M.A. / The changing circumstances in South Africa up to date can be seen as the inspiration for the investigation of how language teaching, and language learning is affected by this. Dramatic reform is taking place in South Africa regarding changing political and constitutional views on education, with a rapidly increasing trend towards Multicultural education. Multicultural education is a trend that has manifested itself worldwide. The primary goal is to accommodate pupils of diverse and different cultures in one education system. Language teaching must therefore also change in order for it to still be sensible and useful for the learner with regard to future consideration eg. higher learning, career opportunities and everyday communication. This study investigated the possibility that certain relevant aspects from the fields of psychology and sociology have an effect on the way a learner acquires/learns the language, in this instance Afrikaans First Language. Furthermore the study also examines the way which the teacher has to adapt/adjust to these different influences in his/her method of teaching. From an applied linguistic perspective, we find that language skills form part of the language user's communicative competence. This study endeavours to place language teaching within the framework of a communicative approach to language teaching with the emphasis on the needs of the language learner, the functionality of the acquired skills (to eventually eradicate illiteracy and communicative incompetence) and the active participation of the language learner in the teaching activities (discussions, debates, projects etc.).

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The main objective of this dissertation is to investigate the effects of acquiring a second language (L2) at later periods of language development and native-like homonym processing in the first language (L1) from the perspective of Event-Related brain Potentials (ERP) using a cross-modal lexical decision task. To date, there is a lack of neurophysiological investigations into the effect that acquiring an L2 can have on processing strategies in the L1, and whether or not there is a precise age at which L2 exposure no longer affects native-like language processing. As such, my goal is to pinpoint this sensitive period specifically for homonym processing. To achieve this, I will present and discuss the results of two studies. The first study employs behavioural response measures using a cross-modal lexical decision task where participants simultaneously heard a sentence and made a decision to a visually-presented pseudoword or real word. The second study employs ERP measures using a novel ERP paradigm which investigates not only the main objective of this dissertation, but the second objective as well. This second objective is for this dissertation to become the first to evaluate the outcome of combining the cross-modal lexical decision task with ERPs. The behavioural and neurophysiological results for the monolingual group support the Reordered Access Model (Duffy, Morris, & Rayner, 1988) while the results for the bilingual groups do not. The results of the current studies indicate that those bilinguals who acquired French as an L2 rather than as a second native L1 show increasing divergence from monolingual native speakers in L1 homonym processing, with later acquirers exhibiting an exponentially marked divergence. This was found even though the task was carried out in English, the L1 (or one of the L1s) of all participants. The diverging performances of the bilinguals from the monolinguals were apparent in behavioural responses as well as in the amplitude, scalp distribution, and latency of ERP components, These differences were unique to each group, which supports the hypothesis that the acquisition of an L2 influences processing in the L1 (Dussias & Sagarra, 2007). Specifically, the early and late bilingual groups exhibited a marked divergence from the monolingual group as they revealed syntactic priming effects (p<.001) as well as lexical frequency effects (p<.001). They also revealed the greatest P600-like effect as they processed target words which were inappropriately- related to the priming homonyms (such as skin in Richard had a shed in the back of the garden). This suggests a heightened sensitivity to surface cues due to the L2 influencing homonym processing in the L1 (Cook, 2003; Dussias & Sagarra, 2007). Comparatively, the monolingual group revealed equal N400-like effects for lexical ambiguities overall compared to the unrelated conditions, and a context-by-frequency-interaction slowing their processing of the target word that is appropriately-related to the subordinate reading of the priming homonym, suggesting that they are not as sensitive to these same surface cues. Importantly, these results confirm that using ERPs along with a cross-modal lexical decision task is a promising paradigm to further study language processing.

