]. University of Hong Kong; 1977. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10722/30050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wong, Yuk-yue V. A linguistic study of advertising English in the Hong Kong press. [Thesis]. University of Hong Kong; 1977. Available from: http://hdl.handle.net/10722/30050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Wahl, Alexander Robert. The Distributional Learning of Multi-Word Expressions: A Computational Approach.

Degree: 2015, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/0zj099q6

► There has been much recent research in corpus and computational linguistics on distributional learning algorithms—computer code that induces latent linguistic structures in corpus data based… (more)

▼ There has been much recent research in corpus and computational linguistics on distributional learning algorithms—computer code that induces latent linguistic structures in corpus data based on co-occurrences of transcribed units in that data. These algorithms have varied applications, from the investigation of human cognitive processes to the corpus extraction of relevant linguistic structures for lexicographic, second language learning, or natural language processing applications, among others. They also operate at various levels of linguistic structure, from phonetics to syntax. One area of research on distributional learning algorithms in which there remains relatively little work is the learning of multi-word, memorized, formulaic sequences, based on the co-occurrences of words. Examples of such multi-word expressions (MWEs) include kick the bucket, New York City, sit down, and as a matter of fact. In this dissertation, I present a novel computational approach to the distributional learning of such sequences in corpora. Entitled MERGE (Multi-word Expressions from the Recursive Grouping of Elements), my algorithm iteratively works by (1) assigning a statistical ‘attraction’ score to each two-word sequence (bigram) in a corpus, based on the individual and co-occurrence frequencies of these two words in that corpus; and (2) merging the highest-scoring bigram into a single, lexicalized unit. These two steps then repeat until some maximum number of iterations or minimum score threshold is reached (since, broadly speaking, the winning score progressively decreases with increasing iterations). Because one (or both) of the ‘words’ making up a winning bigram may be an output merged item from a previous iteration, the algorithm is able to learn MWEs that are in principle of any length (e.g., apple pie versus I’ll believe it when I see it). Moreover, these MWEs may contain one or more discontinuities of different sizes, up to some maximum size threshold (measured in words) specified by the user (e.g., as _ as in as tall as and as big as). Typically, the extraction of MWEs has been handled by algorithms that identify only continuous sequences, and in which the user must specify the length(s) of the sequences to be extracted beforehand; thus, MERGE offers a bottom-up, distributional-based approach that addresses these issues.In the present dissertation, in addition to describing the algorithm, I report three rating experiments and one corpus-based early child language study that validate the efficacy of MERGE in identifying MWEs. In one experiment, participants rate sequences extracted from a corpus by the algorithm for how well they instantiate true MWEs. As expected, the results reveal that the high-scoring output items that MERGE identifies early in its iterative process are rated as ‘good’ MWEs by participants (based on certain subjective criteria), with the quality of these ratings decreasing for output from later iterations (i.e., output items that were scored lower by the algorithm). In the other two experiments,…

Subjects/Keywords: Linguistics; collocation extraction; distributional learning; formulaic language; language acquisition; multi-word expressions; usage-based linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wahl, A. R. (2015). The Distributional Learning of Multi-Word Expressions: A Computational Approach. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/0zj099q6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wahl, Alexander Robert. “The Distributional Learning of Multi-Word Expressions: A Computational Approach.” 2015. Thesis, University of California – eScholarship, University of California. Accessed January 19, 2021. http://www.escholarship.org/uc/item/0zj099q6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wahl, Alexander Robert. “The Distributional Learning of Multi-Word Expressions: A Computational Approach.” 2015. Web. 19 Jan 2021.

Vancouver:

Wahl AR. The Distributional Learning of Multi-Word Expressions: A Computational Approach. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2021 Jan 19]. Available from: http://www.escholarship.org/uc/item/0zj099q6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wahl AR. The Distributional Learning of Multi-Word Expressions: A Computational Approach. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/0zj099q6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Iowa

26. Lu, Yuan. The acquisition of Chinese connectives by second language learners.

Degree: PhD, Second Language Acquisition, 2017, University of Iowa

URL: https://ir.uiowa.edu/etd/5560

► This study investigates the acquisition of Chinese connectives by second language learners under the theoretical framework of usage-based theory. Language is not a random… (more)

