Matching Items (19)
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- All Subjects: Linguistics
- Creators: School of International Letters and Cultures
Description
In a world where people can access a foreign language as easily as they can access Netflix, looking at and comparing translations can aid in considering the differences between cultures as they are conveyed through language. The purpose of my thesis is to investigate the translation of levels of formality in American TV Shows into their French dubbed version. In particular, I survey the presence of specific lexical and morpho-syntactic French indicators of formality in the translations of five American TV Shows and how the inclusion of such features establishes the formality of a situation or relationship. Through my analysis, I explore the difficulties and concerns of translations, the effect of the translation on the audiences, and possible reasons behind the translators’ choices. When it comes to the incorporation of French lexical features, translations seem to be affected by the cultural differences between American and French society since these features deal with cultural material that is difficult to find a proper equivalence for. On the other hand, translations of morpho-syntactic features are concerned with transferring meaning from an American English structure into a French structure. When we consider these features one by one, we see how culture is filtered through language and the difficulty of translating language that is bound to a society, its institutions, and its culture.
ContributorsJordan, Emily (Author) / Bahtchevanova, Mariana (Thesis director) / Winter, Marie (Committee member) / Department of English (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The importance of second language learning in today’s ever-increasing globalized world is becoming ever more paramount. Despite seeming trends which indicate aversion to globalization, the international phenomenon which describes the connection made between peoples and cultures, will only increase its influence in coming years. With the advances globalization has made, it is becoming more important to learn and study foreign languages in order to keep abreast of this trend and not be left behind by globalization. Why electronic translation is not so viable in the long run (at least currently) is that culture and syntax are not things which can be simply ascertained via mediums such as application use. Due to the fact that advanced language proficiency is considered to be an integral piece towards stronger sentiments of “integration” (i.e. Syrian refugees integrating into EU and US) it is of more importance that increasing second language proficiency receives the adequate study and implementation to reflect a more cohesive globalized world. Accompanying this necessity is the simple fact that adult second language learners often struggle to overcome difficulty to the challenging yet rewarding task of learning and eventually mastering a second language.
To truly understand the difficulty some adult second language learners have with learning a second language it can be helpful to compare second language acquisition to how one naturally, and seemingly effortlessly in many cases, acquires their native language. How can a comparative analysis of how native speakers and adult second language learners each learn their first and second language respectively be successfully converted to a specific means of assisting adult second language learners achieve the highest level of possible fluency? In order to more accurately propose a viable solution to the overarching question, the following three questions have been proposed as a means to springboard into better understanding the nature of the main topic.
The points to consider while analyzing the main question throughout this analysis are as follows: How would it be best for an adult second language learner to achieve the same level off proficiency as a native speaker of a given language whom has been exposed to all of its intricacies since birth? At what point exactly is someone considered to have the same level of proficiency which a native speaker of a given language would have and how does that differ from being a heritage speaker? With the final supporting question being: What type of learning would be best suited in helping a heritage speaker (someone who learns a language in the home by virtue of their heritage) or adult second language learner to become highly proficient in a second language?
In order to propose a wide variety of integration between these questions with the conjoined purpose of answering the inquiry of this thesis, many different sources supporting each of the above questions will contain certain overlap, providing a clear basis for constructing a tri-fold argument in answering the thesis question as acutely as possible. In regards to the first question, the question of “proficiency” will be a subsection committed to understanding the nature of how language proficiency works and at what point (if ever) one can ever be considered “highly proficient” in a second language.
All three exploratory questions are compatible with a theory known as Critical Period Theory, a theory in linguistics proposed by Montreal neurologist Wilder Penfield, which states, “There is a critical age, before puberty, that one must learn language. If one has not learned to speak before puberty it is much more difficult, and sometimes impossible, to learn language and speak in a meaningful way.” The overlap which this method binds to Universal Grammar is a rather close-knit relationship. Research composed by certain linguists suggest that “children are born with a certain universal grammar wired into their brains.” This will be compared and cross-examined to a higher degree in a later section of the paper.
The importance of Universal Grammar in relation to Critical Period Theory cannot be overstated. Universal Grammar in relation to the second language Critical Period Theory will help explain at which point, someone is considered to be a “native speaker” of a given language. The third question posed of how would it be best for heritage and second language learners to increase their proficiency in a second language really touches on both of these theories in regards to at which age someone is exposed to a specific language in addition to how Universal Grammar affects the development of second language acquisition. In the realm of perpetually working towards mitigating an answer to this analysis’s thesis, the connecting thread or “roter Faden”, as it is said in German, will be the integrative domain the above questions will have on arriving to a clearer understanding of the nature of how a comparative analysis of second language learners and mother-tongue speakers can expedite the language learning process of second language learners, using techniques of native speakers which they inherently pick-up.
