Graduate

Delay in language development can be the result of failure of a child to use language for purposes of communication. The notion that productive control of language can be considered separately from competence in language emerges as an important investigative concept. A non-verbal blind child whose delay in language was accompanied by indications that language was comprehended is the subject of this study. Demonstration of language acquisition and comprehension of both structural (syntactic) forms and understanding of meaning was achieved by a transformational analysis of spontaneous utterances, sentence completions, word associations, and the Brown and Berko Usage Test. The investigation of the language usage of the subject is considered in terms of social usage and the acquisition of public and private symbol systems. Three major premises emerge from the study: 1. Language may be acquired and competence attained while productive control remains undeveloped. 2. The structural forms employed provide an accurate reflection of deviance in language and speech development. 3. The question of reference to the external world is crucial to the development of language for social communication. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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Many students around the world have a strong desire to study in the United States, and in recent years international students in the United States have enrolled at an all-time high. There is a significant need to learn more about these students' needs and strategies to identify the most effective practices to improve their academic life and life quality. The demand for overcoming life challenges in a new country and achieve high academic performance with their second language creates high stress for these international students. One of the groups among these international students that has been understudied is the Turkish students. The purpose of this research is to explore the academic and second language-related stress of Turkish international students, in addition to investigating students' self-reported stress management strategies. This study uses a case study methodology to thoroughly understand the impact of the second language of participants' reported stress and how they manage their life and academic performance. The researcher collected interviews from three Turkish-International students who study in a graduate school in the US. The researcher conducted inductive coding and created themes from the qualitative data. The results of the study indicate that students experience challenges due to their second language which creates stressful situations. One of the most critical areas that participants emphasized is the difficulties that they experience while they speak. Participants indicated that the challenges of speaking tasks affect their self-confidence and they tend to speak up less. One of the other critical findings of the study that participants highlighted is that they need to spend more time studying just to be able to survive in a highly competitive academic life as it is challenging to comprehend content knowledge with a second language. The obligation of studying in long hours affects their social and family life. The researcher explored the coping mechanisms that participants found effective and a summary related to the COVID-19 pandemic and how it impacted these students' stress.

The purpose of the study was to analyze the self-reported experiences of Japanese English as a foreign language (EFL) pre-service teachers with listening comprehension skills in their teaching classroom as university students and in their learning classroom as EFL students. Currently, Japanese EFL education is changing rapidly and focusing on developing overall English skills that include listening, speaking, reading, and writing. However, pre-service teacher EFL education in Japan does not stress the importance of listening comprehension pedagogy. Moreover, there have been few studies about listening pedagogy from the perspective of preservice teachers. Through analyzing pre-service teacher's self-reported listening learning experiences, the current study aimed to analyze the current listening pedagogy targeting elementary, junior, and high school EFL preparation. Three participants responded to an interview conducted in Japanese regarding their experiences with the EFL listening pedagogy experiences in their teaching classroom as university students and in their learning classroom as EFL students. The interview data were transcribed, translated into English, and analyzed through a qualitative research approach. The findings revealed that the pre-service teacher training track focused mostly on developing the pre-service EFL teachers' language proficiency rather than their pedagogical knowledge. Several possible explanations for this trend that were Japanese-context specific were provided, as well as directions for future research on the topic.

