| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LANGUAGE SPEAKER": |
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Language and the Speaker, 2002.
Examines two essays to show the use of language and social perceptions of the speaker.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
Two essays that concentrate on language as a means of presenting the person in addition to concepts are "Good English and Bad" by Bill Bryson and "Not White, Just Right" by Rachel L Jones. These essays demonstrate that language and speaking are methods of communication that not only suggest the content and the quality of the subject matter being discussed, but also denote the same traits within the speaker. This paper focuses on these two articles in discussing how language use reflects the nature of the speaker as well as the context of the subject matter at hand.
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English as a Second Language, 2002.
Examines how teachers of the English language to non-native speakers teach specialized vocabulary as part of their curriculum.
2,554 words (approx. 10.2 pages), 14 sources, APA, $ 77.95
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Abstract
Educators that provide instruction in English as a Second Language (ESL) must provide students with the primary concepts of English in the early stages of language development. As students progress and become more familiar with the language and its idiosyncrasies, advanced training is likely to acclimate students to much of the daily slang as well as complex vocabulary that they hear from native English speakers in routine conversation. It is the responsibility of the ESL instructor to provide this teaching at the appropriate juncture, and the most advantageous route is specialized vocabulary. This paper provides a discussion of the concept of word elements in the English language. It continues with an analysis of the methods by which ESL instructors teach technical or specialized vocabulary in their coursework, including various learning strategies for students. Finally, a brief discussion of the importance of specialized vocabulary in ESL acquisition precedes a conclusion.
From the Paper
"Gairns and Redman (47-48) describe three forms of word building: affixation, which is the process of adding prefixes and suffixes to the base part; compounding, which is the formation of two or more words that can also stand independently as a single word, and includes three types: adjective compounds, verb compounds, and noun compounds; and conversion, which is the process by which a word may be used in more than one way, such as a noun and a verb. Furthermore, Gairns and Redman (50) discuss the difficulties involved in word pronunciation, which often demonstrates the large disparity between the ability to write words in English and the ability to pronounce them correctly. Therefore, the importance of pronunciation must be expressed in student learning in order to achieve total mastery of the English language."
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Private Language, 1996.
Philosophical analysis of nature, possibility & personal & social significance of language with meaning only for speaker, as explored in ideas of Locke & Wittgenstein.
3,600 words (approx. 14.4 pages), 8 sources, $ 127.95
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From the Paper
"The concept of a private language has been approached in different ways by different theorists and researchers. Numerous philosophers in the last half of this century have asked whether there can be human languages that are private. John Locke held in 1660 that private languages are possible and indeed necessary. He held in fact that every language is necessarily private and that the meaning or signification of words having a meaning is necessarily an idea in the mind of the speaker. For Locke, a word cannot signify something in the mind of the speaker and in the mind of the listener as well. If that were true, then the world would both immediately signify either something in someone else's mind or a physical object, meaning that the speaker would mean by his or her words something of which he or she had no knowledge. Locke says that language has as its immediate purpose.."
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The Portuguese Language (O Portugues), 2008.
A linguistic description of the Portuguese language, which ranks in sixth in the overall number of speakers of any language.
2,730 words (approx. 10.9 pages), 7 sources, APA, $ 81.95
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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."
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Vivian Cook's Second Language User Model, 2005.
This paper discusses the application of Vivian Cook's second language user model to the acquisition of pragmatic competence in the teaching of second languages.
880 words (approx. 3.5 pages), 1 source, MLA, $ 31.95
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Abstract
This paper explains that the theory of multi-competence, developed and advocated by Vivian Cook, states that a human mind is potentially capable of possessing the linguistic competence of more than one language; thus, multilingual speakers are the norm. The author points out that, in terms of language teaching, the model of multi-competence can be applied mainly for an acquisition of sufficient grammatical competence, which apart from general data provision can be achieved through the setting of parameters. The paper relates that, since the primary goal of language teaching is to create successful L2 speakers, the teaching of pragmatic competence in a language should include cultural and inter-cultural studies, cognitive training and general input in that language.
From the Paper
"Yet it is important to point out that the way these two grammars co-exist in the same mind also implies its mutual interference and interdependence: at a certain level of acquisition, the two grammars must form a single language system rather than two separated systems. Thus, multi-competent state of mind represents, in fact, not a mere combination of two monolingual systems but rather a single language system, which can be described as an indivisible linguistic unity. This statement can serve as an explanation for the fact that the vast majority of the second language (L2) learners even on the advanced level are not able to produce language in the same way the native speakers do, since the multilingual language users have several interrelated languages in mind: In short the state of mind of a multilingual language user is just different from that of a monolingual."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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First & Second Language Acquisition, 2006.
A review of first and second language acquisition and teaching focusing on Malaysian native speakers.