To truly understand the difficulty some adult second language learners have with learning a second language it can be helpful to compare second language acquisition to how one naturally, and seemingly effortlessly in many cases, acquires their native language. How can a comparative analysis of how native speakers and adult second language learners each learn their first and second language respectively be successfully converted to a specific means of assisting adult second language learners achieve the highest level of possible fluency? In order to more accurately propose a viable solution to the overarching question, the following three questions have been proposed as a means to springboard into better understanding the nature of the main topic.
The points to consider while analyzing the main question throughout this analysis are as follows: How would it be best for an adult second language learner to achieve the same level off proficiency as a native speaker of a given language whom has been exposed to all of its intricacies since birth? At what point exactly is someone considered to have the same level of proficiency which a native speaker of a given language would have and how does that differ from being a heritage speaker? With the final supporting question being: What type of learning would be best suited in helping a heritage speaker (someone who learns a language in the home by virtue of their heritage) or adult second language learner to become highly proficient in a second language?
In order to propose a wide variety of integration between these questions with the conjoined purpose of answering the inquiry of this thesis, many different sources supporting each of the above questions will contain certain overlap, providing a clear basis for constructing a tri-fold argument in answering the thesis question as acutely as possible. In regards to the first question, the question of “proficiency” will be a subsection committed to understanding the nature of how language proficiency works and at what point (if ever) one can ever be considered “highly proficient” in a second language.
All three exploratory questions are compatible with a theory known as Critical Period Theory, a theory in linguistics proposed by Montreal neurologist Wilder Penfield, which states, “There is a critical age, before puberty, that one must learn language. If one has not learned to speak before puberty it is much more difficult, and sometimes impossible, to learn language and speak in a meaningful way.” The overlap which this method binds to Universal Grammar is a rather close-knit relationship. Research composed by certain linguists suggest that “children are born with a certain universal grammar wired into their brains.” This will be compared and cross-examined to a higher degree in a later section of the paper.
The importance of Universal Grammar in relation to Critical Period Theory cannot be overstated. Universal Grammar in relation to the second language Critical Period Theory will help explain at which point, someone is considered to be a “native speaker” of a given language. The third question posed of how would it be best for heritage and second language learners to increase their proficiency in a second language really touches on both of these theories in regards to at which age someone is exposed to a specific language in addition to how Universal Grammar affects the development of second language acquisition. In the realm of perpetually working towards mitigating an answer to this analysis’s thesis, the connecting thread or “roter Faden”, as it is said in German, will be the integrative domain the above questions will have on arriving to a clearer understanding of the nature of how a comparative analysis of second language learners and mother-tongue speakers can expedite the language learning process of second language learners, using techniques of native speakers which they inherently pick-up.
ContributorsRoselius, Thomas Jacob (Author) / Lee, Sara (Thesis director) / Reves, Christiane (Committee member) / College of Public Service and Community Solutions (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The purpose of this study is to document and analyze three women's English language learning journeys after moving from various parts of Mexico to Phoenix, Arizona. The study explores the effects of English as a Second Language (ESL) education on the social and cultural development of Mexican women students at Friendly House, whose mission is to "Empower Arizona communities through education and human services". The literature review section explores such topics as the complications and history of Mexican immigration to Phoenix and of state-funded ESL education in Phoenix. The consequent research study will entail a pair of interviews with the three beginner ESL students about their lives in Mexico compared to their lives in Phoenix, with a specific focus on aspects of their language acquisition and cultural adjustment to life in Arizona. Photos of and by the consultants add to their stories and lead to a discussion about the implications of their experiences for ESL teachers. By documenting the consultants' experiences, this study finds many gaps in ESL education in Phoenix. Suggestions about how ESL programs and teaching methods can be modified to fit student's needs form the basis for the conclusions.
ContributorsDriscoll, Ashley Marisa (Author) / Horan, Elizabeth (Thesis director) / O'Connor, Brendan (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
A situation of language contact on the Uruguayan-Brazilian border has created a unique opportunity to study variant usage with respect to the phoneme /b/. Following past research models, the thesis analyzes the social and linguistic effects of contact bilingualism on the border variety of Spanish using acoustic phonetics. The intervocalic /b/ was the target variant in the study. Analysis was performed on the speech tokens of 20 speakers living on the Uruguayan-Brazilian border using the phonetics software Praat, and from the tokens the consonant-vowel intensity ratio of each intervocalic /b/ was determined in order to characterize the variant. The tokens were classified as one of four possible variants, [b], [v], [β], or phonetic zero. The thesis found that cognate status, normative Spanish orthography, and professional status were the significant predictors of variant usage.
