Thesis (Th. M.)--Western Conservative Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaves 79-82).

Thesis (Th. M.)--Western Conservative Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaves 79-82).

Thesis (Ph.D.)--Georgetown University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Department of Linguistics, December 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of California, Riverside, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--York University, 2008. Graduate Programme in English. / Typescript. Includes bibliographical references (leaves 357-377). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51720

This thesis investigates the first language acquisition (L1A) of pronominal object clitics in Cypriot Greek (CG) by typically developing (TD) children, focusing on an exceptional form of non–adult–like clitic placement attested in early data. The aim of the present study is twofold. On the one hand, it aims to sketch the developmental stages in the course of L1A of CG in relation to other clitic languages. On the other, it investigates whether and to what extent syntactic (Agouraki 2001, Terzi 1999a, 1999b), prosodic (Condoravdi and Kiparsky 2001) and interface approaches (Mavrogiorgos 2012, Revithiadou 2006) can account for early clitic production. Research on L1A of clitic pronouns has demonstrated both clitic realisation and omission in child languages. However, no instances of clitic misplacement have been reported for early European languages, with the interesting exceptions of CG (Petinou & Terzi 2002) and European Portuguese (Lobo & Costa 2012). The present thesis examines the L1A of CG in the age range 2−4 on the basis of spontaneous and experimental data, cross−sectional as well as longitudinal, with a focus on clitic placement. Spontaneous speech data were collected from 8 children, and one of the children was also followed longitudinally for a period of 6 months. An elicited production task performed by 50 children was used to generate 3rd person singular accusative object clitics. The results of the study indicate that, for CG: (i) clitic placement in enclisis environments is adult–like from the onset in structures involving single clitics and clitic clusters, as well as in Clitic Doubling and Clitic Left Dislocation; (ii) clitic misplacement is attested in proclisis contexts in a subset of children aged 2;6 to 3;0; (iii) clitic misplacement does not correlate with early non–finite forms; (iv) occasional realisation of two copies of the clitic is attested in some children aged 2;6 to 3;0; (v) by age 3;6, TD children manifest adult–like clitic placement. These findings raise issues regarding the acquisition of clitics in different classes of languages (Tobler–Mussafia, finiteness–sensitive languages, languages exhibiting second position restrictions), as well as the role of syntax, prosody and the syntax–phonology interface in clitic L1A. The current study suggests that only Tobler–Mussafia languages display clitic misplacement, as attested in the L1A of CG. Clitic misplacement in CG is interpreted within an interface account in line with Revithiadou (2006) and, following the spirit of Bošković (2000), it is assumed that the placement requirement imposed on CG clitics “can be captured in its entirety through a filtering effect of the phonology on the syntax” (2000:105). Clitic placement in CG is an interface phenomenon: the syntax provides two copies of clitic pronouns (Franks 1998) and the syntactic outcome is filtered through a phonology–controlled procedure.

This paper presents an analysis of the trailers for a telefiction series originally produced in English and simultaneously distributed in Spanish in Latin America. Looking (aired between 2014 and 2016 by HBO) was a contemporary dramedy series, a hybrid genre typical of the quality TV promoted by HBO, that told the story of three gay friends living in San Francisco. The aesthetics of the series reveals the auteur cinematic work of Andrew Haigh, a film director who applied his visual narrative repertoire to Looking. Using the multimodal analysis model proposed by Kaindl (2020) and the structure of communicative modes proposed by Chaume (2004) and Stöckl (2004), this paper analyzes the translation and Latin American adaptation of two trailers of the series to understand whether the semiotic integration of the paratexts represents or intensifies the narrative aspects of the hybrid genre series.

Zugl.: Münster (Westfalen), Univ., Diss.

Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional Language (EAL) in school (Scarborough, 2001; Stahl & Nagy, 2005). However, most previous research on vocabulary has focused on measuring individual words and failed to examine knowledge of multi-word phrases, despite corpus evidence that these items are common in the English lexicon (Erman & Warren, 2000). The nature of multi-word vocabulary knowledge and its possible contribution to literacy skills among children remains underexplored, possibly due to a lack of available suitable measures. The current thesis details the development and administration of an original multi-word phrase task containing transparent, semi-transparent and non-transparent verb + object phrases to 108 British monolingual English speakers and learners with EAL in school years 3, 4 and 5. Results showed a strong effect of item transparency, even greater than frequency. Year 4 monolingual English speakers had significantly higher scores than year 3 monolingual learners on non-transparent items, while among learners with EAL year 3 and 4 performances were similar and year 5 learners’ scores were significantly higher. The second phase of the study explored the contribution of multi-word phrase knowledge to reading among 40 year 4 monolingual English speaking children and Bengali speakers with EAL. Multiple regression analysis showed that multi-word task performance accounted for a significant amount of variance in reading scores, when controlling for non-verbal intelligence, receptive and expressive single word vocabulary and language background. These findings are of import for increasing our understanding of vocabulary development among young learners and provide insight into the particular needs of learners with EAL.