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- All Subjects: Linguistics
- All Subjects: Dissertations, Academic
- Creators: James, Mark
Description
The current research examines the influence of disciplines, advisors, committees, language, culture, and previous experiences in students' search and selection of dissertation topics, as well as whether and how students react to those influences during this process. Invention has been an area of research for rhetoricians for centuries, but most modern research focuses exclusively on the pre-writing process in first composition classrooms (Young, 1976). The current research collected survey and interview data from second- and third-year Ph.D. students in natural sciences, social sciences, and humanities at a large research university in the United States. 80 second- and third-year Ph.D. students completed an online survey; 11 students and four of their advisors participated in a semi-structured interview. The results demonstrate that the majority of students spent over three months in the selection of dissertation topics, and the humanities students tended to spend longer time in this process than social sciences or humanities students. Additionally, students have much in common in their perception of the criteria they would use in the selection of dissertation topics, and those criteria are similar to what previous researchers (Isaac, Koenigsknecht, Malaney, & Karras, 1989; Kozma, 1997; Sessions, 1971) have identified. However, when it comes to the actual selection experiences, the interviews show that students do not necessarily apply those criteria rationally. Moreover, disciplines appear to have an overarching effect on students' topic selection. Natural sciences advisors appeared to have more direct involvement in students' topic choice than advisors in social sciences or humanities. The linguistic and cultural backgrounds of the eleven doctoral participants were not found influential in their selection of dissertation topics. Finally, although Ph.D. advisors generally have a good understanding of students' academic progress, their knowledge of the students' personal and professional concerns may differ, and the latter knowledge is crucial in their advising on students' dissertation topic choice. The current study suggests invention in the scholar and researcher level is significantly different from that of first-year composition classrooms. The successful invention of dissertation topics is indispensable of the influence of disciplines, programs as well as the intellectual and practical support students can receive.
ContributorsXia, Jing (Author) / Matsuda, Paul K (Thesis advisor) / James, Mark (Committee member) / Renaud, Claire (Committee member) / Arizona State University (Publisher)
Created2013
Description
Abstract
Grammaticalization theory provides a framework for analyzing language change. This thesis uses the concepts relevant to grammaticalization theory in an examination of ‘only’ and ‘just’ to determine how changes in their usage conform to the theory. After an introduction providing a sampling of the myriad ways ‘only’ and ‘just’ are used in Modern English, I provide an overview of grammaticalization theory in Chapter 2. Included in this chapter are a history of the major concepts of grammaticalization theory, an explanation of the commonly-accepted parameters and tools used to test and demonstrate grammaticalization, and a brief discussion of current arguments against grammaticalization theory. Chapter 3 presents my analysis of ‘only’ and ‘just’. I show that ‘only’ has grammaticalized from an adjective to a more grammatical adjective, from an adjective to an adverb, and from an adjective to a complementizer. I then show that ‘just’ has grammaticalized from an adjective to a more grammatical adjective and from an adjective to an adverb. Although some proponents of grammaticalization theory question the grammaticalization pathways leading from adjective to adverb and from adjective to complementizer, I argue that in the cases of ‘only’ and ‘just’ these pathways do indeed exist. I use the Oxford English Dictionary and corpora to support and demonstrate the validity of my argument.
Grammaticalization theory provides a framework for analyzing language change. This thesis uses the concepts relevant to grammaticalization theory in an examination of ‘only’ and ‘just’ to determine how changes in their usage conform to the theory. After an introduction providing a sampling of the myriad ways ‘only’ and ‘just’ are used in Modern English, I provide an overview of grammaticalization theory in Chapter 2. Included in this chapter are a history of the major concepts of grammaticalization theory, an explanation of the commonly-accepted parameters and tools used to test and demonstrate grammaticalization, and a brief discussion of current arguments against grammaticalization theory. Chapter 3 presents my analysis of ‘only’ and ‘just’. I show that ‘only’ has grammaticalized from an adjective to a more grammatical adjective, from an adjective to an adverb, and from an adjective to a complementizer. I then show that ‘just’ has grammaticalized from an adjective to a more grammatical adjective and from an adjective to an adverb. Although some proponents of grammaticalization theory question the grammaticalization pathways leading from adjective to adverb and from adjective to complementizer, I argue that in the cases of ‘only’ and ‘just’ these pathways do indeed exist. I use the Oxford English Dictionary and corpora to support and demonstrate the validity of my argument.
