Matching Items (13)
Filtering by

Clear all filters

151983-Thumbnail Image.png
Description
This study is about Thai English (ThaiE), a variety of World Englishes that is presently spoken in Thailand, as the result of the spread of English and the recent Thai government policies towards English communication in Thailand. In the study, I examined the linguistic data of spoken ThaiE, collected from

This study is about Thai English (ThaiE), a variety of World Englishes that is presently spoken in Thailand, as the result of the spread of English and the recent Thai government policies towards English communication in Thailand. In the study, I examined the linguistic data of spoken ThaiE, collected from multiple sources both in the U.S.A. and Thailand. The study made use of a qualitative approach in examining the data, which were from (i) English interviews and questionnaires with 12 highly educated Thai speakers of English during my fieldwork in the Southwestern U.S.A., Central Thailand, and Northeastern Thailand, (ii) English speech samples from the media in Thailand, i.e. television programs, a news report, and a talk radio program, and (iii) the research articles on English used by Thai speakers of English. This study describes the typology of ThaiE in terms of its morpho-syntax, phonology, and sociolinguistics, with the main focus being placed on the structural characteristics of ThaiE. Based on the data, the results show that some of the ThaiE features are similar to the World Englishes features, but some are unique to ThaiE. Therefore, I argue that ThaiE is structurally considered a new variety of World Englishes at the present time. The findings also showed an interesting result, regarding the notion of ThaiE by the fieldwork interview participants. The majority of these participants (n=6) denied the existence of ThaiE, while the minority of the participants (n=5) believed ThaiE existed, and one participant was reluctant to give the answer. The study suggested that the participants' academic backgrounds, the unfamiliar notion of ThaiE, and the level of the participants' social interaction with everyday persons may have influenced their answers to the main research question.
ContributorsRogers, Uthairat (Author) / Gelderen, Elly van (Thesis advisor) / Mailhammer, Robert (Committee member) / Adams, Karen (Committee member) / Arizona State University (Publisher)
Created2013
152000-Thumbnail Image.png
Description
Despite the vast research on language carried out by the generative linguistics of Noam Chomsky and his followers since the 1950s, for theoretical reasons (mainly their attention to the mental abstraction of language structure rather than language as a performed product), historical linguistics from the start lay outside their research

Despite the vast research on language carried out by the generative linguistics of Noam Chomsky and his followers since the 1950s, for theoretical reasons (mainly their attention to the mental abstraction of language structure rather than language as a performed product), historical linguistics from the start lay outside their research interest. This study is an attempt to bridge the gap between the formalism and theoretical constructs introduced by generative grammar, whose ultimate goal is to provide not only a description but also an explanation to linguistic phenomena, and historical linguistics, which studies the evolution of language over time. This main objective is met by providing a formal account of the changes hwæðer undergoes throughout the Old English (OE) period. This seemingly inconspicuous word presents itself as a case of particular investigative interest in that it reflects the different stages proclaimed by the theoretical assumptions implemented in the study, namely the economy principles responsible for what has become known as the CP cycle: the Head Preference Principle and the Late Merge Principle, whereby pronominal hwæðer would raise to the specifier position for topicalization purposes, then after frequent use in that position, it would be base-generated there under Late Merge, until later reanalysis as the head of the Complementizer Phrase (CP) under Head Preference. Thus, I set out to classify the diverse functions of OE hwæðer by identifying and analyzing all instances as recorded in the diachronic part of the Helsinki Corpus. Both quantitative and qualitative analyses of the data have rendered the following results: 1) a fully satisfactory functional and chronological classification has been obtained by analyzing the data under investigation following a formal theoretical approach; and 2) a step-by-step historical analysis proves to be indispensable for understanding how language works at the abstract level from a historical point of view. This project is part of a growing body of research on language change which attempts to describe and explain the evolution of certain words as these change in form and function.
ContributorsParra-Guinaldo, Víctor (Author) / Gelderen, Elly van (Thesis advisor) / Bjork, Robert (Committee member) / Nilsen, Don L. F. (Committee member) / Arizona State University (Publisher)
Created2013
Description
The speech of non-native (L2) speakers of a language contains phonological rules that differentiate them from native speakers. These phonological rules characterize or distinguish accents in an L2. The Shibboleth program creates combinatorial rule-sets to describe the phonological pattern of these accents and classifies L2 speakers into their native language.