▼ This study investigates the acquisition of Chinese connectives by second language learners under the theoretical framework of usage-based theory. Language is not a random set of words and phrases, but rather a coherent and cohesive set of utterances. As such, learning a second language (L2) entails, among other processes, learners’ development of employing cohesive devices to construct a coherent discourse in their target language. One type of cohesive devices frequently used by L2 learners is connectives. In Chinese, connectives are utilized to denote various semantic relationships between the clauses in a compound sentence. Due to their flexibility and complexity in nature, Chinese connectives present a huge challenge to L2 learners’ learning. However, to date no study has been set up to explore the learners’ development of Chinese connectives within L2 Chinese research community. This study aims to fill this gap in the literature and build an L2 acquisitional model of Chinese connectives under the theoretical framework of Constructionist Usage-based Theory. Constructionist Usage-based Theory maintains that the basic unit of language is constructions and that the syntactic and lexical form of constructions and its corresponding semantic and discourse functions are conventionalized in language usage. According to these notions, language learning is believed to be driven by the factors grounded in the form and function of constructions in language usage. This study specifically examines how the factors of frequency, form, function, contingency (interaction of form and function), and L1-tuned attention affect L2 Chinese learners’ development of Chinese connectives. Furthermore, the study investigates the learners’ knowledge about the distribution of Chinese connectives across different proficiency levels. Specifically, this study aims to address four research questions: (1) what is the relationship between L2 learners’ proficiency level and language background and the acquisition of Chinese connectives?; (2) do L2 learners overuse or underuse Chinese connectives in constructing responses when the other in a pair is given and what errors do L2 learners make when using Chinese connectives?; (3) how can 12 target pairs of Chinese connectives be categorized into (hierarchical) groups based on L2 Chinese learners’ performance?; and (4) how do theoretically-motivated models represent the factorial structure underlying L2 acquisition of Chinese connectives? To address the four research questions, this study elicited L2 Chinese learners’ performance in two tests: a mini-discourse completion test and a form-function association test. In the mini-discourse completion test, learners were required to supply a missing clause to complete a three-clause discourse in which one of paired connectives was embedded; in the form-function association test, learners were asked to choose options of paired connectives to link two given clauses where connectives were omitted. Results showed that the… Advisors/Committee Members: Ke, Chuanren, 1954- (supervisor).

Subjects/Keywords: Chinese Connectives; Discourse Grammar; Second Language Acquisition; Usage-based Theory; First and Second Language Acquisition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lu, Y. (2017). The acquisition of Chinese connectives by second language learners. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5560

Chicago Manual of Style (16^th Edition):

Lu, Yuan. “The acquisition of Chinese connectives by second language learners.” 2017. Doctoral Dissertation, University of Iowa. Accessed January 19, 2021. https://ir.uiowa.edu/etd/5560.

MLA Handbook (7^th Edition):

Lu, Yuan. “The acquisition of Chinese connectives by second language learners.” 2017. Web. 19 Jan 2021.

Vancouver:

Lu Y. The acquisition of Chinese connectives by second language learners. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2021 Jan 19]. Available from: https://ir.uiowa.edu/etd/5560.

Council of Science Editors:

Lu Y. The acquisition of Chinese connectives by second language learners. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5560

Tartu University

27. Belova-Dalton, Oksana. The challenge of reset: a discourse analysis of Barack Obama’s and Dmitry Medvedev’s references to Russia and the U.S. from 2008–2012 .

Degree: 2020, Tartu University

URL: http://hdl.handle.net/10062/66873

► Laclau ja Mouffe’i (1985) teooria kohaselt peab poliitiline jõud tänapäeval võimu saavutamiseks osaliselt siduma tühja tähistaja, mis on hetkel ühiskondlikult ja poliitiliselt oluline (nt demokraatia),… (more)

