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Analyse de situations de communication difficile en milieu didactique malgachophoneHarijaona, Jean Jules. January 2001 (has links)
Thesis (doctoral)--Université Paul Valéry, 1996. / Includes bibliographical references (p. 361-380) and index.
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An investigation of maternal factors related to the acquisition of verbal skills of infants in a culturally disadvantaged populationAserlind, LeRoy. January 1963 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [94]-103).
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A study of the social and vocational acceptability of esophageal speakers compared to normal speakers as rated by members of business and professional groupsGilmore, Stuart Irby, January 1962 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-119).
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Teachers' judgments of children's speech; a factor analytic study of attitudes.Naremore, Rita C. January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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A test of the effects of linguistic stereotypes in children's animated film a language attitude study /Trowell, Melody. Cukor-Avila, Patricia, January 2007 (has links)
Thesis (M.A.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.
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A comparison of responses between two different socioeconomic groups on the Boehm test of basic conceptsGeist, Teri Jones 01 February 1975 (has links)
The primary purpose of the investigation was to compare the responses of white, lower-class kindergartners and first graders with white, middle-class kindergartners and first graders on the Boehm Test of Basic Concepts (BTBC) in order to determine if a statistically significant difference existed between socioeconomic level and the number of concepts correctly identified on the BTBC. A secondary purpose was to determine is a significant relationship existed between concept development as measure by the BTBC and intelligence from an assessment of receptive vocabulary by using the Peabody Picture Vocabulary Test (PPVT).
One hundred white, lower middle socioeconomic level children from two elementary schools in Portland were selected as subjects to be included in this study. Variable controlled were grade level, auditory acuity, emotional stability, and sooioeconomioc status.
The BTBC consists of fifty pictorial items, arranged in approximate order of difficulty and divided evenly between two booklets. Included in the fifty items are twenty-three spatial concepts, four time concepts, eighteen quantity concepts, and five concepts classified as miscellaneous. The PPVT was used to provide an estimate of subject’s verbal intelligence though a measurement of his receptive vocabulary. On both tests, the subject was instructed to point to the picture representing the stimulus item.
The results of this study revealed a relationship exists between socioeconomic status and the number of concepts correctly identified on the BTBC. This relationship was observed when the lower-class subjects were compared with their middle-class peers at each grade level, when all kindergarteners were compared to all first graders, and in a comparison of the fifty lower-class and fifty middle-class subjects.
The subjects of the middle socioeconomic level tended to identify more concepts correctly than the subjects of the lower socioeconomic level, while the first grade subjects, generally, identified more concepts correctly than the kindergartners. An analysis of the conceptual areas of space, time, and quantity revealed that socioeconomic status was related to the number of concepts correctly identified when the fifty lower-class subjects were compared to the fifty middle-class subjects. The children of the middle-class identified more concepts correctly in each area than the lower-class subjects. Grade level also was related to the number of concepts correctly identified in each of' the concept areas. The first graders tended to identify more concepts in each area than the kindergarteners. When the scores of the lower- and middleclass subjects at the kindergarten level were compared, there was no relationship between socioeconomic status and the number of concepts correctly identified in each of the three areas. No relationship was observed between the scores of the two groups of first graders on the spatial concepts. Socioeconomic level, however, did effect the number of time and quantity concepts correctly identified. The subjects of the middle socioeconomic level, generally, identified more time and quantity concepts correctly than the subjects of the lower socioeconomic level.
These results suggest a higher .degree of abstraction abilities may be found with increased age and a higher socioeconomic level. The findings also tend to support the views of many researchers in the field of conceptual development who have stated that the language of the disadvantaged child inhibits his ability to abstract.
Results of a Pearson's Product-Moment correlation calculated between the subjects’ scores on each of the tests indicated no significant correlation between the children's I.Q. scores and the number of concepts correctly identified.
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A Study of the Relations Between Social Distances and Speech Differences of White and Negro High School Students of Dayton, OhioStroud, Robert Vernon January 1956 (has links)
No description available.
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"Coconuts": self-identification and experiences of black people proficient in English onlyLetshufi, Bonolo January 2016 (has links)
This report is submitted in fulfilment of the requirements for the degree of masters by coursework and research report in the faculty of humanities in the university of Witwatersrand / This thesis explores the different ways that identities are negotiated and renegotiated in
different spaces. It intends to unearth the contradictions, tensions and complexities that
occur as a result of racialised subjectivities. This study unpacks the socially constructed
term "Coconut" and challenges the existing dominant discourses that speak of
"Coconuts" as inauthentic Black people who have lost touch with their heritage.What it
means to be Black today in South Africa is being contested and there is resistance
towards binary and rigid understandings and conceptualizations of blackness. In the
intersection of race and class, class is often the silent signifier of distinction and
difference post-apartheid but proves to be significant in understanding the different
nuanced lived experiences of the Black subject. This thesis is specifically interested in
how the inability to comprehend or communicate in an African language further
complicates and adds another layer of complexity to not only the lived experiences of
Black monolinguals proficient in English only, but also to their personal sense of self.