ContributorsBrubaker, Heidi (Author) / Gelderen, Elly van (Thesis advisor) / Adams, Karen (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2015
Description
The study of Spanish instructors’ beliefs is a recent development and the body of work is
small with little research conducted on their insights on the acquisition of any grammar form. Still, Spanish grammar includes the notoriously difficult subjunctive, a grammatical irrealis mood that is affixed to verbs. A national survey was conducted on Spanish professors and instructors (N=73) who teach at institutions randomly selected from a representative sample of American institutions of higher education. The survey was conducted to inquire on their beliefs regarding the most complex forms in Spanish, the causes of the subjunctive difficulty, and their preferred methods of teaching the form. The results first indicate that participants rated the subjunctive the most difficult grammar form. They attributed the cause of difficulty to be primarily interference from the first language and its abstractness. For instructing the subjunctive, participants generally supported form-oriented instruction with a metalanguage approach that focuses on forms. However, the participants disagreed greatly on whether meaning-focused instruction was valuable and dismissed drilling instruction of the subjunctive. Data from the participants provides a distribution of overextended tense, moods, and aspects in lieu of the Spanish subjunctive. However, instructors indicated that their students’ competence of the subjunctive was higher than their performance and that comprehension was not necessarily reliant on correct usage of the subjunctive as it was for proficiency. Moreover, they provided qualitative data of effective methods and pedagogical challenges of the subjunctive. This study illuminates some of the contributing factors of subjunctive difficulty and preferred pedagogical approaches for teaching it. It also has implications that meaning may not be obstructed if students do not use subjunctive.
small with little research conducted on their insights on the acquisition of any grammar form. Still, Spanish grammar includes the notoriously difficult subjunctive, a grammatical irrealis mood that is affixed to verbs. A national survey was conducted on Spanish professors and instructors (N=73) who teach at institutions randomly selected from a representative sample of American institutions of higher education. The survey was conducted to inquire on their beliefs regarding the most complex forms in Spanish, the causes of the subjunctive difficulty, and their preferred methods of teaching the form. The results first indicate that participants rated the subjunctive the most difficult grammar form. They attributed the cause of difficulty to be primarily interference from the first language and its abstractness. For instructing the subjunctive, participants generally supported form-oriented instruction with a metalanguage approach that focuses on forms. However, the participants disagreed greatly on whether meaning-focused instruction was valuable and dismissed drilling instruction of the subjunctive. Data from the participants provides a distribution of overextended tense, moods, and aspects in lieu of the Spanish subjunctive. However, instructors indicated that their students’ competence of the subjunctive was higher than their performance and that comprehension was not necessarily reliant on correct usage of the subjunctive as it was for proficiency. Moreover, they provided qualitative data of effective methods and pedagogical challenges of the subjunctive. This study illuminates some of the contributing factors of subjunctive difficulty and preferred pedagogical approaches for teaching it. It also has implications that meaning may not be obstructed if students do not use subjunctive.
ContributorsPowell, John Warren William (Author) / Gelderen, Elly van (Thesis advisor) / James, Mark (Thesis advisor) / Beaudrie, Sara (Committee member) / Arizona State University (Publisher)
Created2018
Description
For this dissertation, teacher linguistic awareness (TLingA) involves teacher linguistic knowledge, teacher language awareness (TLA), and teacher cognition for second language (L2) teachers. Teacher linguistic knowledge is an understanding of how language functions and is compiled within the different areas of linguistics. And TLA is the knowledge that educators possess of the structural and fundamental system of language. Both help L2 teachers with different aspects of teaching. Additionally, teacher cognition involves what teachers know, their beliefs, and thought processes. Lastly, TLingA includes the conscious application of teacher linguistic knowledge.
In order to understand how strong of a role linguistics plays in language instruction, I evaluate how language teachers use their linguistic knowledge, and what factors affect the application of that knowledge. This paper aims to fill this gap in understanding how much and what factors affect L2 teachers’ application of linguistic knowledge by interviewing L2 teachers at an intensive English program at a university in the Southwestern United States. To do so, the study uses interviews with open-ended questions involving hypothetical teaching scenarios that probe different areas of linguistics: phonology, grammar, pragmatics, and sociolinguistics.
