Seit den 1980er Jahren gibt es immer wieder Forscher verschiedener Fachrichtungen, welche sich mit den kulturgeprägten Redestilen beschäftigen und versuchen, diese empirisch zu untersuchen und wissenschaftlich zu beschreiben. Als prominente Vertreter sind beispielsweise Robert Kaplan, Michael Clyne und Johann Galtung zu nennen. Die Dolmetschwissenschaft hat dieses interessante Feld ebenfalls für sich entdeckt. Es wurde bereits in der dolmetschwissenschaftlichen Fachliteratur, wie auch in Abschlussarbeiten versucht, den Redestil einer gegebenen Kultur zu erfassen. Dies geschah bisher beispielsweise durch eine Untersuchung der vorkommenden Stilmittel in einer Rede, oder durch die Erklärung kulturbedingter Realien. Der kulturgeprägte Redestil wird oft als eine Schwierigkeit beim Verständnis aus Sicht des Zuhörers gesehen, der eine Verdolmetschung hört und dem dieser Unterschied erklärt werden muss. Es kommt aber auch vor, dass der Konferenzdolmetscher selbst über diese kulturbedingten Unterschiede stolpert und dass dadurch seine Verstehensleistung der ausgangssprachlichen Rede negativ beeinflusst wird. Hinsichtlich des französischen Redestils, auf den sich diese Arbeit konzentriert, ist oftmals die überraschende Struktur einer Rede ein solcher Faktor. Die Struktur französischer Reden wurde bereits mehrfach systematisiert und konkret überprüft, doch wurde nur wenig nach den Ursachen dieses strukturellen Unterschiedes einer französischen Rede im Vergleich zu einer deutschen Rede geforscht. Diese Arbeit möchte einen Beitrag zur Ursachenforschung des französischen Redestils leisten und versucht, wie Breiter (2004:99) es nannte, „das Pferd einmal von der anderen Seite aufzuzäumen“. Gegenstand dieser Untersuchung ist im weiteren Sinne der französische Redestil, im engeren Sinne soll diese Arbeit dem angehenden deutschsprachigen Konferenzdolmetscher einen Einblick geben in einen wichtigen Aspekt der schulischen Ausbildung in Frankreich: der dissertation und deren Auswirkung auf politische Reden.

Daina Grinčukienė. Kalbėjimo ir klausymosi ypatumai 5 – 6 metų amžiuje. Ikimokyklinio ugdymo šakos / magistratūros studijų baigiamasis darbas / mokslinė vadovė doc. dr. Aldona Mazolevskienė, Vilniaus edukologijos universitetas, Vaikystės studijų katedra. – Vilnius, 2012 – 85 psl. Pagrindinė tyrimo problema – kalbėjimo ir klausymosi ypatumai 5 – 6 metų amžiuje. Tiriant kalbėjimo ir klausymosi ypatumus kyla klausimai: kokia yra šių ypatumų struktūra, kuria remiantis būtų galima tiksliai apibrėžti kalbėjimo ir klausymosi būdus. Efektyvus kalbėjimas ir klausymasis yra tuomet, kai pedagogas kuria kalbėjimui ir klausymui palankią aplinką, nori ir stengiasi būti vaikui sektinu pavyzdžiu, siekia su juo lygiavertės sąveikos, lanksčiai reaguoja į spontaniškas kylančias situacijas grupėje, skiria didelį dėmesį vaiko kalbėjimo ir klausymosi poreikiams. Pedagogas sukuria intensyvaus, įvairiapusio poveikio vaikui sistemą ir dažniausiai renkasi tuos kalbėjimo ir klausymosi būdus, kurie kartojasi monotoniškai kasdieninės veiklos metu, todėl jų rūšių nėra daug. Tyrimo problema: kalbėjimo ir klausymosi ypatumai 5 – 6 metų amžiuje. Tyrimo objektas: kalbėjimo ir klausymosi ypatumai 5 – 6 metų amžiuje. Tyrimo tikslas: ištirti kalbėjimo ir klausymosi ypatumus 5 – 6 metų amžiuje. Tyrimo uždaviniai: 6. Išanalizuoti teorinę literatūrą ir išskirti svarbiausius kalbėjimo ir klausymosi ypatumus 5 – 6 metų amžiuje. 7. Išsiaiškinti žodinius ir nežodinius kalbėjimo būdus, kontakto užmezgimo ir palaikymo... [toliau žr. visą tekstą] / The issue of the research - the peculiarities of speaking and listening in the age of 5-6 years. The study of the peculiarities of speaking and listening raises the following questions: what is the structure of these characteristics, based on which would be possible to define clearly the ways of speaking and listening. Effective speaking and listening is when the teacher creates a supportive environment for speaking and listening, wants and tries to be a role model for a child, tries to achieve the equivalence of interaction with a child, responds flexibly to spontaneously emerging situations in the group, attaches great importance to the child's speaking and listening needs. A teacher creates the system of an intense, diverse influence on the child, and usually prefers the ways of speaking and listening that repeat themselves monotonously in activities of daily living, therefore there are not so many of them. The problem of the research: the peculiarities of speaking and listening in the age of 5-6 years. The object of the research: the peculiarities of speaking and listening in the age of 5-6 years. The aim of the research: to explore the features of speaking and listening in the age of 5-6 years. The tasks of the research: 1. To analyze the theoretical literature and identify key features of speaking and listening in the age of 5-6 years. 2. To find out the patterns of verbal and non-verbal speech while making and maintaining the contact, (teacher interacting with the... [to full text]

