Matching Items (10)
Filtering by
Description
Methods of second language (L2) teaching should involve exposure to authentic forms to facilitate the development of proficiency and fluency. Exposure to authentic forms is important because prior research has shown that natural language discourse uses mostly prefabricated linguistic units (prefabs-formulaic language) that aid in developing linguistic competence and fluency; this occurs because learners' cognitive load is decreased when they are able to retrieve prefabricated wholes from their L2 repertoire as they produce L2 discourse (Erman & Warren, 2000). An effective method of acquiring prefabricated constructions as single units of meaning or structure is repetition of exposure to whole collocations (words that occur together in fixed phrases), since attention will shift from the individual constituents of the phrase to the unit as a whole as the meaning-bearing stored form (Bybee et al., 2006). Authentic materials (materials produced by native speakers for native speakers) contain a substantial number of prefabricated meaning units that are characteristic of native-speaker produced natural language. Compared to traditional L2 classroom approaches, authentic materials are more likely to engage learners due to the range of options available for learner interest; there is a psychological benefit for students who can be certain that their progress with authentic materials is tantamount to progress outside the classroom setting (Berardo, 2006; Ugalde, 2008). The efficacy of exposure to authentic forms can also be explained by virtue of the fact that it promotes incidental acquisition, which is the primary manner by which language is learned (Ellis & Wulff, 2015); it does so through facilitating implicit pattern recognition of exemplar structures. The research concludes with a discussion of why pedagogical approaches should seek to incorporate formulaic language for learners to achieve fluency.
ContributorsGuerithault, Nicolas Owen (Author) / Lafford, Barbara (Thesis director) / Martinez, Jacqueline (Committee member) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Across the world, nations manage their borders in various ways. Brazil and Uruguay share a non-militarized dry border, which creates a range of unique challenges and assets for that region. Through historical, linguistic, and cultural context as well as ethnography-inspired mixed method research, this paper demonstrates that the border region serves as an area of cultural blending. While elements of national affiliation are still present, at times, semiotic and linguistic elements are neither Brazilian nor Uruguayan, but have taken on their own identity.
ContributorsAraiza, Ulises (Co-author) / Desper, Tate (Co-author) / Escobar, Edward (Thesis director) / O'Connor, Brendan (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Transborder Studies (Contributor)
Created2015-05
Description
Nogales, Mexico experiences a number of socio-economic challenges stemming from industrialization and immigration due to its location on the border. The purpose of the study is to investigate how border issues affect those who live in communities on the Mexican-American border and to find out how non-governmental organizations, such as Hogar de Esperanza y Paz (HEPAC), play a role in combating and repairing social and economic damages caused by transnational immigration and industrialization. This study will look at interviews with staff, volunteers, and participants of HEPAC to see commonalities in responses about the work of the organization and the social and economic reality of their community. The following commonalities were found from the interviews: 1) a desire for people visiting Tirabichi to have a transformative experience that shows the personal result of socio-economic problems, 2) a socio-economic linkage to the situation in Tirabichi, 3) Personal solutions to the problems in Tirabichi through fostering a feeling of community and through education, 4) Culture of Peace workshops needed to change the next generation, necessary because of acclimation to violence in the children's community, 5) an influence of migrants in the community.
ContributorsDavison, Patrice Marie McDaniel (Author) / King, Carmen (Thesis director) / Lafford, Barbara (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor)
Created2014-05
Description
I never feel completely comfortable with someone until I know I can make them laugh. Humor has played an important role in all of my personal relationships, with friends, family and coworkers. For this reason, humor has always fascinated me. One person's sense of humor can differ so greatly from another's, yet the reaction of laughter is the same. Entering college, I saw the field of psychology as the most direct path to studying humor. My thesis was always going to address humor in some way, and I decided that the best way to study humor was through stand-up comedians. These performers spend most of their time trying to make other people laugh, but they don't seem very happy. I decided to watch local shows and interview local comedians, with the goal of better understanding this relationship between humor and sadness. Specifically, I wanted to find out how these comedians use humor to deal with negative experiences in their lives. I conducted interviews with six local stand-up comics, who have experienced varying degrees of success in their stand-up careers. The questions for the interviews were developed to best determine how the comics had decided to work in stand-up comedy, what their career trajectories had looked like, how they develop their material, how humor connects to negative experiences in their lives, and how committed each comic was to performing stand-up. Also, I hoped to gain a better understanding of what role stand-up played in shaping the identity of each comic. Interviews lasted between 40 and 75 minutes. I interviewed the local stand-up comics Iesha Renee, Shapel Lacey, Anwar Newton, Mike Enders and Charles Engle, and Michael Turner.