The speech of non-native (L2) speakers of a language contains phonological rules that differentiate them from native speakers. These phonological rules characterize or distinguish accents in an L2. The Shibboleth program creates combinatorial rule-sets to describe the phonological pattern of these accents and classifies L2 speakers into their native language. The training and classification is done in Shibboleth by support vector machines using a Gaussian radial basis kernel. In one experiment run using Shibboleth, the program correctly identified the native language (L1) of a speaker of unknown origin 42% of the time when there were six possible L1s in which to classify the speaker. This rate is significantly better than the 17% chance classification rate. Chi-squared test (1, N=24) =10.800, p=.0010 In a second experiment, Shibboleth was not able to determine the native language family of a speaker of unknown origin at a rate better than chance (33-44%) when the L1 was not in the transcripts used for training the language family rule-set. Chi-squared test (1, N=18) =1.000, p=.3173 The 318 participants for both experiments were from the Speech Accent Archive (Weinberger, 2013), and ranged in age from 17 to 80 years old. Forty percent of the speakers were female and 60% were male. The factor that most influenced correct classification was higher age of onset for the L2. A higher number of years spent living in an English-speaking country did not have the expected positive effect on classification.
ContributorsFrost, Wende (Author) / Gelderen, Elly van (Thesis advisor) / Perzanowski, Dennis (Committee member) / Gee, Elisabeth (Committee member) / Arizona State University (Publisher)
Created2013
153165-Thumbnail Image.png
Description
This study investigates the relationships between ESL teachers' beliefs about writing instruction and their use of computer technology in the first-year composition classroom. Utilizing a sociocultural approach, the study analyzes the connections between ESL teachers' instructional beliefs and the technological practices that emerge as a result of these beliefs

This study investigates the relationships between ESL teachers' beliefs about writing instruction and their use of computer technology in the first-year composition classroom. Utilizing a sociocultural approach, the study analyzes the connections between ESL teachers' instructional beliefs and the technological practices that emerge as a result of these beliefs and decisions. Qualitative research was conducted, and data was collected through classroom observations, teacher interviews, and course materials. Data analysis reveals that regardless of teachers' differing beliefs about writing instruction, they use computer technology when it enhances their teaching and students' learning. It also reveals that factors such as teacher attitude toward technology and adequate training affect the extent to which they incorporate technology into class.
ContributorsErdem, Ebru (Author) / Gelderen, Elly van (Thesis advisor) / Nilsen, Don (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2014
149853-Thumbnail Image.png
Description
ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six

ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.
ContributorsOrtega, Irasema (Author) / Luft, Julie A (Thesis advisor) / Artiles, Alfredo (Committee member) / Baker, Dale R. (Committee member) / Arizona State University (Publisher)
Created2011
150564-Thumbnail Image.png
Description
ABSTRACT This thesis investigates the acceptability of a new variety of English among the English teaching community in Germany. A number of linguists claim there is a new variety of English developing in continental Europe, also known as Euro-English. Their research has surfaced multiple features that are unique to European

ABSTRACT This thesis investigates the acceptability of a new variety of English among the English teaching community in Germany. A number of linguists claim there is a new variety of English developing in continental Europe, also known as Euro-English. Their research has surfaced multiple features that are unique to European speakers of English. Twenty-one teachers participated in a survey. They answered a questionnaire consisting of two parts. Part one investigates the background of the teachers, their attitudes towards different varieties of English, and their awareness of the research regarding Euro-English. Part two tests the acceptability of ten features that have been claimed to be specific for mainland Europeans. Results of this study reveal that there is little awareness of non-native varieties and many find it hard to accept the features of Euro-English. However, the teachers show a genuine interest in this topic. Where there is a general preference in holding on to the guidelines of standard norms, many comments indicate that teachers think about issues of identity and how their teaching could be affected by a broader scope that exceeds traditional methods.
ContributorsRaack, Christine (Author) / Gelderen, Elly van (Thesis advisor) / Adams, Karen (Committee member) / Ghanem, Carla (Committee member) / Arizona State University (Publisher)
Created2012
149738-Thumbnail Image.png
Description
A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that