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Wong, Yuet On. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references. / Abstracts in English and Chinese. / Chapter Chapter 1: --- Sign phonology models / Chapter 1.0 --- Introduction --- p.1 / Chapter 1.1 --- Structuralism and Stokoe's pioneering work --- p.3 / Chapter 1.2 --- Insights from Generative phonology --- p.6 / Chapter 1.2.1 --- Is handshape a segment or autosegment --- p.7 / Chapter 1.2.2 --- "CV phonology, the Movement Hold Model and the Hand-Tier model" --- p.8 / Chapter 1.2.3 --- Dependency Phonology --- p.10 / Chapter 1.2.4 --- Interim Summary --- p.13 / Chapter 1.3 --- The handshape node --- p.13 / Chapter 1.3.1 --- Sandleŕةs (1989) handshape node --- p.13 / Chapter 1.3.2 --- Brentaríةs (1998) handshape node --- p.16 / Chapter 1.3.3 --- Eccariuśة（2002) handshape node --- p.19 / Chapter 1.3.3.1 --- The Joint feature [Crossed] of the PSF node --- p.21 / Chapter 1.3.3.2 --- Branching of Selected Fingers into Primary and Secondary Selected Fingers --- p.21 / Chapter 1.3.3.3 --- The Secondary selected fingers node --- p.24 / Chapter 1.3.3.4 --- The Thumb node in the Secondary selected fingers branch --- p.24 / Chapter 1.3.3.5 --- Quantity in SSF vs. Quantity in PSF --- p.25 / Chapter 1.3.3.6 --- The Point of reference node in the Secondary selected fingers branch --- p.25 / Chapter 1.4 --- The proposed Handshape Unit Model --- p.25 / Chapter 1.4.1 --- Handshape unit node --- p.28 / Chapter 1.4.2 --- HIM node --- p.30 / Chapter 1.4.3 --- The Type node --- p.31 / Chapter 1.4.4 --- The Number of movements node --- p.33 / Chapter 1.4.5 --- The handshape node --- p.33 / Chapter 1.4.6 --- The Nonselected fingers node --- p.33 / Chapter 1.4.7 --- The Selected fingers node --- p.35 / Chapter 1.4.8 --- The Primary selected fingers node --- p.36 / Chapter 1.4.9 --- The Thumb node --- p.37 / Chapter 1.4.10 --- The Fingers node --- p.39 / Chapter 1.4.11 --- The Quantity node --- p.40 / Chapter 1.4.12 --- The Point of reference node --- p.40 / Chapter 1.4.13 --- The Joint position node --- p.42 / Chapter 1.4.14 --- The Finger position node --- p.44 / Chapter 1.4.15 --- The Secondary selected fingers node --- p.45 / Chapter 1.4.15.1 --- Primary vs. Secondary selected fingers --- p.45 / Chapter 1.4.15.2 --- Comparing the SSF node with the PSF node --- p.46 / Chapter 1.4.15.3 --- The Quantity node of the Secondary selected fingers node --- p.46 / Chapter 1.4.15.4 --- The Point of reference node of the Secondary selected fingers node --- p.48 / Chapter 1.4.15.5 --- Joint position node of the Secondary selected fingers node --- p.48 / Chapter 1.4.15.6 --- Finger position node of the Secondary selected fingers node --- p.49 / Chapter 1.4.15.7 --- Conclusion --- p.49 / Chapter 1.5 --- Outline of the thesis --- p.51 / Chapter 1.6 --- Notation conventions --- p.51 / Chapter Chapter 2: --- Literature review and introduction to the current study / Chapter 2.0 --- Introduction --- p.53 / Chapter 2.1 --- Generalizations of phonology acquisition phenomena --- p.53 / Chapter 2.1.1 --- Early child speech as prephonemic --- p.53 / Chapter 2.1.2 --- Commonly acquired sound segments at the end of the babbling stage --- p.55 / Chapter 2.1.3 --- Characteristics of early words - Loss of phonological contrasts --- p.55 / Chapter 2.1.4 --- Systematic mappings --- p.56 / Chapter 2.1.5 --- Context-dependent rules / processes --- p.56 / Chapter 2.1.6 --- Strategies and metalinguistic awareness in the early period --- p.57 / Chapter 2.1.7 --- Stages of the phonological development --- p.57 / Chapter 2.2 --- Acquisition of phonology in sign language --- p.58 / Chapter 2.2.1 --- Acquisition of location --- p.59 / Chapter 2.2.2 --- Acquisition of movement --- p.61 / Chapter 2.2.3 --- Acquisition of handshape --- p.62 / Chapter 2.2.3.1 --- Acquisition of spoken and signed language phonology: Common observations --- p.62 / Chapter 2.2.3.2 --- Acquisition phenomena specific to handshape acquisition --- p.64 / Chapter 2.2.3.3 --- Substitution --- p.66 / Chapter 2.2.3.4 --- Applying a linguistic phonology model in handshape acquisition study --- p.67 / Chapter 2.2.3.5 --- Group data: a reanalysis --- p.73 / Chapter 2.3 --- Interim summary --- p.78 / Chapter 2.4 --- Implications on the current study --- p.78 / Chapter