Current literature on spelling strategies has indicated that successful spellers use phonological and morphological information as well as graphemic memory in their spelling. Research into spelling disorders has uncovered two broad categories of poor spellers: Phonetically Inaccurate spellers, whose spelling errors are phonetically unrelated to the target and who also exhibit a generalized language impairment and Phonetically Accurate spellers, whose errors are phonetically plausible and who have no obvious neurological impairment. This study intended to investigate some of the organizational and language abilities of those children known as Phonetically Accurate or Atrocious spellers. The hypothesis was that Atrocious spellers have inadequate knowledge of the phonological and morphological rules necessary for correct spelling. Three phonological processes were under examinations Palatalization, Velar Softening and Stress Shift, Test items incorporated one or more of these processes. Subjects performed three spelling tasks two written spelling tasks with oral presentation of the item and one spelling task without auditory model and three language tasks. The first, Suffixation, required subjects to pronounce real and nonsense words derived from a root word and affix. Subjects also judged relatedness of word pairs and learned nonsense words which either did or did not employ the target processes correctly. Because of the "partial cue" reading method employed by the subjects, it was impossible to determine their knowledge of phonology through the Suffixation task. However, the data gave rise to some interesting considerations. Review of the historical development of spelling suggested possible parallels between synchronic and diachronic development of spelling. Poor handwriting was linked to poor spelling and a rationale was proposed. Several instances of motor perseveration of writing were noted, suggesting that for these cases, the stimulus of the motor pattern was stronger than an auditory model. Some evidence for word recall problems appeared; a confrontation naming task would determine whether the incidence of word finding difficulties is higher in Atrocious spellers than in proficient spellers, Errors in affixation led to further questioning of subjects' morphological competence. Atrocious and good spellers employed a spelling strategy known as "sounding out" with varying degrees of proficiency. The question was then raised of how strongly spelling errors were influenced by the speller's dialect of spoken language. Most notably, nearly all test subjects favoured an auditory over a visual strategy when they were unsure of spelling. This translation from morpheme to phoneme string and then to grapheme string was felt to be developmentally an earlier stage than a direct translation from morpheme to grapheme. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

M.Ed. / This study is concerned with the experiences of Grade Eight African learners attending a school in Lenasia where English is the medium of instruction. Multilingualism is prevalent in the multiracial society in which we live. Since the adoption of the language policy by the new democratic government, South African schools now have the right to choose their language of instruction. The experiences of the Grade Eight African learners and the choice of English as the medium of instruction and the rationale behind this choice was investigated. The increasing number of functions that English plays in our lives, as well as, the role played by, and the importance of, home languages in our lives, were explored. The role that English and home languages play when, or if, used simultaneously to bring about positive changes, was researched. This study was an attempt to ensure that all languages are appreciated for the part they play in our lives., as well as the empowerment they bring about in our culturally different communities. This research design used has its origin in the nature of the research problem "What are the experiences of grade eight African second language learners attending an English medium school in Lenasia?" The research methods chosen for this study emerged from both the research orientation and the aim of the study. This research study discusses the experiences experienced by learners, being taught through the medium of English. Problems which are partially caused by the use of the vernacular is further explored. Insight into how these negative experiences of learners and their low self-esteem could be minimised was investigated, and recommendations were suggested. Learners' perceptions on activities and curriculum, which will assist in the improvement of English, were also determined. The use of home languages and their values in the learners' lives was researched. The role of home languages in the community as well as at school, together with English spoken at home and at school was determined. The programmes and methods, which can be utilised to ensure the proximal use the vernacular and English, were reflected through the approaches suggested by different scholars, and by the literature review. These approaches are explained and discussed to ensure a clear understanding of the research study being investigated.