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It is against the background of new developments and initiates taking place in various countries to make basic nursing education systems more responsive and relevant to the ever-changing nature of society that a cross-national study of the current systems of basic nursing education of francophone African countries of WHO Afro Region was undertaken. The aim of the study was to describe and analyze the current systems of basic nursing education in Francophone African countries of WHO Afro Region with 'a view to providing guidelines for change toward a basic nursing educatian system that is in line with the recommendations of WHO (1994, 1985, 1984, 1966) and the various countries' health care delivery systems' policies. In the first phase, data was generated by means of a self-completion mailed questionnaire, administered to the members of the national regulatory bodies of nursing and nursing education from eighteen countries. The design of the above named questionnaire was based on the WHO (1994, 1985, 1984, and 1966) recommendations pertaining to basic nursing education systems. The main results of the findings of this phase showed two major trends. Firstly, more differences than similarities existed between the WHO (1994, 1985, 1984, and 1966) recommendations and the current basic nursing education systems of the countries under study. Secondly, discrepancies existed between the various countries' health care delivery systems' policies and the existing systems of basic nursing education. Finally, all the respondents expressed the views that the current basic nursing education systems are faced with educational and organizational changes and they agreed that there is a need to change the current basic nursing education systems. In the second phase, data was generated by means of three rounds Delphi questionnaires, administered to the national members of the regulatory bodies of nursing and nursing education as well as the members of national nursing associations from eighteen countries. The design of the first round Delphi questionnaire was based on the results of the first phase of this study, while the preceding round informed the design of the questionnaire of the next round. The main results of the findings showed similarities between the future orientation of the basic nursing education systems and the recommendations of the WHO as well as the global trends in the development of the basic nursing education. The stakeholders expressed the view that the national governments, the National Associations of Nurses and the Regional Office of WHO Afro Region need to play an active role in the transformation and the development of the basic nursing education systems in the Region. They suggested that the systems of educating nurses should move toward meeting the demands of the health care services and the global trends in the development of nursing and nursing education. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

