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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, AU$ 97.95
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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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In Defense of "Like", 2006.
This paper defends the current popular usage of the word "like" in the quotative format and as a hedge word.
1,400 words (approx. 5.6 pages), 6 sources, MLA, AU$ 55.95
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Abstract
This paper describes the use of the word "like" in its two least popular meaning among English lovers and most common form among English speakers: the quotative, as in "and I was like, 'what?'", and the hedge word, as in "I like bombed on that exam". The author points out that, although she feels embarrassed about how her use of the word affects people's perception of her intelligence, she feels very strongly, as others do, that the current uses of the word "like" have very real, even innovative, purposes. The paper relates that the ability of "like" to indirectly quote or relay speech, behavior and thought with one word sets it apart from other words with similar functions. The author states that she sometimes uses the word to be purposely and purposefully imprecise. The paper concludes that informal usages of the English language help communicate sincerity and friendliness and demonstrate a natural process for the standard to eventually become archaic.
From the Paper
"But, despite what Lily Thorns may like to believe, the quotative and hedge-word "like" were not born of wealthy teenaged girls from Southern California in the 1980s. In the 1962 novel "A Clockwork Orange" by English author Anthony Burgess, the hedge-work "like" is also frequently used by the narrator, Alex - a young man of high intelligence, in fact. The usage is not exclusively American. I also notice it was used by my aunt and uncle, both of whom are in their 50s and were born and raised in Manchester (as was Anthony Burgess, for that matter), as a hedge word--although usually at the end of their sentences, much like the hedge-phrase "as it were". "
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The Etymology and Semantic Shift of "Humour", 2007.
An explanation of how the word humour has evolved and changed over time.
1,384 words (approx. 5.5 pages), 1 source, MLA, AU$ 55.95
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Abstract
This paper describes the evolution of the word humour from its early appearance as a Latin noun through the ages with several references to works by Geoffrey Chaucer and William Shakespeare.
From the Paper
""Humour," according to Adrian Room's Dictionary of Changes in Meaning, is one of the most renowned words in the English language for its radical semantic shift (143). It is a descendant of the Latin noun umor, "moisture," which is related to the verbs umere "to be wet" and uvescere "to become wet"; and adjective umidus "wet" (Shipley, 441). The addition of the letter h to the beginning of the word is the result of an incorrect folk association to the Latin humus, which means earth or soil (Klein, 750; Harper).
"Its Indo-European root is ugw- and wegw- for "wet, moist, to sprinkle" (Klein, 750; Claiborne). The Old Norse wegw led to the expression "in its wake" from the Germanic *wakw- , "wet spot," referring to a crack in the ice. It has been suggested that its suffixed zero-grade form *ugw-sm is the base of the Latin humere. The suffixed zero-grade form *ugw-no led to the Greek hygros, "wet, liquid" (Watkins). Other words coming from the same root include the Armenian oyc, "fresh," and the Old Norse vokr, "moist, damp" (Klein, 750)."
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Revival of the Kaurna Language, 2007.
This paper focuses on why the Kaurna language was revived and how it was accomplished.
1,781 words (approx. 7.1 pages), 9 sources, APA, AU$ 68.95
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Abstract
In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper
"These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
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Swimming in the Morning, 2005.
This paper examines the poem "Morning Swim" by Maxine Kumin.
924 words (approx. 3.7 pages), 1 source, MLA, AU$ 38.95
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Abstract
In this article the writer dissects Maxine Kumin's poem "Morning Swim" and notes that this poem has great imagery and rhyme scheme. It is noted that Kumin is a favorite poet of the writer's due to the way that she uses mundane experiences as a vehicle for serious ideas. The writer looks at the heart of the poem and then discusses the poet's word usage and use of rhyme. The writer maintains that Kumin definitely lives up to her reputation with her word usage and rhythm and concludes that it was interesting to delve in and draw out truths in Kumin's work.