▼ Laclau ja Mouffe’i (1985) teooria kohaselt peab poliitiline jõud tänapäeval võimu saavutamiseks osaliselt siduma tühja tähistaja, mis on hetkel ühiskondlikult ja poliitiliselt oluline (nt demokraatia), teatud sõlmpunktidega (nt õigusriik ja inimõigused) nii, et tunduks, et sellel hegemoonilisel artikulatsioonil puuduvad alternatiivid. Selleks aga, et hegemoonia püsiks, peab hegemoonilist artikulatsiooni üha uuesti ja erineval viisil taasesitama, et konkureerida teiste poliitiliste jõududega, kes pakuvad välja selle ühiskondlikult tähtsa tühja tähistaja alternatiivseid artikulatsioone. Poliitiline retoorika keskendubki hegemooniliste artikulatsioonide edendamisele, kasutades erinevate kuulajaskondade veenmiseks erinevaid käike. Poliitilist retoorikat aga piiravad riigi ajaloo käigus kujunenud diskursused, mis mõjutavad riigi identiteeti ja suhteid teiste riikidega. Näiteks on Venemaa ja USA poliitikutel raske edendada stabiilset partnerlusretoorikat teise riigi kohta, kuna nii Venemaa kui ka USA kultuuris on teist riiki kaua konstrueeritud oma riigi identiteedi jaoks tähtsa Teisena. Lisaks ajaloolistele diskursustele teevad poliitilise retoorika ebastabiilseks ka tühja tähistaja muud artikulatsioonid, millega poliitik on varjatult dialoogis ja millest ta püüdleb vabaneda, kuid mis siiski tihtipeale hägustavad tema retoorikat. Käesolev väitekiri oligi suunatud selliste ebastabiilsuste ja diskursiivsete võitluste tuvastamisele Barack Obama ja Dmitri Medvedevi lausungites USA ja Venemaa vaheliste suhete kohta aastatel 2008–2012, perioodil, mil riigid proovisid omavahelisi suhteid normaliseerida. Diskursusanalüüs, mis ühendas Laclau ja Mouffe’i diskursusteooria kriitilise diskursusanalüüsi meetoditega (deiksis ja oletused), näitas muuhulgas seda, kuidas Obama saavutas oma retoorikaga hegemoonia USA ja Venemaa suhetes tollel ajal olulise tähenduse fikseerimise sõlmpunkti, suhete taaskäivitamise (reset), üle. Samuti näitas analüüs, et suhete taaskäivitamise diskursus oli lõppkokkuvõttes nihestatud, sest Obama ei suutnud vastu võtta Medvedevi hegemoonilist artikulatsiooni, mille keskmes oli USA ja Venemaa võrdne koostöö julgeoleku küsimustes, kuna USA Kesk- ja Ida-Euroopa liitlased artikuleerisid sellist koostööd USA nõrgenenud pühendumusega nende julgeoleku tagamisele. Medvedev omakorda ei suutnud nõustuda Obama hegemoonilise artikulatsiooniga, mis rõhutas Venemaa avatust läänele, kuna Medvedevi Euroopa julgeolekulepingu projekt, mis andnuks Venemaale keskse rolli Euroopa julgeolekus, lükati tagasi, samal ajal kui raketitõrjekilp, mida Venemaa fikseeris ohuga oma riiklikule julgeolekule, loodi hoolimata Venemaa tugevast vastuseisust.; According to Laclau and Mouffe (1985), hegemony is achieved when a political force succeeds in fixing a socially important empty signifier (e.g., democracy) with specific nodal points (e.g., rule of law and human rights), so that there appear to be no alternatives to this hegemonic articulation. However, such a fixation can only be temporary. Since hegemony is inherently unstable, the… Advisors/Committee Members: Marling, Raili, juhendaja (advisor).

Subjects/Keywords: United States; Russia; presidents; foreign relations; political communication; language usage; rhetoric; English language; discourse analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Belova-Dalton, O. (2020). The challenge of reset: a discourse analysis of Barack Obama’s and Dmitry Medvedev’s references to Russia and the U.S. from 2008–2012 . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/66873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Belova-Dalton, Oksana. “The challenge of reset: a discourse analysis of Barack Obama’s and Dmitry Medvedev’s references to Russia and the U.S. from 2008–2012 .” 2020. Thesis, Tartu University. Accessed January 19, 2021. http://hdl.handle.net/10062/66873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Belova-Dalton, Oksana. “The challenge of reset: a discourse analysis of Barack Obama’s and Dmitry Medvedev’s references to Russia and the U.S. from 2008–2012 .” 2020. Web. 19 Jan 2021.

Vancouver:

Belova-Dalton O. The challenge of reset: a discourse analysis of Barack Obama’s and Dmitry Medvedev’s references to Russia and the U.S. from 2008–2012 . [Internet] [Thesis]. Tartu University; 2020. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10062/66873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Belova-Dalton O. The challenge of reset: a discourse analysis of Barack Obama’s and Dmitry Medvedev’s references to Russia and the U.S. from 2008–2012 . [Thesis]. Tartu University; 2020. Available from: http://hdl.handle.net/10062/66873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Tartu University

28. Hennoste, Tiit. Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses .

Degree: 2013, Tartu University

URL: http://hdl.handle.net/10062/28923

► Väitekirja „Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses“ moodustavad seitse varem avaldatud artiklit ja sissejuhatav peatükk. Viimane annab ülevaaate uurimisülesandest, meetodist ja materjalist, esitab artiklites… (more)