The general findings suggest that teachers use their linguistic knowledge and awareness in their teaching: such as, with sociolinguistics, in how they control the classroom and interact with students; with phonology, in how they teach pronunciation; with grammar, in how they edit students’ writing and meet with students about their writing; and with pragmatics, in how they teach vocabulary usage and formal requests. Additionally, the results suggest that years of experience appear to be the largest factor in the application of linguistic knowledge and that contextual factors, like time and curriculum goals, also play a role. Moreover, in relation to teacher cognition, how a L2 teacher conceptualizes or defines linguistic terms also seemed to affect their awareness of the application of linguistic knowledge. In conclusion, it appears that L2 teachers’ linguistic knowledge and TLingA help them to evaluate their students’ needs and influence their lesson planning.
In order to understand how strong of a role linguistics plays in language instruction, I evaluate how language teachers use their linguistic knowledge, and what factors affect the application of that knowledge. This paper aims to fill this gap in understanding how much and what factors affect L2 teachers’ application of linguistic knowledge by interviewing L2 teachers at an intensive English program at a university in the Southwestern United States. To do so, the study uses interviews with open-ended questions involving hypothetical teaching scenarios that probe different areas of linguistics: phonology, grammar, pragmatics, and sociolinguistics.
The general findings suggest that teachers use their linguistic knowledge and awareness in their teaching: such as, with sociolinguistics, in how they control the classroom and interact with students; with phonology, in how they teach pronunciation; with grammar, in how they edit students’ writing and meet with students about their writing; and with pragmatics, in how they teach vocabulary usage and formal requests. Additionally, the results suggest that years of experience appear to be the largest factor in the application of linguistic knowledge and that contextual factors, like time and curriculum goals, also play a role. Moreover, in relation to teacher cognition, how a L2 teacher conceptualizes or defines linguistic terms also seemed to affect their awareness of the application of linguistic knowledge. In conclusion, it appears that L2 teachers’ linguistic knowledge and TLingA help them to evaluate their students’ needs and influence their lesson planning.
ContributorsFoltz, Karen (Author) / Matsuda, Aya (Thesis advisor) / Renaud, Claire (Thesis advisor) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2018
Description
Yaʕni ‘lit. he/it signifies/means/intends’ is an arising linguistic and discourse-pragmatic phenomenon in many varieties and speech situations of spoken Arabic. Yet, the few scholarly investigations yaʕni has received come from restricted and limited contexts of language use. The primary aims of this dissertation were to, first, expand and broaden research on Arabic yaʕni into novel contexts of language use and to, second, explore the linguistic and the discourse-pragmatic functions of yaʕni. Therefore, the data used for this dissertation were collected, selected, and analyzed from a sample of spoken data brought from two episodes of a Saudi sports TV show Alkurah Tatakallam ‘lit. the ball speaks.’ The analytical procedures and discussions showed that yaʕni had the following types of linguistic and discourse-pragmatic functions: as (a) a verb, (b) elaboration and turn expansion, (c) repair organization, (d) managing the turn-taking system, (e) alleviation and hedging, (f) marking concessive/contrastive relations, and (g) emphatic yaʕni. The discussions seemed to suggest the gradual solidification of three views: First, there is a suggestion that the categorical status ranging from verb yaʕni to the discourse marker yaʕni can be understood in terms of scalarity, gradience, and prototypicality. Second, there is another suggestion that gradations can also be located between the discourse-pragmatic functions of yaʕni. Third, there is a suggestion that, synchronically and diachronically, yaʕni as a form has been wildly drifting from its categorical verb status, lexical source, propositional meaning, and even its discourse-pragmatic markerhood. The analysis, discussions, and suggestions invoked the idea of bridging context(s) related to the categorical status and the discourse-pragmatic functions of yaʕni. This categorical status of yaʕni puts the binary distinction between conceptual meaning and procedural meaning of relevance theory, and the studies of yaʕni following such a binary distinction, into question since this distinction seemed blurry. The bridging context(s) seemed to support the gradualness and the directionality of the evolution of DMs. Therefore, the categorical and discourse-pragmatic behavior of yaʕni seems to have support from the hypothesis and theories such as grammaticalization and pragmaticalization. It seems also that the historical development of yaʕni can be discussed in terms of the hypothesis and theories of idiomaticization and phraseology.
