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French Speakers Learning English, 2000.
The difficulties encountered: syntax, phonology, grammar, articulation and fluency.
1,350 words (approx. 5.4 pages), 4 sources, $ 47.95
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From the Paper
"This paper examines some of the most significant difficulties that French speakers encounter when they begin to learn English. While concentrating on syntactical and phonological problems, the study also explores some of the grammatical and articulative difficulties faced by French speakers as they begin their road to fluency in English. However, before proceeding to the particulars of learning English as a second language for Francophones, a few general notes are in order.
When a speaker of one language begins to learn to speak another language she or he encounters certain predictable problems. This is true regardless of the two languages at least in this one general respect: The aspects of the second language that are most different from the maternal language will be the most..."
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Second Language Learning, 2000.
An examination of the components and approaches of effective teaching and learning a language, focusing on learner error and types of correction. Includes grammar translation, reading, audiolingualism and more.
2,925 words (approx. 11.7 pages), 13 sources, $ 103.95
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"The treatment and reduction of learner error has long been considered to be the primary task of the language teacher. This was seen to be readily accomplished by the judicious provision of a form of negative feedback (error correction) and the systematic reinforcement of appropriate learner responses and other teacher-desired elements of learners? production. However, both classroom teachers and researchers alike have realized that what was once thought to be a rather simple and natural aspect of the learning process is indeed a complex affair that has, over the last several decades, undergone marked changes due not only to the evolvement of various methodologies and approaches used by teachers in providing language instruction, but also to the way these methodologies and approaches perceive the notion of error and its place in second language instruction. The purpose of this paper..."
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Euphemisms, 1999.
Examines the uses and sociocultural purposes of euphemisms for urination, body parts, racial/ethnic groups, sex, physical and mental disabilities.
2,475 words (approx. 9.9 pages), 3 sources, $ 87.95
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Abstract
Most people are taught to tell the truth when they are growing up with aphorisms like "Speak the truth and shame the devil" and fables like the little boy who cried wolf
From the Paper
"Most people are taught to tell the truth when they are growing up with aphorisms like "Speak the truth and shame the devil" and fables like the little boy who cried wolf. We are given continual reminders of the unpleasant things that lie in store for those people who diverge from this straight-and-narrow path of truth.
And yet at the same time, we are given several sets of contradictory instructions in our formative years, including the prescription that we should not hurt other people's feelings if that be possible and that we should not swear or use dirty words. It is often in an attempt to reconcile these differing sets of instructions that people employ euphemisms.
The etymology of the word euphemism is a relatively straightforward one, coming to the modern English speaker from ..."
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Language In Multicultural Education, 1999.
Examines issues of language education in the context of cultural diversity, bilingualism, models (mainstream, composite and language shelter).
1,350 words (approx. 5.4 pages), 6 sources, $ 47.95
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From the Paper
"LANGUAGE ARTS IN MULTICULTURAL EDUCATION
A wide variety of factors combine to cause difficulties for schools serving multicultural communities. Therefore, the range of competencies, both professional and personnel, required of personnel serving in such schools is also wide. Student attitudes in such schools often reflect conflicting values toward education, and educational personnel must be prepared to deal with these values, in order to preclude the development of barriers between the students and the schools (Grant, 1992). If students feel that they have little opportunity, regardless of education, to make significant achievements in society, they are not likely to place a high priority on academics. Educational personnel must also be prepared to deal with a variety of degrees of parental support for the educational process in schools ..."
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Descriptive and Generative Linguistics, 1999.
Describes and compares the advantages and limitations, concerns, goals and examples of two approaches to the study of language.
1,350 words (approx. 5.4 pages), 3 sources, $ 47.95
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From the Paper
"In the 19th and early 20th centuries, linguists were concerned primarily with codifying languages as they were spoken and/or written--they limited themselves to what we today call "descriptive" linguistics, or the study of words and sentences that have been produced by native speakers of a given language. Since the 1950s, however, beginning with MIT scholar Noam Chomsky, linguists have largely focussed their attention on trying to discover the range of words and sentences that could be produced by native speakers. This latter approach is referred to as "generative" linguistics; its goal is to account for words and sentences which do exist and, in addition, for all words and sentences which do not, but are grammatically possible. This paper will further explore and explain the differences between these two approaches to the study of language."
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Ebonics & Literacy, 1999.
