This paper is a Lexico-Grammatical analysis of a passage from Dr. Donald L. Botten's book, "Creative Happiness" (1997), which considers the text in its social and cultural context.
Abstract This paper demonstrates that a lexico-grammatical analysis of textual content can provide some significant insights into how the author attempts to communicate concepts about the issues under discussion to the reader and how the reader manages to achieve an understanding of these ideas through various cultural and social components that make effective communication possible. The author points out that the world-view, which is shared by all members of a linguo-cultural community, allows the generation and comprehension in a subconscious insight process of metaphorical linguistic meanings. The paper relates that narrative frame, with Dr. Botten speaking directly to both potential clientele and clinicians in this segment of his book, "Creative Happiness", assumes the form of general and cordially delivered advice concerning what is required to better understand the problems associated with providing positive mental healthcare outcomes. Charts.
Table of Contents
Introduction
Review and Analysis
Social and Cultural Context of the Passage
Analysis of the Language of the Text at the Clause Level
Register and Genre
Activity and Object Focus: Processes, Participants, and Circumstances
Discursive Analysis of the Text and Its Context
Summary and Conclusion
From the Paper "By culture, it is possible for the members of a speech community to orientate themselves with respect to social, moral and political values in their empirical and mental experience. Cultural categories such as Time and Space, Good and Evil, and so forth, are conceptualized in the subconscious knowledge of standards, stereotypes, mythologies, rituals, general habits and other cultural patterns. The anthropocentric approach in linguistics is focused on the elucidation of the everyday language world-picture. From this perspective, it is assumed that every language, especially with regard to its figurative meanings, is concerned with the reflection and extension of what Weisgerber called the Weltansicht, or 'world-view'."
Abstract This paper explores the psychological, linguistic and scientific elements involved in language acquisition. It explores the building blocks of language and the complex processes involved in learning a first language. The paper examines Celia Genishi's article "Young Children's Oral Language Development," Steven Parker's empirical study, "Language Acquisition" and Michael Gurian's book, "Boys and Girls Learn Differently". Each of these works addresses the issue of language and learning development in children and ultimately suggests different teaching methods, individualized approaches and the basic breakdown of learning language for the first time.
From the Paper "Steven Pinker, from the Massachusetts Institute of Technology conducted an empirical study, titled "Language Acquisition" that closely examines different theories of learning that revolve around the acquisition of language. Pinker combines biology and psychology with teaching methods at home and in the classroom. Like Genishi, Pinker acknowledges that the English language is composed of simple structures and that these structures are one of the main components that help children learn their first language. However, Pinker is different than Genishi because he examines the question of success in the learning process. He explores what it takes for a child to succeed in the language acquisition process and why others cannot succeed (Pinker 2002)."
Abstract This paper examines how in his fundamental work, "Biological Foundations of Language", the biolinguist Eric Lenneberg presents his critical period hypothesis on the idea that a certain age is appropriate for learning a language, so that it is impossible to achieve full competence before or after it. It attempts to demonstrate through the author's own survey how some teenagers are able to learn a foreign language and to talk accent-free, contrary to Lenneberg's hypothesis.
Outline
Introduction to the Critical Period Theory
When Does the Critical Period Start and Finish?
Russian Accent in Immigrants to Germany
Reference to Lenneberg
Conclusion
From the Paper "Lenneberg subdivides the ongoing process of lateralization into five levels: an infant up to 20 months has identical hemispheres without functional differences; a toddler up to 36 months develops a preference for either the right or the left hand, but the responsibility for language still can easily switch an other hemisphere; a child up to 10 years is still able to reactivate language functions in the right hemisphere; in the early puberty - up to 14 years - the equipotentiality rapidly declines, and after that it is lost completely. Lenneberg talks about a "reactivation", not "creation" of the language function in the right hemisphere."
Abstract This paper examines several studies concerning the differences between male and female communication. The paper concludes that there are both differences and similarities in how men and women communicate but the differences, while they may be subtle, have judgemental consequences. Such consequences, the paper notes, can be seen in the way that female speakers are rated higher on socio-intellectual status and aesthetic quality while males are rated higher on dynamism.
From the Paper "Status is also designated in this power scheme. Many of the "women's language" such as politeness and raising the ends of sentences is found more in low- versus high-status individuals. "Women's language" seems to be more often used when individuals are unemployed, housewives or have lower jobs than well-educated people and professionals (O'Barr & Atkins, 1980). Subordinates share higher rates of speech associated with women than they do their managers. Single male parents use language more similar to single mothers than married fathers. It is recognized, then, that language is not just a matter of gender dominance, but goes hand-in-hand with status as well."
