| Papers [400-418] of 485 :: [Page 22 of 26] | | Go to page : <— 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 —> | |
|
|
Pidgin English and Creole, 2002.
This paper answers the question whether Pidgin and Creole are languages relics of a colonial past.
3,150 words (approx. 12.6 pages), 8 sources, $ 115.95
»
Click here to show/hide summary
Abstract
This paper discusses how Pidgin and Creole are affected by the modern world and whether their disintegration is plausible or not.
| |
|
Working Memory Model., 2002.
Phonological words and long-term memory.
3,150 words (approx. 12.6 pages), 21 sources, $ 115.95
»
Click here to show/hide summary
Abstract
This paper covers the availability of long-term phonological representations that gives rise to the higher memory span for words than non-words according to the Baddeley Working Memory Model.
| |
|
Early Language Development, 2002.
Language development from birth to adulthood.
2,900 words (approx. 11.6 pages), 4 sources, $ 106.95
»
Click here to show/hide summary
Abstract
This paper is on language development from birth to adult. It shows how the brain plays an important role in speech development.
| |
|
Slang, 2002.
A paper that defines the term slang.
650 words (approx. 2.6 pages), 4 sources, $ 26.95
»
Click here to show/hide summary
Abstract
This paper defines and explains the term slang, going on to give a few commonly used slang expressions spoken in the American culture. The paper in some detail defines the American slang, 'dude', giving its meaning, origin and usage.
| |
|
Wine, 2002.
The troubled etymology of the word "wine".
900 words (approx. 3.6 pages), 4 sources, $ 35.95
»
Click here to show/hide summary
Abstract
This paper looks at the etymology of the word "wine".
| |
|
Spontaneous Speech vs. Morphology, 2002.
An examination of speech by children.
900 words (approx. 3.6 pages), 1 source, $ 35.95
»
Click here to show/hide summary
Abstract
This paper compares the use of two children's spontaneous speech with the results of a test of morphology in three areas of morphemes: plural, past, and third-person singular inflection.
| |
|
Dialects of New Orleans, 2002.
This paper presents the linguistic history of New Orleans, Louisiana.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
»
Click here to show/hide summary
Abstract
This essay discusses the development of New Orleans through the linguistic influences of three different cultures. The author reviews the three dominant languages that form the dialects of New Orleans: French, Cajun, and Creole. The paper traces these three languages to their cultural origins of the French colonizers, the Acadian exiles, and the American slave trade of Africans.
| |
|
Proper Names, 2002.
Discussion of the origins, meaning, significance of the use of proper names.
2,400 words (approx. 9.6 pages), 5 sources, $ 89.95
»
Click here to show/hide summary
Abstract
The phenomenon associated with the mystery of the use of proper names has been debated by philosophers for over a century. Philosopher G. Frege provided one of the most profound theories to this problem in that he showed that senses, as well as references, played a vital role to our understanding of names. For J.S. Mill, a proper name was an essentially meaningless mark that people used in order to connect certain ideas and things in their minds. According to Mill, the function of proper names was not to get certain general information across to anyone, since names did not really carry any meaning in and of themselves. They were simply used to allow people to be make some kind of sense out of their conversation.
| |
|
Theories of Second Language Acquisition, 2002.
Discusses theories second language acquisition from a North American point of view.
2,900 words (approx. 11.6 pages), 13 sources, $ 106.95
»
Click here to show/hide summary
Abstract
The linguistics of second language acquisition is discussed from a North American point of view, i.e., the continual presence of newcomers who need to acquire a command of the English language. A research deficit is explained which relates to differing cultural origins and English L2 vocabulary acquisition.
| |
|
Language Acquisition in Early Childhood, 2002.
Discusses the advantages of early language acquisition.
1,900 words (approx. 7.6 pages), 6 sources, $ 71.95
»
Click here to show/hide summary
Abstract
The learning of a second language is something that is most easily carried out in childhood, perhaps as part of elementary education as opposed to secondary school. This paper takes a mainly psychological approach in assessing why early language acquisition is desirable in a world which will increasingly value persons who are able to communicate in more than one medium.
| |
|
Socialization of Languages across the Cultures, 2002.
Study of children and cross-cultural language.
650 words (approx. 2.6 pages), 5 sources, $ 26.95
»
Click here to show/hide summary
Abstract
Socialization of cross- cultural language in children.
| |
|
History of Communication, 2002.
Briefly traces the events through history which ultimately improved man's communication skills.
650 words (approx. 2.6 pages), 4 sources, $ 26.95
»
Click here to show/hide summary
Abstract
From early prehistoric times to modern day, man has been continuously improving his ability to communicate with others. The history of communications is filled with various discoveries and inventions to improve communication.
| |
|
Bilingual Education, 2002.
The pros and cons of bilingual education in the United States.
2,400 words (approx. 9.6 pages), 12 sources, $ 89.95
»
Click here to show/hide summary
Abstract
A paper on bilingual education in American schools; its success and deficiencies.
| |
|
Second Language Acquisition (SLA) Theories, 2003.