Examines the relationship between students' use of African-American dialect and the ability to learn, speak and write standard English.
1,350 words (approx. 5.4 pages), 16 sources, $ 47.95
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EBONICS AND LITERACY
"Dialects in the United States are spread throughout the country. Not all members of a group speak the same dialect, and dialects among groups differ. he most controversial dialect in American English is Ebonics. In order to advance socially and economically, individuals must have access to the culture of power, and therefore, dialect use is often discouraged by teachers in favor of Standard English use. But, does sufficient reason exist to discard or devalue vernacular dialects in pursuit of literacy in Standard English?
There is "scarcely a country in the world today that could claim to be monolingual in any real sense…Furthermore, historical linguistic conflicts reemerge as minorities assert their identity" ("Literacy", no date, p. 1). In 1990, over 30% of the public school ..."
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Language Acquisition, 1999.
Examines process of vocabulary building, motivation & anxiety, Affective Filter model, word & cultural borrowing.
1,125 words (approx. 4.5 pages), 4 sources, $ 39.95
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"Language acquisition and vocabulary acquisition are governed by a number of factors. The development of vocabulary is also governed by factors in culture and psychology, and borrowing words form other languages depends on the proximity of the two language groups, the cogency of the new term, and other factors that have been studied and about which theorists have speculated. Language is a vital part of human life, and hundreds of different languages are in use in the world today. Yet much is not known about the origin of language, the way languages have developed, the relationships among certain languages, and even the manner of acquisition of language. Linguists have developed the idea of different families of language to show how certain existing languages developed from an earlier root, though whether all languages can at some point be traced back to a single.."
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Language Theories, 1996.
Examines ideas of Ferdinand de Saussure, Jacques Lacan & Sigmund Freud related to linguistic, psychological & semiotic interpretations of the individual & culture.
1,575 words (approx. 6.3 pages), 4 sources, $ 55.95
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"The purpose of this research is to examine the theories of Ferdinand de Saussure, Jacques Lacan, and Sigmund Freud as they relate to linguistic, psychological, and semiotic interpretations of the individual and of the culture as a whole. The plan of the research will be to set forth a summary of Saussure's theory of semiotics and the outlines of Freudian psychological theory, and then to discuss the connection between the work of Lacan and Freud in regard to analysis of human subjectivity, as well as the connection between Lacan's work to linguistic theory in general and Saussurian semiotics in particular.
According to Saussure, language has a dual function. One is public, or a logical and social, while the other is private, imaginative, or psychological. It is in the second manner that creative and imaginative processes may surface, including the ..."
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Seeing Voices: A Journey into the World of the Deaf by Oliver Sacks, 2001.
Discusses 1989 book that focuses on the development of sign language. Differences between the pre and post-lingually deaf. Development of linguistic competence.
1,125 words (approx. 4.5 pages), 1 source, $ 39.95
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"In his book, Seeking Voices: A trip to the world of the deaf, Oliver Sacks spends most of his time dealing with the development and of sign language for the deaf, and the fact that before the development of modern sign language, many deaf people were considered retarded because they were unable to communicate. Even with early versions of sign language, the deaf were limited in developing language skills because so much of language depends on "hearing" the spoken word - intonations, inflections, the emotions it contains, etc. These are difficult to convey in sign language. By its very nature, sign language is a kind of shorthand form of communication.
Many schools for the deaf teach their students to vocalize as well as use sign language because, while the deaf can converse fluently among themselves in sign language, most people in ..."
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Linguistics and Written Composition, 2001.
Analysis of systems of language, formal & informal, spoken & written language.
2,025 words (approx. 8.1 pages), 10 sources, $ 71.95
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" Effects of Linguistics on Written Composition
Naomi S. Baron (1981) has commented that since the birth of nineteenth century comparative philology, the position of writing in linguistic analysis has tended to be tenuous at best. Most of the classical linguists made the primacy of speech in linguistic analysis overt and the discipline has tended to restrict its inquiry to spoken language. Written materials have been introduced into analysis only where necessary for diachronic study. Over time, however, says Baron (1981), many linguists have come to the conclusion that spoken, written, and sign languages should be seen as different linguistic means or modes of representing human experiences which people find it necessary to convey to one another. Baron (1981, p. 72) quotes Sapir in defining language as "a purely human and non-instinctive method of.."
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