While translation in L2 learning/teaching has been viewed negatively since the 1950s in North America, in the late 1980s a re-evaluation of translation has begun (Duff, 1989). The purpose of this research is to explore text-level translation from the learner’s perspective, as this kind of research, at present, remains quite scarce (Krings, 1987). This study focuses on text-level translation as a useful component of second language (L2) learning/teaching. Adult L2 learners’ translation processes and performance are examined and contrasted with the same group’s Li and L2 writing performance. Twenty-two Japanese ESL students studying at a Canadian college performed three tasks individually (translation from Li into L2, Li writing, L2 writing), thinking aloud. Their writing samples were evaluated, and think-aloud protocols were analyzed, supplemented by interviews and text analyses. The data were analyzed with attention given to four recent cognitive theories of language learning: Cummins’ theories (1986) of cross-linguistic interdependence of cognitive academic skills; Schmidt’s “conscious attention” (1990); Swain’s “i+1 output” hypothesis (1985); and McLaughlin’s “restructuring” (1 990b). Findings: 1) The correlations of the quality of translation, Li writing, and L2 writing of L2 learners (whose Li writing skills are still developing) were not significant. 2) The learners’ conscious attention to language use was high in the translation task, but unexpectedly low in the L2 writing. Their language use was more sophisticated in the translation than in the L2 writing. 3) Some students preferred translation tasks to L2 writing tasks, expressing their views which were consistent with the “i+1 output” hypothesis. 4) Contrary to general expectation about student translations, the students did not translate word for word; they often restructured Li/L2 correspondences, and examples of “restructuring” were not limited to the word level. General conclusions: Cross-linguistic interdependence among translation, Li writing, and L2 writing was not confirmed clearly. However, there was evidence that translation processes prompted conscious attention, “i+1 output”, and restructuring, which some consider to be necessary for second language learning. Thus translation in L2 learning deserves a closer look as it provides potential opportunities for learners to learn a second language. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Orientador: Odilon Helou Fleury Curado / Resumo: O presente trabalho se propôs a investigar as práticas textuais de uma turma do 6º ano do ensino fundamental, particularmente no que tange à relação língua, sujeito e escrita, analisando prováveis motivos que poderiam levar esses alunos, advindos do ciclo I, a exibir algumas dificuldades relativas à sua produção escrita, incompatíveis com a habilidade esperada para o seu nível de escolaridade. Se, com Bakhtin (2005, 2011), entendemos a significação como um processo dialógico, fundamentado, pois, em seu contexto de produção, metodologicamente, interessou-nos analisar de início como nossos sujeitos representam em seu texto, do ponto de vista da sua estrutura linguística, os contextos dos quais resulta, especialmente em termos dos fatores geradores do que Tfouni (2001) designa por deriva e dispersão, dada a equivocidade da língua, parâmetros, segundo a autora, definidores da ocupação da posição de autor pelo aluno. Posteriormente, na análise diagnóstica, levantamos informações para a realização de atividades de intervenção de base dialógica com objetivo de identificar evoluções na relação do sujeito com sua língua materna, constitutiva da sua condição de autor. Diante da premissa de uma escola para todos, entendemos que a escrita tem uma função social que permite ao sujeito expressar-se, posicionar-se e interagir no meio em que vive; tendo por fundamento a formação integral do aluno com vistas a aspectos sociais para uma educação inclusiva na sociedade, no âmbito da educação e d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work proposed to investigate the textual practices of a class from the 6th year of elementary school, particularly with regard to the relation between language, subject and writing, analyzing probable reasons that could lead these students, coming from elementar school I, to exhibit some difficulties related to their writing production, incompatible with the expected skills for their level of education. If, with Bakhtin, we understand meaning as a dialogical process, grounded in its production context, methodologically, we were interested in initially analyzing how our subjects represent in their text, from the point of view of their linguistic structure, the contexts from which it results, especially in terms of the generating factors of what Tfouni calls drift and dispersion, from the misconception of the language, parameters, according to the author, defining of the occupation of the author's position of the student. Subsequently, in the diagnostic analysis, we gotinformation for the realization of intervention activities with a dialogical basis in order to identify changes in the subject's relation with his native language, which constitutes his condition as an author. Because of premise of a for all school, we understand that the writing has a social function that allows the subject to express themselves, position themselves and interact in the environment in which they live; based on a integral formation of the student in order of social aspects for an inclu... (Complete abstract click electronic access below) / Mestre

Thesis (Ph.D.) --University of Limpopo, 2016. / Lack of properly translated Tshivenḓa-English dictionaries is a great challenge to dictionary users. In an attempt to address this challenge or problem, linguistic approach has been employed in this study, which was conducted in Vhembe District in the Limpopo Province, South Africa. This study critically analyses the role of translation in lexicography with special reference to selected Tshivenḓa-/English bilingual dictionaries. The selected dictionaries are: Tshikota’s (2006) Tshivenḓa/English Ṱhalusamaipfi Dictionary and Van Warmelo’s (1989) Venḓa Dictionary. The aim of this study was to examine the role of translation in lexicography with special reference to Tshivenḓa-English dictionaries. This study utilised a qualitative technique to collect the data and interviews were conducted with lexicographers, university lecturers, language practitioners, Tshivenḓa grade 12 educators and court interpreters. Data were analysed based on different answers from different questions posed to different respondents. The study showed that people who compile dictionaries and do translation, do not have proper background in translation. In addition, some of the people are not fluent in both the source and the target languages. It is recommended that in order to produce user-friendly dictionaries, compilers and translators should get a proper training in translation. In addition, translators should be fluent in both the source and target languages. Finally, school books (including prescribed and content books), should be translated in order to provide effective teaching and learning.