This dissertation investigates the impact on classroom practice of the use of new language texts which are based on the Thinking Actively in a Social Context (TASC) model, and the principles of Communicative Language Teaching (CLT). Draft materials of a newly published series, Language in My World, were used by the researcher. The central aim of the study was to establish whether the use of the new materials, without accompanying in-service training in their use, would effect any change in the teaching methodology of the participant teachers, as well as a change in learner involvement. A qualitative, non-participatory method of observation was applied. Four teachers from one rural ex-Department of Education and Training (DEC) school, and seven teachers from two ex-KwaZulu-Natal Department of Education and Culture (KDEC) rural schools, participated in the study. Lessons were observed over a period of six weeks. The research design, the field work, and analysis of the observed lessons are described and recorded. The findings indicate aspects of classroom practice which hinder the effective learning and teaching of English as a second language. Learners were not taught by adequately trained teachers. In most of the lessons observed, the teachers engaged in the 'recitation script' and there was no sensitization of learners to show their understanding of the texts. Learners were not given the opportunity to analyze the information received in the light of their own experiences and emotions. Teachers needed to be taught about the principles of CLT. The climate at many schools (not enough classrooms, no toilet facilities, no learning resources), is not conducive to learning. The implications of the findings are considered. Certain recommendations from the findings are made which will enable. teachers to develop their professional knowledge and improve their teaching practice. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.

Public Speaking Anxiety (PSA) arises from the real or anticipated performance of an oral presentation. People with PSA experience an increase in Heart Rate (HR), negative self- focused thoughts and observable behaviours such as, trembling or non-fluent speech. In this study Video Self-Modelling (VSM), an intervention based on observational learning, was used to increase performance fluency and decrease cognitive, behavioural, and physiological anxiety. Ten high school students with high PSA participated from an English class in a New Zealand school. Video self-models were created for each student through editing to depict confident speaking and then viewed by the students 5 to 8 times over a fortnight. Results indicated from pre-intervention to post-intervention that all students decreased their level of behavioural anxiety. Seven of the ten students decreased their level of self-reported speech anxiety and six students self-reported more positive thoughts about public speaking. There was a decrease in HR for two of the four students, who wore HR monitors during the study. These results suggest that VSM could be used as an intervention, within a high school setting, to reduce anxiety and improve public speaking performance.

The present study adopted Articulatory Phonology as a theoretical framework to investigate the aticulatory timing of English consonant clusters. Both native and non-native (Mandarin ESL learners) speakers’ performances were of interest. An acoustic approach was taken to explore the consonantal overlap in both native and non-native English speakers’ production. Also investigated in the present study were the factors that influence the overlap between consonants. Thirty-one native Mandarin speakers and eight native Canadian English speakers participated in the study. The thirty-one native Mandarin speakers were divided into three proficiency groups according to a pretest which evaluated Mandarin speakers’ English speaking proficiency. The experiment of the study was a reading task. Participants were instructed to put the words ending with the target consonant clusters in four carrier sentences and read them aloud. In total, 256 tokens (20 clusters×2 vowel environments×4 carrier sentences+12 consonants×2 vowel environments×4 carrier sentences) were recorded for each participant. The duration of each segment in the word was measured in the phonetic software, Praat. Three timing ratios: consonant to cluster, cluster to a pair of individual consonants, and cluster to rime were calculated. Repeated measures ANOVAs showed significant effect for place of articulation and manner of articulation on the articulatory timing of English consonant clusters in the coda position. Meanwhile, voicing feature, as an unexpected factor, was also reported to be an influential factor. More detailed analysis revealed that heterorganic clusters have more overlap than homorganic clusters. Within heterorganic clusters, a tongue tip consonant is more overlapped by a following tongue body consonant than a tongue body consonant is by a following tongue tip consonant. For manner of articulation, stops are found to be more overlapped by a following stop than by a following fricative. Overlapping caused by voicing feature was an unexpected outcome found in the present study. Voiceless consonant clusters have more overlap than voiced clusters. The difference between native and non-native speakers is also of interest. With respect to the amount of overlap, native speakers have more overlap than non-native speakers. Moreover, statistic tests reported a significant effect for proficiency group. From the comparison of mean values of three ratios, the performance of advanced group was close to native speakers. And intermediate and low groups exhibited similar performance. / Graduate

