The structure of embedded relative clauses in English may involve several grammatical elements, generating different grammatical rules with respect to word order. Studying the impact of first language (L1) transfer in the production of English embedded relative clauses is important to reveal valuable information about specific challenges in second language acquisition (SLA). Online methods used by researchers to measure the degree to which the L1 impacts the processing and learning of a second language (L2) have limitations regarding measurement of L1 transfer in English embedded relative clauses. Therefore, the purpose of this thesis is to present a new tool that enables the assessment of how structures in Swedish affect learning English as an L2, with special respect to embedded relative clauses. A new online tool, LinguaMapping, was developed by the author of this thesis, which enables the detection of Swedish L1 transfer in Englishembedded relative clauses. LinguaMapping is also proved to be more accessible, affordable, and sustainable than the online methods eye-tracking and self-paced reading. In the future, the supervisor of this project will submit LinguaMapping for pilot testing prior to conducting main studies of embedded relative clauses as well as other L2 phenomena to shed light on the role of L1 transfer in shaping L2 proficiency.

Educational changes in Ontario, initiated by the Hall-Dennis Report, resulted in a public perception of declining educational standards in the 1970's. Ministry of Education Guidelines, which were implemented in an attempt to remedy this, created a major disruption in our grade nine and ten science programmes. The grade ten Life Science course had become fragmented and the classes polarized between bright and slow students. Traditional teaching methods were no longer functioning well and, as a result, students were poorly motivated. In this project, the Life Science curriculum is restructured to improve continuity of subject matter and student motivation. The major innovation is an individualized unit on invertebrate diversity. This modular unit is designed for self-paced mastery learning. The six modules of this unit are based on the Personalized System of Instruction (P.S.I.). Optional activities are incorporated into each module to challenge and motivate industrious students. The means of evaluation of the new curriculum unit are outlined and various criteria for the success of the project are specified. / None / Master's of Science in Teaching (MST)

This study investigates second language (L2) acquisition of word orders and markers of collectivity in Chinese and Thai. One of the differences between Chinese and Thai is that Chinese nominal phrases appear with a “numeral + classifier + noun” word order while Thai phrases appear as “noun + numeral + classifier”. Another difference is that men, the Chinese collective marker, cannot be used with nouns referring to animals or indefinite nouns, while phûak, the Thai collective marker, can do so. Based on the cross-linguistic differences, an empirical study was conducted to answer whether Thai learners of Chinese and Chinese learners of Thai would be able to acquire target language (TL) structures that are different from those in their native language (L1) and whether they could reject incorrect TL structures. One hundred and forty-four participants were recruited to complete an acceptability judgment task and a self-paced reading task. It is found that both Chinese and Thai learners could perform native-like in their acceptance of TL word orders since early stages of acquisition. However, it took them until an advanced level to be able to completely reject incorrect TL word orders that resembled structures in their L1. Thai learners also faced difficulty rejecting the use of men with animal and indefinite nouns in their L2 Chinese. In contrast, Chinese learners tended to be successful in their acquisition of phûak. The results are interpreted in terms of roles of positive evidence and form-function transparency. In general, L2 learners tend to acquire a TL structure earlier when they can receive positive evidence in TL input and when a form-function connection of the structure is transparent. Nonetheless, these factors do not have an absolute effect on acquisition outcome since some learners may be able to use a probabilistic learning strategy to successfully acquire L2 knowledge even when positive evidence is unavailable.

