published_or_final_version / Education / Master / Master of Education

This thesis is a comparative study of Ewe and English based on the Grammatical categories of Determiners and Aspects. First, it deals with determiners with reference to sub-categories such as articles, demonstratives, pronouns and quantifiers. Second, it explores. the domain of aspects with particular attention to the differences between tense and aspect. The thesis also studies the grammatical categories of present, past and future with emphasis. on perfective and imperfective meanings. In this work, there is a general attempt to see how related the two languages are on structural and semantic levels.At the end of each part, the thesis specifies the contrasts between the two languages, makes an account of possible interfering areas, and analyses how they can help the instructor in teaching English to native Ewe students.

Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 174-180).

Thesis (Diplôme de Recherches Approfondies)--University of Tunis I, 1988. / Includes bibliographical references (p. 261-266).

Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], iv, 36 p. Includes bibliographical references (p. 31-36).

No description available.

This thesis examines thematization and patterns of thematic progression (TP) in French, Arabic, and English lead news articles. Similarities between French, Arabic, and English themic lead news stories at the clausal and textual levels suggest that there may be a fundamental principle underlying how the mind organizes language. The results may be applied to the creation of translation software that is faithful to source texts at the sentential and global levels or used in teaching in a second language classroom.

D.Litt. et Phil. / The purpose of this study is to establish differences and similarities between German and Zulu and to identify areas of difficulty for different groups of South African learners in order to give the language learners autonomy in determining their own learning strategies in accordance with their mother tongue and to foster a mutual understanding between different cultural groups in South Africa. Historically, German is a subject, which was taught to mainly white learners in segregated South African schools; hence research was limited to the problems of English and Afrikaans speaking learners of German as a foreign language. This study is aimed at addressing the problems that Zulu speaking learners would encounter when learning German. Since English and/or Afrikaans form part of the linguistic knowledge of these Zulu speaking students, cognizance is taken of the effects this knowledge has on the learning of German as Lx, where Lx > L3. Learners from English and Afrikaans L1 backgrounds are incorporated into the study as control groups. The error analysis that forms part of this study reveals that the language repertoire of the learners does indeed impact on language learning. This study is useful for teachers who have little or no knowledge of Zulu, but who are confronted with learners from diverse linguistic backgrounds.

Since Kaplan started the study of contrastive rhetoric, researchers have investigated Japanese and English compositions and have found some differences between them. However, few studies have investigated how these differences are perceived by native English readers when the different rhetorical patterns are transferred to English writing. Drawing from Hinds' study, this research focuses on the following: how the Japanese style of writing is evaluated by Japanese and American readers, especially in academic situations, how Japanese rhetorical patterns are perceived by American readers, and how a change of organization affects the evaluation by American readers.

Thesis (Ph.D.)--University of Western Sydney, Macarthur, [Faculty of Education], 1997. / Bibliography: p. 219-226.