From the Paper
"Her poetry reads more as a conversation, its deeper meaning imbedded in the word choices she makes than the image she describes. Her rhyming of the couplets in "Morning Swim" was done skillfully to reduce the singsong impression of the words by using enjambments and slant rhymes. She gives the nature around her, personas of its own. For example, allowing the fish to sing her name or treating the lake as an intimate lover. The meter of the poem also enjoins with the imagery to enhance the readers feeling of swimming. The metaphors, simplicity, and the technical tricks it employs give "Morning Swim" a memorable feeling of deeper meaning. "
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The implications of Metaphors on Organisational Life, 2007.
An overview of the use of metaphors in organisational situations.
3,925 words (approx. 15.7 pages), 8 sources, APA, AU$ 127.95
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Abstract
This paper aims to critically review, examine and explain how different metaphors impact organisational life, with the help of academic text and examples from personal experience. This author has carried this out by focusing on three commonly used organisational metaphors. The paper has been roughly divided into four sections with the author concluding that while metaphors use evocative images to help us understand situations, if taken too seriously they can eventually lead to managers making poor decisions.
Outline:
Machine Metaphor
Organism Metaphor
Culture Metaphor
Illustration of Metaphors through my Organisational Experience
From the Paper
"Machine metaphor is arguably the most popular metaphor used in organisations and effectively the most influential metaphor to have influenced organisational life. This metaphor portrays an organisation as a machine, which is made up of several different parts, with each part playing a defined role, with the ultimate aim of achieving organisational goals and objectives. This mechanistic aspect is inherent in virtually all organisational functions, starting from planning, organising, and implementing to evaluation and control. In this concept people are considered as mere operators of machines and the focus is on maximum efficiency and productivity.
"Organisations that are designed and operated as if they were machines are usually called "bureaucracies" (Morgan, G, 1998). In mechanistic organisations things tend to be monotonous and predictable, such as arrival time, time for breaks, change over of employees, etc. Very often the work tends to be mechanical and repetitive, especially at the lower levels. Two of the greatest examples of the mechanistic model are Ford and McDonalds. During the industrial revolution, "the assembly line" by Ford proved to be a great success, and in the current times McDonalds has set up a great example by "mechanising the organisation of all its franchise outlets throughout the world, to produce a uniform product". (Morgan, G, 1998)."
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Content-Based Instruction of Foreign Languages, 2007.
An analysis of the benefits of content-centered instruction on English-as-a-second-language (ESL) study in Korea.
2,479 words (approx. 9.9 pages), 32 sources, APA, AU$ 90.95
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Abstract
This paper analyzes how second language acquisition can be facilitated and made more efficient by content-centered instruction. It particularly focuses on English-as-a-second-language (ESL) study in Korea and how content-based instruction, blending language and culture can make teaching more effective. The paper also discusses the problems associated with not teaching foreign languages in this way.
Table of Contents:
Introduction
Literature Review
Holistic Approach
Integration
CBI Benefits
Syllabus Design
Case Studies
Implications for KFL
Conclusion
From the Paper
"Clearly, the second language classes, whose importance is being fuelled by globalization, need an instructional system that links language and content to accommodate the cognitive, social and linguistic demands of a responsive and relevant educational system. The content-based instruction concept in ESL study is especially critical in countries like Korea where the written alphabet is phonetically distant from English. By integrating real-life events and situations with language, ESL study becomes a living entity that stirs the interest of students. There is more enthusiasm in the learning process to make learning itself more efficient and productive. Language and content when combined in ESL study unarguably provide more incentive for learning. In sum, second language study will be less interesting, less enjoyable and fulfilling and the acquisition of language proficiency will be slower and more painful if it is limited to language instruction. In the process, education will also fail in its goal to broaden cross-cultural knowledge of students. ESL students will acquire such a well-balanced knowledge if teaching and learning are organized around content or information rather than around forms, functions and situations or skills."
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False Memory Formation, 2008.
This paper discusses the effect of semantic relatedness on false memory formation.
1,337 words (approx. 5.3 pages), 7 sources, MLA, AU$ 53.95
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Abstract
This paper describes a research that examined how some words can be falsely recalled during a memory recollection test. The writer explains that, in the research, one 23-year-old student completed an Internet based test that presented a sequence of words followed by a grid of 16 words. The writer notes that the participant selected which words in the grid had previously been shown. The participant correctly recalled 71.43% of previously presented words, 2.08% of non-semantically related words and 66.66% of semantically related words. The writer concludes that false memories are easy to create for words that are highly semantically related. The writer maintains that these results add weight to the semantic model of memory and arguments against other models of memory. Further, the writer notes that these results have important implications in the identification of suspects during criminal investigations.
