The focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected as subjects. Subjects were randomly assigned to two groups. The treatment group received instructions in the use of imagery mnemonics in order to better retain sign language vocabulary. Subjects in the control group were left to learn the vocabulary items by methods of their own choosing. Results of the statistical analyses indicated no significant difference between groups on posttest measures. However, there was a tendency toward an interaction between subjects' grade point averages and the treatments. The inducement of imagery in the treatment group was somewhat of an "equalizer" between subjects with high and low grade point averages. Additional analyses indicated that the inducement of imagery mnemonics in the treatment group was more successful for the poorer students and hindered the better students.

The problem which prompted this study was that of determining the causes for the drop-out of students in Spanish from first to second year at Thomas Carr Howe High School, Indianapolis, Indiana. For comparative purposes it seemed profitable to include also in the study those students who were continuing in order to ascertain any existing differences in composition.Behind this basic problem lay the fact, supported by figures compiled in the language department at Howe High School over a period of years, that approximately half the students which initiated foreign language study did not continue to a second year of that study. This evidently was not a local problem for in New England, where schools have long emphasized foreign language study, second-year enrollments have not far exceeded half the number of first-year enrollments. Although a consensus of opinion of teachers of modern foreign languages would reveal that real satisfaction of working with a language does not come to the student until the third and fourth years, and that the first two years are directed largely toward assimilating material which assists the student toward that goal, studies have shown that only about 12 per cent continue to their third year, and that approximately 60 per cent discontinue their study at the end of one year.1 Naturally these facts pose a problem for which many educators would like a solution.The information which results from this study should have value for all those who have contact with the teaching of languages at Howe High School but it is hoped that the information might also provide the impetus for studies of a similar nature at other schools and finally result in greater numbers of students continuing their modern language studies to the point that they might more completely enjoy the returns of their earlier labors.

Ph.D. (African Languages) / The main concern of this study has to do with the investigation of linguistic variation and standardization in Setswana. We are of the idea that linguistic variation and standardization occur as a result of both internal and external factors. Focus of this study was both on some of those areas inhabited by Batswana both in Botswana and South Africa. An investigation has been made on the different orthographies used in these countries. Although their orthographies presently differ, they were initially the same. They separated after the revision of the 1937 orthography version by the then Tswana Language Committee in South Africa. But, however, Setswana Standard Orthography 1981 (1981) in Botswana, is the same as Tswana Terminology and Orthography No.3 (1972) in South Africa. This similarity was caused by the great influence and presence of Professor E.S. Moloto. Botswana dependency on South Africa during that time, on language planning may have been because 'South Africa has more speakers of Setswana, has had larger total resources in money and manpower, and thus rather naturally took the lead and Botswana ended following suit' (Janson and Tsonope, 1991:78). During that time, South African policies were directed by the ideology of the apartheid system. So, 'to ignore linguistic developments in South Africa was impossible, but to accept them has often been unpalatable and maybe important' (Janson and Tsonope, 1991:78). Data collected bear testimony that standard language is what Botswana people really want to be taught at schools and tertiary institutions. Most of them do not really understand why their children are expected to use standardized language as formal style. The reason behind all these is that they were never involved in language planning. Therefore, there is great need to involve people from different sectors where Setswana is involved. The language policy for the new South Africa in the future should be written in all official languages not just in English and Afrikaans only (refer to Government Gazette, 9 May 1997).

陳榮石. / 手稿複印本. / 香港中文大學硏究院敎育學部碩士論文. / 參考文獻 : leaves 125-131. / Chen Rongshi. / Chapter 第一章 --- 導論 --- p.1 / 引言 --- p.1 / 問題說明 --- p.5 / 《暫擬漢語教學語法系統》的方向及影響　 --- p.5 / 傳統語法教學方法的問題　　　　 --- p.11 / 理論基礎 --- p.19 / 教學語法 --- p.19 / 語法教學 --- p.22 / Chapter 第二章 --- 研究方法 --- p.33 / 香港學生常犯的語法語誤範圍　 --- p.33 / 主語語法測驗 --- p.38 / 學生樣本 --- p.46 / 語誤分析　 --- p.52 / 語法理論與語法教學之關係假設 --- p.71 / 兩種語法教學課程設計 --- p.88 / 主語語法課程之果效測量 --- p.100 / Chapter 第三章 --- 結論及建議 --- p.107 / 結論 --- p.107 / 傳統語法理論在這次語法教學上的局限 --- p.109 / 功能語法理論在這次研究的功用 --- p.110 / 語法教學的整體結構 --- p.111 / 建議 --- p.114 / 語法理論的實用意義 --- p.116 / 對語誤的看法　 --- p.118 / 語言心理學的輔助意義 --- p.120 / 參考文獻 --- p.125 / Chapter 附錄 --- 附錄 / Chapter 一 --- 主語語法測驗一 --- p.132 / Chapter 二 --- 主語語法測驗二 --- p.136

