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- Title
- Crosslinguistic Analysis of Stuttering and Typical Disfluencies in Polish-English Bilingual Adults Who Stutter.
- Creator
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Krawczyk, Aleksandra, Vanryckeghem, Martine, Wesierska, Katarzyna, Kong, Anthony Pak Hin, University of Central Florida
- Abstract / Description
-
This research study examines the types and frequencies of stuttering, typical disfluencies, and speech rate in Polish-English bilingual adults who stutter across a variety of speaking situations. As Polish and English are phonetically and morpho-syntactically disparate languages, they provide grounds for evaluating the cross-linguistic correlates that may contribute to dysfluency in bilingual individuals who stutter in hopes of contributing to more effective assessment, diagnostic...
Show moreThis research study examines the types and frequencies of stuttering, typical disfluencies, and speech rate in Polish-English bilingual adults who stutter across a variety of speaking situations. As Polish and English are phonetically and morpho-syntactically disparate languages, they provide grounds for evaluating the cross-linguistic correlates that may contribute to dysfluency in bilingual individuals who stutter in hopes of contributing to more effective assessment, diagnostic determination, and clinical practice. Participants were all native Polish speakers who spoke English at an intermediate or higher level, were diagnosed with a developmental stutter, and were at least 18 years old. Given that the participants resided in Poland, the study took place via Skype. Participants were first subjected to an English proficiency test, then engaged in three speech tasks (oral reading, monologue, and dialogue) to collect a 200-word speech sample in both Polish and English. Tasks were randomized for language, order of administration, and set of images and conversation topics to minimize the possibility of an order effect. No significant differences in stuttering frequency or stutter types between Polish and English within tasks were found. Similar patterns of stuttering types occurred within Polish and English. There were significantly more typical disfluencies in English compared to Polish during oral reading, with significantly more interjections occurring in the second language during monologue and oral reading. Correlational analyses revealed high positive correlations between stuttering types in all three tasks. Speech rate did not differ significantly between both languages. The percentage of typical disfluencies correlated negatively with dialogue and monologue for language proficiency. Results provide implications for assessment and treatment of stuttering in all languages spoken by the client.
Show less - Date Issued
- 2018
- Identifier
- CFE0007212, ucf:52286
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007212
- Title
- Phenomenological study of urban elementary teachers with proficient English language learners.
- Creator
-
Webley, Tracy, Martin, Suzanne, Levin, Judith, Grissom, Donita, Theis, Elizabeth, University of Central Florida
- Abstract / Description
-
The purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the...
Show moreThe purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the lived experiences of 4th grade teachers who have taught at identified elementary schools, where ELL students have demonstrated proficiency on the ELA portion of the state standards assessment? The framework in this study was based on previous research that utilized models rooted in social interactionist theory, sociocultural theory, and social constructivism.Participants in this study were selected from Title I schools with the most narrow achievement gap between ELL sub-groups and non-ELL sub-groups, compared to other schools in the district. Purposive sampling was used to identify 10 participants, including at least one teacher from each of the five identified schools. Semi-structured interviews were conducted to answer the research questions. Five themes emerged and included: (a) language as a barrier to traditional teaching methods; (b) student growth as a primary success; (c) using visuals and other non-verbal instruction; (d) small groups; and (e) building relationships with parents. The themes confirmed findings from previous research, aligned to the theoretical framework, and the themes were used to inform effective teaching practices and guide future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007741, ucf:52397
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007741
- Title
- THE EFFECTS OF HEGEMONIC SUPPORT OF ENDANGERED LANGUAGES ON LANGUAGE IDEOLOGIES.
- Creator
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Box, Christy, Reyes-Foster, Beatriz, University of Central Florida
- Abstract / Description
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Endangered languages are those that are spoken by a very small percentage of the population and are at risk of disappearing with all the knowledge and diversity they contain. Endangered languages often become endangered because the speakers and the society perceive the language as low status or of little use, and a positive change in perception of the language could aid in revitalizing the language. Institutions such as governments, businesses, and universities have recently begun supporting...