Outline:
Abstract
Method
Results
Discussion
References
Appendix
From the Paper
"Endo and Masao demonstrated that knowledge about the false memory phenomena could alter results. They informed one group of participants about the false memory phenomena but not the other. Half of each group were then asked to respond within four seconds, the other within eight as to whether they 'remembered' seeing the word. Results showed that in the slow condition false memory rates were lower within the forewarned group compared to the uniformed group. However in the fast condition there was no significant difference between the forewarned and uninformed group. Thus in the current experiment the participant is likely to have made more errors had he been uninformed of the false memory phenomena and under time pressure. This would explain why these results do not vary more significantly in comparison to other research. Similarly how words are presented can affect results."
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Interlanguage and Second Language Acquisition, 2008.
A case study analyzing interlanguage and how it affects second language acquisition among Chinese adolescents in China.
3,708 words (approx. 14.8 pages), 10 sources, APA, AU$ 122.95
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Abstract
This paper attempts to present a definition of interlanguage and then briefly discusses the components of interlanguage and how they affect second language acquisition (SLA). The paper provides some examples of how interlanguage possibly influences Chinese adolescent learners at Dalian Maple Leaf International High School (DMLIS) in China.
Table of Contents:
Introduction
Interlanguage - What is it?
Hypothesis Testing
Beginnings of Interlanguage
Fossilization
Processes Involved in Interlanguage
Language Transfer
Over-generalization
Transfer of Training
Strategies of L2 Learning
Communication Strategies
Conclusion
From the Paper
"With regards to the learners at DMLIS, the aforementioned College English - Intensive Reading text reinforces errors being taught by some of the staff in the ESL Department. Learners are being given information (implicitly through the text and explicitly through instruction) that it is acceptable to begin sentences with the coordinating conjunctions, 'and', 'or', and 'but'. Within the College English - Intensive Reading text that is being used in the ESL department, there are 47 instances of coordinating conjunctions beginning a fragmentary dependent clause within 16 reading passages: an average of 3 per reading passage. Although there is the possibility of beginning a dependent clause with a coordinating conjunction to show emphasis of an idea, Swan (1980) specifies that conjunctions are "used to join clauses together..." (ibid: 152) and "...cannot be used with just one clause." (ibid: 154) In this instance, the instruction, supported by the text, is influencing the learners into accepting and acquiring incorrect grammar structures."
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An Exam Evaluation, 2008.
This paper critically evaluates the Dalian Maple Leaf EFL Exit Exam of July 2002.
4,475 words (approx. 17.9 pages), 7 sources, APA, AU$ 140.95
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Abstract
The paper relates that various styles of test methods and test items have been developed over the years in order to measure the levels of
knowledge that a learner has attained. The paper critically looks at an exam given at an International High School in China, the Dalian Maple Leaf International School Exit Exam. The paper assesses test items and questions with regard to their validity and reliability, offers suggestions on how the exam could be improved and presents a final assessment of the quality of this exam.
Outline:
Introduction
Dalian Maple Leaf International School
Dalian Maple Leaf International School Exit Exam - Part A
Dalian Maple Leaf International School Exit Exam - Part B
Exam Results
Test Method Facets with Relation to DMLIS Exit Exam
Purpose of the DMLIS Exit Exam
Conclusion
From the Paper
"Dalian Maple Leaf International School (DMLIS) is a privately owned and funded International High School with approximately 800 students in the coastal city of Dalian, Liaoning Province, China. As of this writing, DMLIS has the only agreement with another country of any school in China to provide a joint high school education to its students. The agreement is with the Provincial Government of British Columbia, Canada and specifies that for the sophomore, junior and senior grades of high school, the British Columbian curriculum will be taught in English with Chinese classes in Mandarin, Geography, History and Political Science. Upon successful completion of their senior year, a student would receive a joint Chinese-Canadian high school diploma that would be recognized at many post-secondary institutions in Canada. As many students at DMLIS are interested in post-secondary education abroad, this diploma has great appeal."
