Matching Items (30)
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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

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
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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
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Description
Linguistic subjectivity and subjectification are fields of research that are relatively new to those working in English linguistics. After a discussion of linguistic subjectivity and subjectification as they relate to English, I investigate the subjectification of a specific English adjective, and how its usage has changed over time. Subjectivity is

Linguistic subjectivity and subjectification are fields of research that are relatively new to those working in English linguistics. After a discussion of linguistic subjectivity and subjectification as they relate to English, I investigate the subjectification of a specific English adjective, and how its usage has changed over time. Subjectivity is held by many linguists of today to be the major governing factor behind the ordering of English prenominal adjectives. Through the use of a questionnaire, I investigate the effect of subjectivity on English prenominal adjective order from the perspective of the native English speaker. I then discuss the results of the questionnaire, what they mean in relation to how subjectivity affects that order, and a few of the patterns that emerged as I analyzed the data.
ContributorsSkarstedt, Luke (Author) / Gelderen, Elly van (Thesis advisor) / Bjork, Robert (Committee member) / Adams, Karen (Committee member) / Arizona State University (Publisher)
Created2013
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Description
In this dissertation I argue that medieval peoples used a different style of identity from those applied to them by later scholarship and question the relevance of applying modern terms for identity groups (e.g., ethnicity or nationality) to the description of medieval social units. I propose we think of identity

In this dissertation I argue that medieval peoples used a different style of identity from those applied to them by later scholarship and question the relevance of applying modern terms for identity groups (e.g., ethnicity or nationality) to the description of medieval social units. I propose we think of identity as a social construct comprised of three articulating facets, which I call: form, aspect, and definition. The form of identity is its manifestation in behavior and symbolic markers; its aspect is the perception of these forms by people; and its definition is the combination of these perceptions into a social category. Taking an interdisciplinary approach, I examine each facet individually before synthesizing the results. I study the form of identity through an analysis of styles in material culture using a consensus analysis to determine how well objects decorated with the same motif do communicating a shared idea to members of a social group. I explore the aspect of identity through a whole-corpus linguistics approach to Old English, in which I study the co-occurrence of words for "a people" and other semantic fields to refine our understanding of Old English perceptions of social identity. Finally, I investigate the definition of identity by comparing narrations of identity in Old English verse and prose in order to see how authors were able to use vocabulary and imagery to describe the identity of their subjects. In my conclusion I demonstrate that the people of Medieval England had a concept of identity based on the metaphor of a village meeting or a feast, in which smaller, innate groups were thought to aggregate into new heterogeneous wholes. The nature and scale of these groups changed over the course of the Anglo-Saxon period but some of the names used to refer to these units remained constant. Thus, I suggest scholars need to apply a culturally relevant concept of identity when describing the people who lived in Medieval Britain, one that might not match contemporary models, and be cognizant of the fact that medieval groups were not the same as their modern descendants.
ContributorsRoberts, Christopher M (Author) / Hegmon, Michelle (Thesis advisor) / Bjork, Robert (Thesis advisor) / Van Der Leeuw, Sander (Committee member) / Wicker, Nancy (Committee member) / Arizona State University (Publisher)
Created2013
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Description
ABSTRACT The teaching of formulaic sequences (FSs) to improve speech fluency is a time honored tradition in the field of English as a Second Language (ESL). However, recent research seems to indicate that certain discourse markers, specifically transition and personal stance markers, are more useful than other FSs. This study

ABSTRACT The teaching of formulaic sequences (FSs) to improve speech fluency is a time honored tradition in the field of English as a Second Language (ESL). However, recent research seems to indicate that certain discourse markers, specifically transition and personal stance markers, are more useful than other FSs. This study is an attempt to partially replicate (on a very small scale) one of these studies to see if the findings are similar when the standardized test materials are from the Test Of English as a Foreign Language (TOEFL) rather than the International English Language Testing System (IELTS). The hope is that teacher researchers could have access to readily available, standardized assessment materials with which to create their own research studies consisting of a standardized pretest and posttest. Four students of various levels in an Intensive English Program (IEP) were given a practice listening and speaking exam utilizing TOEFL preparation materials found online. The results were analyzed to see if there was a noticeable correlation between the use of the specified discourse markers on the speech portion of the test and the performance of the students on the listening portion of the test. The findings show some discrepancy between the two studies' results. It appears possible to have a high perceived fluency rate and still have a lower overall speaking fluency when taking into account listening comprehension and various other measures.
ContributorsNunn, Theda (Author) / Renaud, Claire (Thesis advisor) / Prior, Matthew T. (Committee member) / James, Mark A (Committee member) / Arizona State University (Publisher)
Created2014
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Description
ABSTRACT There are many parts of speech and morphological items in a linguistic lexicon that may be optional in order to have a cohesive language with a complete range of expression. Negation is not one of them. Negation appears to be absolutely essential from a linguistic (and indeed, a psychological)