Show moreEndangered languages are those that are spoken by a very small percentage of the population and are at risk of disappearing with all the knowledge and diversity they contain. Endangered languages often become endangered because the speakers and the society perceive the language as low status or of little use, and a positive change in perception of the language could aid in revitalizing the language. Institutions such as governments, businesses, and universities have recently begun supporting endangered languages in several areas, and this support could greatly affect language ideologies, perceptions of and attitudes about the language. In this research project, I intend to explore the effects on how an endangered language is viewed by both speakers and non-speakers when it is supported by linguistically dominant institutions such as business and higher education. This research was conducted in various areas of Scotland and Ireland and consists of survey data, ethnographic interviews, and participant observation. Specifically, this research aims to answer the following research questions: 1) What is the relationship between institutional support and language ideologies? 2) How do different forms of institutional support affect language ideologies? Institutional support of endangered languages could provide these languages with validity and recognition as a language, as well as offer economic and status advantages to speakers, creating positive attitudes about speaking and learning the languages. This positive change in the way these languages are perceived could be a crucial step in revitalizing endangered languages and preserving the linguistic diversity of the world.
Show less - Date Issued
- 2017
- Identifier
- CFH2000177, ucf:45999
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000177
- Title
- FEMINIST, LINGUISTIC, AND RHETORICAL PERSPECTIVES ON LANGUAGE REFORM.
- Creator
-
Dorner, William, Young, Beth, University of Central Florida
- Abstract / Description
-
As people become aware that society treats women unfairly, they also perceive related shortcomings in the way that Modern English references women. For example, many have objected to the so-called generic he, the third-person masculine pronoun employed to refer to a person of unknown gender, and provided several alternatives, few of which have been widely adopted. Nonetheless, change is evident in the case of they becoming an increasingly common solution to refer to a person of unidentified...
Show moreAs people become aware that society treats women unfairly, they also perceive related shortcomings in the way that Modern English references women. For example, many have objected to the so-called generic he, the third-person masculine pronoun employed to refer to a person of unknown gender, and provided several alternatives, few of which have been widely adopted. Nonetheless, change is evident in the case of they becoming an increasingly common solution to refer to a person of unidentified gender. The intentional reform of the Modern English language, both in the past and present, has been a result of peopleÃÂ's reactions to what is often perceived as a bias or a deficiency with what is possible to say given the words at their disposal. The rhetorical significance of reform is profound, and scholars continually broach the subject from the perspective of different disciplines. Explored here are the approaches of three of those fields, feminism, linguistics, and rhetoric; how each reacts to and even influences reform is an important part of the study. What is evident is that, regardless of the particular field, reform remains a force of change, even while it may not be broadly recognized. Further, traditional grammatical rules provide an insufficient means for tackling inequalities in Modern English, and are in part responsible for such imbalance. As such, writers must be aware of the present expectations of their audience and the situation of particular words.
Show less - Date Issued
- 2010
- Identifier
- CFE0003007, ucf:48363
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003007
- Title
- IPCL1- An Interactive Process Control Language.
- Creator
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Erlandson, Richard A., Bauer, Christian S., Engineering
- Abstract / Description
-
University of Central Florida College of Engineering Thesis; This report documents a Process Control Language. It was written to provide an easy-to-use, user-friendly language to control a manufacturing-type process. It is not assumed the user is proficient or even familiar with any computer languages. The user should be able to grasp the simple set of commands available and begin writing user programs in a short period of time. Emphasis has been placed on error messages to inform the user of...
Show moreUniversity of Central Florida College of Engineering Thesis; This report documents a Process Control Language. It was written to provide an easy-to-use, user-friendly language to control a manufacturing-type process. It is not assumed the user is proficient or even familiar with any computer languages. The user should be able to grasp the simple set of commands available and begin writing user programs in a short period of time. Emphasis has been placed on error messages to inform the user of the type of error and enough information to correct it. The language was written in PDP-11 assembly language and run on a 11/34 computer in the Microcomputer Laboratory at the University of Central Florida.
