Massachusetts Institute of Technology. Dept. of Modern Languages. Thesis. 1965. Ph.D. / Ph.D.

Massachusetts Institute of Technology. Dept. of Modern Languages. Thesis. 1965. Ph.D. / Ph.D.

This dissertation considers the position of contemporary Algerian filmmaking (1988-2003) against the much-debated concept of national cinema. Drawing upon a range of theoretical frameworks and concepts such as Third Cinema, transnational cinema, and "accented" cinema, this dissertation asks—among key questions—whether Algerian-directed films still articulate a national coherence. In other words, do they still speak the nation? If so, how might we, based on their modus operandi, thematic and other constituents define this particular cinema? As part of a larger discussion and through the works of four distinctive Algerian-born filmmakers, each chapter takes into account questions of production, distribution, exhibition, influences, textuality, critical reception and audience (whenever feasible), and addresses each director's specificities as well as their relationship and engagement to Algeria. In doing so, this study accounts for the complexities of a body of films whose ties to the nation-state remain both significant and historically relevant for they probe specific and contemporary questions surrounding gender, sexuality, and politics, but most importantly the rise and impact of Islamic fundamentalism. Although it is often difficult if not impossible for Algerian filmmakers to openly address Algeria's political instability, the efforts which they have made in this regard, have resulted in multiple representations of a young society with an uncertain sense of identity and direction. Specific film texts are thus examined as constitutive of multiple counter-discourses of the nation. Through its analysis of such texts, the dissertation aims to bring attention to a corpus of understudied works and to highlight their national specificity. / A Dissertation submitted to the Department of Modern Languages and Linguistics in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall semester, 2007. / Date of Defense: July 27, 2007. / Cinema, Postcolonial, Transnational, Film, Algerian, Algeria / Includes bibliographical references. / Alec G. Hargreaves, Professor Directing Dissertation; Mark G. Cooper, Outside Committee Member; William J. Cloonan, Committee Member; Reinier Leushuis, Committee Member.

This dissertation examined the use of computerized pronunciation practice as a tool in the reduction of foreign language anxiety. Additionally, the efficacy of computerized practice on the improvement of student French pronunciation was also evaluated. The research was conducted as a quasi-experimental study with a pretest/posttest comparison group design. Students in the experimental group practiced their pronunciation using the computer while students in the comparison group practiced with cassettes. Anxiety was measured using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986). The data was analyzed using ANOVAs. While there was an overall decrease in anxiety levels, the statistical analyses indicated no relationship between method of practice and the decrease in anxiety. Regarding pronunciation improvement, the results showed that subjects who practiced with the computer did experience statistically significant improvement in the quality of their pronunciation while those who practiced with the cassettes did not. / A Dissertation submitted to the Department of Modern Languages and Linguistics in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester, 2006. / Date of Defense: May 25, 2005. / tecnology, computerized pronciation practice, foreign language anxiety / Includes bibliographical references. / Leona LeBlanc, Professor Directing Dissertation; Diana Rice, Outside Committee Member; Aimée Boutin, Committee Member; William J. Cloonan, Committee Member.

The continuing failure of our education system to meet the needs of minority group students, who continue to walk through classroom doors in increasing numbers, provided the initial impetus for this research project. Researchers, academics, and school practitioners need to examine carefully 'taken for granted' patterns of talk and behaviour that occur in schools every day, because for many children, these are not effective. This study is situated in a mainstream primary school classroom where children from diverse language and cultural backgrounds work and learn together. The importance of the interaction that occurs between teachers and children is discussed and numerous studies which focus on the role of discourse in students' language learning are critiqued. The fact that students in mainstream primary schools must learn language while using language for content learning, is considered to be of paramount importance, and so discourse that occurred during small group mathematics lessons provided the major source of data for the project. An aspect of this discourse, language functions of student initiated interactions, was examined in depth. A combination of quantitative and qualitative methods was used to look beyond the surface level of classroom discourse in an attempt to better understand why children interact as they do, or why they remain silent, appearing to be on the periphery of the learning opportunities which are designed to help them to succeed. Classroom observations and individual interviews provided insights into the complex and competing forces which shape the talk that occurs between students and their teachers. It was revealed that successful students have effective relationships with teachers, regardless of whether or not they share the same cultural background. These successful students are able to deploy a range of thinking and learning strategies. The importance of making the 'culture of the classroom' explicit is highlighted, along with the fact that teachers feel constrained by the demands of an overcrowded curriculum and the need to address individual learning needs of all of their students. Implications for classroom practice along with teacher training and professional development are proposed.

Thesis (Ph. D.)--Ohio State University, 1973. / Bibliography: leaves 102-104. Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--Clark University, 1904. / "Reprinted from the Pedagogical seminary, September, 1904, vol. XI, p. 327-380." Bibliography: p. 50-54. Also available in digital form on the Internet Archive Web site.

Thesis (Ph. D.)--University of Chicago, 1913. / Published also as Linguistic studies in Germanic, edited by F.A. Wood, no. I. "List of sources": 3d-4th prelim. leaves. Includes bibliographical references. Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains xii, 244 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 192-204).

Thesis (Ph. D.)--Ohio State University, 1980. / Includes bibliographical references (leaves 209-216). Available online via OhioLINK's ETD Center