Social and Behavioral Sciences Commons^™

Individual Differences In Perspective-Taking During Language Comprehension, Kanan Benjamin Luce

Theses and Dissertations

Previous research has found mixed results for a link between executive function and perspective-taking. One proposed reason for this is that perspective-taking during comprehension tasks may not be internally reliable. This dissertation presents two large individual differences experiments with multiple perspective-taking during comprehension and executive function measures. We aimed to see (1) whether people were consistent in their ability to take perspectives during comprehension, (2) if the typical tasks used in this area were reliable, and (3) whether executive function measures predicted perspective-taking ability. We found a lack of reliability of some of the most commonly used perspective-taking during comprehension …

The Effects Of Feedback And Prior Knowledge On The Processing Of L2 French, Lesley Erin Smith

Theses and Dissertations

The strand of feedback research within the field of Instructed Second Language Acquisition (ISLA) examines the effects of feedback on the development of second language (L2) knowledge and learning behaviors. While findings often make claims about the relationship between feedback and language processing, much of this research has not measured learners’ concurrent responses to feedback. By and large, the effects of feedback have been inferred from test scores collected after feedback is provided, with few studies analyzing how feedback affects L2 learning behaviors in real time (i.e., during a task). Consequently, we know little about how feedback affects language processing. …

Negative Polar Questions And Answers In English And Korean, Keunhyung Park

Theses and Dissertations

The meaning of positive polar questions (PPQs) is relatively straightforward, so the truth conditions of PPQs can be decided easily. In contrast, the meaning of negative polar questions (NPQs) may vary, and simple yes-no answers to NPQs have seemingly unpredictable interpretations. For example, a simple yes answer to a PPQ like ‘Did you have lunch today?’ is easily interpreted as ‘I ate lunch.’ In contrast, the same yes answer to an NPQ like ‘Did you not eat lunch today?’ is not obvious out of context. Why are NPQs more ambiguous than PPQs? Based on our empirical observations of the difference …

Language Ideologies In Transgender Communities In The U.S. South, Archie Crowley

Theses and Dissertations

This dissertation examines how metalinguistic discussions within transgender communities in South Carolina are shaped by experiences, identities, and ideologies related to intersecting social dimensions, specifically, gender, age, race, and regional identity. Based primarily on 20 ethnographic group and individual interviews with 41 transgender individuals living in South Carolina, as well as over 24 months of participant-observation in two trans organizations, the analysis illustrates how trans South Carolinians simultaneously navigated changing norms of community language use, expectations of regional linguistic practices, and mainstream discussions of trans linguistic affirmation. I draw on these sociolinguistic and linguistic anthropological methods to examine how discourses …

Ideologies Of Race, Gender, And Religion In Pronunciation Perception At Evangelical Esl Programs, Ruthanne Joy Wenger Hughes

Theses and Dissertations

Nonnative English speakers are often judged based on their accent, but accent is perceived as well as produced. Race, gender, and religion interact to create complex and nuanced figures of personhood (Agha, 2005) impacting teachers' perceptions of students. Teachers' individual differences, including language proficiency, exposure to language, and previous training, also affect pronunciation ratings (e.g., Kang, 2008, 2012; Kang & Rubin, 2009). This dissertation investigated English as a second language teachers at evangelical English programs in South Carolina, addressing how teacher backgrounds interacted with institutionally circulating ideologies of race, gender, and religion, and these factors' impact on ratings of student …

Oppa-Ng Gamsahamnita-Ng~~~: The Phonetics Of Nasal Cuteness In Korean Aegyo, Drew Michael Crosby

Theses and Dissertations

The term aegyo is often defined as a form of performative cuteness comprising a range of linguistic and non-linguistic behaviors (K. Moon, 2013; Puzar & Hong, 2018). Previous anthropological, discursive, and linguistic investigations (K. Moon, 2013; Puzar & Hong, 2018; H. Jang, 2021) identify it as a gendered practice associated with “modern and trendy young women in Korean mainstream culture” (K. Moon, 2017, p. 42), often used for requesting favors, maintaining social harmony, and gaining economic advancement (Manietta 2015; Puzar & Hong 2018). K. Moon (2013) asserts that the features that most prominently index aegyo are: rising-falling intonation (LHL%), the …

