Matching Items (5)
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- All Subjects: Language
- All Subjects: Dissertations, Academic
- Creators: Renaud, Claire
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
The absence of the consonant sound /p/ in Libyan Arabic leads Libyan speakers of English to pronounce /p/ as /b/. This study examines how Libyan Arabic speakers distinguish the English /p/ and /b/ in their production of L2 English. The study also examines the effect of the production contexts and the learning environment on two groups of Libyan Arabic speakers' attainment of the English /p/ in the USA and Libya. The study collected voice recordings of word-initial /p/ and /b/ in isolated-words, minimal pairs, and sentences in English from both Libyan Arabic speakers and American English speakers. The study also collected Libyan Arabic stop consonants /b/, /t/, /d/, /k/, and /g/ from the Libyan participants. The voice recording data were collected using the WhatsApp mobile application from all participants and the Libyan Arabic participants were also asked to fill an online survey. Using voice onset time (VOT) as a measurement tool, this study measured the English and Libyan Arabic data through Praat software. The findings show that most Libyan Arabic participants distinguish between /p/ and /b/, but they did not have as high VOT averages as the American participants' /p/. It also reveals that the production context, especially in minimal pairs and sentence contexts, has an effect on their participants' production. However, the learning environment does not have an effect on the Libyan participants' pronunciation of /p/ in this study.
The absence of the consonant sound /p/ in Libyan Arabic leads Libyan speakers of English to pronounce /p/ as /b/. This study examines how Libyan Arabic speakers distinguish the English /p/ and /b/ in their production of L2 English. The study also examines the effect of the production contexts and the learning environment on two groups of Libyan Arabic speakers' attainment of the English /p/ in the USA and Libya. The study collected voice recordings of word-initial /p/ and /b/ in isolated-words, minimal pairs, and sentences in English from both Libyan Arabic speakers and American English speakers. The study also collected Libyan Arabic stop consonants /b/, /t/, /d/, /k/, and /g/ from the Libyan participants. The voice recording data were collected using the WhatsApp mobile application from all participants and the Libyan Arabic participants were also asked to fill an online survey. Using voice onset time (VOT) as a measurement tool, this study measured the English and Libyan Arabic data through Praat software. The findings show that most Libyan Arabic participants distinguish between /p/ and /b/, but they did not have as high VOT averages as the American participants' /p/. It also reveals that the production context, especially in minimal pairs and sentence contexts, has an effect on their participants' production. However, the learning environment does not have an effect on the Libyan participants' pronunciation of /p/ in this study.
ContributorsGarib, Ali A. A (Author) / Pruitt, Kathryn (Thesis advisor) / Renaud, Claire (Committee member) / González López, Verónica (Committee member) / Arizona State University (Publisher)
Created2014
Description
This thesis examines the narratives and meta-commentary of Indonesian users of English about their English as a Second Language (ESL) experiences. It approaches interview data with ten Indonesian second language (L2) speakers of English from a narrative analysis/inquiry perspective. Each interview was transcribed according to a modified set of discourse analysis (DA) transcription conventions, then coded by the researcher. The first research question addressed what linguistic devices members of this population used to achieve cohesion and coherence in their narratives, and the second research question examined how members of this population portrayed their L2 selves in their narratives. The data yielded 21 linguistic devices that fell into three levels of frequency. Connectives, discourse markers, and repetition were by far the most common linguistic devices, followed by adverbials, embedded clauses, intensifiers, and the word like (non-comparison uses), which were somewhat frequent linguistic devices. The data also showed that participants constructed their L2 selves using three main categories: agency, identity, and perceptions of English and the U.S.. In regard to identity, participants invoked membership categorization, where they portrayed their identities in relation to other individuals. The study concludes with suggestions for future research, especially relating to Indonesian L2 users of English.
ContributorsTappendorf, Rebecca C (Author) / Renaud, Claire (Thesis advisor) / Prior, Matthew (Committee member) / Gelderen, Elly van (Committee member) / Arizona State University (Publisher)
Created2015
Description
Purpose: The present study examined grammatical gender use in child Spanish heritage speakers (HSs) in order to determine whether the differences observed in their grammar, when compared to Spanish monolinguals, stem from an incompletely acquired grammar, in which development stops, or from a restructuring process, in which features from the dominant and the weaker language converge to form a new grammatical system. In addition, this study evaluated whether the differences usually found in comprehension are also present in production. Finally, this study evaluates if HSs differences are the result of the input available to them.
Method: One-hundred and four typically developing children, 48 HSs and 58 monolingual, were selected based on two age groups (Preschool vs. 3rd Grade). Two comprehension and three production experimental tasks were designed for the three different grammatical structures where Spanish expresses gender (determiners, adjectives, and clitic pronouns). Linear mixed-models were used to examine main effects between groups and grammatical structures.
Results: Results from this study showed that HSs scored significantly lower than monolingual speakers in all tasks and structures; however, 3rd-Grade HSs had higher accuracy than PK-HSs. Error patterns were similar between monolinguals and HSs. Moreover, the commonly reported overgeneralization of the masculine form seems to decrease as HSs get older.
Conclusion: These results suggest that HSs’ do not face a case of Incomplete Acquisition or Restructured Grammatical gender system, but instead follow a protracted language development in which grammatical skills continue to develop after preschool years and follow the same developmental patterns as monolingual children
Method: One-hundred and four typically developing children, 48 HSs and 58 monolingual, were selected based on two age groups (Preschool vs. 3rd Grade). Two comprehension and three production experimental tasks were designed for the three different grammatical structures where Spanish expresses gender (determiners, adjectives, and clitic pronouns). Linear mixed-models were used to examine main effects between groups and grammatical structures.
Results: Results from this study showed that HSs scored significantly lower than monolingual speakers in all tasks and structures; however, 3rd-Grade HSs had higher accuracy than PK-HSs. Error patterns were similar between monolinguals and HSs. Moreover, the commonly reported overgeneralization of the masculine form seems to decrease as HSs get older.
Conclusion: These results suggest that HSs’ do not face a case of Incomplete Acquisition or Restructured Grammatical gender system, but instead follow a protracted language development in which grammatical skills continue to develop after preschool years and follow the same developmental patterns as monolingual children
ContributorsMartinez-Nieto, Lourdes (Author) / Restrepo, Maria Adelaida (Thesis advisor) / Renaud, Claire (Thesis advisor) / Pascual y Cabo, Diego (Committee member) / Thompson, Marilyn (Committee member) / Ingram, David (Committee member) / Arizona State University (Publisher)
Created2018
Description
While PhD dissertations are typically accessible many other terminal degree projects remain invisible and inaccessible to a greater audience. Over the past year and a half, librarians at Arizona State University collaborated with faculty and departmental administrators across a variety of fields to develop and create institutional repository collections that highlight and authoritatively share this type of student scholarship with schools, researchers, and future employers. This poster will present the benefits, challenges, and considerations required to successfully implement and manage these collections of applied final projects or capstone projects. Specifically, issues/challenges related to metadata consistency, faculty buy-in, and developing an ingest process, as well as benefits related to increased visibility and improved educational and employment opportunities will be discussed. This interactive presentation will also discuss lessons learned from the presenter’s experiences in context of how they can easily apply to benefit their respective institutions.
ContributorsPardon, Kevin (Author) / Dyal, Samuel (Author) / Harp, Matthew (Author)
Created2017-05-02