The thesis is concerning rotator assembly at Indexator. A need to increase production has been seen and it can be done by implementing an optimized assembly process. In addition to the assembly process a new design on workstations and new test equipment is needed.The study resulted into three assembly process proposals. The processes were balanced, layouts were produced and Plant simulation was utilized to produce simulation models. Each proposal were analyzed based on cost, performance, ease of implementation, flexibility and worker condition. This resulted in a stationary assembly process being most promising and a 3D simulation model was produced for visualization and better understanding. The stationary assembly process has a capacity for 90 rotators per day, while reducing the amount of workers by one.The layout of the workstations was done based on the assembly process layout and further developed to make the work cell lean and ergonomic. It resulted in three workstations to perform the assembly. The test bench was developed by creating target specifications, establish a test procedure and decide components for the test bench layout. The finished test bench can measure dynamic torque, count particles to ensure cleanliness and is able to run the test unattended. / Examensarbetet handlar om montering av rotatorer på Indexator. Målet är att ta fram en optimerad monteringsprocess som kan implementeras i Indexators fabrik utan svårigheter. Den nya monteringsprocessen kommer kräva en ny design på arbetsstationerna och nya testbänkar.Fyra koncept på monteringsprocessen togs fram, baserat på monteringens behov och målsättning. Efter utvärdering så modifierades de fyra koncepten till tre förslag på monteringsprocesser. Processerna balancerades, layouter utvecklades och simuleringsmodeller producerades för varje process. Varje förslag analyserades baserat på kostnad, prestanda, implementation,flexibilitet och arbetar-förhållande. Resultatet blev en stationär monteringsprocess och en 3Dsimulering gjordes för visualisering och förståelse. Den stationära monteringsprocessen har en kapacitet på 90 rotatorer per dag och reducerar behovet av montörer.Layouten för monteringsstationerna baseras på processens layout och har modifierats för ergonomiska aspekter. Inom monteringsstationerna så utvecklades layouten för att minimera antalet onödiga rörelser för montören. Testriggens design utvecklades genom att analysera de behov som fanns, skapa en kravspecifikation samt utvärdera och besluta om testprocedur, upplägg för testrigg och dess ingående komponenter. Testriggen uppfyller målsättningen som är att kunna mäta dynamiskt vridmoment, räkna partiklar för att säkerställa renhet i rotatorn och kunna utföra testningen självgående för att frigöra montören under testprogrammet.

Bei der Verarbeitung transitiver Sätze verwendet der Parser verschiedene Informationen, wie die Wortstellung, die Belebtheit und die Kasusmarkierung der Argumente, um eine Repräsentation der im Satz beschriebenen Situation aufzubauen. Frühere psycholinguistische Arbeiten zeigen, dass zwei belebte Argumente in einem Satz zusätzliche Verarbeitungskosten verursachen, außer wenn andere Informationen die Zuweisung der grammatischen und thematischen Rollen an die Argumente erlauben. In kasusmarkierenden Sprachen wie Deutsch ist einer dieser Hinweise die morphologische Kasusmarkierung. Die meisten zweistelligen deutschen Verben weisen ihren Argumenten das kanonische Nominativ-Akkusativ-Kasusmuster zu. Eine kleine Gruppe von zweistelligen Verben weist jedoch das nichtkanonische Nominativ-Dativ-Muster zu. Diese Verben unterschieden sich in ihrer Syntax und Semantik von kanonisch transitiven Verben und verursachen beim Satzverstehen höhere Verarbeitungskosten. In dieser Dissertation wird untersucht, wie die Verarbeitung von Argumentbelebtheitskontrasten während der Satzverarbeitung vom verbalen Kasuszuweisungsmuster moduliert wird. Ich stelle die Ergebnisse vier verschiedener Experimente vor (selbstgetaktetes Lesen, Blickbewegungsmessungen und EKP-Messungen). Alle experimentellen Methoden zeigen, dass der Effekt der Argumentbelebtheitskonstraste mit dem Effekt des verbalen Kasuszuweisungsmusters interagiert. Die Ergebnisse zeigen ein detaillierteres Bild der Satzverarbeitung und tragen zur Vereinigung der Transitivätsbegriffe in theoretischer Linguistik und Psycholinguistik bei. / During the comprehension of transitive sentences, the parser uses different kinds of information like word order, the arguments'' animacy status and case marking to build a representation of the situation the sentence describes. Previous research in psycholinguistics has shown that two animate arguments in a sentence cause additional processing costs, unless other cues allow the assignment of grammatical and thematic roles to the arguments. In case-marking languages like German, one of these cues is morphological case marking. While most German verbs assign the canonical nominative-accusative case pattern to their arguments, a small group of verbs assign noncanonical nominative-dative. These verbs differ from standard transitive verbs both in their syntax and their semantics, and are known to cause higher processing cost during comprehension. This dissertation examines how the processing of argument animacy contrasts during sentence comprehension is modulated by the verbal case marking pattern. I report the results of four different experiments, using self-paced reading time measurements, eyetracking and ERP measurements. All experimental methods show that the effect of argument animacy contrasts interacts with the effects of the verbal case marking pattern. The findings add further details to the existing knowledge about sentence comprehension, and combine perspectives on transitivity from theoretical linguistics and psycholinguistics.