| Papers [401-416] of 487 :: [Page 26 of 31] | | Go to page : <— 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 —> | |
|
|
Minority Children's Language Skills, 2002.
This paper examines the question of how important is assimilation into the dominant culture is based on language skills.
650 words (approx. 2.6 pages), 6 sources, AU$ 42.95
»
Click here to show/hide summary
Abstract
This paper describes the role of assimilation and stresses its importance for the child in reference to learning the dominant language.
| |
|
Language Awareness, 2002.
Understanding how language helps us see images.
650 words (approx. 2.6 pages), 2 sources, AU$ 42.95
»
Click here to show/hide summary
Abstract
This essay presents the argument that the words used in everyday language are associated with certain images and labels that change according to cultural contexts and are thus, at times racial in nature.
| |
|
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, AU$ 186.95
»
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, AU$ 186.95
»
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.
| |
|
Slang, 2002.
A paper that defines the term slang.
650 words (approx. 2.6 pages), 4 sources, AU$ 42.95
»
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, AU$ 56.95
»
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, AU$ 56.95
»
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, AU$ 42.95
»
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, AU$ 143.95
»
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, AU$ 171.95
»
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, AU$ 114.95
»
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, AU$ 42.95
»
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, AU$ 42.95
»
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, AU$ 143.95
»
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, AU$ 110.95
»
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, AU$ 62.95
»
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)."
|
|
|