▼ Väitekirja „Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses“ moodustavad seitse varem avaldatud artiklit ja sissejuhatav peatükk. Viimane annab ülevaaate uurimisülesandest, meetodist ja materjalist, esitab artiklites saadud tulemused ja järeldused. Artikleid ühendavaks teemaks on keele abil tehtavate sotsiaalsete tegevuste (nt küsimine, käskimine) keeleline vormistamine erinevates suhtlusjärjendites suulises spontaanses eestikeelses suhtluses. Artiklid uurisid erinevatel keeletasanditel olevad vorme: (a) erinevad lausungitüübid (küsilausung ja väitlausung); (b) küsimuste moodustamise erinevad vahendid (nt kas, vä, jah); (c) sama verbivormi erinevad variandid (ei ole − pole) ja (d) sama sõna erinevad grammatilised vormid et-komplementalause saatelauses (ütlesin – ütlen jm). Küsimuste puhul lisandub analüüs küsimuste vormi ja suhtlejate episteemilise staatuse ja episteemilise hoiaku seoste kohta. Väitekirja keskne probleem lähtub asjaolust, et keelekasutus varieerub. Inimene kasutab mõnes lauses verbivormi ei ole ja mõnes pole, vormistab kord üldküsimuse kas, kord vä abil jne. Väitekiri otsib varieerumisele seletust, kasutades meetodina kvalitatiivset suhtluslingvistikat ja deskriptiivset statistikat. Artiklite uurimismaterjal pärineb Tartu ülikooli suulise eesti keele korpusest. Väitekiri näitab, kuidas eri tasandite keelendivariantide valik on süstemaatiliselt seotud vastava lausungi poolt tehtud sotsiaalsete tegevustega ning neid kasutatakse süstemaatiliselt kindlates suhtlusjärjendites. Analüüs näitas, et seosed tulevad välja kõigil uuritud grammatilistel tasanditel paiknevate nähtuste puhul.; The doctoral thesis “Some relationships between grammatical forms and social actions in spoken Estonian interaction” consists of seven articles, which are preceded by an introductory chapter. The introduction gives an overview of the research task of the thesis, of the research methods and the material used, sets out the results of separate articles and conclusions and findings. The topic of the articles is to analyze certain grammatical constructions and their relations with social actions (e.g. questions, directives) that they perform and the sequences where they are used in spontaneous Estonian interaction. The articles focus on the grammatical forms in different linguistic levels (a) question and statement (declarative); (b) different form variants of questions (e.g. kas, vä, jah); (c) different variants of the same verb forms (ei ole − pole), and (d) different grammatical forms of the same word in the main clauses of the et-complement clause (ütlesin – ütlen etc). The analysis of questions is complemented by an analysis of the relationships between the form of questions and the epistemic status and stance of the interactants. The use of the language varies, which calls for explanation. The articles of the present thesis seek a solution to this problem combining two methods of analysis: qualitative interactional linguistics and descriptive statistics. The data come from the Corpus…

Subjects/Keywords: vestlusanalüüs; eesti keel; suuline keel; keelekasutus; keele variatiivsus; suhtlemine; conversation analysis; Estonian language; spoken language; language usage; language variation; communication

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APA (6^th Edition):

Hennoste, T. (2013). Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/28923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hennoste, Tiit. “Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses .” 2013. Thesis, Tartu University. Accessed January 19, 2021. http://hdl.handle.net/10062/28923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hennoste, Tiit. “Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses .” 2013. Web. 19 Jan 2021.

Vancouver:

Hennoste T. Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses . [Internet] [Thesis]. Tartu University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10062/28923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hennoste T. Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses . [Thesis]. Tartu University; 2013. Available from: http://hdl.handle.net/10062/28923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

29. Chen, Xiaoqing. Chinese EFL learners' noticing of recasts : its relation to target structures, uptake, and working memory capacity.

Degree: 2013, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:1695

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Thesis Ph. D. Michigan State University, Second Language Studies 2013.

Recasts are one type of corrective feedback that reformulates all or part of a learner's… (more)

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Thesis Ph. D. Michigan State University, Second Language Studies 2013.

