Previous research has shown that infants can discriminate both native and non-native speech contrasts before the age of 10-12 months. After this age, infants' phoneme discrimination starts resembling adults', as they are able to discriminate native contrasts, but lose their sensitivity to non-native ones. However, the majority of these studies have been carried out in a testing context, which is dissimilar to the natural language-learning context experienced by infants. This study was designed to see the influence of speaker-gender and visual speech information on the ability of 11 month-old infants to discriminate the non-native contrasts. Previous research in our laboratory revealed that 11 month-old infants were able to discriminate retroflex and dental Hindi contrasts when the speech was infant-directed, the speaker was a female and visual speech information was available (i.e., infant watched digital movies of female speakers). A follow-up study showed that with an adult-directed male voice and absence of visual speech information, 11 month-old infants did not discriminate the same non-native contrasts. Hence the aim of the present study was to address the questions posed by these two studies. Does the gender of the speaker matter alone? Also, to what extent is the visual speech information helpful for the discriminatory abilities of the infants? Would the manner of speech help infants discriminate the non-native contrasts? The result of the current study show that 11 month-old infants were unable to discriminate between the phonemic Hindi contrasts. Hence gender seems to matter as the presence of male face and voice did not seem to aid discrimination. / Master of Science

The present study concerns the use of native materials in craft problems which might be used profitably in public schools. The purpose of the research and experiments was fourfold: first, to make available information on the utility of certain native materials which the writer believed would be helpful to people interested in crafts; second, to acquaint interested individuals with native dye plants; third, to encourage a wide use of native materials; and fourth, to work out for use in public schools a series of craft problems utilizing native materials.

Humankind has redistributed a large number of species outside their native geographic ranges. Although the majority of introduction attempts fail to establish populations, the cumulative negative effect of successful non-native species has been and will continue to be large. Historical records of land bird introductions provide one of the richest sources of data for testing hypotheses regarding the factors that affect the successful establishment of non-native populations. However, despite comprehensive summaries of global avian introductions dating back two decades only very recent studies have examined the successful establishment of non-native bird species worldwide. It is clear that a non-random pattern exists in the types of land bird species that have been chosen by humans to be introduced outside their native range. Out of the 44 avian families from which species have been chosen for introduction almost 70% of introduction attempts have been from just five families (Phasianidae, Passeridae, Fringillidae, Columbidae, Psittacidae). Notably, these families include game species, insectivorous song birds, and species from the pet trade. It has been hypothesised that the fate of introduced species may be determined in part by heritable characteristics that are shared by closely related taxa. In my analyses, I have used current comparative methods to demonstrate that intrinsic eco-physiological characteristics are significant predictors of the worldwide success of introduced land bird species. The results of my analyses contribute to a greater ecological understanding of the traits that correlate with the successful establishment of non-native species. Notably, the three major conclusions that I have drawn from this thesis are: 1. Non-random patterns of successful establishment exist for introduced land bird taxa that have experienced a repeated number of introduction attempts. This result supports the idea that introduced species have an inherent likelihood of either succeeding or failing to establish non-native populations. 2. Eco-physiological traits are important correlates for determining the variability in introduction outcome for non-native land bird species. With reliable information on introduction attempts and taxa-specific traits predictive models are possible that quantify the outcome of repeated introduction attempts across non-native species. 3. Islands are not universally less resistant than mainland regions to the successful establishment of non-native species. This perception is a reflection of the greater number of introduction attempts to islands rather than an effect of biotic resistance. Any differences in the success of introduction attempts can be attributed largely to differences in the proportion of introductions that have been made across biogeographic regions. I have highlighted that data are accessible for global analyses of the variability in the successful establishment of non-native species. Although establishment success is not a deterministic process, the characteristics of an introduced species can influence the probability of its succeeding. I have shown that with adequate eco-physiological information, and for introduced land bird species at least, this probability can be predicted. These results refute previous suggestions that the stochastic component of species introductions will always overshadow any emerging patterns of successful establishment among non-native populations.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

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This paper investigates foreign born teachers working as EFL educators and their attitudes towards teaching as well as their roles in teaching the English language. The purpose of this study is to examine what motivates EFL teachers to work abroad and to explore why they are highly valued in non-English speaking countries. Through qualitative interviews with four (4) Filipino teachers working overseas as EFL educators their strengths and weaknesses are explored. My investigation shows that the Filipino teachers’ primary role is to teach communication and literacy skills. In addition, the reasons why these four teachers have chosen to work abroad are higher salary rates and better working conditions. However, their lack of knowledge of the local language and culture are their weaknesses. Finally, findings show that the respondents’ positive attitude towards teaching English abroad shows the importance of English in globalization.

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No description available.