複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 183-194). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一篇 --- 引言 / Chapter 甲 --- 學習語言文字的重要性 --- p.1 / Chapter 乙 --- 研究意義 --- p.2 / Chapter 丙 --- 中文篇章與閱讀理解 --- p.3 / Chapter 第二篇 --- 文獻綜述 / Chapter 甲 --- 有關文言和白話文的文獻 --- p.5 / Chapter 一 --- 理解文言文的作用 --- p.5 / Chapter 二 --- 甚麼是文言文？ --- p.5 / Chapter A --- 關於漢語的發展 --- p.5 / Chapter B --- 關於文言文的特點與定義 --- p.8 / Chapter 三 --- 甚麼是白話文？ --- p.11 / Chapter A --- 由口語到白話 --- p.11 / Chapter B --- 關於白話文的特點與定義 --- p.14 / Chapter 四 --- 文言和白話的分別 --- p.17 / Chapter A --- 就詞來說 --- p.17 / Chapter a --- 詞的定義 --- p.17 / Chapter b --- 文言詞和白話詞的界定 --- p.18 / Chapter B --- 就句子來說 --- p.26 / Chapter a --- 句子的定義 --- p.26 / Chapter b --- 文言和白話句子的界定 --- p.27 / Chapter C --- 就篇章來說 --- p.30 / Chapter a --- 篇章的定義 --- p.30 / Chapter b --- 文言和白話篇章的界定 --- p.32 / Chapter 乙 --- 有關閱讀理解的文獻 --- p.34 / Chapter 一 --- 甚麼是閱讀理解？ --- p.34 / Chapter 二 --- 閱讀理解的過程 --- p.35 / Chapter A --- 微觀結構與閱讀理解 --- p.35 / Chapter B --- 中型觀念與閱讀理解 --- p.38 / Chapter C --- 宏觀結構與閱讀理解 --- p.40 / Chapter 三 --- 文白篇章與閱讀理解 --- p.43 / Chapter A --- 就詞來說 --- p.43 / Chapter B --- 就句子來說 --- p.45 / Chapter C --- 就篇章來說 --- p.46 / Chapter 第三篇 --- 研究方法 --- p.50 / Chapter 甲 --- 研究問題 --- p.50 / Chapter 乙 --- 研究假設 --- p.51 / Chapter 丙 --- 研究設計 --- p.52 / Chapter 丁 --- 研究對象及取樣 --- p.58 / Chapter 一 --- 研究對象 --- p.58 / Chapter 二 --- 取樣 --- p.59 / Chapter 戊 --- 研究工具 --- p.61 / Chapter 一 --- 文章的改寫 --- p.61 / Chapter 二 --- 舉例說明 --- p.65 / Chapter A --- 言情 --- p.65 / Chapter B --- 說理 --- p.68 / Chapter 已 --- 實驗程序 --- p.77 / Chapter 一 --- 預試階段 --- p.77 / Chapter 二 --- 正式測試 --- p.78 / Chapter 庚 --- 資料分析 --- p.80 / Chapter 一 --- 選卷 --- p.80 / Chapter 二 --- 初步分析 --- p.80 / Chapter 第四篇 --- 結果與討論 / Chapter 甲 --- 研究結果 --- p.85 / Chapter 一 --- 文白形式與閱讀理解 --- p.85 / Chapter 二 --- 語文能力與閱讀理解 --- p.99 / Chapter 三 --- 文體結構與閱讀理解 --- p.107 / Chapter 四 --- 詞彙句子與閱讀理解 --- p.120 / Chapter 五 --- 學生性別與閱讀理解 --- p.130 / Chapter 乙 --- 討論部份 --- p.131 / Chapter 一 --- 文白形式與閱讀理解 --- p.131 / Chapter 二 --- 語文能力與閱讀理解 --- p.141 / Chapter 三 --- 文體結構與閱讀理解 --- p.146 / Chapter 四 --- 詞彙句子與閱讀理解 --- p.151 / Chapter 五 --- 學生性別與閱讀理解 --- p.158 / Chapter 丙 --- 總結部份 --- p.159 / Chapter 第五篇 --- 摘要、結論和建議 / Chapter 甲 --- 摘要 --- p.167 / Chapter 乙 --- 結論 --- p.176 / Chapter 丙 --- 建議 --- p.179 / 參考文獻 / 表解 / 附錄

There is no abstract available for this thesis.

published_or_final_version / Language Studies / Doctoral / Doctor of Philosophy

There is no abstract available for this thesis.

The purpose of this thesis was to develop an in-service training program for the women's residence hall staff members at Ball State Teachers College by studying the qualifications and training needs of residence hall staff members in 76 mid-western colleges and universities.

M.A. / This is a study based on language variation in Zulu, in the Northern Kwa Zulu-Natal region/ It is important however, to note that speech styles do occur in other Black communities. The main purpose of this study is to show that every person has his/her own way of speaking. Speakers are responsible for innovations. Therefore, successful innovations lead to change in the language system ...