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The Speech Act Theory, 2008.
A research paper exploring indirect directives and politeness in Mandarin
Chinese and English.
3,147 words (approx. 12.6 pages), 8 sources, APA, AU$ 109.95
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Abstract
The paper shows how, in conversation, people cooperate in making utterances, thereby creating social communication in an effort to express meaning. The paper discusses what constitutes a request and reveals that much of the time, a speaker will make an indirect appeal for action, slightly obscuring the request within an indirect sentence. The paper then investigates and compares how indirect directives are expressed in the English and the Mandarin Chinese languages. The paper appends a pronunciation guide for Chinese tones, vowels and consonants.
Outline:
Introduction
Speech Act Theory
Speech Act Categories
Speech Act Categories in Chinese
Direct and Indirect Speech Acts
Grice's Cooperative Principle
Politeness Theory 'Face' and Its Effect in Indirect Directives
Examples of Co-Maintaining Face in Chinese Conversation
Levels of Politeness in Conversation
Conclusion
From the Paper
"In speaking people do more with words than share information, and when they do share information, an implicit meaning in an utterance is often expressed along with what the words in the utterance explicitly express. In an utterance, there can be three diverse levels of action that may be associated with the utterance. According to Austin, these levels include "the act of saying something, what one does in saying it, and what one does by saying it..." (Bach, K: internet) and are called locutionary, illocutionary and perlocutionary acts. Take, for example, the utterance, "There is a car coming." The locutionary act in that utterance is the act of informing a hearer that there is a car approaching. There is a lack of literal information regarding where exactly the vehicle is and exactly at what time it is due, but the sharing of the information occurs. The illocutionary act is what the utterance does, which in this case involves informing the hearer of a moving vehicle and advises him to look for the car. The perlocutionary act is the effect that the utterance has on the hearer, which in this utterance is that the hearer becomes vigilant and looks for the car. In the utterance itself, there isn't any explicit warning spoken to the hearer, but the implicit warning can be understood."
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"Dictionary of the English Language", 2008.
This paper reveals the history of Samuel Johnson's "Dictionary of the English Language."
2,420 words (approx. 9.7 pages), 6 sources, MLA, AU$ 87.95
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Abstract
The paper describes how Samuel Johnson created the most influential dictionary in the history of the English language. The paper illustrates how Johnson beat all odds, including financial constraints, illness and the death of his wife, to create this important piece of literature. The paper shows how, not only does the dictionary offer a glimpse into 18th century British life, it is also an autobiography of sorts of Johnson himself.
From the Paper
"Samuel Johnson created, singlehandedly, the most influential dictionary in the history of the English language. The Dictionary of the English Language was published in 1775, and took nine years to complete. Although the Dictionary would now be considered obsolete, it was the most reliable dictionary until the appearance of Noah Webster's American dictionary at the end of the nineteenth century. The Dictionary is unique in many aspects, but most notably in that it was the first to feature illustrative quotations--and there are thousands of them (Millward 240). What is perhaps more intriguing than the dictionary itself is the story behind its creation and its creator."
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Critical Thinking and Language, 2008.
This paper discusses the role language diversity plays in the critical thinking process.
752 words (approx. 3.0 pages), 3 sources, APA, AU$ 31.95
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Abstract
The paper explains how language diversity is a necessity in the critical thinking process, in expressing thoughts and in implementing the power of persuasion. The paper discusses how language barriers are not as much of a problem as they may appear to be. The paper concludes that it is necessary and important for people to be able to efficiently communicate with one another.
From the Paper
"Critical thinking is defined as the process of solving complex real world problems, and generating multiple (or creative) solutions to the problem (Brighton). When gathering information to form the best possible solution, a number of people might be involved through the process. It is important that the gap be bridged together during this time. When a very foreign accent is presented, most would assume the individual has difficulty in understanding, hearing, or writing the English language (Thiederman). Thiederman's advice is to be optimistic, slow down, and avoid using slang. In these situations most foreigners are able to understand English very well, but have a hard time pronouncing the English language. With this being said, the critical thinking process must not be swayed by the language barrier. Critical thinking can definitely be affected by language, but according to Thiederman is not always as much of a problem as people assume. Language diversity is definitely affected in the critical thinking process, even if it could be eliminated. Not only does language diversity play a role in the critical thinking process, it affects the way in which diverse people express their thoughts."