A comparison of theories pertaining to second language acquisition (SLA).
2,189 words (approx. 8.8 pages), 7 sources, APA, $ 68.95
»
Click here to show/hide summary
Abstract
Second Language Acquisition is a field of inquiry that abounds in theories, while at the same time no single approach has adequately explained how language acquisition takes place. One reason for this might be that linguists interested in SLA have been trained in different disciplines, such as linguistics, psycholinguistics, sociolinguistics and neurolinguistics. The paper explains that, naturally, they have approached SLA from very different perspectives and treat all the variables involved in the learning process differently. The situation appears to be very confusing and frustrating. All the present theories, hypotheses, and models are all preliminary work done toward the ultimate goal of a true theory. The paper shows that in this sense, the different approaches taken by linguists and researchers are never worthless. They have uncovered bits and pieces of the whole complexity of language acquisition. Hopefully, the continuing and combined efforts made by linguists and researchers will lead to the ultimate success of establishing the true theory in language acquisition as well as in SLA.
From the Paper
"Linguistics is one of the newest fields of scientific inquiry. It was developed into an independent discipline of social science in the United Sates first ?as an offshoot of anthropology? in the first half of the twentieth century in an attempt to investigate into the disappearing American indigenous languages (Lakoff, 2000, p. 2-3). Traditionally, it has been concerned with the analysis of language, namely its phonology, morphology and syntax. Following this tradition, Norm Chomsky in the 1950s put forward his milestone transformational generative grammar (TGG), which assumed ?an ideal speaker-listener, in a completely homogeneous speech-community? unaffected by any external factors in his exploration of the Universal Grammar (UG), the general rules of language (Chomsky, 1965, p.3). This is basically an asocial or theoretical view in linguistic studies as opposed to the social view which claims knowing a language also means ?knowing how to use that language?(Wardhaugh, 2002, p.3) in social contexts. Adopting either or both of the two views, linguistics and researchers alike have postulated a multitude of theories, approaches, and models in the inquiry into the nature of language and language acquisition, which appear to be conflicting ones fighting against one another."
| |
|
Phonic Instruction vs. Whole Language, 2002.
This paper analyzes the 'phonic instruction' method and the 'whole language' method of teaching English to children.
1,125 words (approx. 4.5 pages), 6 sources, MLA, $ 38.95
»
Click here to show/hide summary
Abstract
An evaluation of two methods of teaching English to children-- 'phonic instruction' method and 'whole language' method. The author reviews many studies investigating the effectiveness of these methods and discusses incorporating both methods into a lesson plan. The conclusion is to gear one's methods towards each individual child's needs and preferences.
From the Paper
"There have been many studies done on the effectiveness of phonetic instruction and those studies have been positive. The National Reading Panel conducted a meta-analysis on the effectiveness of phonetic instruction on reading and spelling. Overall, the impact of phonetic instruction on children had a large result of (.86) within this meta-analysis. Using phonetic instruction, reading and spelling improved moderately at (.53) and (.56) respectively (Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan, 2001). However, there are some critics of phonics that find that the NRP study on phonetic instruction is flawed and does not prove that phonetic instruction is the way to teach. One critic claims that the NRP study choice of methodology, research, and subjects provided unreliable results (Garan, 2001)."
| |
|
Roland Barthes and Language Theory, 2002.
Examines the structuralist semiotic theory of sociologist Roland Barthes.
1,676 words (approx. 6.7 pages), 5 sources, MLA, $ 54.95
»
Click here to show/hide summary
Abstract
In Roland Barthes' structuralist semiotic approach to sociology, it is clear that much insight into the character of society and culture can be derived by linguistic analogy. The paper shows that Barthes develops the view that language has a dual function that is public, available for all to see in a social context on one hand and on the other a psychological, i.e., private or imaginative, function. Creative and imaginative processes are associated with the impulse to respond to and express or interpret the public or social meanings that are made in and by language in its cultural function. The paper shows that much of what the individual experiences as either social or personal begins with language--identity, features of experience, narrative, communication with others and so on.
From the Paper
"Thus Barthes looks at how linguistic forms, whether advertisements, art, rhetoric, or forms of social organization that function as communication, are actually used, with a view toward showing how their function indicates or signifies meaning for the (personal and private) experience of society. In other words, Barthes is looking at what social, public expressions intend to accomplish, with a view toward exposing the truth of or agenda behind those communicative processes. Signs and symbols, including language but also images, art, sounds, and so on, are the media of communication. The signs may be psychological or physical or both, and either manifestly or by way of some kind of code meant to convey (or conceal) meaning, these signs (signifiers) refer to or stand for (signify) some thing. The semiotic sociology, then, seeks to account for, or so to speak "decode," what is seen or expressed overtly. It is necessary because all linguistic designations come from somewhere."
| |
|
Computers and Writing, 2002.
An in-depth study into the issue of peer editing and collaborative writing - a practice whereby other students assist their classmates in improving their writing skills.