Stylistic Variation Of Gullah Geechee Language Practices In Coastal Tourism Contexts, John Kibler Mccullough

Theses and Dissertations

This dissertation examines the language practices and ideologies of Gullah Geechee (GG) tour guides in Charleston, South Carolina, particularly analyzing how language stylization is used by tour guides in the construction of personae as intercommunity culture and language brokers. Often, indigenous cultural artifacts are commodified through the setting of the tourism industry for consumption by outsiders; Gullah Geechee, a Sea Island creole language spoken along the southeastern United States coast, is directly affected by this characteristic of tourism. GG has been exposed to rapid de-isolation in the past 80 years; this exposure has brought isolated enclaves of GG communities into …

Illusory Vowels And The North Kyungsang Korean Vowel Merger In English Loanword Adaptation Into Korean, Jiyeon Song

Theses and Dissertations

Our auditory perceptual processing is optimized for the sound patterns of our native language. Consequently, when non-native segments are perceived, speech “illusions” often occur. This well-known phenomenon, known as the perception of illusory vowels, occurs when listeners of a borrowing language (BL) perceive vowels that do not exist underlyingly in the source language (SL).

Illusory vowels have often been considered to be the default vowel in a language: /ɨ/ in Korean, /u/ in Japanese, /ə/ in English, /e/ in Spanish, and /i/ in Brazilian Portuguese. This raises the question of how vowel systems affect the quality of illusory vowels. For …

“When You Out In Open Spaces”: Copula Absence In Afro-Texan English And The Origins And Development Debate, Brandon Davis Cooper

Theses and Dissertations

African American Vernacular English (AAVE) is perhaps the most studied variety of American English, and interest in its origins and development has raised enough questions to launch a thousand studies. Naturally, positions on AAVE’s origins and development have become increasingly nuanced since the debate’s inception. Increasingly, AAVE is treated less like a monolith, and interest in the dimensions of its regional diversity has grown. No position on AAVE’s origins and development can be taken seriously if it fails to consider its capacity for areal differentiation. Indeed, most positions on AAVE’s origins and development now strongly assert the likelihood of multiple …

"You Will Be Evaluated According To The Following": Language, Race, And International Students At A U.S. Predominantly White Institution, Anusha Anand

Theses and Dissertations

As sociolinguists have long noted, racial hierarchies in the United States have been maintained through a hegemonic standard language ideology that assumes white middle-class ways of speaking as “standard” and the linguistic marginalization of non-whites ways of speaking as “nonstandard” (Bonfiglio 2010). This phenomenon is well-documented in studies on the perceptions of racialized international TAs (ITAs), which show that the racializing ideologies about ITAs’ language held by predominantly white, Western undergraduates impact their perception of ITAs’ comprehensibility and teaching ability (Staples, Kang, & Wittner 2014). Other studies on international students have shown that the discrimination that they face is driven …

The Variation Of Metaphor Processing Strategies And The Effects On Reading Skills In L2 English Learners, Shana Scucchi

Theses and Dissertations

Metaphor use and meaning is deeply tied to the culturally-determined conventional use of language. To date, most research regarding metaphor comprehension exists within the realm of first language (L1) acquisition, with little research that examines how learners interpret metaphor in their second language (L2). Thus, little is known about how learners process metaphor constructions in their L2, or how these processing strategies may affect other L2 skills, such as reading abilities.

Gentner (1988) investigated how metaphors are comprehended at various ages using the nominal metaphor X is Y, where Y is the base of the metaphor and X is the …

Lexical And Syntactic Priming In Dialogue, Sarah Campbell Wilson

Theses and Dissertations

Speakers engaged in dialogue align with one another across multiple linguistic levels to ensure effective communication. The Interactive Alignment Model (Pickering & Garrod, 2004) suggests speakers align due to automatic priming mechanisms at individual linguistic levels. Syntactic priming is the tendency to repeat a syntactic structure that has been recently comprehended or produced. Although syntactic priming is regarded as an automatic, abstract structural phenomenon, other linguistic factors can influence a syntactic structure’s priming strength. Lexical repetition between structures has been shown to enhance syntactic priming, an effect termed “lexical boost” (Branigan et al., 2000; Healey, Purvery, & Howes., 2014). Another …

