Bibliography: pages 370-373. / The theme of this thesis occurred to me while reading Luria's Basic Problems of Neurolinguistics. Many of Luria's patients manifest forms of a disintegration of speech and of the understanding of speech, which resemble the disintegration of movement in space and perception of space of Goldstein's patient, Schneider, the case Merleau-Ponty described in so many of his arguments, particularly those in the chapter of the Phenomenology of Perception entitled "The spatiality of one's own Body and Motility". It seemed to me that I could analyse the speech syndromes Luria reveals, and Luria's explanations, in much the same way that Merleau-Ponty analysed Schneider's syndrome and the explanations offered by Goldstein and others. I felt that in this way I would be able to exhibit certain features of the speaking subject and its relations with others, in the same way that Merleau-Ponty revealed the spatiality of the body and its relations with the world. This seemed to me to be a useful project, firstly because of the central role that the problem of language plays in Merleau-Ponty's later philosophy and because the later reflections on language seem to presuppose such an analysis of pathological forms of speech.

This quantitative research study investigated the ESOL (English to Speakers of Other Languages) academic performance of teacher candidates (n=632) at a large educational institution in Florida, USA, who majored in Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education with an ESOL endorsement. Three research questions guided the study. A secondary data analysis was conducted to examine the relationship among the teacher candidates’ ESOL course grades and test scores as well as the academic majors of study. Investigation of "Knowledge of ESOL" as stated in the Professional Education competencies and skills (i.e., Competency #7) was the goal of this analysis. The results showed that the means of the ESOL PEd Test scores of Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education were respectively 80, 79, 76, and 73 out of 100; while the overall mean across all academic majors was 78. Also, the overall MANOVA investigating the mean differences across academic majors for all variables was significant, and follow-up ANOVAs indicated that teacher candidates’ academic performances were statistically different across the academic majors of study. Tukey statistical tests showed that teacher candidates in the academic major of Elementary Education tended to have higher TSL4080 grades and Exceptional Students Education tended to have lower TSL4080 grades compared to teacher candidates in the other academic majors. With respect to TSL4081 grades, teacher candidates in the academic major of English Education tended to have higher grades than teacher candidates in Elementary Education and Exceptional Students Education. With respect to overall GPAs, teacher candidates in the academic major of Exceptional Students Education tended to have higher overall GPAs compared to teacher candidates in the academic major of Elementary Education and English Education. Finally, with respect to ESOL PEd Test scores, teacher candidates in the academic major of Elementary Education tended to have higher scores than English Education. Last, to determine the extent to which TSL4080 grades, TSL4081 grades, and overall GPAs predict teacher candidates’ ESOL PEd Test scores, an overall regression analysis was conducted. The results showed that the relationship was significant, but small. With respect to the individual predictor variables, the strongest predictor of teacher candidates’ ESOL PEd Test scores was their overall GPAs. The next strongest predictor of teacher candidates’ ESOL PEd Test scores was their TSL4080 grades. Finally, teacher candidates’ TSL4081 grades did not significantly add to the prediction of their ESOL PEd Test scores. Overall, the standardized coefficients of overall GPAs and TSL4080 grades were significant. However, it was found that the standardized coefficient for TSL4081 grades was not significant. Therefore, while overall GPAs and TSL4080 grades predict ESOL PEd Test scores, TSL4081 grades do not predict ESOL PEd Test scores. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / May 31, 2016. / ESOL, Teacher Competency, Teacher Education, Teacher Tests / Includes bibliographical references. / Elizabeth Jakubowski, Professor Co-directing Dissertation; Rebecca Galeano, Professor Co-directing Dissertation; Jeannine Turner, University Representative; John Myers, Committee Member.

Submitted in fulfilment of the requirements for the Degree of Doctor of Literature and Philosophy in the Department of African Languages at the University of Zululand, South Africa, 2002. / Chapter one outlines the aim of the study, research design and the statement of problem It further explains the methods of research that will be used. A theoretical background is discussed to clarify the research problem. Chapter two gives the background to the study of vowels in Sesotho and isiZulu. Highlights through vowel charts have been displayed to show positional differences. Chapter three concentrates on the origin of SeSotho and isiZulu vowels phonemes. It further looks at the historical background of the close vowels and the alternating roles of vowels fu] and [i] in different languages. Chapter four deals with the nature of Sesotho close vowels and isiZulu close vowels. A comparisons in terms of the origin of close vowels is conducted in this chapters. Chapter five examines the role of close vowels in the juxtaposed lexemes. The role of close vowels has been analysed in both SeSotho and isiZulu languages. Chapter six looks at terminative phonemes in deverbatives in both languages in question. A schematic representation of demorphemized isiZulu /-a-/ and SeSotho /-a/ phonemes in syntactic construction is also investigated. Chapter seven concludes by sumrnarizing the main findings of this study and it also suggests recommendations for future research

A dissertation submitted in fulfilment of the Requirements for the degree of D litt in Communication Science UDiversity of Zululand, 2003 / In this dissertation I present the results of an analysis of a study about how language encodes emotion and how emotion is used during negotiation. I review canonical literature on emotions, and come to the conclusion that there are no empirical grounds to identify a set number of emotions. It is more appropriate to distinguish particular mind-body states during which people experience subjective awarenesses that they term "emotions." I then go on to show that emotive awareness is so fundamental to humans that all language structures are involved in the encoding of emotive awarenesses that are expressed, in particular speech acts. Finally I look at the role of emotion during conflict transformation. / National Research Fund (NRF).

Note:

No description available.

No description available.

No description available.

No description available.

No description available.