This thesis is a survey of the development of religious and secular colonial education for African girls and women in Afrique Occidentale Francaise, from 1819 to 1960. The historiography of colonial education in AOF has dismissed the education of African girls and women as they were numerically too insignificant to merit any special attention. / This study argues that an examination of educational objectives, institutions and curricula provides a rare and valuable window on French colonial discourse on African women. It was a discourse fed by sexism and ethnocentrism, that ultimately intended to refashion women's gender identities and roles to approximate those prescribed by the French ideology of domesticity. / The system took the form of a number of domestic sciences training centres that aimed to change the very social definition of what constituted an African woman--to remake her according to the Euro-Christian, patriarchal ideal of mother, wife and housekeeper. Colonial educators argued that such a woman, especially in her role as mother, was the best conduit for the propagation of French mores, practices, and most importantly, submission to French hegemony. / The final decades of formal colonial rule in AOF saw the emergence of a small African male bourgeoisie. Members of this class, called "assimiles", accepted to varying degrees French language, lifestyle and values. This study further examines how many of them embraced the ideology of domesticity and became active in the debate on African women's education and the need to control and transform their gender identities.

This study explores the effects of manipulating vocal loudness and speech rate on voice onset time (VOT) in normal hearing children and two children with cochlear implants (CIs). 15 normal hearing participants and two participants with CIs produced all six stop consonants in the phrase “It’s a Cod again” while speaking normally, softly, loudly, slowly, and quickly. Consonants were grouped into voiced and voiceless categories for comparison. Results indicated that the group of normal hearing children produced longer VOTs for voiceless stops than voiced across all conditions. When speaking loudly or quickly, VOT values were shorter than at normal levels. When speaking softly or slowly, VOT values were longer than at normal levels. The two children with CIs performed in a similar manner to the normal hearing group; however, VOTs produced by the six-year old participant were consistently longer than those of the normal hearing group across all conditions. / Speech-Language Pathology

Purpose Over half a million Australians (561,413) speak limited English, with 29 per cent of those being aged over 65 years (ABS 2006). Little research has been conducted into the acute hospital experience of elderly patients with limited English proficiency. This thesis examines, in an acute hospital setting, the subjective experience of a consecutive convenience sample of 258 elderly acute or emergency patients from nine language groups, who prefer to speak a language other than English. Method Trained bilingual staff investigated communication methods used by hospital staff with participants in a multilingual telephone survey (MTS). Information for validation was obtained from a medical records audit (MRA). Hospital statistical information was linked with MTS and MRA data. The agreement between the MTS and the MRA was analysed using descriptive and inferential statistics. A score, the 'Communication Complexity Score' (CCS), was developed to reflect patient clinical complexity, and the association between this score and interpreter usage was assessed. Seven language-specific focus groups were conducted to identify factors associated with a positive, a negative, or a very negative experience. Constructivist grounded theory was used to analyse the discourse in the focus groups. Results Thirty-one per cent of patients reported using professional interpreters. Concordance was present between the MTS and MRA. A positive association was found between clinical complexity and interpreter usage. The CCS had good psychometric properties. Many patients reported positive experiences; however, a theme of powerlessness was identified. Language barriers, poor patient and family involvement, staff shortages or incompetence, and inattention to cultural mores were all factors associated with negative experiences. Some patients discounted their negative experiences and were reluctant to assert their healthcare rights. An explanatory construct for this phenomenon, the 'Happy Migrant Effect,' was developed. Contributing factors for this effect include: powerlessness; positive assessment of Australian healthcare compared with the patient's country of origin; patriotism; cultural norms proscribing acceptance; politeness; desire for social acceptability; self-denigration for not learning English; and fear of reprisals following complaint. Conclusion This research has important implications for healthcare policy and service delivery associated with the quality of care and safety of patients with limited English.