3,205 words (approx. 12.8 pages), 5 sources, MLA, $ 92.95
»
Click here to show/hide summary
Abstract
A study which shows that there has been a vast increase in the use of computer support technology at the college level. It explains how, in the field of composition, this has dove-tailed with an increase in the use of peer editing and collaborative writing projects as a means to improve the quality of student learning. This project explores the question of whether computer technologies facilitate quality student learning through collaborative writing and what process best supports this goal.
From the Paper
"Peer editing and collaborative writing as processes have emerged from the post-modernist tradition. This tradition is focused more on the text itself and its construction than on truth claims that the author has portrayed the real world. There is also an emphasis on the relationship between the reader and text, including who reads particular kinds of texts and what happens during that reading process. The reader participates in the construction of the text, which means that the reader, and groups or types of readers, participation in the construction of the consensus concept of reality (Barthes and Howard, 1991). Falch (1994) emphasized that point in his discussion of post-modernism and collaborative writing. For him, language arises specifically from embodiment, or the material nature of human existence. Language helps people to locate their identities in relationship to the physical world. The collaboration is between human physicality and human consciousness, expressed in language. This creates a perception of, and concepts about, reality. Collaborative writing is simply a more conscious, and explicit, process of creating consensus reality."
| |
|
Dominant Language, 2002.
This paper explores Richard Rodriguez's "The Achievement of Desire" and Gloria Anzald?a's "How to Tame a Wild Tongue".
1,672 words (approx. 6.7 pages), 2 sources, MLA, $ 54.95
»
Click here to show/hide summary
Abstract
This paper examines difficulties associated with connections between writing style and the content of argument in essays written about the power of language by Richard Rodriguez and Gloria Anzald?a. The paper outlines the main ideas of each essay and then discusses the means by which the arguments are made and ways in which the authors' writing styles make an impact on their ideas.
From the Paper
"In both Rodriguez's "The Achievement of Desire" and Anzald?a's "How to Tame a Wild Tongue," the subject matter is the social power of language and the need for Spanish-language users to acquire the dominant language in order to achieve social benefits. But as the essays show, the attitude toward this process is quite different in Anzald?a and Rodriguez. Anzald?a seems hostile to the English language and to a culture that does not honor the Spanish language in general or various Spanish dialects in particular. Her general response is one of defiance, for example when she says that to attack an individual's form of expression (in her case, speaking her Chicano Spanish dialect at school) with the intent to censor "is a violation of the First Amendment" (40). She makes it very clear that she is determined to be linguistically free despite English oppression -- "free to write bilingually and to switch [linguistic] codes without always having to translate" (41). She is determined always to have a "wild tongue." If Rodriguez is hostile to the same culture, he does not seem to be hostile to either Spanish or English per se. Instead, he develops the view that in American culture, where one language only and educational accomplishment are connected to social and material benefit, those who seize the power of language and education are more likely to obtain those benefits. But this is a mixed blessing because obtaining those benefits may force emotional and cultural separation from family members who lack language or educational accomplishments."
| |
|
Second Language Acquisition, 2002.
Explores whether learning English as a second language prior to age six results in greater English proficiency.
4,318 words (approx. 17.3 pages), 18 sources, APA, $ 114.95
»
Click here to show/hide summary
Abstract
Based on a substantial amount of empirical research conducted on second language acquisition, it has been theorized that learners are best able to achieve the critical skill of learning a second language at some point fairly early in their maturational development. This claim is known as the "critical period hypothesis," which postulates that there is some maturational period for language learning that maximizes one's degree of proficiency in the language beyond that of other maturational periods. This study examines whether the critical period during which children are best able to learn English as a second language is before six years or age. To this end, the study compares the English proficiency levels of two groups of eighth grade ESL learners, a group that had begun to learn English before they were six years of age and a group that had begun to learn English after six years of age. Because the nature of language required in school is complex, a fairly complex assessment was made of English proficiency, namely English proficiency was assessed using the Quick-Start in English Written Language Assessment (QSE). The study shows that there are higher proficiency levels for those children who learned English before six than for those children who learned it after six years of age.
Table of Contents:
The Problem
Background
Problem Statement
Significance
Limitations
Null Hypothesis
Review of the Literature
Introduction
Critical Period Hypothesis and the Best Age of Second
Language Learning: The Pertinent Research
Conclusions
Subjects, Materials and Methods
The Setting
Subjects
Materials
Methods
Methods Used To Obtain Permission To Conduct Research
Data Gathering Methods
The Findings
Conclusions and Recommendations
References
Appendix A
Letter Mailed From Researcher to Supervisor
Appendix B
Letter From Supervisor
Appendix C
Letter Sent to Mark's Middle School Principal
Appendix D
Letter received from Mark's Middle School Principal
From the Paper
"While many claims have been made as to what precise age/age group constitutes the critical period, some recent research conducted in Germany, Doll (1996) stated that this critical period takes place during kindergarten or first grade. In other words, the period occurs sometime before the child is six years of age. What is interesting about Doll's findings is that they are in conflict with the majority of the earlier research in the area; this research tending to show that the critical period for effectively learning a second language is between the ages of eight and ten years (Bialystok, 1997)."
|
|
|