The Role Of Force Dynamic Schemas In The Comprehension Of Causal Language, Dawson Petersen

Theses and Dissertations

The current study is an attempt to empirically test the predictions of Talmy’s (1988) force dynamics. Specifically, Talmy argues that causal sentences are understood by reference to basic image schemas, such as Starting and Stopping. While many of the predictions of other cognitive linguistic models, such as Lakoff and Johnson’s (1980) conceptual metaphor theory, have been tested empirically by psycholinguists (Fischer & Zwaan, 2008; Gibbs, 2006; Boroditsky & Ramscar, 2002), force dynamics has received very little empirical attention (I am only aware of Wolff & Song, 2003), in spite of its productivity in formal linguistics.

The current study aims to …

Animacy And Intransitivity In Sentence Processing, Peter Nelson

Theses and Dissertations

The distinction between animate and inanimate objects is essential to many cognitive tasks. Research has shown distinct patterns of memory, attention, and language response to animate and inanimate objects. This dissertation examines the effects of noun animacy on sentence processing. I report three psycholinguistic experiments on intransitive constructions, testing how animate and inanimate nouns influence expectations for an intransitive clause. Intransitive verbs fall into types based on thematic role. Unergative verbs assign an Agent role. Unaccusative verbs assign a Theme/Patient role, although a subclass of unaccusative verbs can alternate between intransitive constructions with a Theme/Patient subject and transitive constructions with …

The Shape Of The Bilingual Mental Lexicon: Testing The Cognate Continuum, Danielle Kristine Fahey

Theses and Dissertations

Items in the mental lexicon have three storage and processing strata, the concept, lemma, and lexeme, which equate to semantic, syntactic and phonological information. Lexical items relate to each other at each stratum. Bilingual lexicons, which contain items from all languages, may contain cognates, items sharing concepts and with overlapping lexemes. Because cognates likely relate at the lemma level also, this research proposed the Cognate Continuum, a categorization of cognates and noncognates in the bilingual mental lexicon. The Cognate Continuum includes three sets of cognates:

(i) true cognates have the closest phonology and syntax.

(ii) lemma cognates have close syntax …

It’S /Tʃuzdeɪ/, Innit?: Yod Coalescence In British English, Jenna Rose Rees-White

Theses and Dissertations

Previous research on British English (BE) has shown that variation in dialects stems from both regional and social differences (Hughes & Trudgill, 1979; Kwon, 2006; Glain, 2012; and others). For instance, if a speaker identifies as middle- to upper-class in the UK, they are more likely to use RP (Received Pronunciation) than a speaker who identifies with a lower-class social status. This, and other variables, accounts for variability among regionally similar but phonologically different British dialects.

This thesis analyzes the use of Yod Coalescence (YC), a phonological phenomenon that focuses on C-/ju/ sequences and their tendencies to drop yod and …

Talkin’ Black And Sounding Gay: An Examination Of The Construction Of A Multiplex Identity Via Intraspeaker Variation, Brianna R. Cornelius

Theses and Dissertations

Gay African-American men hold membership in at least three groups – Gay, Black, and Male – that are grounded in ideologies and which provide linguistic resources that are complex and potentially conflicting. As such, these men exist at the cross-section of socio-cultural groups whose perspectives and presentations are often framed in opposition to one another. This dissertation seeks to explore the ways in which such complex identities are created through the use of language. Specifically, this project will investigate how a Gay Black man (GBM) constructs his complex identity over the course of several interviews/conversations in which topic and interlocutor …

The Relation Of Linguistic Awareness Skills To Reading And Spelling In School-Age Children With And Without Autism Spectrum Disorder, Victoria Suzanne Henbest

Theses and Dissertations

Linguistic awareness is the ability to consciously consider and manipulate language. Multiple linguistic awareness skills relate to and predict the word-level reading, spelling, and reading comprehension skills of children who are developing typically and those with language impairments. However, few researchers have investigated the literacy skills of children with autism spectrum disorder (ASD) and even fewer have investigated their linguistic awareness skills. This is problematic given the large number of children with ASD who are educated in the public schools and the importance of literacy skills for life success. Therefore, this dissertation aimed to begin to close the gap in …