ContributorsEngelhardt, Julie Karyn (Author) / Gradoville, Michael (Thesis director) / Cerron-Palomino, Alvaro (Committee member) / Waltermire, Mark (Committee member) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
In this work we analyze just what makes the topic of third party voting so intriguing to voters and why it is different than voting for one of the major parties in American politics. First, we will discuss briefly the history of politics in America and what makes it exciting. Next, we will outline some of the works by other political and economic professionals such as Hotelling, Lichtman and Rietz. Finally, using the framework described beforehand this paper will analyze the different stances that voters, candidates, and others involved in the political process of voting have regarding the topic of third party voting.
ContributorsMcElroy, Elizabeth (Co-author) / Beardsley, James (Co-author) / Foster, William (Thesis director) / Goegan, Brian (Committee member) / Department of Economics (Contributor) / School of International Letters and Cultures (Contributor) / Economics Program in CLAS (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
It is no great secret that languages come into contact with each other. From people interacting on the street, to children in school, to nations working on international policies, days do not pass where languages do not collide. And, while this is a well-documented and studied phenomenon with many books devoted to it, it is one that is incomplete. Throughout the course of time, natural and social disasters have impacted language in an unrelentless and undocumented way. The question, therefore, becomes: what happens to the languages of the people who are affected by some sort of disaster? It is well known that there are many factors that affect a language's life and development. However, what about the events like a massive volcanic eruption or the destruction of a population due to genocide? It makes sense to theorize that natural and social disasters could have lasting effects on the languages of the world. As language is one of the most important aspects of human societies, it is crucial to be able to explore and possibly understand any potential patterns of change that are stimulated from different types of devastating events. The disasters that a society undergoes directly alter the language of that people. By studying the patterns of these changes and using integral examples, the key factors of change can be identified and an evaluative system can be developed. By first giving an in-depth overview of the relevant field, Contact Linguistics, understanding the current methods for analyzing language change, and then assessing these for their usefulness in disaster cases, this paper aims to arrive at a new, integrated method for evaluation of these unique situations.
ContributorsGallo, Antonette Lynn (Author) / Van Gelderen, Elly (Thesis director) / Kruger, William (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Cannabis use has been purported to cause an amotivation-like syndrome among users. The purpose of this study was to investigate whether third party observers noticed amotivation among cannabis users. Participants in this study were 72 undergraduate university students, with a mean age of M=19.20 years old (SD=2.00). Participants nominated Informants who knew them well and these informants completed a version of the 18-item Apathy Evaluation Scale. Results indicated that more frequent cannabis use was associated with higher informant-reported levels of amotivation, even when controlling for age, sex, psychotic-like experiences, SES, alcohol use, tobacco use, other drug use, and depression symptoms (β=0.34, 95% CI: 0.04, 0.64, p=.027). A lack of motivation severe enough to be visible by a third party has the potential to have negative social impacts on individuals who use cannabis regularly.
ContributorsWhite, Makita Marie (Author) / Meier, Madeline (Thesis director) / Glenberg, Arthur (Committee member) / Pardini, Dustin (Committee member) / School of Art (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The current study investigated emotional language use in middle aged and older adults in interviews in which they were asked questions relating to Alzheimer's disease and related dementias. Participants were split into two groups, one that attended Memory Clinic to have their cognition assessed, representing information seekers, and those who did not attend. These interviews were then transcribed and run through LIWC2015 software to determine linguistic differences between the two groups. Results did not indicate statistically significant differences between language use in those who attended Memory Clinic compared with those who did not. Further study with a sample that has higher levels of anxiety related to Alzheimer's disease and related dementias may produce statistically significant results.
ContributorsKalman, Talya (Author) / Maxfield, Molly (Thesis director) / Updegraff, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Hugh Downs School of Human Communication (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2022-05
Description
Hiatus resolution, also explained by vowel sequence realization, occurs when a vowel sequence that occupies two syllables in normative speech is reduced to a monosyllabic sequence. In this study, vowel sequence realization was examined by measuring the duration of word-boundary vowel sequences in the speech of Spanish speakers from Cali and Barranquilla, Colombia. Four variables (speaker gender, regional variety, speaking rate, and two-word string frequency) were analyzed to determine their effects on the duration of the unstressed vowel sequences , , , and .
ContributorsO'Connor, Christopher (Author) / Gradoville, Michael (Thesis director) / Walton-Ramirez, Anne (Committee member) / File-Muriel, Richard (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Molecular Sciences (Contributor)
Created2022-05