1,556 words (approx. 6.2 pages), 8 sources, MLA, $ 51.95
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Abstract
This paper addresses the manner in which knowledge on first and second language acquisition and learning, can contribute to a better, effective teaching of second languages, taking the Malaysian native speaker into consideration.. According to the paper, research indicates that almost a quarter of the kindergarten through twelfth grade students in the United States cannot function academically in English, and thus have been termed "English Language Learners" (ELL).
From the Paper
"A 2001 study conducted by Hawkins investigated the effect of total language immersion as opposed to ESL pullout programs on the achievement of eighth grade immigrant students in a rural American school. The review of related literature supported the idea that total language immersion was more beneficial than ESL pullout programs for immigrant students who were mainstreamed into the American school system (Hawkins, 2001). In the study, two groups of students were given an essay pre-test in August. The experimental group was mainstreamed within the regular classroom population while the non-experimental group was pulled out of the regular classroom and instructed by the ESL teacher using a regular classroom teacher's lesson plans (Hawkins, 2001). Both groups of students were instructed at similar times of the day using the identical lessons and assignments. In December, both groups were tested using an essay post-test and graded the same way as the pre-test. The results of the study concluded that the total immersion was more effective in raising the written essay scores of the experimental group (Hawkins, 2001). "
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Language Planning, 2003.
Presents a theoretic view of language planning (LP).
3,538 words (approx. 14.2 pages), 4 sources, APA, $ 99.95
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Abstract
This paper explains that language policy is a big problem in developing countries, especially in the Maghreb world, which was under the French rule: Tunisia, Algeria and Morocco. The paper defines language planning (LP) as the activity of preparing a normative orthography, grammar and dictionary for the guidance of writers and speakers in a non-homogeneous speech community and relates that language planning includes language policy. The paper then discusses corpus, status and acquisition planning using examples mainly from the French Academy and the Hebrew revival movement.
Table of Contents:
A Theoretical View on Language Planning (LP)
Introduction
Definitions and Elements of LP
The Term "Language Planning"
Two Different Definitions of LP
Elements of Language Planning
Types of Language Planning
Corpus Planning
Status Planning
Acquisition Planning
Examples of Language Planning and Language Planning Policies
The "Academie Francaise" as an Example of Corpus Planning
The Promotion of Hebrew in Palestine as an Example of Status Planning
Examples of Language Planning Policies: Policy A, B, C.....
From the Paper
"Richelieu established the AF. In 1624, he became first minister in Louis XIII. Richelieu was so close to artists, writers in particular. In 1629, a group of men interested in language and literature started to meet at a rich man's house just for conversation. Richelieu wanted to transform this club into an official institution serving the country. He formed this group into an official body. He had a political purpose. He wanted them to work on his behalf by supporting his policies, which is the main reason behind his finding of the AF. "
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Euskera, the Basque Language, 2007.
This paper discusses the Basque language, Euskera, which is considered to be endangered.
1,585 words (approx. 6.3 pages), 7 sources, MLA, $ 51.95
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Abstract
This paper explains that Euskera was once spoken in Aragon and West Catalonia as far back as the 7th century and, in the 9th and 10th centuries, through mass migration, it reached south of Alava. The author points out that the decline of this language was partly due to decisions made concerning the supremacy of Spanish during the Bourbon period of the 18th Century, which stigmatized Euskera as being only suitable for farmers and peasants whereas Spanish was used exclusively in education and instruction. The paper concludes that Euskera, the Basque language, is almost without monolingual speakers but whether it is doomed extinction is debatable. The paper includes some long quotations.
Table of Contents:
Introduction
An Historical Overlook of Euskera
Spanish and French Attitudes Concerning the Basque Language
Protecting Euskera
Conclusion
From the Paper
"Industrialization also played its part during the 19th century. The need for workers resulted in mass immigration and saw the arrival of so many monolingual Spanish speakers that their numbers far outweighed those of the Basque speakers. The fact that the Spanish speakers moved into several areas where the language had already been lost and the fact that the Franco government prohibited the use of Euskera, both helped to ensured that the language would become endangered."
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Language Biography and Analysis, 2005.
This paper presents an interview with a person who grew up speaking more than one language.
1,800 words (approx. 7.2 pages), 4 sources, $ 71.95
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Abstract
The goal of the exercise is to elicit a language autobiography, an account that focuses on the language experiences of someone who has grown up with more than one language. The paper explains that these language experiences may be tied to different speakers, places or both. The person selected was a woman who emigrated from Greece immediately following WWII. The paper also includes a transcription of the interview.
From the Paper
"Me: First, let me say how much I appreciate your taking the time for this interview. Yia-Yia: It's my pleasure. When Kali asked me if I'd be interested in speaking with you, I thought it would be a good experience for both of us. Me: It's interesting that you should say so. Why is that? Yia-Yia: We Greeks can be very insular, even when we live in other countries. It's always good to have the opportunity to clear up some misconceptions, especially when most Americans only have information about the Greek culture through church festivals. Me: Believe me, I'm glad to have the opportunity. So, my first question for you is, what languages do you currently speak? Yia-Yia: I speak mostly Greek and English, of course and some French. I learned some French by staying in Rheims with family after the war."
