Thesis (Ph.D.)--Georgetown University, 2009. / Includes bibliographical references.

Thesis (M.A.)--Brigham Young University. Dept. of Linguistics and English Language, 2007. / Includes bibliographical references (p. 74-77).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 77-81). Also available in print.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 128-147). Also available in print.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 235-258). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.

Étudier la liaison et les erreurs enfantines qu’elle entraîne (le nami, un zami) offre une perspective privilégiée sur le développement des représentations lexicales. Des travaux récents (Chevrot, et al., 2007 ; Dugua et al., 2009 ; Chevrot et al., à paraître) ont corroboré un modèle (Chevrot et al., 2009) rendant compte des étapes développementales jalonnant la segmentation des noms précédés d’une liaison. Nous avons mis en place, durant ce doctorat, trois démarches empiriques examinant des hypothèses issues de ce modèle.L’observation de 18094 groupes nominaux déterminant-nom issus d’un corpus de 118 heures de parole adressée à cinq enfants entre 1 et 3 ans fait apparaître trois tendances : 86% contiennent un nom à initiale consonantique (un garçon), la liaison (un ami) n’apparaît que dans 5% des GN, les consonnes enchainées sur l’initiale vocalique des noms sont principalement les liaisons /n/, /z/, /t/ ou le /l/ de l’élision (l’ami). La rareté des liaisons est compatible avec la complexité de leur acquisition. La prévalence des noms à initiale consonantique dans l’input est compatible avec la tendance enfantine à faire correspondre l’initiale du nom avec une consonne et ainsi à produire des segmentations de type /zami/, /nami/ ou /lami/ pour le mot ami. Cette étude aura permis de confirmer une hypothèse sur trois du modèle.Une expérience chronométrique menée chez 60 enfants de 5-6 ans montre que ces derniers ont mémorisé dans leur lexique aussi bien des variantes de type /nami/ et /zarbr/ pour les noms ami et arbre que des séquences fréquentes contenant ces variantes (un-ami, des-arbres). La même étude chez 36 adultes indique ceux-ci mémorisent dans leur lexique des séquences entières, sans retrouver de traces des variantes.Enfin, nous avons exploré l'hypothèse de Morin & Kaye (1982) qui suggéraient un statut particulier à la liaison /z/ : en effet, elle semble pouvoir être inscrite dans notre lexique comme un morphème du pluriel. De ce fait, elle bénéficierait d'un encodage encore plus abstrait, au niveau morphologique.Ces résultats sont discutés dans la perspective des théories basée sur l’usage (Tomasello, 2003) postulant un lexique constitué d’unités de longueurs et de niveaux d’abstraction variables. / Studying the liaison in French and childish mistakes it entails (un nami, un zami) offers a unique perspective on the formation of lexical representations. Recent work (Chevrot and al., 2007; Dugua and al, 2009;.. Chevrot and al, forthcoming) corroborated a model (Chevrot et al., 2009) reflecting the developmental stages during which segmentation of nouns that are preceded by a liaison. We have implemented during this PhD, three empirical approaches to examine the hypotheses which emerge from this model.Observing 18094 déterminant-noun groups from a corpus of 118 hours of speech addressed to five children between 1 and 3 years reveals three trends: 86% contain a noun with an initial consonant (un garçon), the liaison (un ami) appears only in 5% of NG's [for "Noun-Groups"], the consonants which are attached to the initial vowel of nouns are mainly the liaisons / n /, / z /, / t / or the elision / l / (l’ami). The scarcity of the liaison is consistent with the complexity of acquiring it. The prevalence of nouuns with an initial consonant in the input is compatible with children's tendency to match the initial of the name with a consonant and thus to produce segmentations like / zami /, / nami / or / lami / for the word ami. This study has confirmed one of the three hypothesis of the model.A chronometer experiment on 60 5-6 years old children shows that they have stored in their lexicon as well variants like / nami / and / zarbr / for nouns ami and arbre, as frequent sequences containing these variants (un-ami, des-arbres). The same study on 36 adults indicatesthat they store in their lexicon entire sequences, without finding any trace of these variants.Finally, we explored the hypothesis of Morin & Kaye (1982)which suggested that the liaison / z / had a special status : indeed, it seems to be written in our lexicon as a morpheme of the plural form. Therefore, it would benefit from an even more abstract encoding, morphologically.These results are discussed from the perspective of theories based on the common use (Tomasello, 2003) wich states that lexicon consists of units with varying lengths and levels of abstraction.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This degree project aims to investigate which methods five school teachers, in compulsory education, integrate into their practice when teaching ESL learners vocabulary through reading. Moreover, it aims to find out if the reported teacher practices reflect what is currently viewed as effective vocabulary instructions. The research question that guided this study was, what methods or underlying theories do ESL teachers, in South Sweden, find useful when teaching vocabulary through reading? The research used classroom observations, individual interviews, together with a thorough analysis of relevant research on the subject of SLA. Moreover, despite the vast research in this area regarding effective practices of vocabulary acquisition, teachers tend to use old fashioned, and simple methods when teaching and assessing vocabulary acquisition. Underlying reasoning is said to be lack of time, or knowledge of how to incorporate efficient practices in their teaching. To conclude, we believe that teachers would benefit from receiving further education on how to incorporate potent practices, so that they are able to more efficiently integrate them into their current language learning activities.