Being a "Coconut" is experienced in conflicted and precarious ways. On the one hand it
is experienced with alienation and rejection and in other contexts, it holds significant
value and serves as social cultural capital necessary for maneuvering social, political and
economic spaces.
Key words: Identity, Coconut, Blackness, Class, Cultural capital, Monolinguals,
Language, Accent, Racial subjectivity / GR2017
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Singapore stories - language and class in Singapore : an investigation into the socio-economic implications of English literacy as a life chance among the Chinese of Singapore from 1945 to 2000Koh, Ernest Wee Song January 2007 (has links)
This thesis is an investigation into the socio-economic effects of English literacy among the Chinese of Singapore between 1945 and 2000. Through the use of oral history, statistical evidence, and existing secondary literature on the conditions of everyday life in Singapore, it explores how English literacy as a life chance has played a key role in shaping the class structures that exist among the Chinese in Singapore today. Adopting a 'perspective from below', this study provides a historical account that surveys the experiences of everyday life in Singapore through the stories of everyday life. It seeks to present an account that more accurately reflects the nation's nuanced past through defining eras in Singapore's post-war history 'Singapore Stories' in the plural, as opposed to the singular. Viewing the impact of English literacy through the prism of Max Weber's concept of life chances allows an examination of the opportunities in the lives of the interviewees cited within by distinguishing between negotiated and corralled life chances. The overarching argument made by this study is that in the later stages of Singapore's postwar history and development, English literacy was a critical factor that allowed individuals to negotiate key opportunities in life, thus increasing the likelihood of socioeconomic mobility. For those without English literacy, the range of possibilities in life became increasingly restricted, corralling individuals into a less affluent economic state. While acknowledging the significance of structural forces, and in particular the shaping influence of industrialisation, economic policy, and social engineering, this study also demonstrates how regarding the Singapore Chinese as possessing a variety of distinguishing social and economic characteristics, all of which serve to segment the community as an ethnic group, adds a new and critical dimension to our academic understanding of the nation's social past and present. By locating areas of resistance and the development of life strategies by an individual or household, this thesis illustrates how language, literacy, and class operated within the reality of undefined and multilayered historical spaces among the Chinese of Singapore.
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Perceptions of “new Englishes”: responses to the use of Swazi English in newspapers in SwazilandDe Koning, Joanne 03 1900 (has links)
MPhil / The concept of ‘new Englishes’ developed as a result of the relatively new perception of
English as an adapting and evolving language within increasingly wider global contexts.
According to McArthur (1992:688) the term “new Englishes” refers to "recently emerging
and increasingly autonomous variet[ies] of English, especially in a non-western setting, such
as India, Nigeria, or Singapore." Such varieties of English develop from an English,
traditionally recognised as standard, to become distinctly individual: they retain some cultural
and linguistic characteristics of the standard English but additionally represent and include
many aspects of the culture and language of the country in which the new English functions.
These new Englishes are lexico-grammatically sophisticated and as viable as any of the
traditionally recognised standard Englishes. The “new languages” are used intranationally and
internationally and so are not only a result of intercultural communication; they also facilitate
and enable intercultural communication. This thesis investigates (i) Swazi English (SwE) as a
‘New English’ and (ii) the perceptions that Swazis themselves, as well as speakers from other
language communities, have of SwE and its users.
Swaziland is a landlocked country in the northeast region of Southern Africa and one of the
last remaining monarchies on the African continent. English was introduced to Swaziland
during the 1800’s and remained one of the official languages alongside siSwati after
Swaziland achieved independence from Britain in 1968. English in Swaziland continued to
develop despite increasingly restricted access to input from English first language speakers of
British descent thus resulting in SwE developing independently of any external norm. SwE
now appears to be a stable variety of English that is not only spoken but also written in
newspapers, in government and legal correspondence and in the public relations documents
of Swazi companies.
The research for this thesis identifies a number of lexical, syntactic and semantic features of
SwE that are different from those of standard British or American English. These features of
SwE occur frequently and consistently in newspaper articles. Nevertheless, as indicated by
the research results of this thesis, SwE continues to be perceived as an error-ridden second
language variety rather than as a new English in its own right. Furthermore, the language
prejudice is extended to users of SwE as many judge the intelligence, credibility and
trustworthiness of writers of SwE negatively on the basis of linguistic features that cannot be
indicators of character, skill or competence. This prejudice gives rise to stereotyping which is
a barrier to effective intercultural communication.
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