Thesis (Ph. D)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 145-159).

Thesis (doctoral)--University of Tartu, 2006. / Thesis based on five papers. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 18, 2006) Vita. Includes bibliographical references.

Thesis (Ph.D.)--Tufts University, 1999. / Adviser: Phillip J. Holcomb. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 103-113). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (M.A. (African Languages)) -- University of Limpopo, 2013 / The study focuses on the lemmatization of lexical items in Tshivenḓa. It was conducted by reviewing selected Tshivenḓa dictionaries and the lexical items investigated were nouns, locatives, verbs and adjectives. The analysis looked at the approaches used in the macro- and micro-structural treatment of these important lexical items in dictionaries. The study also covered the treatment of the morphological, syntactical and semantic aspects of these lexical items in Tshivenḓa. This research ended with recommendations that will help dictionary compilers to overcome challenges they experience when lemmatizing nouns, locatives, verbs and adjectives.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Wang Lidi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (p. 237-244). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Thesis (M.A. (African Languages)) -- University of Limpopo, 2004 / Refer to the document / Department of Sports, Arts and Culture

Lexical bundles (fixed sequences of three to four words) have been described as building blocks of discourse, both written and spoken (Biber & Barbieri, 2007), and as a useful mechanical device for creating writing that is suited for its academic field (Hyland, 2008). Having noticed that the academic theses of my students at Longdong University in Qingyang, China seemed very different from professional writing in their fields, I created a thesis project that addressed the question of how professionals in their fields were using bundles and how the learners' use of these bundles in terms of frequency, structure, and function varied from the professionals' use. In order to answer this question, I compiled four corpora of writing in literature and applied linguistics, representing professional and learner writing in each field. I used concordancing software in order to identify four-word lexical bundles that occurred at least 20 times per 100,000 words and over a range of four texts. I then did a three-part analysis which looked at frequency, structure, and function of these bundles. The results of the study reveal that professionals in applied linguistics and literature use bundles with different frequency, display different choices of lexical items to fill structural bundles, and use functional bundles differently. These differences seem to reflect the rhetorical needs of each discipline. Further, the learners in each field displayed differences in their use of bundles as compared to the professionals' use. Learners in applied linguistics used more types and tokens of bundles overall, while learners in literature used fewer. Both groups of learners relied more on repetitive use of certain bundles than did the professionals. Implications of this study are discussed for teaching and curriculum development. The findings can be applied to teaching through creating awareness-raising and guided practice opportunities for the students to see how bundles are used in professional writing and to help them apply this understanding to their own writing.

Alzheimer's disease, the most common form of dementia, is estimated to occur in up to sixteen percent of people between the ages of 75 and 84. Deficits in linguistic skills that effect communication are a hallmark of the disease and have been the primary focus of past Alzheimer's research. Among other deficits, researchers have found that people with Alzheimer's often use indexical expressions without clear referents and convey less information that is relevant to the task they have been asked to perform than healthy subjects. Relatively little research has examined how Alzheimer's subjects use their linguistic knowledge to communicate with others in natural, open-ended interaction. The purpose of the present study was to identify what communication skills remain intact that enable an Alzheimer's subject to maintain conversational fluency despite lexical and pragmatic deficits. The study focused specifically on language skills that play a functional role in facilitating conversation. The data used in this study consisted of eight naturally occurring conversations between the subject and three interlocutors who had a close relationship with the subject. The interactions were recorded in the Alzheimer's wing of the subject's nursing home. The transcribed conversations were analyzed according to three types of functional language drawn from Nattinger and DeCarrico's (1992) work on lexical phrases: (1) conversational maintenance; (2) conversational purpose; and (3) familiar topics. The role played by lexical phrases in facilitating each of these functional categories was also examined. This study found that the subject had an intact knowledge of functional language skills that allowed her to successfully participate in conversation despite serious language deficits. Within the category of conversational maintenance, the subject retained skills necessary to share control in opening and closing conversations as well as nominating and shifting topics and requesting and offering clarification. In the category of conversational purpose, the subject used functional language to signal utterances intended to convey general politeness, gratitude and compliments as well as informing the interlocutor of her attitude in relation to the content of utterances. The study also found that lexical phrases played a central role in facilitating the subject's use of functional language.