Show less - Date Issued
- 1985
- Identifier
- CFR0004771, ucf:52983
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0004771
- Title
- "THAT'S SO GHETTO": A STUDY OF THE RACIAL/SOCIOECONOMIC IMPLICATIONS ASSOCIATED WITH THE TERM "GHETTO".
- Creator
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Richardson, Shaun, Donley, Amy, University of Central Florida
- Abstract / Description
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The term ghetto has an ambiguous meaning in American society. The term frequently has been used as either a noun or an adjective. As a noun the term "ghetto" is often used to describe a place- Small describes the ghetto as a:"...a particular type of neighborhood; it exhibits a cohesive set of characteristics, such as deteriorating housing, crime, depopulation, and social isolation"(2008: 78.) This description as a noun is indicative of unsavory social conditions and climate that fosters an...
Show moreThe term ghetto has an ambiguous meaning in American society. The term frequently has been used as either a noun or an adjective. As a noun the term "ghetto" is often used to describe a place- Small describes the ghetto as a:"...a particular type of neighborhood; it exhibits a cohesive set of characteristics, such as deteriorating housing, crime, depopulation, and social isolation"(2008: 78.) This description as a noun is indicative of unsavory social conditions and climate that fosters an unproductive populace. As an adjective the term remains more difficult to solidly define. The bulk of available research often has worked to define what the ghetto is in reference to a physical location. The term seems to be more pervasive than simply being a place; it can be used to describe people, particular behaviors and traits as well as objects. The current study seeks to gain a deeper understanding of what a ghetto is and how the word is used in a variety of ways. This study will analyze the multifaceted applications of the term ghetto and how the term works to promote negative socioeconomic racialized ideologies. This study is pertinent because it addresses issues of institutionalized discrimination and prejudiced language. Findings are predicted to address the manners in which discrimination functions through language usage.
Show less - Date Issued
- 2014
- Identifier
- CFH0004553, ucf:45181
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004553
- Title
- Tier I RtI for English Language Learners with Language Deficits.
- Creator
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Soong, Maria Jose, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
- Abstract / Description
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Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English...
Show moreEducators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research, cognitive deficits associated with language-based disabilities and principles of cognitive load theory were examined. The study is an investigation of the following research question: Is the effectiveness of the bilingual English as a Second Language (ESL) model significantly altered under certain conditions? The research question was addressed through testing moderator effects using hierarchical linear regression. Initial English proficiency and initial Spanish proficiency were examined as moderating variables of the relationship between ESL model type and Kindergarten academic achievement. Academic achievement was defined as student learning growth on the Florida Assessment for Reading Instruction (FAIR) and student outcome scores on the Comprehensive English Language Learning Assessment (CELLA) Listening/Speaking and Reading constructs. Results supported: a) the relationship between initial English proficiency and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, b) the relationship between initial Spanish proficiency and FAIR growth and CELLA Listening/Speaking, c) the relationship between type of ESL model and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, d) the additional effect of the interaction of initial Spanish language proficiency with ESL model type to alter FAIR learning growth over time, and e) the additional effect of the interaction of initial English language proficiency with ESL model type to alter CELLA Listening/Speaking scores. Overall, this research supports the hypothesis that initial language proficiency can significantly alter the effectiveness of a bilingual ESL model. Recommendations for future research in this area include longitudinal studies using a similar hierarchical regression design with moderators in order to contextualize positive student outcomes.
Show less - Date Issued
- 2012
- Identifier
- CFE0004187, ucf:48988
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004187
- Title
- Parental Beliefs and Attitudes on Enrollment in a Dual Language Program at an Elementary School.
- Creator
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Delorenzo, Leah, Purmensky, Kerry, Folse, Keith, Vitanova-Haralampiev, Gergana, University of Central Florida
- Abstract / Description
-
In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the...
