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Post-Derridian Theorists, 2005.
Analyzes theories that were created post-Derrida.
1,125 words (approx. 4.5 pages), 1 source, $ 44.95
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Abstract
This paper examines whether it is justified for literary scholars to critique Derrida and post-structuralism as apolitical. It is evident that such criticism is accurate, for Derrida's theory of language holds that there is no inherent relationship between the linguistic signifier and the signified. The paper shows that this is broad implications, for accepting this denial of a relationship between signifier and signified requires acknowledgement that the meaning of a word issues from the structure of language itself.
From the Paper
"In analyzing whether it is justified for literary scholars to critique Derrida and post-structuralism as apolitical, it is evident that such criticism is accurate, for Derrida's theory of language holds that there is no inherent relationship between the linguistic signifier and the signified. This is broad implications, for accepting this denial of a relationship between signifier and signified requires acknowledgement that the meaning of a word issues from the structure of language itself. Even more implications ensue because of Derrida's argument that words gain their meaning through the process of difference, which he described as a dual process involving differing and deferring. In this theoretical process, every element has to refer to the other element in order to define itself."
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Linguistics Assignment, 2005.
This paper analyzes teaching methodologies that are effective for language acquisition.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper discusses various theories of language acquisition for second language learners. The paper looks at how the teacher's personality, aptitude, age and motivation affect how well or poorly these theories and the corresponding methods can be applied. In light of this, the paper assesses three different methods of language acquisition and the corresponding theories.
From the Paper
"All SLA theories and teaching methodologies have to take individual variables into account. Previously, we have examined these variables in terms of the learner. Age, aptitude, motivation and personality all have an impact on how the teaching is implemented and how it is received. For instance, because age so strongly affects the ease with which language is acquired, teaching has to be different for different age groups. However, the way that individual factors affect teachers is important, as well. In particular, personality and aptitude affect the teaching methodology that the teacher should use and that will be most effective for him or her."
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Ebonics in Schools, 2005.
This paper presents an argument supporting the usage of Ebonics in secondary education.
1,125 words (approx. 4.5 pages), 4 sources, $ 44.95
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Abstract
The paper discusses how Ebonics is not a dialect which can be passed off as an inferior form of the Standard English now taught in secondary schools across America. The paper explains that the genetic structure of African Americans presents a new insight into how different language can be, regardless of the native language to influence the cultural aspects of African American identity over many life spans. The paper maintains that there should be a basic tolerance for other cultures over all of these arguments and suggests that the white hegemonic society should tolerate Ebonics to create further integration between different races.
From the Paper
"This study will evaluate the importance of Ebonics within America's secondary and post-secondary educational curriculum. By analyzing the cultural integration that African American culture is now being implemented in American schools, one can realize the importance of learning the relationship that the English language has in a historical context. Through history and culture, Ebonics plays a large role in how interracial attitudes and behaviors influence both African American and non African American cultures that constantly inter-mesh within the educational community. In this manner, Ebonics plays a large role in providing interracial language skills, which create more culturally and genetically united policies within American schools. The debate about teaching Ebonics in American secondary and post-secondary schooling is essential to the cultural fabric of education in America."
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The Canadian Language, 2005.
This paper examines the forms of English spoken in Central Canada.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
The paper discusses the sociolinguistics of English spoken in the Greater Toronto Area where more than half the population was born outside of Canada. The paper notes that one hears many forms of English and English as a second language. The paper brings a reference to the O'Grady text (2004) and offers a comparison with what is observed in Kingston, London and Ontario. The paper discusses grammatical errors spotted by people from elsewhere that are commonly used in Toronto as well as the slower pace of speech and higher inflection at the ends of their sentences.
From the Paper
"An important adjustment of life in the Greater Toronto Area involves how many people do not speak English as the first language. In fact, more than half of the Toronto population was born somewhere other than Canada. The English they speak may be fluent, but it reflects a first language, where English was learned, if learned formally or informally and perhaps how much the individual watches American television. The stereotype of Canadians as people who speak English that is more formal than American English seems untrue of Toronto. One does notice how in public, people speak quite slowly to one another, as if expecting the other person to be "ESL" or English Fourth Language, perhaps."
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Children and Language, 2005.
This paper explains how children learn and build new words.
1,350 words (approx. 5.4 pages), 10 sources, $ 53.95
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Abstract
The paper explains that the principles of reference, extendability and object scope are the building blocks of new words. The paper relates that children build new words by paying attention to their environment and sometimes just by being in an environment. The paper points out that culture is an important part of the language for children just as memory and cognition are important factors in children learning new words. The paper says that children learn new words in many different ways including overhearing words, one-on-one contact with adults and building onto words they know.
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Linguistics Assignment, 2005.
This paper discusses whether communicative teaching methods are superior to older methodologies in learning a language.
1,125 words (approx. 4.5 pages), 1 source, $ 44.95
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Abstract
This essay considers whether modern language teaching methods - namely, communicative methodologies -are really any better than older methodologies in facilitating language acquisition. The writer claims that these methods are better. Further the writer points out that this can be measured according to the learner's age, aptitude and motivation to learn another language. The writer concludes that communicative methods are more like real communication.