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South Africa and the English Language, 2005.
An analysis of the the importance of the English language in South Africa.
1,386 words (approx. 5.5 pages), 15 sources, MLA, $ 46.95
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Abstract
This paper examines how a multi-lingual and socio-culturally divided country as South Africa can benefit by having English as a lingua franca. It looks at how standard South African English does not need to be the English of white, middle-class mother-tongue speakers and how, instead, it can be the language which unifies all South Africans, empowering those who need power most.
From the Paper
"Most - previously mainly monolingual - European countries have shifted to English as the lingua franca. English is no longer a foreign language in most EU member states. The trading capital of Europe is Brussels, which is situated in Belgium. This is a multilingual country which has Dutch, German and French as official languages, but where English is the language of communication and trade. At the same time, all Belgians retain their mother tongue, whether it be French, Dutch or German. Most Belgians nowadays learn English as a second language, and one of the other official languages as a third language. The same could be implemented in South Africa. If taught according to the system of additive bilingualism, a L1 Xhosa speaking child, would have its primary education in Xhosa, and learn English as a second language."
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English as the Official Language, 2005.
An opinion paper arguing that English should remain the official language of the United States.
845 words (approx. 3.4 pages), 5 sources, MLA, $ 30.95
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Abstract
The author of this paper disagrees with opinions that English should not be the official language of the United States. He shows that if English is not the official language, it makes learning it optional and in some cases, for non-English speakers, trivial. The author feels, however, that the United States government should offer federally-funded programs to help immigrants learn English. The paper examines several sources on the subject.
From the Paper
"Overall, I do not feel that any extreme is the right solution to a situation. I feel that in the United States, English is a common bond that allows people of diverse backgrounds to reach common understanding. However, I do not agree with the "English-only" movement. In my opinion, it is the extreme of English becoming the official language of the United States. I believe that anyone that resides in the United States should be able to speak proper English. But, people can still speak whatever language they choose at home and in private life."
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English as a Second Language, 2002.
A discussion of the effectiveness of traditional bilingual English as a second language (ESL) education systems.
1,537 words (approx. 6.1 pages), 21 sources, MLA, $ 50.95
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Abstract
This paper evaluates the issue of bilingual English as a second language (ESL) versus immersion styles for teaching English to non-native speakers. It has become an issue that seems to be one debated more often by uniformed politicians than real teachers in real classrooms serving real students with real personalities and histories. It discusses the difficulties in finding realistic measurement tools to assess effectiveness and evaluates what is currently available. It proposes different theories for a positive ESL learning environment through literature reviews which examine such issues as goals and quality of outcomes testing, instructional organization and curriculum and provides a summary table of components and indicators for an ideal instructional delivery system.
From the Paper
"As any educator must be aware the theory of standardized evaluation looks good but the actual results are often difficult to evaluate. Sometimes this difficulty is due to demographics of changing student bodies and other times changing test tactics or report tactics in the same test year. Furthermore another possible hurdle is that changes of report or test type from year to year make all those that came before it invalid as tools for comparison, because they are no longer measuring the same things, good intentions not ignored, the outcomes sometimes make a set of statistics nearly worthless for long term determination of the effectiveness of any program. (Kunnan, 1998, p. iii)"
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Second Language Acquisition (SLA), 2005.
This paper examines theories of second language acquisition ( SLA).
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
This paper discusses certain theories of second language acquisition especially about the development of grammar over time. The author review theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann. The paper relates that these theories do not necessarily contradict each other but do emphasize different parts of the process, such as some theories emphasize the neurological process while others emphasize interaction with other speakers.
From the Paper
"The theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann all explain second language acquisition (SLA) with a different emphasis, but interestingly, not all of these theories are mutually exclusive. That is, because some of them simply emphasize different parts of the process as being of primary importance, or they see the process as happening in a certain part of the consciousness, rather than directly contradicting one another. However, it would be an exaggeration to say that these theories complement and complete each other and give us a complete picture of language acquisition."
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English as a Second Language, 2004.
A discussion of how ESL programs benefit not only new immigrants, but American society as a whole.
756 words (approx. 3.0 pages), 4 sources, MLA, $ 26.95
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Abstract
This paper examines how immigrants and their children represent one of the fastest-growing segments of the United States population and how there is also a growing awareness of populations within the United States who have a first language other than English. This paper holds that English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) fulfill an important need for this large segment of the American population. It also discusses how federal and private funding should be allocated to ensure the continued existence of ESL programs.
From the Paper
"More recent immigrants like Radika from India are a continuing testament to the success of ESL programs. The seventh-grader now speaks five languages and has successfully transitioned into mainstream public schools and excels in math and science. Stefani, a middle-school student from Mexico, floundered in public school, hampered by unfamiliarity with English and parents who did not speak the language. After enrolling with an ESL program, however, her grades improved dramatically. She is also helping her parents and younger siblings learn the language (Rubinstein-Avila)."
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