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Second Language Acquisition, 2005.
An overview of two theories on second language acquisition.
3,392 words (approx. 13.6 pages), 13 sources, APA, AU$ 115.95
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Abstract
With the increase of channels of communications in the twentieth century, the need to acquire one second language or more has grown rapidly. This has opened the way to new linguistic theories concerning second language acquisition. This paper focuses on the contrastive analysis hypothesis, which aims at providing an explanation of errors by exploring the relation between two linguistic systems and more specifically by attempting a comparison between them. It also examines the error analysis hypothesis, which tries to provide researchers with an in-depth knowledge of foreign language deviations. The paper attempts to establish the purposes of these theories and their fundamental aspects, and then describes the criticisms of these theories and discusses their accuracy.
From the Paper
"The Contrastive analysis hypothesis emerged in the 1940's with Charles Fries, one of the leading applied linguists of the day. His idea was that "The most efficient materials are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner."(Fries 1945, as reported in Lanlin Zhang). Robert Lado, Fries' colleague at the University of Michigan, also worked on this idea in his book Linguistics across Cultures which marks the real beginning of modern applied linguistics. In his book, as reported in Lanlin Zhang (2005), he claims that "we can predict and describe the patterns that will cause difficulty in learning, and those that will not cause difficulty, by comparing systematically the language and culture to be learned with the native language and culture of the student". Wardhaugh (1970)(Cf: Lanlin Zhang) later termed this claim as the "Contrastive Analysis Hypothesis" (CAH). "
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Politeness in Speech, 2005.
This paper explores linguistic politeness and how it determines patterns of language use.
3,263 words (approx. 13.1 pages), 5 sources, APA, AU$ 111.95
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Abstract
The paper reveals the linguistic definition of politeness and shows how politeness is an integral part of speech. The paper discusses how the use of politeness is determined by three main sociological factors: distance, power and cultural rate of impositions. Finally, the paper demonstrates how language is transformed by politeness in practice.
From the Paper
"Everyone knows what politeness is. From our very childhood, we are constantly told phrases such as "be polite" and we are faced with the issue of addressing people in a decent way, using either their nicknames, first names or their titles plus last names, etc. and in some foreign languages distinguishing between the formal second person personal pronoun and the familiar one (e.g. tu/vous in French). When our neighbour tells us "beautiful day, isn't it?" it would never occur to us to reply "no, in fact I totally disagree with you. Haven't you seen these clouds? It is undoubtedly going to rain". Why if it is true? It is simply because it is a basic matter of politeness that we are also used to calling good manners. In fact, politeness is really part of our everyday life and speech."
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Standard and Non-Standard Language, 2007.
An analysis of the issues surrounding the use of standard and non-standard language varieties in education.
1,908 words (approx. 7.6 pages), 11 sources, APA, AU$ 72.95
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Abstract
The paper attempts to determine the place of standard and non-standard varieties of English in education. It examines how the study of language attitudes has a long history that has expanded across several decades and social scientific disciplines and how it recognises that language is a powerful social force that does more than convey intended referential information. The paper also looks at how a "standard" English has developed over the years and how it has been dictated by association with the social group with the highest degree of power, wealth and prestige.
From the Paper
"By the 16th century a specific form of English used mainly by the government, and among the most educated, had surfaced and the standardisation of its written form was later encouraged by the development of the printing press. Regional dialects which possessed their own distinctive grammar, vocabulary and accent, continued to be spoken by all classes of society until their rapid decline in the 19th century. The main reason for this decline was related to issues such as geographical mobility, the spread of education, and the mass-readership press. Meanwhile, a standard form of accent, now known as 'received pronunciation' (RP) had emerged and by around 1900 this form, or one very close to it and containing only a few small markers of one's local accent, had come to be widely recognised as the form indicative of 'educatedness' (Honey, 1983)."
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