From the Paper
"In one way, it might seem clear from the outset that communicative language teaching methodologies are superior to earlier methodologies in all measurable aspects; after all, if they were not better, there would have been little sense in deviating from the older methods. Furthermore, in terms of the three learner variables - aptitude, age and motivation - it seems as though communicative language methodologies are indeed superior. However, this is particularly the case with two of these three variables, age and motivation. This is probably because communicative methods of teaching language offer much greater flexibility, and as such, they can accommodate a range of student ages and can also go a long way toward stimulating motivation where it may not previously have existed."
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Second Language Acquisition (SLA), 2005.
This paper examines theories of second language acquisition ( SLA).
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
This paper discusses certain theories of second language acquisition especially about the development of grammar over time. The author review theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann. The paper relates that these theories do not necessarily contradict each other but do emphasize different parts of the process, such as some theories emphasize the neurological process while others emphasize interaction with other speakers.
From the Paper
"The theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann all explain second language acquisition (SLA) with a different emphasis, but interestingly, not all of these theories are mutually exclusive. That is, because some of them simply emphasize different parts of the process as being of primary importance, or they see the process as happening in a certain part of the consciousness, rather than directly contradicting one another. However, it would be an exaggeration to say that these theories complement and complete each other and give us a complete picture of language acquisition."
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Natural Human Languages and Mathematics, 2005.
This paper discusses the similarities of human languages and mathematics.
675 words (approx. 2.7 pages), 1 source, $ 26.95
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Abstract
This paper relates that one often hears people say, "I am good with languages but useless at math" and vice versa as if the two were entirely opposite ways of thinking. The author points out that closer examination of human language and mathematics reveals a surprising number of similarities. The paper states that the most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax i.e. a set of rules that governs them.
From the Paper
"Human languages and mathematics seem on the face of it to be very different things. One often hears people say "I am good with languages, but useless at math", and vice versa, as if the two were entirely opposite ways of thinking. However, closer examination reveals a surprising number of similarities. The most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax, i.e. a set of rules that governs them. In the case of language, this is a set of rules that governs how the words may be put together. "
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Natural Human Languages and Mathematics, 2005.
This paper examines the similarities between natural human languages and mathematics.
675 words (approx. 2.7 pages), 1 source, $ 26.95
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Abstract
This paper relates that both natural human language and the language of mathematics have a precise formal syntax. The author points out that they both offer meaning in the form of semantics and rely upon a body of commonly held assumptions. The paper concludes that both language and mathematics formalizes the informal in order to facilitate the communication and comprehension of meaning.
From the Paper
"Upon considering the relationship between natural human language and mathematics, it becomes evident that a number of similarities exist, for both natural human language and the language of mathematics have a precise formal syntax, both offer meaning in the form of semantics, and both rely upon a body of commonly held assumptions. Each of them formalizes the informal in order to facilitate the communication and comprehension of meaning. Lewis Carroll offers examples of the relationship between natural human language and mathematics in his dialogue between the Tortoise and Achilles, for their conversation reveals how linguistic uses of logic are similar to mathematical equations."
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Language and Mathematics, 2005.
This paper explores the similarities that exist between language and mathematics.
675 words (approx. 2.7 pages), 4 sources, $ 26.95
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Abstract
This paper explains that obvious similarities conclude that human language may be reducible to mathematical formulation. The author points out that that mathematics consists of sets of axioms in which statements can be either true or not. The paper relates, while this does not necessarily seem very much like language, Godel's Incompleteness Theorem relates that meaning can exist outside of axiomatic sets, providing a new basis for similarity.
From the Paper
"It should not be surprising that mathematicians and linguists have drawn parallels between these two disciplines. There are obvious similarities that have made many believe that human language may be reducible to mathematical formulation. Some have even attempted to use the assumption to teach machines how to speak, constructing complex utterances based on a limited number of syntactical rules. However, these efforts and others to fully connect mathematics and language have proved largely unsuccessful. The following paper will briefly examine some of the similarities between language and mathematics. By its nature, language has a combinational structure, known as syntax or grammar, that permits the communication of complex ideas (Devlin "Born")."
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Language and Mathematics, 2005.
This paper discusses the similarities of language and mathematics.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper explains that language and mathematics are similar in that they both have rules. The author points out that people make assumptions when it comes to language and mathematics, which may not be proven and only are assumed to be correct. The paper relates that mathematics and language have many similarities such as syntax and semantics.
From the Paper
""Colorless green ideas sleep furiously," are words with specific meaning but put together in a sentence they clearly lack meaning (Devlin, Born). Does language and communication mean the same thing? Do the formulas for mathematics always have the same answers? Language and mathematics do not always make sense without the formal rules of syntax. People make assumptions when it comes to language and mathematics that may not be proven and only assumed to be correct. Mathematics and language have many similarities such as syntax and semantics."
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Semantics, 2006.
A study of the use of semantics in the English language.
1,257 words (approx. 5.0 pages), 2 sources, MLA, $ 42.95
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Abstract
This paper discusses a variety of topics entailed within the study of semantics and explains how each idea contributes to the broad study of semantics. It also shows how the language has developed and how it continues to evolve.
From the Paper
"According to encyclopedia.com, semantics is the study of the relationship between words and their meanings. The empirical study of word meanings and sentence meanings in existing languages is a branch of linguistics; the abstract study of meaning in relation to language or symbolic logic systems is a branch of philosophy. Both of these branches of study make up what we call semantics. The field of semantics has three basic concerns: the relations of words to the objects denoted by them, the relations of words to the interpreters of them, and, in symbolic logic, the formal relations of signs to one another. ".
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