M.A. (Clinical Psychology) / Research on lateralization has been replicated in many countries of Europe, the American states and the Asiatic states. The research findings on language functions verify the occurrence of cerebral dominance or lateralization in these various races. In the South African context, language lateralization has been studied among the whites and the asiatics, but no study to date has been done among the various black population groups. The specific aim of the present study was to fill this void by researching language lateralization in a young mail Tsonga population, ascertaining the effect of the degree of language lateralization on various language abilities (reading, writing, spelling, vocabulary)...

Made available in DSpace on 2017-06-01T18:08:32Z (GMT). No. of bitstreams: 1 dissertacao_luciana_enilde.pdf: 711378 bytes, checksum: 556e1dd309d7e5b977178d97fb7b3918 (MD5) Previous issue date: 2010-03-29 / In a psychoanalytic perspective, schizophrenia corresponds to one of the possibilities of psychic structures situated in the field of the psychosis. The language's peculiarities in the schizophrenia identified in the clinic, such as: the references to a shattered body, the fragmentation of the speech, and especially the use of the third person to make a reference to ownself, they send us to extremely archaic questions of the process of psychic constitution. From which place is possible to the subject to produce discursive addressings and to situate himself in the world? In other words, what does disable a subject to address the word in proper name? These questions were taken as a direction to this research, whose purpose was to study the language in schizophrenia linked to questions related to the addressing between mother and child, as well as, to the constitution of the subject considering the beginning of his relationship with the Other the Other of the language, an anchorage place for the subject. For this, we have used the development of the clinic case in the psychoanalytic research, that emphasizes the subject s localization and his productions through his speech. In a tentative of a dialogue between the theory and the clinic, we worked with the clinical case of João, who with his speech introduces the singular in the universal, making us reflect about the specificity of a clinic that emphasizes the subject s word. Therefore, considering that the subject s structure discloses itself in the own saying, starting from João s speech, we interrogated the consistence of the Other in schizophrenia, in which there is a connection with the mother s desire and with the Name-of-Father . In addition to this, we discussed the clinical interventions and the possibility of inscription of a place less deadly in front of the Other / Numa perspectiva psicanalítica, a esquizofrenia corresponde a uma das possibilidades de estruturação psíquica situada no campo das psicoses. As peculiaridades da linguagem na esquizofrenia, identificadas na clínica, tais como: as referências a um corpo despedaçado, a fragmentação da fala, e, em especial, o uso da terceira pessoa para referir-se a si mesmo, remetem-nos a questões extremamente arcaicas do processo de constituição psíquica. De que lugar é possível ao sujeito produzir endereçamentos discursivos e situar-se no mundo? Em outras palavras, o que impossibilita um sujeito endereçar a palavra em nome próprio? Tais questões foram tomadas como um norte para esta pesquisa, cujo objetivo consistiu em estudar a linguagem na esquizofrenia em articulação com questões relativas ao endereçamento entre mãe e criança, como também, à constituição do sujeito a partir de sua relação com o Outro o Outro da linguagem, lugar de ancoragem para o sujeito. Para tanto, utilizamos a construção do caso clínico em pesquisa psicanalítica, que enfatiza a localização do sujeito e suas produções pela via do discurso. Em busca de uma interlocução entre a teoria e a clínica, trabalhamos com o caso clínico de João, que, com sua fala, introduz o singular no universal, fazendo-nos refletir sobre a especificidade de uma clínica que privilegia a palavra do sujeito. Assim, considerando que a estrutura do sujeito se desvela no próprio dizer, a partir da fala de João, interrogamos a consistência do Outro na esquizofrenia, no que este tem a ver com o desejo da mãe e com o Nome-do-Pai, além de discutirmos sobre as intervenções clínicas e a possibilidade de inscrição de um lugar menos mortífero diante do Outro

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Linguistic research (differences and similarities between spoken and written language) -- Features of production (coordinating conjunctions, hedges, neuter pronouns, collocations, etc.) -- Features of interaction (personal pronouns, hyperbole, emphatics) -- Textual analysis evaluation -- Comparison of written words, oral features, and essay grades or scores received.