The study explores the motivational role of the personal constructions of Italian identity (Italianità) of five learners of Italian descent studying their heritage language by means of traditional foreign language courses in Wellington, New Zealand. By adopting a social constructivist perspective on both language learning and the motivational processes underlying it, and by applying such concepts as investment (Norton, 2000), ideal L2 self (Dörnyei, 2009) and language learning as identity reconstruction (Pavlenko & Lantolf, 2000), the study aims to further our understanding of heritage language learning motivation as a socially mediated process (Ushioda, 2003). Qualitative data was collected through waves of semi-structured interviews from five case-study participants over the course of several months of learning. Responses were used to map the influence that the participants’ constructions of their own Italianità exerted on three aspects of their language learning motivation: their reasons for learning the language, the decision to embark on the study of it, and the maintenance of their interest and learning efforts throughout the learning process. Detailed observations of learning sites, classes and materials, and interviews with teachers provided rich contextual data concerning key episodes identified by the students as relating to different aspects of motivation. The findings suggest that Italianità is heavily implicated in the initial stages of motivation, but that its influence is mediated by the learners’ personal constructions of a multitude of internal and external factors, through which they come to personalise and prioritise their own objectives and identity ambitions in ways that guide their motivational arousal, their decision to pursue the language and their creation and visualisation of learning goals. Italianità is also found to have an influence on the maintenance and shifts in the participants’ motivational states throughout their learning, supporting a socially mediated view of L2 motivation in which motivational fluctuations are explained as the result of the learners’ own processing of and reaction to elements of their context, including critical events inside and outside the classroom, exchanges with teachers, peers and speakers of Italian, and ongoing developments of opportunities and challenges for the achievement of the personal goals and identity ambitions driving their learning.

This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once on the basis of six developmental stages identified in Pienemann’s Processability Theory (Pienemann, 1998c), once on the basis of a detailed analysis of each nominal structure according to the generative grammar of LFG (Bresnan, 1982, 2001); and finally on the basis of the Minimalist Programme (Chomsky 1995; 1999; 2000). All rest upon a prior analysis of lexical feature structures and constituent structures evident in the learner’s output over the course of a year. The standard six-stage model of Processability Theory proves unable to differentiate between most nominal structures, because they fall within the single developmental category of so-called ‘phrasal’ structures. However, processing demands calculated on the basis either of LFG or of the MP prove to be highly correlated with both individual and average emergence orders. On the basis of these results, various generalisations are made about the relevance of different kinds of syntactic processes to the determination of emergence order. In particular, c-structural complexity and thematic structure are found to be factors most significantly associated with later emergence times. LFG and MP each provide interesting insights into different aspects of syntactic processing that impact on the acquisition of a second language; LFG throws light on the significance of the grammaticalisation of thematic structure; the MP throws light on the processes of lexical construction, and the interactions between this and constituent structure. Both indicate the significance of delays in feature valuation or unification as c-structural complexity increases.

This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once on the basis of six developmental stages identified in Pienemann’s Processability Theory (Pienemann, 1998c), once on the basis of a detailed analysis of each nominal structure according to the generative grammar of LFG (Bresnan, 1982, 2001); and finally on the basis of the Minimalist Programme (Chomsky 1995; 1999; 2000). All rest upon a prior analysis of lexical feature structures and constituent structures evident in the learner’s output over the course of a year. The standard six-stage model of Processability Theory proves unable to differentiate between most nominal structures, because they fall within the single developmental category of so-called ‘phrasal’ structures. However, processing demands calculated on the basis either of LFG or of the MP prove to be highly correlated with both individual and average emergence orders. On the basis of these results, various generalisations are made about the relevance of different kinds of syntactic processes to the determination of emergence order. In particular, c-structural complexity and thematic structure are found to be factors most significantly associated with later emergence times. LFG and MP each provide interesting insights into different aspects of syntactic processing that impact on the acquisition of a second language; LFG throws light on the significance of the grammaticalisation of thematic structure; the MP throws light on the processes of lexical construction, and the interactions between this and constituent structure. Both indicate the significance of delays in feature valuation or unification as c-structural complexity increases.