Abstract This paper examines how computers are now part of the foreign language classroom, how they assist instructors in the development of lessons and classroom materials and provide students with a supplementary form of instruction. It critically evaluates the efficacy of CALL (Computer Assisted Language Acquisition) through an examination of four research articles with a focus on the implications of the studies on SLA (Second Language Acquisition). The articles are "Evaluating the Integration of Technology and Second Language Learning" by Bonnie Adair-Hauck et al. , "Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom" by Mark Warschauer and "Computer Generated Error Feedback and Writing Process: A Link" by Judy F. Chan.
Outline
"Evaluating the Integration of Technology and Second Language Learning"
"Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom"
"Computer Generated Error Feedback and Writing Process: A Link"
Conclusion
From the Paper "The primary purpose behind the Adair-Hauck et al' (1999) study was to test the hypothesis that students engaged in 'TELL components, in lieu of one class period a week would perform French tasks in all the skills as well as students meeting four times a week (p. 279).' Also under investigation was the potential effects TELL could have on foreign language motivation, how TELL influenced students perceptions of meeting their learning goals, how TELL modified the roles of teacher and learner, and, more generally, if TELL is an effective curricular design for achieving L2 development. The rationale behind the study came from the authors' assertion that few empirical CALL studies address the question, 'What kind of software, integrated how and into what kind of syllabus, at what level of language learning, for what kind of language learners, is likely to be effective for what specific purposes? "
Abstract This paper analyzes and compares the programs and services offered to English as a Second Language (ESL) students, referred to as English Language Learners (ELLs) in California. It also looks at teacher certification - CLAD for teaching these courses. It compares what the different courses contain and how successful they are.
From the Paper "English as a second language programs ESL vary from one school district to another but all have the goal of furnishing the student with the necessary skills in English to function successfully in the academic setting ..."
Abstract This paper provides rhetorical and cluster criticism of Colin Powell's keynote speech at the 1996 Republican convention. It discusses the central concept and themes of the speech. It explores how cluster criticism assists in understanding the speech and world view of the speaker. The author mentions key strategies in the process of cluster criticism.
Abstract This paper discusses how the meanings of words change due to cultural and historical beliefs. It also addresses the way words like "nigger" and "fag" have the power to oppress when used by dominant cultures against subcultures, but how they can also be empowering when appropriated by the subcultures they are used against.
From the Paper "Changes in the meaning of words often empower or oppress others. We might look to Naylor's depiction of the word nigger to see how words can serve to empower or impress. Racial slurs are often used to wound or shame ..."
Abstract This paper presents an account of gender differences and the effect on students and teachers learning a second language. It looks at recent instructional dynamics and focuses on the Mexican American community.
From the Paper "The purpose of this research is to examine gender differences and the effect on second-language learning and teaching. The plan of the research will be to set forth the context in which gender second-language acquisition and instructional dynamics have gained currency in recent years and then discuss ways in which the interplay of these three elements are operationalized in the classroom ..."
Abstract This paper relates that both natural human language and the language of mathematics have a precise formal syntax. The author points out that they both offer meaning in the form of semantics and rely upon a body of commonly held assumptions. The paper concludes that both language and mathematics formalizes the informal in order to facilitate the communication and comprehension of meaning.
From the Paper "Upon considering the relationship between natural human language and mathematics, it becomes evident that a number of similarities exist, for both natural human language and the language of mathematics have a precise formal syntax, both offer meaning in the form of semantics, and both rely upon a body of commonly held assumptions. Each of them formalizes the informal in order to facilitate the communication and comprehension of meaning. Lewis Carroll offers examples of the relationship between natural human language and mathematics in his dialogue between the Tortoise and Achilles, for their conversation reveals how linguistic uses of logic are similar to mathematical equations."
Abstract The paper discusses how Ebonics is not a dialect which can be passed off as an inferior form of the Standard English now taught in secondary schools across America. The paper explains that the genetic structure of African Americans presents a new insight into how different language can be, regardless of the native language to influence the cultural aspects of African American identity over many life spans. The paper maintains that there should be a basic tolerance for other cultures over all of these arguments and suggests that the white hegemonic society should tolerate Ebonics to create further integration between different races.
