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<p>Modal notions have been an intriguing topic in terms of capturing their crosslinguistic behaviors which have been analyzed as quantifiers (Hacquard, 2006; Kratzer, 1977), free choice items (Rullmann et al., 2008), or degrees (Lassiter, 2017). These typological patterns become more interesting when the simultaneous nature of sign languages has been added to the typology. By adding another dimension to the crosslinguistic patterns, sign languages have been reported to have different realizations for modals. Some of them have nonmanual markers alone for epistemic modals (Bross, 2018; Herrmann, 2013) while some have both manual signs and nonmanual markers (Karabüklü et al., 2018; Shaffer, 2004).</p> <p><br></p> <p>Bringing new data for the modal typology in spoken and sign languages, this dissertation analyzes the functions of modal signs and cooccurring nonmanual markers in Turkish Sign Language (TID). Even though manual signs and nonmanual markers appear together in modal sentences, nonmanual markers are shown to be neither lexical nor structural parts of modal signs. Manual signs are analyzed for their modal force and flavor with experimental studies. Results have shown that TID shows two typological patterns in its modal system: modals with specified modal force and flavor, and modals with specified force and unspecified flavor.  </p> <p><br></p> <p>One of manual signs, lazim ‘necessary’, along with epistemic signs were further investigated for their evidential requirement in epistemic contexts. Results showed that lazim requires a strong inference to be felicitous in epistemic contexts. Different than other languages, LAZIM in TID requires not only the right kind of context, but also the right morphological combination. It is interpreted as a deontic sign when it appears after verb by itself. In order to be interpreted as epistemic, it needs to appear after another sign ol which encodes the change of state.</p> <p><br></p> <p>Effects of nonmanual markers are investigated on perception of the signer’s certainty with an experimental study. Signer certainty is rated lower when the squint accompanies the sentence. In contrast, it is rated higher when head nod accompanies the sentence. The effect of increased perception of certainty with head nod is argued to result from the focus on the verb or the modal, yielding verum focus. Squint is analyzed as the uncertainty marker which can be anchored to the signer, the subject, or the addressee based on the structure in which it appears. Systematic analysis of nonmanual markers brings a new piece of evidence to the long-lasting discussion on where nonmanual markers function in sign languages’ grammars.</p>

Building upon current research in native-speaker (NS) perception of L2 learner phonology (Zielinski, 2008; Derwing & Munro, 2009), the present investigation analyzed multiple dimensions of NS speech perception in order to achieve a more complete understanding of the specific linguistic elements and attitudinal variables that contribute to perceptions of accent in learner speech. In this mixed-methods study, Spanish monolinguals (n = 18) provided information regarding their views of L1 American English (AE) speakers learning Spanish and also evaluated the extemporaneous production of L2 learners from this same population. The evaluators' preconceived attitudinal notions of L1 AE speakers learning Spanish negatively correlated with numerical accentedness ratings for the speech samples, indicating that evaluators with more positive perceptions of the learners rated their speech as less accented. Following initial numerical ratings, evaluators provided detailed commentary on the individual phonological elements from each utterance that they perceived as "nonnative." Results show that differences in the relative salience of the nonnative segmental productions correspond with certain phonetic and phonemic processes occurring within the sounds, such as aspiration, spirantization and lateralization. / Spanish

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Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Syftet med detta arbete är att ta reda på lärares attityder till användandet av sånger och ramsor i engelskundervisning för elevers språkutveckling. Förhoppningarna är att bidra till en mer effektiv engelskundervisning för elever i årskurs 1–3 samt uppmuntra lärare att använda sånger och ramsor som ett pedagogiskt verktyg i undervisningen. Utifrån en fenomenografisk metodansats utfördes lärarintervjuer med fem lärare. Utfallsrummet efter den fenomenografiska analysen visade att samtliga lärare var överens om sånger och ramsors pedagogiska värde, men att deras användning av sånger och ramsor berodde på deras personliga preferenser och inställningar, samt deras tidigare erfarenheter. En annan orsak var i vilken mån lärarna arbetade ämnesöverskridande, där sådant arbete inkluderade användandet av sånger och ramsor också utanför engelskundervisningen. / The purpose with this study is to find out teachers' attitudes towards the use of songs and rhymes in English teaching for students' language development. The hopes are to contribute to more effective English teaching for students in grades 1–3 and to encourage teachers to use songs and rhymes as a pedagogical tool in teaching. Based on a phenomenographic methodological approach, teacher interviews were conducted with five teachers. The outcome room after the phenomenographic analysis showed that all teachers agreed on the pedagogical value of songs and rhymes, but that their use of songs and rhymes depended on their personal preferences and attitudes, as well as their previous experiences. Another reason was the extent to which the teachers worked across subjects, where such work included the use of songs and rhymes also outside of English teaching.