This study aimed to identify motivational factors affecting self-regulated learning (SRL) in the context of second language acquisition. Rather than investigating learners’ overall disposition toward their learning, it focused on a particular task, the learning of kanji in Japanese, in order to provide a clearer picture of the complex relationship between motivation and SRL. Using quantitative methods, the underlying structure of motivation and SRL was explored and the relationships among the extracted factors were examined. On the basis of a self-administered questionnaire specifically developed for this study, the data were obtained from 381 tertiary students studying Japanese at one of the seven cooperating institutions in New Zealand. Principal components analyses identified three motivational orientations (intrinsic, instrumental mastery, and performance orientation), four sources of motivation (self-efficacy, self-concept, extrinsic value, and intrinsic value), and four types of self-regulation (behavioural, environmental, cognitive, and metacognitive regulation) involved in kanji learning. The results of correlational analyses revealed a number of significant relationships suggesting the interdependence of the identified constructs. However, instrumental mastery, performance orientation, and extrinsic value did not predict students’ use of SRL. Further investigation of individual and situational factors indicated that learning opportunities outside the classroom possibly confounded the significant relationships between these non-predictors and SRL. On the other hand, intrinsic orientation, self-concept, self-efficacy, and intrinsic value were identified as significant predictors of SRL in general. These significant predictors displayed a unique contribution to different types of SRL. The results show that intrinsic interest in kanji learning is necessary for cognitive and metacognitive regulation. A sense of positive self-concept, on the other hand, influences environmental regulation while self-efficacy beliefs facilitate behavioural regulation. Overall, self-concept was found to be the best predictor of the use of SRL. However, self-efficacy is another important factor since students who used behavioural regulation tend to use a wider variety of strategies to self-regulate their own learning. In this study, the interactions of identified motivational constructs and their possible effects on SRL are discussed. The study concludes with a discussion of practical and theoretical implications of the findings along with suggestions for future research.

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This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once on the basis of six developmental stages identified in Pienemann’s Processability Theory (Pienemann, 1998c), once on the basis of a detailed analysis of each nominal structure according to the generative grammar of LFG (Bresnan, 1982, 2001); and finally on the basis of the Minimalist Programme (Chomsky 1995; 1999; 2000). All rest upon a prior analysis of lexical feature structures and constituent structures evident in the learner’s output over the course of a year. The standard six-stage model of Processability Theory proves unable to differentiate between most nominal structures, because they fall within the single developmental category of so-called ‘phrasal’ structures. However, processing demands calculated on the basis either of LFG or of the MP prove to be highly correlated with both individual and average emergence orders. On the basis of these results, various generalisations are made about the relevance of different kinds of syntactic processes to the determination of emergence order. In particular, c-structural complexity and thematic structure are found to be factors most significantly associated with later emergence times. LFG and MP each provide interesting insights into different aspects of syntactic processing that impact on the acquisition of a second language; LFG throws light on the significance of the grammaticalisation of thematic structure; the MP throws light on the processes of lexical construction, and the interactions between this and constituent structure. Both indicate the significance of delays in feature valuation or unification as c-structural complexity increases.

This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once on the basis of six developmental stages identified in Pienemann’s Processability Theory (Pienemann, 1998c), once on the basis of a detailed analysis of each nominal structure according to the generative grammar of LFG (Bresnan, 1982, 2001); and finally on the basis of the Minimalist Programme (Chomsky 1995; 1999; 2000). All rest upon a prior analysis of lexical feature structures and constituent structures evident in the learner’s output over the course of a year. The standard six-stage model of Processability Theory proves unable to differentiate between most nominal structures, because they fall within the single developmental category of so-called ‘phrasal’ structures. However, processing demands calculated on the basis either of LFG or of the MP prove to be highly correlated with both individual and average emergence orders. On the basis of these results, various generalisations are made about the relevance of different kinds of syntactic processes to the determination of emergence order. In particular, c-structural complexity and thematic structure are found to be factors most significantly associated with later emergence times. LFG and MP each provide interesting insights into different aspects of syntactic processing that impact on the acquisition of a second language; LFG throws light on the significance of the grammaticalisation of thematic structure; the MP throws light on the processes of lexical construction, and the interactions between this and constituent structure. Both indicate the significance of delays in feature valuation or unification as c-structural complexity increases.