Show moreIn the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home from their student's DLE. The study data included biographical information, statements depicting the reasons for enrollment rated by a Likert scale, and an area for comments. Overall, the study found that survey participants rated their child's comfort communicating with Spanish speakers (4.75 out of 5) to be the most important reason for enrollment. A difference was found in responses depending on the ethnic/language group of surveyed participants. Primarily, Spanish speakers responded more positively to the statements regarding bilingual education than any other ethnic/language group. All parents conclusively believe the dual immersion program has been a success for their children.
Show less - Date Issued
- 2013
- Identifier
- CFE0004989, ucf:49553
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004989
- Title
- The Effect of Input Modality on Pronunciation Accuracy of English Language Learners.
- Creator
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Farina, Marcella, Nutta, Joyce, Ehren, Barbara, Mihai, Florin, Xu, Lihua, Ryalls, John, University of Central Florida
- Abstract / Description
-
The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok (&) Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was...
Show moreThe issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok (&) Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores.Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%.The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.
Show less - Date Issued
- 2013
- Identifier
- CFE0004838, ucf:49687
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004838
- Title
- World Language Teachers' Preparation, Beliefs, and Instruction in Central Florida.
- Creator
-
Mann-Grosso, Valerie, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about...
Show moreThe purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about second language learning and their reported target language use in class. The World Language Communicative Instructional Strategies Survey was administered to world language instructors from three academic institutions. Upon sending two requests, 48 instructors returned usable instruments (55%). Descriptive statistics revealed extensive use of communicative instructional strategies, yet a difference in application of these strategies exists. A comparison of means revealed that assuring that students learn collaboratively in 85% to 100% in target language, integration of all four language skills, and assuring students' independent target language practice were applied less than other strategies. ESL instructors reported a higher use of communicative instructional strategies than instructors of ESL and foreign languages, or foreign languages only. A comparison of means indicated the differences in communicative instructional strategies use are in integration of all four language skills and in assuring 85% to 100% in-target-language collaborative learning. Findings also revealed a discrepancy between the reported use of communicative instructional strategies and the academic preparation received in order to do so. This study provides implications for the preparation of world language instructors. Specifically, the findings focused on mastery of language taught, on specific instructional methodology courses, and the practicum experience.
Show less - Date Issued
- 2015
- Identifier
- CFE0005836, ucf:50899
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005836
- Title
- Transitioning from a Monolingual to a Dual Language Program: A Case Study of an Elementary School.
- Creator
-
Davies, Alex, Nutta, Joyce, Regalla, Michele, Mihai, Florin, Johnson, Jerry, Biraimah, Karen, University of Central Florida
- Abstract / Description
-
This qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already...
Show moreThis qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already functioning as dual language with the intent to examine what made the school successful (Alan(&)#237;s (&) Rodr(&)#237;guez, 2008; Freeman, 1996; Hunt, 2011). Through a phenomenological and case study approach, the current study examined the overall effect that transitioning from a monolingual to a dual language school had on the school culture with foci placed on the curricular and policy planning at the macro-level and its implementation at the micro-level. The study collected data from a variety of sources, including classroom observations, documents, photographs, and interviews with the school's principal, dual language teachers, and parents of the dual language program. Qualitative coding cycles concluded the following four themes, listed alphabetically: (a) classroom language use and second language differentiation, (b) dual language support, (c) language policy and curriculum development, and (d) teachers' dispositions on dual language teaching. This study highlighted the importance of inclusive leadership when planning a new dual language program. Additionally, the study shed light on the implementation process of the planned dual language program in which teachers need flexibility to adjust the language and curricular policies that were established at the macro-level. ?
Show less - Date Issued
- 2018
- Identifier
- CFE0007167, ucf:52252
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007167
- Title
- CROSS-MODAL DISTRACTION ON SIMULTANEOUS TRANSLATION: LANGUAGE INTERFERENCE IN SPANISH-ENGLISH BILINGUALS.