From the Paper "This study will evaluate the importance of Ebonics within America's secondary and post-secondary educational curriculum. By analyzing the cultural integration that African American culture is now being implemented in American schools, one can realize the importance of learning the relationship that the English language has in a historical context. Through history and culture, Ebonics plays a large role in how interracial attitudes and behaviors influence both African American and non African American cultures that constantly inter-mesh within the educational community. In this manner, Ebonics plays a large role in providing interracial language skills, which create more culturally and genetically united policies within American schools. The debate about teaching Ebonics in American secondary and post-secondary schooling is essential to the cultural fabric of education in America."
Abstract This paper examines how almost every teacher in America is faced with the challenge of teaching English language learners (ELL) due to the cultural diversity of this country. It discusses how it is important for all teachers to be aware of the many strategies that can be used in the classroom to help their ELL students learn not only the English language but also the rest of the academic subjects being taught to the rest of the students. The paper concludes that teaching every student successfully is vital to the future of America since today's students are tomorrows working adults.
From the Paper "The strategy of using pre-instructional activities such as graphic organizers, semantic webbing, and mapping can be used effectively to help ELL students understand what they are learning. Before starting a reading assignment it is helpful to graph or map the information that will be discussed using a webbing format. If the reading assignment centers on a moral lesson, the teacher can guide the class through a discussion of what moral character is and what some important moral characteristics are to them. After discussing and mapping the concept of moral character with the entire class the ELL students will be more likely to understand the reading assignment. Using webbing and mapping can also help the teacher "determine where the students stand in relation to the content of the upcoming lesson" (Tips for teaching, n.d.). "
Abstract This paper highlights the important topic of stuttering and its effects on individual stutterers, from a sociolinguistic point of view. It looks at the negative stereotypes and prejudices that are associated with people who stutter and those that attempt to conceal their stuttering. The paper analyzes whether attempting to conceal stuttering is in fact effective or if it adds to the negative stereotypes that surround stutterers.
Table of Contents:
Ignorance and Generalization
Backfiring of Concealment Strategies
From the Paper "In sum, the attempts to disguise or avoid stuttering may contribute to an even worse overall perception of the stutterer. Listeners are not easily fooled by concealment strategies, and they tend to react more favourable to speech "blocks, repetitions and prolongations" than to attempts of disguise (Parry)."
"Even if the stutterer does get away with his attempt, the outcome might be far from desirable. He may confirm the popular stereotype that sutterers are "shy, nervous, anxious, tense, fearful, introverted, quiet or reticent (Acton and Hird 505; Heite)," or maybe even worse, create himself a social identity that is associated with terms like arrogance and disinterest."
Abstract This paper explains that Portuguese is an Indo-European language, which originated from the Vulgar Latin about two thousand years ago. The author points out that, as Christians conquered the peninsula, a lot of the grammar and words used in Spain and France greatly influenced the modern Portuguese language although the morphology and syntax were only slightly changed. The paper reports that Portuguese is a pluricentric language, which varies from its geographic locations but remains one language. The author describes its phonology, vowels, morphology, syntax, lexicon and pragmatics.
Table of Contents:
Introduction
History
Phonology
Vowels in Portuguese
Morphology and Syntax
Lexicon
Pragmatics
Conclusion
From the Paper "Notice that there are actually three ways that one may say, "You make" in Portuguese. Vos fazeis is actually very archaic and is only used in Holy Scriptures or when praying to God. If you dare mention this, people would look at you very weird. It is similar to the use of ye in English which no one uses anymore (I hope not!). Now depending whether one is in Portugal or Brazil, the use of tu and voce varies. In the Portuguese spoken in Portugal, this dialect is considered as an honorable title. The pronoun voce is used when speaking to older people or when showing respect."
Abstract This paper examines the origins, history, and evolution of Chicano English, described as a new and unique American dialect. The paper describes how the linguistic heritage of Chicano English, combined with unique phonetic qualities gave birth to a dialect which is directly descended from the immigrant experience. The paper concludes that the tapestry of forms ranging from the Spanish of the Ranchero experience, blended with the Americanization of the industrial revolution, and the modern urban experience all helped to create the amalgamation that is the Chicano dialect.
From the Paper "A new foreword vision of prosperity was realized within the Mexican culture. Mexican immigrants desired to become integrated into American culture. This aspiration ultimately resulted in Hispanic participation in unions. "Additional evidence of this Americanization process was in the increased involvement in labor unions, especially the steel unions in the late 1930s, by Mexicans who participated not as Mexicans, but as American industrial workers". Obviously this type of integration into mainstream American culture would demand and that these first-generation Spanish speakers acquire Standard English in order to assimilate."
