Matching Items (18)
Filtering by
- Member of: Theses and Dissertations
Description
As my year abroad in France was vastly approaching, it became apparent that the accessibility of certain resources would prove beneficial in the pursuit of my honors thesis in French. Thus, even before my departure it was decided that I would focus on the French texting language. While the specifics were not yet fully developed, it was certain that the subject was relevant as the use of communication technologies were becoming more prevalent amongst younger generations. Upon my arrival in Lyon, the objective of my thesis was realized as I began to slowly understand the descriptive nuances of both spoken French and the ever-changing texting language. As a language student, it felt necessary to understand and analyze both the prescriptive and descriptive facets of the French language, including those of the text shorthand. Therefore, it was my intention to learn the vocabulary and linguistic traits that were most frequented in this distinct jargon, not solely for myself, but also for my fellow students of French. This task was accomplished by reading and recording the text messages from ten native speakers. These texts were then compiled into a proper corpus, which was primarily used as the resource for the further applied projects I wished to create. Given this research, a type of dictionary was organized from the words that I found to be most exemplary of the French texting language. In addition, an analysis was also written concerning the common linguistics traits found in the corpus. It was my intent to provide the students of Arizona State University with relevant resources that could assist in the immersion process during or before their study abroad experience. In pursuit of any language, it seems that it is integral to maintain a sense of understanding of all common elements of a language, as they are constantly evolving. Thus, it was important for me in my attempt to master French that I understood all the nuances of the vernacular that were being used by the native speakers.
ContributorsMarquez, Monique Evangeline (Author) / Bahtchevanova, Mariana (Thesis director) / Danton, Naomi (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-12
Description
Highly culturally-embedded elements of language like linguistic style and norms of formality and informality can pose a challenge for translators. Theorists of translation studies have historically considered the field of audiovisual translation in particular as a culturally homogenizing institution due to the strong commercial forces surrounding production of audiovisual translation. In this thesis, I discuss how speakers of French use lexical items to index linguistic formality and informality as an element of style. Style itself is a dynamic and continually innovative tool available to speakers to express identity and positionality of the speaker as well as attitudes toward their interlocutors. In French film and television, these stylistic features are critical to character identity-building and storytelling. In this thesis, I analyze France.tv Slash’s teen drama, Skam France (2018-2023), to explore how independent fan translators tackle complex translational issues of culture and linguistic style and how their choices influence meaning-making in narrative television. Ultimately, despite its drawbacks and complications, the collaborative, decentralized, and reciprocal nature of the fansubbing model reveals new potentialities in the form and function of audiovisual translation.
ContributorsHawkins, Grace (Author) / Bahtchevanova, Mariana (Thesis director) / Van Gelderen, Elly (Committee member) / Barrett, The Honors College (Contributor) / The Sidney Poitier New American Film School (Contributor) / Department of English (Contributor)
Created2024-05
Description
Second Language Acquisition (SLA) refers to the process of an individual acquiring a second language (L2) after their first language (L1) is already fully acquired. It also refers to the scientific study of learning and acquiring an L2. In the field of SLA, there are several theories that explain how an L2 is learned and acquired by an individual. However, this thesis focuses on the theoretical framework of Stephen Krashen’s five hypotheses of SLA (Krashen, 1981) and explains the major implications of his research. This thesis then explores two essential factors that influence acquisition, age and motivation, and briefly discusses other factors that may also influence SLA. The findings demonstrate that age plays a crucial role in the efficacy of SLA, in which the optimal age for SLA is prior to late adolescence. Furthermore, motivation is another crucial factor influencing SLA, as high levels of intrinsic motivation and moderate levels of extrinsic motivation result in optimal performance for learning. The final section discusses some limitations and challenges in studying SLA, and provides pedagogical implications for both L2 learners and teachers.
ContributorsBaggerly, Brandon (Author) / Bahtchevanova, Mariana (Thesis director) / Chery, Audrey (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor)
Created2022-05
Description
I have created a website for the Arizona State University French department. This website is designed to market the French program with the ultimate goal of increasing enrollment.