- Creator
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Young, Violet A, Modianos, Doan, University of Central Florida
- Abstract / Description
-
Bilingualism has been studied extensively in multiple disciplines, yet we are still trying to figure out how exactly bilinguals think. A bilingual advantage has been observed in various experimental studies, but also has not been observed in many other studies. A bilingual advantage has been shown in tasks using selective attention. These tasks study the effects of language interference, where two types of interference are observed: interlingual (between-languages) and intralingual (within...
Show moreBilingualism has been studied extensively in multiple disciplines, yet we are still trying to figure out how exactly bilinguals think. A bilingual advantage has been observed in various experimental studies, but also has not been observed in many other studies. A bilingual advantage has been shown in tasks using selective attention. These tasks study the effects of language interference, where two types of interference are observed: interlingual (between-languages) and intralingual (within one language). This study examined language interference in Spanish-English bilinguals, using an auditory-visual simultaneous translation experimental setup. 16 college English monolinguals and 17 college Spanish-English bilinguals were tested. The task was to ignore the word in the headphones and to translate/repeat the word on the screen into English. Distractor words went to either the right, left, or both headphone ears. Subjects were given 72 words to translate, words were randomized, and ear of the distractor word was randomized. The monolingual group was not affected by any independent variables tested except screen word length. Bilinguals did worse when the word and audio were in Spanish, and when the word and audio were different words. No ear advantage was observed. Proficiency levels and first language had no effects on bilingual performance. More intralingual interference was observed for bilinguals only, no significant interference occurred for monolinguals. A slight bilingual advantage was found but not fully, because of the high load of the task and introduction of another language. In conclusion, bilinguals did not have a cognitive advantage in this experiment setup.
Show less - Date Issued
- 2018
- Identifier
- CFH2000448, ucf:45844
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000448
- Title
- THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
- Creator
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Fishkin, Monica, Allen, Kay W., University of Central Florida
- Abstract / Description
-
A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
Show less - Date Issued
- 2004
- Identifier
- CFE0000027, ucf:46093
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000027
- Title
- IDENTIFICATION AND SUITABILITY OF A NON-ANTHROPOMORPHIC META-LANGUAGE FRAMEWORK IN MILITARY APPLICATIONS.
- Creator
-
Cardona, Gilbert, Proctor, Michael, University of Central Florida
- Abstract / Description
-
Humans carry mental models concerning the behaviors, looks, and operation of products, tools, and items used in their daily lives. When these items do not fit a user's conceptual model confusion and inefficiency occur. There are four basic types of mental models based on interactive activities: 1) instructing, 2) conversing, 3) manipulating and navigating, and 4) exploring and browsing. This thesis will focus on the conversing conceptual model and its application to communications between...
Show moreHumans carry mental models concerning the behaviors, looks, and operation of products, tools, and items used in their daily lives. When these items do not fit a user's conceptual model confusion and inefficiency occur. There are four basic types of mental models based on interactive activities: 1) instructing, 2) conversing, 3) manipulating and navigating, and 4) exploring and browsing. This thesis will focus on the conversing conceptual model and its application to communications between human-agent teams to best fit a user's mental model for that communication. A non-anthropomorphic framework does not exist for use in military applications such as; target detection, nuclear, biological, and chemical agent detection, and explosive ordinance disposal. As agents become increasingly autonomous and complex in the currently military working environment an effective and un-confusing non-anthropomorphic meta-language framework must be explored and developed to fulfill the need for human-agent communications. The meta-language framework may consist of visual and audio cues as pose, motion, color, and non-speech sounds. This thesis will attempt to identify and evaluate a non-anthropomorphic framework of communications between human-human, human-agents, and agent-agent teams that will maximize the effectiveness of the communications in terms of efficiency and interpretation.
Show less - Date Issued
- 2007
- Identifier
- CFE0001687, ucf:47216
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001687
- Title
- THE EFFECT OF CONTROLLING MESSAGES ON DOCTOR-PATIENT COMMUNICATION.