ContributorsMobarki, Yahya (Author) / Adams, Karen (Thesis advisor) / Gelderen, Elly van (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2018
Description
Honors colleges have offered an academically rigorous option for growing numbers of diverse students. This study took place at a large, public university that required undergraduate students to complete a thesis to graduate from the honors college. In 2017, 97% of students who began the honors thesis prior to senior year completed it. Thus, the aim of this study was to help more students begin the honors thesis process early.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
ContributorsEardley, Trisha Lynn (Author) / Buss, Ray (Thesis advisor) / Henderson, Mark (Committee member) / Johnson, Melissa (Committee member) / Arizona State University (Publisher)
Created2019
Description
Studies in Second Language Acquisition and Neurolinguistics have argued that adult learners when dealing with certain phonological features of L2, such as segmental and suprasegmental ones, face problems of articulatory placement (Esling, 2006; Abercrombie, 1967) and somatosensory stimulation (Guenther, Ghosh, & Tourville, 2006; Waldron, 2010). These studies have argued that adult phonological acquisition is a complex matter that needs to be informed by a specialized sensorimotor theory of speech acquisition. They further suggested that traditional pronunciation pedagogy needs to be enhanced by an approach to learning offering learners fundamental and practical sensorimotor tools to advance the quality of L2 speech acquisition.
This foundational study designs a sensorimotor approach to pronunciation pedagogy and tests its effect on the L2 speech of five adult (late) learners of American English. Throughout an eight week classroom experiment, participants from different first language backgrounds received instruction on Articulatory Settings (Honickman, 1964) and the sensorimotor mechanism of speech acquisition (Waldron 2010; Guenther et al., 2006). In addition, they attended five adapted lessons of the Feldenkrais technique (Feldenkrais, 1972) designed to develop sensorimotor awareness of the vocal apparatus and improve the quality of L2 speech movement. I hypothesize that such sensorimotor learning triggers overall positive changes in the way L2 learners deal with speech articulators for L2 and that over time they develop better pronunciation.
After approximately eight hours of intervention, analysis of results shows participants’ improvement in speech rate, degree of accentedness, and speaking confidence, but mixed changes in word intelligibility and vowel space area. Albeit not statistically significant (p >.05), these results suggest that such a sensorimotor approach to L2 phonological acquisition warrants further consideration and investigation for use in the L2 classroom.
This foundational study designs a sensorimotor approach to pronunciation pedagogy and tests its effect on the L2 speech of five adult (late) learners of American English. Throughout an eight week classroom experiment, participants from different first language backgrounds received instruction on Articulatory Settings (Honickman, 1964) and the sensorimotor mechanism of speech acquisition (Waldron 2010; Guenther et al., 2006). In addition, they attended five adapted lessons of the Feldenkrais technique (Feldenkrais, 1972) designed to develop sensorimotor awareness of the vocal apparatus and improve the quality of L2 speech movement. I hypothesize that such sensorimotor learning triggers overall positive changes in the way L2 learners deal with speech articulators for L2 and that over time they develop better pronunciation.
After approximately eight hours of intervention, analysis of results shows participants’ improvement in speech rate, degree of accentedness, and speaking confidence, but mixed changes in word intelligibility and vowel space area. Albeit not statistically significant (p >.05), these results suggest that such a sensorimotor approach to L2 phonological acquisition warrants further consideration and investigation for use in the L2 classroom.
ContributorsLima, J. Alberto S., Jr (Author) / Pruitt, Kathryn (Thesis advisor) / Gelderen, Elly van (Thesis advisor) / Liss, Julie (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2015
Description
The aim in this sociopragmatic study was to identify the linguistic and nonlinguistic types of responses used by Saudi Facebook users in the comments of congratulations on the events of happy news status updates on Facebook. People usually express their feelings and emotions positively to others when they have happy occasions. However, the ways of expressing congratulation may vary because the expressive speech act “congratulations” is not the only way to express happiness and share others their happy news, especially on the new social media such as Facebook. The ways of expressing congratulation have been investigated widely in face-to-face communication in many languages. However, this has not yet been studied on Facebook, which lacks prosodic strategies and facial expressions that help to convey feelings, despite a few contributions on studying various expressive speech acts such as compliment, condolences, and wishing, among others. Therefore, a total of 1,721 comments of congratulation were collected from 61 different occasions and analyzed qualitatively and quantitatively by using the frame-based approach to understand the construction of politeness of congratulation on Facebook. The results showed 23 verbal types of responses used by the users; however, the use of “congratulations,” “offer of good wishes,” “praise,” and “statements indicating the situation was warranted” were the most frequently used strategies. The results also showed 100 patterns of verbal compound strategies, but the use of “congratulations” with “offer of good wishes” was the most frequently used compound strategy. In addition, 42 types of emojis were found in the comments and categorized into seven different functions. However, the function of expressing endearment was the most frequently used one. Finally, the results showed that the posts received 31 sharings and 3 types of emoji reactions, such as “like” (Thumbs up), “love” (Beating heart), and “wow” (Surprised face), but the use of “like” was the most frequent emoji reaction to the posts. The explored different ways of expressing congratulation and sharing with others their happy news indicated that the linguistic strategies are not the only way to express happiness on Facebook. Therefore, users employed nonlinguistic strategies to express happiness and intensify their congratulations.