The objective of this study is to investigate the appropriateness of the term kami (神) as the translation of the term ‘God’ from the point-of-view of Dynamic Equivalent (DE) translation in Japan. The study argues that the translated term kami (神) in the Japanese Bible was adopted at first without sufficient investigation of its appropriateness but because of its penetrating character, it became the exclusive term to represent the monotheistic God. Discussion of the effect of the philosophy of Dynamic Equivalent translation in the history of Bible translation in Japan and the history of the changes of the Japanese notion of God is used to justify the validity of the above argument. As a procedure, two translation methods (DE and FE) seen in conventional Bible translations have been compared, supported by case studies where these methods are used. Next, to understand the mind of the Japanese who were the recipients of the new concept of God, the history of Japanese Shinto is discussed. Finally, the lives of two Japanese assistants of Japanese Bible translation, Anjirō and Otokichi, are studied. The study concludes that the adoption of kami (神) was appropriate from the point-of-view of DE translation, and the Japanese assistants also applied the DE translation method unconsciously. A reassessment of their selection of the terms for God is possible if they are seen as examples of the DE translation method.

I roto i ngā toru ngahuru tau kua tupu haere ngā kaupapa mātauranga mō te reo Māori mai i te kōhanga reo, ki te kura kaupapa Māori, ki te whare kura tae atu ki ngā whare wānanga Māori. Nā tērā whanaketanga o ngā kura reo Māori i rerekē ai te whakaako. Ka kitea ka huri te reo Māori hei kaupapa ako, ā, nā reira ka nui haere ngā kupu ā-kaupapa. technical language, subject specific Kātahi ka whakaputaina he marautanga reo Māori hei āwhina mā ngā kaiako ki te whakatutuki i ngā whāinga ako i roto i te akomanga. Engari, kāore i kitea te whānuitanga o ngā momo-kōrero i roto i te marautanga reo Māori, ahakoa e tāia ana te manomano rauemi. Kāore i whakanahanaha te takoto i ngā momo-kōrero hei āwhina mā ngā pouako reo Māori. Ahakoa he mea nui tērā inā ka whakaakona te reo matatini literacy ki te reo Māori. Kei te tapanga, He Pātaka Momo-Kōrero, He Kete Momo Kīpeha, ngā whāinga nui o tēnei rangahau mō te reo matatini, mō te mātātuhi literature hoki. Tuatahi, ka whakaemia tētehi huinga momo-kōrero Māori, kātahi ka whakarōpūtia aua momo-kōrero ki ētehi anga momo-kōrero. He tātai momo-kōrero, me kī. Tuarua, ka tīpakohia tētehi o aua rōpū hei āta tātari. Koia ko te kīpeha me ngā anga momo kīpeha. Ka whakaaturia te wetereo, te tikanga, te whakamahia o aua kīpeha ki ngā kupu ake a ngā kaiuru me ētehi tauira mātātuhi. Ka tohea he tino whai pānga aua āhuatanga reo kia mōhio ai te tangata ki te whakakounga i te reo Māori. Ka toko ake ngā kōrero nei i ngā whakawhitinga kōrero a ngā kaiuru 28. Ka arotakea ngā anga reo e tētehi atu rōpū tāngata, tekau nei, kia kitea ai mēnā he whai hua, he whai māramatanga ki te hapori reo Māori. He nui kē atu ngā kōrero ka whakahokia mai mō te kounga o te reo pērā i te aronga Māori, i te kaupapa Māori, i te takotoranga Māori. Heoi, ko tētehi kitenga nui o tēnei rangahau, ki tā te Māori titiro, he wāhanga nui te reo peha kia kounga te momo-kōrero, ā, kei tēnei tuhinga kairangi ētehi whakamāramatanga o aua kīpeha hei manaaki i te mauri ora o te reo Māori.