ContributorsDepp, Marielle (Author) / Bahtchevanova, Mariana (Thesis director) / Minardi, Enrico (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Marketing (Contributor)
Created2023-05
Description
A social phenomenon in the United States characterizes French language and culture by aristocracy and prestige, sometimes even going so far as to align francophones with pretentiousness or false sophistication. By means of etymological analysis of the registers of American politics, economics, higher education, fashion, and art, I present the remarkable consistency (if not disproportionality) of French-derived vocabulary within the lexicons of these upper class cultural territories. Final conclusion is reached using the analytic lenses of linguist Norman Fairclough and sociologist Thorstein Veblen in their respective works Language and Power and Theory of the Leisure Class, which together supply a sociolinguistic understanding of the French-elite nexus. Using such information, I seek to explain the phenomenon as an American ideological concept. As French expressions are substantially and conspicuously employed within the lexicons and customs of the aforementioned cultural territories of the American upper class, French lexicality and culture become entangled with high society (sociolexical entanglement) and popular aesthetics (vogue lexicality). This intermixture subsequently engenders a French-elite nexus that manifests through either lexical emulation or lexical disaffection. To illustrate this occurrence, I offer evidence of America's persuasion of its upper class's association with French by presenting relevant expressions in the class-pervasive medium of American cinema. I argue that, in entirety, these sociolexical components frame the development of a larger French-elite ideology.
ContributorsSeby, Charles Michael (Author) / Bahtchevanova, Mariana (Thesis director) / Poteet, Lesley (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Abstract:
Moldova is one of the smallest and poorest countries in Europe, yet it has a rich and multifaceted history that makes it an interesting case study when exploring the complex connections between language and identity. In this paper, I aim to explore the situation of the Soviet Union and the identity of Moldovans in regards to language policies, as well as the historic and social landscapes that allowed such policies to take hold, such has Moldova's historical roots with Romania. Although it has been over twenty years since the fall of the Soviet Union, an iron curtain still deeply divides the country of Moldova, and the cleavages are felt and defined in terms of linguistic identity. While the true conflicts and issues at stake in Moldova run much deeper than differences in linguistic identity and in issues surrounding minority language rights (for example, economic concerns), such discord is consistently framed in terms of linguistic conflict—a central theme in the Republic of Moldova ever since Soviet influence began in the 1920s.
Moldova is one of the smallest and poorest countries in Europe, yet it has a rich and multifaceted history that makes it an interesting case study when exploring the complex connections between language and identity. In this paper, I aim to explore the situation of the Soviet Union and the identity of Moldovans in regards to language policies, as well as the historic and social landscapes that allowed such policies to take hold, such has Moldova's historical roots with Romania. Although it has been over twenty years since the fall of the Soviet Union, an iron curtain still deeply divides the country of Moldova, and the cleavages are felt and defined in terms of linguistic identity. While the true conflicts and issues at stake in Moldova run much deeper than differences in linguistic identity and in issues surrounding minority language rights (for example, economic concerns), such discord is consistently framed in terms of linguistic conflict—a central theme in the Republic of Moldova ever since Soviet influence began in the 1920s.
ContributorsForee, Emily (Author) / Bahtchevanova, Mariana (Committee member) / Danton, Naomi (Contributor) / Barrett, The Honors College (Contributor)
Created2014-05
Description
This work aims to give the general public a unique insight into French urban culture through my experience while living and filming a personal documentary in Lyon, France. The goal of the project is to examine and consequently describe what this culture consists of while comparing and contrasting it to our own urban culture. The work depicts the creators and performers of the culture as well as its audience, which differs from our own here in the U.S in part thanks to France's efficient public transportation system, used by people from every social class. Immersing myself in this fascinating world truly helped me get through to the heart of the French people and artists that make up the urban culture in Lyon. Observing performances and daily practices while digging deep into each artist's story allowed me to unravel the identity of this culture one person at a time.