- Creator
-
LaDez, Kayla A, Sims, Valerie, University of Central Florida
- Abstract / Description
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The doctor-patient relationship is a very important aspect of a patient's health and wellbeing. It is a complex relationship that requires trust and understanding by both parties. Doctor shopping and changes in technology that allow patients to independently learn about their health have further complicated this relationship. This study looks at how participants perceive controlling language depending on the gender of the doctor. Participants were 339 University of Central Florida...
Show moreThe doctor-patient relationship is a very important aspect of a patient's health and wellbeing. It is a complex relationship that requires trust and understanding by both parties. Doctor shopping and changes in technology that allow patients to independently learn about their health have further complicated this relationship. This study looks at how participants perceive controlling language depending on the gender of the doctor. Participants were 339 University of Central Florida undergraduate students (112 men and 227 women, age M= 19.29, SD = 3.60) recruited through SONA. Participants first listened to a recording of a male or female doctor speaking to a patient using high or low level controlling language. They then answered questions about their opinion of the doctor, how they would behave in the patient's situation, and their beliefs about the role of doctors in the doctor-patient relationship. Results indicated both level of controlling language and doctor gender had significant effects on participants' perception of the doctor. Doctors who spoke with high level controlling language were seen as less helpful and supportive than doctors who spoke with low level controlling language. Participants also were less likely to recommend them to another person. Male doctors were seen as ruder than female doctors. These results suggest that doctors must communicate with each patient in that makes them both the most comfortable, and that male doctors may need to work harder to communicate empathy to their patients.
Show less - Date Issued
- 2018
- Identifier
- CFH2000336, ucf:45910
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000336
- Title
- SEMANTIC BIAS AS AN APPLICATION OF THE UNIVERSAL GRAMMAR MODEL IN THE RUSSIAN LANGUAGE.
- Creator
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Gural, Iryna, Modianos, Doan T., Villegas, Alvaro, University of Central Florida
- Abstract / Description
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The theory of the Universal Grammar developed by Chomsky has been known for many years. The main idea behind the theory was that the processing of the language does not depend on the culture but it universal among all the languages. Further psycholinguistic studies developed the ideas about schematic comprehension of the language, giving rise to the idea of the "garden path effect". Research focused on the processing of the ambiguous sentences and found the tendency for readers to prefer...
Show moreThe theory of the Universal Grammar developed by Chomsky has been known for many years. The main idea behind the theory was that the processing of the language does not depend on the culture but it universal among all the languages. Further psycholinguistic studies developed the ideas about schematic comprehension of the language, giving rise to the idea of the "garden path effect". Research focused on the processing of the ambiguous sentences and found the tendency for readers to prefer interpretations of specific sentence areas as objects. The current study summarizes the ideas of psycholinguistic study and incorporates a novel language structure to study readers' syntactic preferences. In addition, conducting the study in Russian language accompanies previous research in other languages, also arguing in favor of the Universal Grammar model given the hypothesis was supported. It was hypothesized that readers would prefer the comparison of the two direct objects over the subjects, which would be reflected by faster reading times. Self-paced reading ask was administered to the participants in order to measure their reading times. The analysis found no significant differences in the reading times of the critical area, thus hypothesis was not supported. Possible explanations, limitations, and further directions are discussed.
Show less - Date Issued
- 2019
- Identifier
- CFH2000513, ucf:45697
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000513
- Title
- ADOLESCENT MOTHERS' IMPLEMENTATION OF STRATEGIES TO ENHANCE THEIR CHILDREN'S EARLY LANGUAGE AND EMERGENT LITERACY SKILLS.
- Creator
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Canty, Meredith C, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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Previous studies have examined how the language skills of children with adolescent mothers differs from children of older mothers. However, there is limited information on what specific strategies adolescent mothers utilize to increase early language and emergent literacy skills in their children. The aim of the present study is to examine adolescent mothers' use of strategies to increase the early language and emergent literacy skills of their young children. A sample of 14 adolescent...
