Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 306-326). Also available via the World Wide Web.

Thesis (Ph.D.)--The Chinese University of Hong Kong, 2005. / Adviser: Jane Jackson. Includes bibliographical references (p. 336-360)

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 149-156).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2006. / Includes bibliographical references (p. 147-157)

Thesis (Ph. D.)--University of Washington, 1986. / Vita. Bibliography: leaves [406]-427.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 131-142).

Thesis (M.A.)--Regis University, Denver, Colo., 2007. / "Higher Education Advising and Instruction"--T.p. Title from PDF title page (viewed on June 21, 2007). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 275-307). Available also in a digital version from Dissertation Abstracts.

From Background to the thesis: It has been said that 'educational failure is language failure'. It can be argued here that there are many other factors which could cause educational failure and that language failure does not necessarily result in lack of academic success. However, it is no doubt true that the schoolchild who does not attain a certain type of language competence will be handicapped as regards academic performance. The underlying reason for this is the fact that our educational system is heavily reliant on language - and espacially the written language - as a medium of learning as opposed to the 'direct learning' experiences advocated by certain educationists today such as Ivan Illich in America and John Holt in Britain. Language is the basis both of learning and of communicating what has been learnt. From the moment the child steps into his first period class in the morning till he leaves the last five hours later the child is involved in what is primarily a verbal experience.

Previous investigations of the phenomenon of preferred adjective order in English have overlooked or ignored the influence of rhythmic stress in language recall. The importance of researching this dimension becomes evident when one attempts to understand preferred adjective order cross-culturally, particularly in languages such as Spanish and French where adjective order is flexible, but rhythmic stress is not. The hypothesis of the present experiment, that the nonstressed word of a phrase would be a better cue than the stressed word for the rest of the phrase was not substantiated. However, the finding that first word stress during input was the most relevant variable with respect to recalling phrases has important implications for speech perception and first language learning. In effect, the data suggest that the acoustical marker of first word stress constitute a perceptual strategy which is primary in learning English. The data are not comprehensive enough to generalize this principle to other languages, but certainly suggest the value of investigating such a possibility. / Arts, Faculty of / Psychology, Department of / Graduate