ContributorsGradilla, Cesar Uriel (Author) / Bahtchevanova, Mariana (Thesis director) / Chabaud, Aurélie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
In the past few years the pedagogical model of the "Flipped Classroom" has gained popularity among educators, initially at the secondary level and now at the university level. In the 2015-2016 school year, Arizona State University listed its first intensive language courses, which implemented the flipped model. During this time the author of this project was given the opportunity to work as the facilitator for the flipped French courses FRE 110 and 210. While helping to implement the flipped model, he reflected on his experiences, discussed its advantages and limitations with other second language instructors teaching in a flipped environment, and researched a large array of academic and educational resources. This creative project was completed to practically apply the techniques developed in the intensive French course and those developed by other educators in order to give advice and strategies to future instructors. It represents a web Guide to the Flipped Classroom in Second Language Teaching, which includes research on educational practices such as course design, syllabus creation, and lesson planning; infographics and other visual representations of the flipped model, sample home-made and professional course materials, embedded informational videos, and advice on implementing the flipped model. While other websites exist, there are few that reflect specifically on the use of the flipped classroom in second language teaching, and even fewer that discuss in great detail the challenges and limitations associated with the model. Furthermore, the guide contains an extensive list of online tools for the creation of multimedia materials, such as screen capturing and YouTube-clipping programs as well as a variety of different resource sites where educators can find and share materials. Overall, this web guide acts as a useful tool for second language instructors in secondary education, higher education, or any other educational setting who wish to implement this up-and-coming teaching model.
ContributorsHale, Dakota Keith (Author) / Bahtchevanova, Mariana (Thesis director) / Zhang, Xia (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The purpose of this study is to explore the syntax and pragmatics of subject doubling in spoken French. Many prescriptivists have considered it a redundant and ungrammatical form, but over the years, it has gained more interest from syntacticians. It is widely acknowledged that dislocations involve topics, but the position of these structures is very disputed. Some linguists believe in base generation while others state there is movement. The status of subject clitics also comes into play and their role as arguments or agreement markers is crucial to understanding the issues at stake with a topic analysis. It is often argued that the clitics are undergoing a linguistic cycle whereby they lose their function of argument, and need to be reinforced by disjunct pronouns. In this study, I examined which analyses support my data and I attempted to determine what structures tend to be most dislocated by looking at the environment of the discourse in a corpus of spoken French.
ContributorsBlanquart, Eleonore (Author) / Ossipov, Helene (Thesis advisor) / Bahtchevanova, Mariana (Thesis advisor) / Gelderen, Elly van (Committee member) / Arizona State University (Publisher)
Created2012
Description
With an increasing global interest in Chinese economics and society, more and more native English speakers have started to learn Chinese as a second language (L2). While English and Chinese share a similar word order at the syntactic level, they differ significantly in ways to keep track of reference at the discourse level. There are generally three ways to keep track of reference: repeating the full noun phrase (NP), replacing the full NP with a lexical pronoun, or omitting the NP using zero anaphora. Chinese, a topic-prominent language, allows a wide use of zero anaphora to maintain reference; whereas English, a subject-prominent language, allows only a limited use of zero anaphora. Due to this difference, Chinese as a second language learners whose native language is English (CSL learners), must learn to implement the use of zero anaphora more frequently in their Chinese discourse. The purpose of this study is to investigate how CSL learners keep track of reference using zero anaphora. It is hypothesized that CSL learners at intermediate proficiency level would display a transfer effect from English to Chinese in their Chinese discourse. Specifically, they would produce fewer zero anaphora than native Chinese speakers, and they would also tend to consider discourse with many uses of zero anaphora for reference tracking as less appropriate. To test the hypothesis, a story-retelling task and multiple-choice questions task were adopted. The results of both tasks supported the hypothesis. Meanwhile, it is also evident that the CSL learners have acquired some usage of zero anaphora in their Chinese discourse as the usage of zero anaphora was more frequent when speaking Chinese than English.
ContributorsTang, Tianyu (Co-author) / Abdulla, Farzana (Co-author) / Chien, Jasmine (Co-author) / Zhang, Xia (Thesis director) / Bahtchevanova, Mariana (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor) / Department of Supply Chain Management (Contributor)
Created2015-05