A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that took place in Japan and America. The analysis of these examples will bring to light the concept of taking on multiple roles, including graduate research assistant, interpreter, cultural mediator, and sociolinguistic consultant within a research project serving to uncover challenging personal and professional dilemmas and crossing boundaries; the dual roles, interpreter and researcher being the primary focus. This analysis results in a brief look at a thought provoking, yet evolving task of the researcher/interpreter. Maintaining multiple roles in the study the researcher is able to potentially identify and contribute "hidden" knowledge that may have been overlooked by other members of the research team. Balancing these different roles become key implications when interpreting practice, ethical boundaries, and participant research at times the lines of separation are blurred.
ContributorsHensley, Jennifer Scarboro (Author) / Tobin, Joseph (Thesis advisor) / Artiles, Alfredo (Committee member) / Horejes, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
150845-Thumbnail Image.png
Description
The nature of imperative syntax has remained an elusive, yet ever-present, subject in syntactic research, spanning several decades of linguistic inquiry and analysis, and it is therefore unsurprising that current views on the subject continue to be somewhat divided. This thesis examines the syntactic evidence from imperatives in Old English

The nature of imperative syntax has remained an elusive, yet ever-present, subject in syntactic research, spanning several decades of linguistic inquiry and analysis, and it is therefore unsurprising that current views on the subject continue to be somewhat divided. This thesis examines the syntactic evidence from imperatives in Old English and ultimately seeks to develop a picture of the possibilities for imperative clauses in OE alongside an overall framework for imperative syntax within contemporary theoretical models of syntactic structure. The general, perceived pattern for OE imperative clauses (e.g. Millward 1971) is “verb−first,” and statistical data from the corpora confirm this perception, with the majority of imperative clauses exhibiting the verb in clause−initial position. Imperative constructions with post− and preverbal overt subjects are also examined at length, and postverbal subjects are found to be the majority case. These results are further expanded by examinations of data from verb−second and verb−third contexts, which include possibilities for topicalized constituents and adverbs. Ultimately, the relative position of both the verb and the subject and the relationship between these and other elements in the totality of the data provide essential clues for constructing a clearer model of OE imperative syntax. Within a relatively rich cartographic framework (Rizzi 1997), I therefore argue that the imperative verb is standardly fronted to the head of ForceP, with the overt subject remaining in spec−FinP, in parallel with other models for imperative syntax and OE syntax. Exceptions to this pattern for imperatives which suggest lower positions for the imperative verb (e.g. verb−second and verb−third constructions) are also accounted for, all with the central goal of demonstrating a consistent pattern underlying the realization of imperative syntax in Old English.
ContributorsKruger, William Wriley (Author) / Gelderen, Elly van (Thesis advisor) / Adams, Karen (Committee member) / Major, Roy (Committee member) / Arizona State University (Publisher)
Created2012
153949-Thumbnail Image.png
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

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
156500-Thumbnail Image.png
Description
This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies

This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they conceptualized (bi)literacy for emergent bilingual students. At the student level, I engaged in identity-text writing sessions designed around student interests yet aligned with the opinion/argumentation writing style the students were working on in class at the time of data collection. Additionally, I conducted one-on-one interviews with the participants at each level of analysis (i.e. school-level, classroom-level, and student-level). The primary data analysis sources included participant interviews, classroom observations, and student identity-text artifacts.

Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
ContributorsBaca, Evelyn Concepción (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Artiles, Alfredo (Committee member) / Beardsley, Audrey (Committee member) / Casanova, Saskias (Committee member) / Arizona State University (Publisher)
Created2018