Recasts are one type of corrective feedback that reformulates all or part of a learner's erroneous utterance during communicative interaction without changing the meaning. Categorized as implicit and input-providing corrective feedback, recasts have become the focus of debate in the area of interaction research in recent years. The debate primarily centers on (1) whether recasts facilitate learner noticing of the gap between the interlanguage and the target language, which is essential for learning to take place; and (2) whether uptake in response to recasts is a sign of learner noticing of recasts. The current study aimed to shed some light on the debate about recasts by investigating (1) Chinese English-as-a-foreign-language (EFL) learners' noticing of recasts, (2) the relationship between learners' noticing of recasts and the types of structures targeted by recasts; (3) the relationship between learners' noticing of recasts and their production of modified output; and (4) the relationship between learners' noticing of recasts and their individual differences in working memory capacity. Sixty second-year college EFL learners from a university in China participated in this study. Each participant engaged in one session of audio- and video-recorded communicative interaction with the researcher. Immediately after the interaction, they participated in a stimulated recall interview in which they watched the video of their interactional tasks and reported their perception of the recasts they received during interaction. The learners also did a L1-Chinese reading span test as a measure of their working memory capacity. Results indicated that learners could perceive the corrective nature (i.e., noticing the corrective function and noticing the gap) of most recasts. In terms of target structures, learners were more likely to notice the gap of lexical and phonological recasts than noticing the gap of morphosyntactic recasts, suggesting that lexical and phonological recasts were more salient and noticeable than morphosyntactic recasts. In addition, learners were found to produce more modified output when they noticed the gap involved in recasts, suggesting a possible link between noticing of recasts and production of modified output. Finally, this study found that learners' working memory capacity did not predict their noticing of the corrective nature of recasts. This indicates that working memory is not the only cognitive factor that affect learner noticing of recasts, and that the effect of working memory on learners' noticing of recasts may be mitigated by factors such as learners' prior knowledge.

Description based on online resource; title from PDF t.p. (viewed on Nov. 20, 2013).

Advisors/Committee Members: Gass, Susan M., Polio, Charlene, Winke, Paula, Li, Xiaoshi.

Subjects/Keywords: Feedback (Psychology); English language – Study and teaching – Chinese speakers; English language – Errors of usage; Second language acquisition; Linguistics; Foreign language instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chen, X. (2013). Chinese EFL learners' noticing of recasts : its relation to target structures, uptake, and working memory capacity. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chen, Xiaoqing. “Chinese EFL learners' noticing of recasts : its relation to target structures, uptake, and working memory capacity.” 2013. Thesis, Michigan State University. Accessed January 19, 2021. http://etd.lib.msu.edu/islandora/object/etd:1695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chen, Xiaoqing. “Chinese EFL learners' noticing of recasts : its relation to target structures, uptake, and working memory capacity.” 2013. Web. 19 Jan 2021.

Vancouver:

Chen X. Chinese EFL learners' noticing of recasts : its relation to target structures, uptake, and working memory capacity. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Jan 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:1695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen X. Chinese EFL learners' noticing of recasts : its relation to target structures, uptake, and working memory capacity. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:1695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Walaiporn Sasanapradit. Speaking strategies of effective and ineffective English language learners in the Thai context .

Degree: คณะศิลปศาสตร์ ภาควิชาภาษาและภาษาศาสตร์, 2000, Prince of Songkla University

URL: http://kb.psu.ac.th/psukb/handle/2016/10784

Subjects/Keywords: English language Usage Ability testing; English language Foreign countries Usage; English language Thailand

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sasanapradit, W. (2000). Speaking strategies of effective and ineffective English language learners in the Thai context . (Thesis). Prince of Songkla University. Retrieved from http://kb.psu.ac.th/psukb/handle/2016/10784

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sasanapradit, Walaiporn. “Speaking strategies of effective and ineffective English language learners in the Thai context .” 2000. Thesis, Prince of Songkla University. Accessed January 19, 2021. http://kb.psu.ac.th/psukb/handle/2016/10784.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sasanapradit, Walaiporn. “Speaking strategies of effective and ineffective English language learners in the Thai context .” 2000. Web. 19 Jan 2021.

Vancouver:

Sasanapradit W. Speaking strategies of effective and ineffective English language learners in the Thai context . [Internet] [Thesis]. Prince of Songkla University; 2000. [cited 2021 Jan 19]. Available from: http://kb.psu.ac.th/psukb/handle/2016/10784.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sasanapradit W. Speaking strategies of effective and ineffective English language learners in the Thai context . [Thesis]. Prince of Songkla University; 2000. Available from: http://kb.psu.ac.th/psukb/handle/2016/10784

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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