Language has been the subject of academic fascination for centuries, and the ability to communicate abstract notions through speech and writing allows humans to interact in ways that would not otherwise be possible. While the mechanisms of language processing have been studied extensively with behavioral and noninvasive neuroimaging methods, much about how the brain encodes language remains unknown. In this dissertation, I describe experiments using intracranial neurophysiology in humans to interrogate the mechanisms of language perception at high spatiotemporal resolution. First, I explore the neural mechanisms of visual word recognition in a large human intracranial dataset. By analyzing population sensitivity to a hierarchy of word features, I create a high-resolution map of stimulus encoding during single-word reading that reveals the early influence of lexical features in lingual and fusiform gyri followed by a cascade of lexical, orthographic, and semantic information in temporal and frontal lobes. Along with clustering analyses that show stimulus encoding in anatomically distributed populations, these results demonstrate that feed-forward, feed-back, and distributed processing mechanisms underlie visual word recognition. Second, I describe the development of an artificial language task designed to characterize the neural mechanisms of auditory word segmentation. The task is designed in three phases to probe how the brain tracks distributional regularity and the neural mechanisms of word segmentation with and without lexical access. Taken together, this work expands our understanding of the neural mechanisms of language processing using human intracranial neurophysiology.

Injurious falls often have tragic consequences such as loss of independence, bodily harm and high monetary costs. Evidence on the effects of lexical cognitive tasks on gait in healthy older individuals is lacking. This study investigated the effects of a specific language task on changes in gait that might put people at risk for injurious falls. Participants included 6 males and 6 females, aged 59 to 77. The GAITRite Walkway System was used to generate a Functional Ambulatory Profile (FAP) score for each trial. FAP is derived from a formula that includes critical gait parameters highly related to risk of falls. The higher the lower the FAP score, the more likely the individual will experience an injurious fall. Scores range from 0 to 100, however, 95 to 100 is considered within normal limits. The three walking conditions included the following: walking without talking (baseline), walking while saying the months of the year forward (low-load) and walking while saying the months of the year backward (high-load). Cognitive-linguistic load was manipulated while phonological, lexical and semantic characteristics remained the same throughout each condition. Results showed the following: differences in velocity and double support time variables were statistically significant among all conditions. Older individuals demonstrated a statistically significant lowered FAP and stride length score across conditions of walking alone and simultaneous walking and reciting the months of the year backwards. Results revealed that differences in velocity and double support time variables were statistically significant across all conditions. Moreover, velocity and double support time may be assumed to significantly influence fall risk across all conditions. Our sample of older individuals demonstrated a statistically significant lowered FAP and stride length score across conditions of walking alone and simultaneous walking and reciting the months of the year backwards (higher cognitive load). However conditions of walking alone and simultaneous walking and reciting the months of the year forwards and conditions of reciting the months of the year forwards compared to reciting the months of the year backwards were non statistically significant. More research must be conducted to identify specific lexical cognitive tasks that most affect gait within different populations and disorders. The ultimate goal is to educate individuals who are at risk for injurious falls on the specific language tasks to avoid while ambulating. This data may prevent or minimize the frequency in which persons simultaneously walk and talk, hopefully to decrease prevalence of injurious falls. / A Thesis submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester 2015. / June 12, 2015. / Automatics, Cognitive Load, Falls, Functional Ambulation Profile, Gait, Older / Includes bibliographical references. / Leonard L. LaPointe, Professor Directing Thesis; Julie A. G. Stierwalt, Committee Member; Michael P. Kaschak, Committee Member.

Children's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonological awareness) a year later. This study also examined longitudinal continuity of children's emergent literacy skills and explored how two different types of parent language input (contextualized and decontextualized) predict children's outcomes. Participants included 69 parent-child dyads from diverse socio-economic and ethnic backgrounds. Participants were audio-recorded at home during completion of two semi-structured tasks: conversation about past events and free play. Parent and child verbal communication was transcribed, coded and analyzed. About a year later, participating children were assessed using a battery of standardized tests measuring vocabulary, grammatical skill, and phonological awareness skills. The results indicated that children's early oral language skills, vocabulary in particular, predict their later emergent literacy skills. Parent oral language input, specifically its lexical diversity, predicts later child emergent literacy skills when child prior language is not in the model. Finally, parent language input from different communication contexts did not differentially predict child outcomes. Overall, the findings tentatively supported a nurture-driven account of language acquisition in children and highlight the importance of providing sophisticated language models to children in early stages of language development. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2017. / April 4, 2017. / emergent literacy, language development, language sample analysis, parent language input, standardized assessment, vocabulary skills / Includes bibliographical references. / Beth M. Phillips, Professor Directing Dissertation; Carla Wood, University Representative; Alysia Roehrig, Committee Member; Insu Paek, Committee Member.

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