ContributorsLucas, Peter J. (Author) / Meloy, Lisa (Thesis director) / O'Connor, Brendan (Committee member) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study observes two fanfiction speech communities, Danny Phantom and Detective Conan. The members of these communities write stories based upon the canon within these two animated cartoons and interact with one another through reviews, author's notes, and story summaries. Using the speech community model, this community's unique practices and communicative repertoire will be identified and analyzed. Both of these fandoms show similarities with the overarching general fanfiction speech community, but they also possess key differences that define them as their own separate community. Fan jargon is used frequently in author's notes, reviews, and summaries to indicate fan expertise and membership within the fandom as well as exclude newcomers from understanding the information. This jargon remains largely the same across languages, and using it properly is important to being considered a true fan. Furthermore, many stories share similar elements that are not present within the source material, indicating that the fandoms possess a shared communicative repertoire. Review practices also show strong cultural norms that demand that reviewers offer praise and encouragement to the writers. Most criticism is phrased extremely kindly to avoid breaking cultural norms. Those who do not follow these cultural norms are shunned by the community, and required to apologize to maintain proper fan membership. Fan hierarchy is also examined, including the ways that big name fans and reviewers exert centripetal and centrifugal forces upon the language, simultaneously pushing it towards standardization and variation. Authors also use many face saving techniques to demonstrate their own lack of knowledge within the community, especially if they are new or inexperienced. The members of these communities share a deep cultural connection that is strengthened by their practices and repertoires.
ContributorsDial, Ashtyn Nicole (Author) / Friedrich, Patricia (Thesis director) / O'Connor, Brendan (Committee member) / Computing and Informatics Program (Contributor) / Department of English (Contributor, Contributor, Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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
Education is known for being powerful in reducing poverty, improving health, promoting healthier economies, and providing peaceful and productive opportunities for young people worldwide. It’s a key to success that has been threatened in the state of Arizona through low funding, teacher shortages, and a lack of resources. Inadequate learning environments further educational inequalities and hinder academic achievement among students. In finding a solution, the objectives of education policy in Arizona are analyzed from an economic and equity standpoint.
ContributorsHernandez Martinez, Chelsea (Author) / Bizuneh, Abyssinia (Co-author) / Bolosan, Kaleo (Co-author) / O'Connor, Brendan (Thesis director) / Garcia, David (Committee member) / Barrett, The Honors College (Contributor) / Economics Program in CLAS (Contributor) / School of Criminology and Criminal Justice (Contributor) / Division of Teacher Preparation (Contributor) / School of Transborder Studies (Contributor)
Created2023-05
Description
Curricular Design in Languages for Specific Purposes: The Case of a Needs Analysis for the Design of a Spanish for Pharmacists Course is a thesis project that argues for the creation of a Spanish course for pharmacists based in the model of Languages for Specific Purposes courses. In order to do this, a needs analysis was conducted by surveying and interviewing a pharmacist and medical Spanish instructor. Based on these results, objectives, activities, and evaluation criteria were created for such a course. The needs analysis found that Spanish use in a pharmacy is not limited to one ability or task, but rather an integration of many such as reading, writing, listening, and speaking. This course would be an invaluable addition to pharmacy schools in the United States due to the growing Hispanic population across the country.
ContributorsFrazier, Victoria E (Author) / Lafford, Barbara (Thesis director) / Petersen, Michelle (Committee member) / School of Molecular Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Women, Peace, and Security (WPS) practitioners (including policymakers, scholars, and nonprofit leaders) in the U.S. and Canada have often focused their attention on the United Nations’ WPS initiative as a strategy for responding to conflicts abroad, particularly in the Global South. As a result of these limitations, black, Latino, and Indigenous advocates and peacebuilders in the U.S. and Canada remain largely unable to take advantage of WPS frameworks and resources. The subjectivity of the term “conflict” and the range of circumstances where it is used inspire this research. The selective application of the word “conflict” is itself a challenge to security, for conflicts can only be addressed once they are acknowledged and so named. Where does WPS intersect with contemporary Indigenous advocacy? A case study of the #noDAPL movement and the ways that nonviolence and women’s leadership emerged at Standing Rock, ND in 2016 provide a partial answer. Four challenges and recommendations are offered to WPS practitioners who seek to expand the availability of WPS resources to Indigenous peoples in the U.S. and Canada. These challenges and recommendations draw upon existing National Action Plans, legal and policy documents, and data from four interviews conducted with Indigenous women advocates in the U.S. and Canada in 2019. Above all, this paper seeks to encourage WPS practitioners to move beyond “gender mainstreaming” to consider not only how policies and practices impact women and men differently, but also how they may impact Indigenous people and settlers differently.
ContributorsMarques de Mesquita, Carolina (Author) / Lomawaima, K Tsianina (Thesis director) / O'Connor, Brendan (Committee member) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Children’s language proficiency, teacher’s language ideologies, and language practices such as code-switching have been previously investigated, but almost no research has explored young children’s understandings about language(s) nor their impact on social relationships. Researchers have not investigated children’s reflection of their own language use and identity. I conducted an ethnography regarding language practices, knowledge, and identity construction, supplemented by semi-structured interviews with students and teachers in a Montessori preschool classroom. I decided to focus upon a few specific students in the class because of their varying linguistic backgrounds. Linguistic identity formation occurs mainly through self-assessment and language practices and processes (such as authentication vs. denaturalization, adequation vs. distinction, and authorization vs. illegitimation) (Bucholtz & Hall, 2005). Understanding and knowledge about language(s) displayed by students allowed for nuanced identity construction through conversation with teachers and peers. The language ideologies and practices by teachers in this classroom contrast that of the broader social and cultural systems in place, and also support children’s language knowledge and social development.
ContributorsHait, Ryleigh (Author) / O'Connor, Brendan (Thesis director) / Berstein, Katie (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05