Acquisition Of The English Copula By Arabic Speaking Esl Learners: Evidence For Feature Reassembly, Jenna Steiner

Theses and Dissertations

This study aims to identify whether the acquisition of the English copula by Arabic- speaking learners of English provides evidence for a performance or representational- based account of errors. The representational theory tested in this study is the Interpretability Hypothesis (Tsimpli & Mastropavlou, 2007) which proposes that language learners have only partial access to Universal Grammar (UG), making some language structures unacquirable for second language learners. The performance theory tested in this study is Feature Reassembly (Lardiere, 2008), which proposes that the source of errors lies with the mapping of features onto morphology rather inside the core computational component of …

The Distribution Of [ʍ]: An Acoustic Analysis Of Sociophonetic Factors Governing The Wine-Whine Merger In Southern American English, Keiko Bridwell

Theses and Dissertations

In US English, the merging of the voiceless labiovelar glide [ʍ] and its voiced counterpart [w] has been an ongoing process over the past century, originating in central port cities on the Atlantic seaboard and gradually spreading to include the bulk of the continental US. While described by many sources as still present in Southern American English, the so-called wine-whine merger shows evidence of nearing its completion as its usage becomes increasingly rare even within the Southeast, even as the segment [ʍ] is interpreted as a feature of Southern speech. Despite this fact, very little research has been conducted on …

The Interaction Of Individual Working Memory Capacity With Cognitive Linguistics-Based And Translation-Based Instructional Treatments During The Acquisition Of Polysemous L2 Spanish Spatial Prepositions, Joseph F. Letexier

Theses and Dissertations

The present study investigated three areas in SLA related to the acquisition of polysemous L2 Spanish spatial prepositions. These three areas were (1) the effect of instructional method on the acquisition of productive knowledge of polysemous L2 Spanish spatial prepositions, (2) the effect of working memory capacity on the acquisition of productive knowledge of polysemous L2 Spanish spatial prepositions, and (3) the effects resulting from the interaction of working memory capacity with instructional method on the acquisition of productive knowledge of polysemous L2 Spanish spatial prepositions. The target learners were adult L1 English speakers 18 years of age or over …

Towards A Typographical Linguistics: The Semantics-Pragmatics Of Typographic Emphasis In Discourse, Jefferson Maia

Theses and Dissertations

The standard view of the effects of typographic emphasis in English is that type styles (e.g., capitals, italics) enhance memory for emphasized information to the detriment of reading speed and without contributing semantically or pragmatically meaningful information to the text. Fewer emphasis studies that have concerned themselves with reference questions offer off-line evidence that typography interacts with linguistic variables and, more specifically, that it adds a modulatory or a contrastive layer of meaning to the interpretation of referential expressions. No study to date has investigated, however, whether typographic emphasis can bring a referent into discourse focus and consequently affect the …

The Role Of Cohesion In Second Language Reading Comprehension, Alisha Biler

Theses and Dissertations

Reading in a second language (L2) is a critical aspect of language acquisition, yet gaps remain in the literature regarding the extent to which textual factors impact reading difficulty. There is consensus that complex vocabulary and grammar affect L2 comprehension (Koda, 2005), and this is evidenced through the numerous traditional readability formulas, such as Flesch-Kincaid (FKGL). However, critics argue that discourse-level features, such as cohesion, also impact reading difficulty and must be included in difficulty analyses (Carrell, 1987).

One aspect of cohesion is content word overlap, or the number of content words repeated in a text; this measure is included …

Speaking Of Qualia: Examining A Craft Beer Microcommunity's Membership Identity Through Speech, Anna Hamer

Theses and Dissertations

This ethnography examines a locally owned craft beer store in South Carolina, where craft beer connoisseurs and enthusiasts come together to elevate their beer drinking experience. Many members of this microcommunity use ‘beer talk’, a technical register of speech (Agha 2007; Manning 2008; Silverstein 2006, 2016), to point to, or index, a part of their beer connoisseur identity. The ‘beer talk’ register used to describe craft beer is enacted at various scales of speech (Carr and Lempert 2016), ranging from Cicerone Certification and mobile applications, to online forums, beer festivals, beer magazines, brewery visits, and face-to-face interaction. The CofP model …