ABSTRACT There are many parts of speech and morphological items in a linguistic lexicon that may be optional in order to have a cohesive language with a complete range of expression. Negation is not one of them. Negation appears to be absolutely essential from a linguistic (and indeed, a psychological) point of view within any human language. Humans need to be able to say in some fashion "No" and to express our not doing things in various ways. During the discussions that appear in this thesis, I expound upon the historical changes that can be seen within three different language branches - North Germanic (with Gothic, Old Saxon, Old Norse, Swedish, and Icelandic), West Germanic (with English), and Celtic (with Welsh) - focusing on negation particles in particular and their position within these languages. I also examine how each of these chosen languages has seen negation shift over time in relation to Jespersen's negation cycle. Finally, I compare and contrast the results I see from these languages, demonstrating that they all three do follow a distinct negation cycle. I also explain how these three negation cycles are chronologically not in sync with one another and obviously all changed at different rates. This appears to be the case even within the different branches of the Germanic family.
ContributorsLoewenhagen, Angela C (Author) / Gelderen, Elly van (Committee member) / Bjork, Robert (Committee member) / Gillon, Carrie (Committee member) / Arizona State University (Publisher)
Created2014
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Description
South Sudanese refugees are among the most vulnerable immigrants to the U.S.. Many have spent years in refugee camps, experienced trauma, lost members of their families and have had minimal or no schooling or literacy prior to their arrival in the U.S. Although most South Sudanese aspire to become U.S.

South Sudanese refugees are among the most vulnerable immigrants to the U.S.. Many have spent years in refugee camps, experienced trauma, lost members of their families and have had minimal or no schooling or literacy prior to their arrival in the U.S. Although most South Sudanese aspire to become U.S. citizens, finally giving them a sense of belonging and participation in a land they can call their own, they constitute a group that faces great challenges in terms of their educational adaptation and English-language learning skills that would lead them to success on the U.S. citizenship examination. This dissertation reports findings from a qualitative research project involving case studies of South Sudanese students in a citizenship preparation program at a South Sudanese refugee community center in Phoenix, Arizona. It focuses on the links between the motivations of students seeking citizenship and the barriers they face in gaining it. Though the South Sudanese refugee students aspiring to become U.S. citizens face many of the same challenges as other immigrant groups, there are some factors that in combination make the participants in this study different from other groups. These include: long periods spent in refugee camps, advanced ages, war trauma, absence of intact families, no schooling or severe disruption from schooling, no first language literacy, and hybridized forms of second languages (e.g. Juba Arabic). This study reports on the motivations students have for seeking citizenship and the challenges they face in attaining it from the perspective of teachers working with those students, community leaders of the South Sudanese community, and particularly the students enrolled in the citizenship program.
ContributorsJohnson, Erik (Author) / Adams, Karen (Thesis advisor) / Renaud, Claire (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2014
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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

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.
ContributorsGarib, Ali A. A (Author) / Pruitt, Kathryn (Thesis advisor) / Renaud, Claire (Committee member) / González López, Verónica (Committee member) / Arizona State University (Publisher)
Created2014
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Description
While tournaments, duels, and challenges were analyzed within literary texts prior to the 1980's, the most recent trend in scholarship has been to focus on how these proceedings fit into a historical context. Many authors have noted how medieval rulers used tournaments, duels, and challenges as a way to kee

While tournaments, duels, and challenges were analyzed within literary texts prior to the 1980's, the most recent trend in scholarship has been to focus on how these proceedings fit into a historical context. Many authors have noted how medieval rulers used tournaments, duels, and challenges as a way to keep their militaristic knights under control; however, there has been relatively little study on the way that these three events function as a means of social control in medieval romances. This paper examines how the public nature of these events and the chivalric nature of their participants combine to subvert the agency of not only the nobles, but also King Arthur himself in four of the Sir Gawain romances, "Ywain and Gawain", "The Knightly Tale of Gologras and Gawain", "The Awntyrs off Arthur at the Terne Wathelyne" and Sir Gawain and the Green Knight.
ContributorsWilhite, Amanda (Author) / Bjork, Robert (Thesis advisor) / Sturges, Robert (Committee member) / Maring, Heather (Committee member) / Arizona State University (Publisher)
Created2012
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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