ContributorsMahzari, Mohammad (Author) / Adams, Karen (Thesis advisor) / James, Mark (Committee member) / Prior, Matthew (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study examined how L2 English speakers interpreted the notion of native English speakers (NESs) and nonnative English speakers (NNESs) and whether nativeness would influence their self-perception and speech production. It aimed at filling the following research gaps. First, limited studies have explored how L2 English speakers view the other NNESs and position themselves regarding interlocutors’ nativeness. Second, self-perception has not been extensively studied as an independent construct. Third, the previous studies failed to examine how interlocutors’ nativeness influenced L2 English speakers’ speech production. Finally, although the social cognitive theory and the sociocultural theory have established a relationship between cognition, environment, and behavior, no studies have investigated this relationship empirically. An exploratory study, including interviews and surveys, was conducted. Eight Chinese international students participated in the interviews. Their speech was recorded through semi-structured interviews, where two interviewers, one NES and one NNES, asked about participants' college life. Participants’ speech data was coded and analyzed based on Complexity, Accuracy, and Fluency (CAF). Furthermore, 39 Chinese international students completed the survey to share their beliefs in the definition of NESs, their self-perceptions of speech production, and experiences interacting with NESs and NNESs. Statistical analysis and contextual analysis were used to interpret the survey responses.
The research findings showed that, first, many participants still believed in the connotations of NESs that were criticized by scholars. Moreover, many participants preferred to talk with NESs than with NNESs. Second, more L2 English speakers in this study tended to think interlocutors’ nativeness influenced their speech production. However, interlocutors’ nativeness influenced their self-perceptions of speech CAF to different degrees. Third, the averages of participants' speech CAF with the NES interviewer differed from those with the NNES interviewer.
This study offered some meaningful directions for future research on the definitions of NES/NNES, self-perception, and speech production. It also proposed some pedagogical implications for educators to instruct English more efficiently. Finally, this study called for scholars’ attention to change their research mindset, encouraging them to ground their research in people’s daily lives.
ContributorsRen, Rong (Author) / Matsuda, Aya (Thesis advisor) / James, Mark (Committee member) / Smith, Bryan (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation examines (1) the nature of the transfer climate in an English foracademic purposes (EAP) education setting specifically from the perspectives of EAP
instructors. It also examines (2) what EAP instructors perceive can be done to prepare
students for such a transfer climate. The transfer climate refers to the nature of the target
context of instruction and the support for learning transfer perceived by a learner in that
target context. Therefore, in the case of the EAP education context, the target context of
instruction is the discipline courses to which students transition to or take concurrently
with EAP courses. These discipline courses may be supportive or unsupportive towards
students' transfer of EAP skills. The social constructivist approach was used as the
theoretical foundation, which views that overall knowledge as dependent upon human
practices, being manifested in and out of interaction between individuals and their world,
and developed within a social context. Semi-structured interviews were conducted with
22 EAP instructors. The interview transcripts were analyzed using a process that is two-
fold: involving de-contextualizing and re-contextualizing. Firstly, with decontextualizing,
a chunk of text is identified as a unit of analysis, when it is taken out of context from the
transcript, it is still meaningful as a unit. Secondly, all the units can be re-contextualized
when transferred from the interview transcript to a single category of units that contribute
to a similar pattern towards the research question(s). The findings revealed that EAP
instructors perceived both supportive and unsupportive aspects of different components of the EAP transfer climate [opportunities (lack of) in the course structure, support (lack of) for EAP transfer from discipline instructors or peers in the disciplines]. This study’s findings also build on existing conceptualizations of transfer climate. The findings also outline 8 steps that can be taken to prepare students for the transfer climate, 7 within EAP courses, and 1 within discipline courses. Both practical implications and implications for future research are outlined.
ContributorsAlmuhanna, Maryam (Author) / James, Mark (Thesis advisor) / Matsuda, Aya (Committee member) / Prior, Matthew (Committee member) / Arizona State University (Publisher)
Created2022