Adult L2 Processing And Acquisition Of The English Present Perfect, Christopher J. Farina

Theses and Dissertations

This research investigates the second language (L2) processing and acquisition of the English present perfect via two features: boundedness and current relevance. Boundedness indicates whether an action reaches an endpoint (Smith 1997; Verkuyl 1972); it divides the functions of the present perfect into sets that denote completed situations or ongoing/iterative ones (Bybee et al. 1994; Housen 2002). Current relevance indicates the present importance of a past situation (Siemund 2004); it differentiates the present perfect from the simple past (Bardovi-Harlig 2002). Previous research has relied on offline methods (that evaluate metalinguistic knowledge); no research in SLA has investigated the acquisition of …

Implicit Causality And Consequentiality In Native And Non-Native Coreference Processing, Wei Cheng

Theses and Dissertations

This dissertation is composed of two studies that examined the role of implicit causality and consequentiality in coreference processing. Implicit causality (IC) refers to the phenomenon that certain interpersonal verbs bias the causation of the events described by the verbs towards either its subject (the first noun phrase NP1) or its object (the second noun phrase NP2). Implicit consequentiality (IR) refers to the phenomenon that certain verbs bias the consequence towards either NP1 or NP2. These IC and IR biases have been found to influence language comprehenders’ establishment of coreference.

The first study examined whether intentionality of an event affects …

The Repeated Name Penalty And The Overt Pronoun Penalty In Japanese, Shinichi Shoji

Theses and Dissertations

This research investigated the Repeated Name Penalty (RNP) and the Overt Pronoun Penalty (OPP) in Japanese. The RNP was first reported by Gordon, Grosz and Gilliom (1993), who observed that English sentences with repeated-name subject anaphors were read slower than sentences with overt-pronoun subjects when the antecedents were either the grammatical subject or the first-mentioned surface-initial noun phrase of the previous sentence. The OPP has been reported in studies of Spanish (Gelormini-Lezama & Almor, 2011) in which sentences with overt-pronoun subject anaphors were read slower than sentences with null-pronoun subject anaphors for subject antecedents.

A concern with the RNP and …

Aging, Discourse, And Ideology, Julia Mckinney

Theses and Dissertations

This dissertation explores the language practices of members of the Andrus Center, a recreational senior center located in the southeastern United States. It specifically examines how “young-old” members, or those who had relatively recently made the transition to older identity, invoked and contested widely circulating ideologies of aging in the course of constructing their local age identities. Rather than treating age as an objective, individual characteristic, as commonly presumed in sociolinguistics, this study highlights the ways in which age identities were relationally and emergently coconstructed. Through analyses of interactional and ethnographic data collected over 18 months, I argue that mainstream …

Sounding Appalachian: /Ai/ Monophthongization, Rising Pitch Accents, And Rootedness, Paul E. Reed

Theses and Dissertations

Appalachia, the mountainous region that stretches from northern Georgia to Pennsylvania (ARC, 2015), is a region that has been considered culturally and linguistically unique in the United States. There is a small but growing body of literature that has demonstrated that the language varieties of this region, collapsed under the broad heading of Appalachian English (AE), diverge from Mainstream American English and other Southern American English varieties (Wolfram & Christian, 1976, Montgomery & Hall, 2004, Labov et al., 2006, among others). Much of this literature has focused on vowels and morpho-syntax, but other linguistic aspects have not received much attention, …

Attention Control And The Effects Of Online Training In Improving Connected Speech Perception By Learners Of English As A Second Language, Burcu Gokgoz-Kurt

Theses and Dissertations

One of the aspects of L2 English phonology which poses a challenge for L2 learners is learning how to decode the language, especially as spoken by native speakers. This difficulty may be due to the way the native speakers speak by ‘draw[ing] [the sounds] together’ (Clarey & Dixson, 1963), which results in realization of consonants and vowels differently than when uttered in isolation. This process is referred to as connected speech (e.g., pronouncing ‘want to’ as [wɑnə], and ‘going to’ as [ɡʌnə]). The challenge in teaching and learning these forms is that they lack perceptual saliency, requiring extra attentional resources …