Show morePrevious studies have examined how the language skills of children with adolescent mothers differs from children of older mothers. However, there is limited information on what specific strategies adolescent mothers utilize to increase early language and emergent literacy skills in their children. The aim of the present study is to examine adolescent mothers' use of strategies to increase the early language and emergent literacy skills of their young children. A sample of 14 adolescent mothers enrolled in a teen parenting program were surveyed on their use of common strategies that are shown to facilitate early development of language and literacy skills in young children, and they provided a self-report of their child's language development using a norm-referenced tool. A researcher developed questionnaire was used to determine the frequency of strategies used by the adolescent mothers. The MacArthur Bates Communicative Development Inventories were used to gather child language development data to compare with the frequency of strategy usage. The measures were analyzed with ANOVAs, Pearson Correlations and Spearman's rank-order correlations to determine the significance and relationship between variables. Adolescent mothers were found to generally score low on the Self-Assessment of Language and Literacy Implementation (SALLI), with deficits specifically in the areas of Directiveness and Home Environment. The CDIs showed that the children were reported to have below average language development, and their scores were significantly related to aspects of the adolescent mother's reported implementation.
Show less - Date Issued
- 2016
- Identifier
- CFH0000234, ucf:44677
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0000234
- Title
- EXPLORING THE LINGUISTIC STYLES OF STUDENTS WITH A PROPENSITY FOR ALCOHOLISM AND STUDENTS WITH SYMPTOMS OF DEPRESSION.
- Creator
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Sanders, Sarah, Whitten, Shannon, University of Central Florida
- Abstract / Description
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The present study investigated whether participants with a high propensity for alcoholism demonstrate the same linguistic pattern previously established for depression in response to a personal essay. It was hypothesized that students with a higher propensity for alcoholism would display a similar linguistic style when compared to those with symptoms of depression; specifically students with a higher propensity for alcohol abuse or dependence would use more first person singular pronouns and...
Show moreThe present study investigated whether participants with a high propensity for alcoholism demonstrate the same linguistic pattern previously established for depression in response to a personal essay. It was hypothesized that students with a higher propensity for alcoholism would display a similar linguistic style when compared to those with symptoms of depression; specifically students with a higher propensity for alcohol abuse or dependence would use more first person singular pronouns and less first person plural pronouns. They were also hypothesized to use more negative emotion words similar to those with symptoms of depression. Participants completed a writing exercise that was analyzed using the Linguistic Inquiry Word Count software (Pennebaker, Booth, & Francis, 2007). The data was analyzed using Pearson Bivariate Correlations. The participants completed a writing exercise, the Alcohol Use Disorders Identification Test, the Beck Depression Inventory, Marlowe-Crowne Short Form, and a short demographic survey, respectively. The correlation between s propensity for alcoholism and symptoms of depression was not significant and the linguistic patterns varied substantially from the hypotheses. Even though the hypotheses were not supported, there were significant correlations between propensity for alcoholism and linguistic choices. The potential for linguistic analysis to be developed into an indirect assessment of alcohol dependence is discussed as a way to minimize the difficulties surrounding self-report methods.
Show less - Date Issued
- 2013
- Identifier
- CFH0004375, ucf:45007
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004375
- Title
- Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
- Creator
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Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
- Abstract / Description
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Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
Show less - Date Issued
- 2019
- Identifier
- CFE0007891, ucf:52794
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007891
- Title
- ELL AND NON-ELL STUDENTSÃÂ' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL.
- Creator
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Weiss, Leah, Jeanpierre, Bobby, University of Central Florida
- Abstract / Description
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ABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This...
Show moreABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL studentsÃÂ' misconceptions about heat?, How did my use of formative assessment uncover studentsÃÂ' misconceptions about heat? Formative assessments were used in the classroom to uncover studentsÃÂ' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL studentsÃÂ' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing studentsÃÂ' ideas about heat and temperature.
Show less - Date Issued
- 2010
- Identifier
- CFE0003238, ucf:48534
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003238