Thesis (M.A.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--York University, 2007. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 40-48). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32005

Thesis (Ph. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains v, 105 p. : ill. Includes abstract. Includes bibliographical references (p. 47-51).

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (viewed on July 29, 2009) Includes bibliographical references (p. 122-135). Also issued in print.

Thesis (M.A.)--Baylor University, 2007. / Includes bibliographical references (p. 96-98).

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "August, 2007." Includes bibliographical references (leaves 123-130). Online version available on the World Wide Web.

Thesis (M.A.)--University of Delaware, 2009. / Principal faculty advisor: Stephen Mortenson, Dept. of Communcation. Includes bibliographical references.

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Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 132-137). Available also in a digital version from Dissertation Abstracts.

Most studies of pragmatic aspects of language learning have dealt mainly with two languages, a native language and a second or foreign language. None of these studies has investigated a multilingual situation where there is interaction among three different languages spoken by one person. Neither have they dealt with an African language as the first language.The present study was designed to discover the norms of the three languages under investigation and to see how people speaking a second and a foreign language, with different levels of fluency in each, can participate in the activity of the speech communities of the two languages without violating their socio-cultural norms, and what impact, if any, their knowledge of these languages has on each of the languages they speak.Data was elicited from monolingual English and French speakers and trilingual speakers native in Ciluba by written questionnaire, and from monolingual Ciluba speakers by oral interview. In addition, naturally occurring speech acts and TV dialogue were considered. It was found that for the speech acts of apologizing, complaining, and complimenting, Ciluba socio-cultural norms are different from those of English and French, which are similar to each other. In contrast to the socio-cultural norms of French and English, in Ciluba, social distance and relative power between the participants played an important role in deciding whether one of the three speech acts was to be performed or not. However, the results also revealed that, despite the difference in norms which exists between Ciluba and the other two languages, i.e., French and English, some subjects from the group of Ciluba monolingual speakers showed some similarities with the groups of French and English monolingual speakers in their responses to some items in the questionnaire. This deviation from the norms of their native Ciluba was hypothesized to be a result of their contact with the urban environment and its mixed culture.It was also discovered that the trilingual speakers (who were native in Ciluba) used in French and English pattern of address which is not used by native English and French speakers. / Department of English