Chapter 3: --- Hypotheses and Methodology / Chapter 3.0 --- Introduction --- p.80 / Chapter 3.1 --- Markedness and acquisition hypotheses of the current study --- p.80 / Chapter 3.2 --- Background information for the current study --- p.89 / Chapter 3.2.1 --- Subject of the present study --- p.89 / Chapter 3.2.2 --- Data collection --- p.90 / Chapter 3.2.3 --- Types of signs included in the present study --- p.91 / Chapter 3.2.3.1 --- Identification of handshape for analysis: signs with more than one handshape --- p.94 / Chapter 3.2.4 --- Coding of the data --- p.96 / Chapter 3.2.5 --- Criteria for acquisition --- p.98 / Chapter 3.3 --- Chapter summary --- p.100 / Chapter Chapter 4: --- Results / Chapter 4.0 --- Introduction --- p.102 / Chapter 4.1 --- Order of Acquisition of HKSL handshapes --- p.103 / Chapter 4.1.1 --- Analysis of CC's data --- p.103 / Chapter 4.1.2 --- Data from other handshape acquisition studies --- p.110 / Chapter 4.2 --- Not-attempted handshapes --- p.115 / Chapter 4.3 --- Errors of Substitution --- p.117 / Chapter 4.3.1 --- Data which confirm H2 --- p.122 / Chapter 4.3.1.1 --- Quantity substitution --- p.122 / Chapter 4.3.1.2 --- Point of reference substitution --- p.123 / Chapter 4.3.1.3 --- Joint position substitution --- p.123 / Chapter 4.3.1.4 --- Finger position substitution --- p.124 / Chapter 4.3.2 --- Data which do not confirm or reject H2 --- p.124 / Chapter 4.3.2.1 --- [Crossed] in the Finger position node --- p.125 / Chapter 4.3.2.2 --- Secondary selected fingers substitution --- p.125 / Chapter 4.3.2.3 --- Thumb feature substitution --- p.126 / Chapter 4.3.3 --- Data which reject H2 --- p.126 / Chapter 4.3.3.1 --- Thumb selection substitution --- p.126 / Chapter 4.3.4 --- Summary of data testing against H2 --- p.127 / Chapter 4.4 --- HIM and handshape acquisition --- p.128 / Chapter 4.4.1 --- Defining HIM --- p.129 / Chapter 4.4.2 --- H3: Accuracy of Finger selection and finger configuration is lower when HIM is specified --- p.130 / Chapter 4.4.2.1 --- HIM and finger selection --- p.131 / Chapter 4.4.2.2 --- Analysis of the relationship between HIM and finger configuration --- p.132 / Chapter 4.4.2.3 --- Generalizations --- p.133 / Chapter 4.4.3 --- Detailed analysis of signs involving HIMs --- p.135 / Chapter 4.4.3.1 --- Data which confirm H3 --- p.135 / Chapter 4.4.3.2 --- Data which partially confirm H3 --- p.137 / Chapter 4.4.3.3 --- Data which reject H3 --- p.138 / Chapter 4.4.3.4 --- Interim summary --- p.140 / Chapter 4.4.4 --- HIM complexity --- p.140 / Chapter 4.5 --- Conclusion --- p.142 / Chapter Chapter 5: --- Physiology and Handshape Acquisition / Chapter 5.0 --- Introduction --- p.144 / Chapter 5.1 --- Motoric account for handshape acquisition --- p.145 / Chapter 5.2 --- Physiology Account --- p.147 / Chapter 5.2.1 --- Criterion (a): Muscle Opposition in Configuration --- p.149 / Chapter 5.2.2 --- Criterion (b): Independent extensor / sufficient support --- p.151 / Chapter 5.2.3 --- Criterion(c): Profundus / juncturae tendinum --- p.152 / Chapter 5.2.4 --- Other factors affecting the ease and difficulty of a handshape --- p.152 / Chapter 5.3 --- Accounting for CĆةs acquisition data --- p.153 / Chapter 5.3.1 --- Acquired handshapes --- p.153 / Chapter 5.3.2 --- Attempted but not yet acquired handshapes --- p.156 / Chapter 5.3.2.1 --- Anńةs (1993) scoring system: An evaluation --- p.158 / Chapter 5.3.2.3 --- Substitutions and Anńةs (1993) scoring system --- p.159 / Chapter 5.3.3 --- Unattempted handshapes --- p.164 / Chapter 5.4 --- Conclusion --- p.167 / Chapter Chapter 6: --- Conclusion / Chapter 6.1 --- Summary of the study --- p.170 / Chapter 6.2 --- Physiology and handshape acquisition --- p.170 / Chapter 6.2.1 --- p.170 / Chapter 6.2.2 --- Review of Anńةs model --- p.171 / Chapter 6.3 --- Bases of markedness in the current thesis --- p.172 / Chapter 6.4 --- Handshape acquisition affected by factors other than markedness --- p.173 / Chapter 6.5 --- Unresolved issues and limitations --- p.173 / Chapter 6.5.1 --- The dependents of the Handshape Unit Model --- p.174 / Chapter 6.5.2 --- The Thumb --- p.175 / Chapter 6.5.3 --- Underspecification --- p.175 / Chapter 6.5.4 --- Feature markedness ranking --- p.176 / Chapter 6.5.5 --- Possible idiosyncrasy --- p.176 / Appendices / References