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Which data do elementary school teachers use to determine reading difficulties in their students?
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In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
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Which data do elementary school teachers use to determine reading difficulties in their students? ...
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"(Weitergeleitet von Journalistin)": The Gendered Presentation of Professions on Wikipedia
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In: Proceedings of the 9th ACM on Web Science Conference 2017 ; 83-92 ; ACM Web Science Conference (WebSci '17) ; 9 (2020)
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing 33 (2016) 4, S. 555-575 (2016)
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Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence ...
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Mainland Canadian English in Newfoundland: The Canadian Shift in Urban Middle-Class St. John’s
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Abstract:
The variety of middle-class speakers in St. John’s conforms to some degree to mainland Canadian-English pronunciation norms, but in complex and distinctive ways (Clarke, 1985, 1991, 2010; D’Arcy, 2005; Hollett, 2006). One as yet unresolved question is whether speakers of this variety participate in the Canadian Shift (cf. Clarke, 2012; Chambers, 2012), a chain shift of the lax front vowels that has been confirmed for many different regions of Canada (e.g. Roeder and Gardner, 2013, for Thunder Bay and Toronto, Sadlier-Brown and Tamminga, 2008, for Halifax and Vancouver). While acoustic phonetic analyses of St. John’s English are rare, some claims have been made that urban St. John’s speakers do not participate in the shift, based on two or six speakers (Labov, Ash & Boberg, 2006; Boberg 2010). Other researchers with larger data sets suggest that younger St. John’s speakers participate in mainland Canadians innovations to different degrees than mainlanders (e.g. Hollett, 2006). The Canadian Shift has not been uniformly defined, but agreement exists that with the low-back merger in place, BATH/TRAP retracts and consequently DRESS lowers. Clarke et al. (1995), unlike Labov et al. (2006), assert that KIT is subsequently lowered. Boberg (2005, 2010), however, emphasizes retraction of KIT and DRESS and suggests unrelated parallel shifts instead. In this PhD thesis, I demonstrate the presence of the Canadian Shift in St. John’s, NL, conforming to Clarke et al.’s (1995) original proposal. In my stratified randomly-sampled data (approx. 10,000 vowels, 34 interviewees, stratified as to age, gender, socioeconomic status, and “local-ness”), results from Euclidean distance measures, correlation coefficients, and linear, as well as logistic, mixed-effects regression show that (1) young St. John’s speakers clearly participate in the shift; and that (2) age has the strongest and a linear effect. Continuous modeling of age yields even more significant results for participation in a classic chain shift (6% decrease in lowering per added year). My findings also confirm that the change seems to have entered the system via formal styles (cf. Clarke, 1991, 2010, for TRAP in St. John’s). Traditionally, the linguistic homogeneity on a phonetic level of the Canadian middle class has been explained by Canada’s settlement and migration patterns of the North American Loyalists from Ontario to the west (cf. Chambers, 2009). Newfoundland’s settlement is distinct, in that the British and the Irish were the only two relevant sources. If settlement were the only crucial reason for a shared pronunciation of Canada’s middle class from Vancouver to St. John’s, the Canadian Shift should be absent in the latter region. I suggest three reasons for middle-class St. John’s’ participation in the Canadian Shift: 1) Newfoundland’s 300-year-old rural-urban divide as a result of its isolation, through which British/Irish features are attributed to rural und lower social class speakers; 2) the development of the oil industry since the 1990’s, through which social networks changed according to the perception of social distance/closeness; and 3) the importance of the linguistic marketplace, which is high in St. John’s due to 1) and 2).:List of Tables viii List of Figures x 0 Prologue – Variationist Sociolinguistics 1 1 Introduction 27 2 English-speaking Canada and its Vowel Shifts 31 3 Newfoundland and its Englishes 77 4 Data and Methodology 107 5 Analysis and Discussion 243 6 Conclusion 363 Bibliography 375 Appendices 409 A Interview Questionnaire 409 B Normality Tests per Speaker and Age Group 423 C Vowel Plot of Median Formant Values 433 D Results for the Assumptions of T-tests 435 E Results from Decision Trees and Optimal Binning 439 F Results from Regression Analyses 449 G Résumé 457 H Deutsche Zusammenfassung der Dissertation 461 I Eidestattliche Erklärung zur Eigenständigkeit 469
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Keyword:
Acoustic phonetics; Akustische Phonetik; Analysis of variance; Canadian Shift; Correlation coefficients; ddc:410; ddc:414; ddc:427; info:eu-repo/classification/ddc/410; info:eu-repo/classification/ddc/414; info:eu-repo/classification/ddc/427; Kanada; Korrelationskoeffizient; Korrelationskoeffizienten; Lautverschiebung; Lautwandel; Neufundland; Newfoundland; Regression analysis; Regressionsanalyse; Sociophonetics; Sound Change; Soziophonetik; Varianzanalyse; Variationist Sociolinguistics; Variationslinguistik; Vorderzungenvokal
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URL: https://monarch.qucosa.de/api/qucosa%3A20276/attachment/ATT-1/
https://nbn-resolving.org/urn:nbn:de:bsz:ch1-qucosa-172221
https://monarch.qucosa.de/api/qucosa%3A20276/attachment/ATT-0/
https://monarch.qucosa.de/id/qucosa%3A20276
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing (2015), S. 1-21 (2015)
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Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
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In: European journal of psychology of education 30 (2015) 4, S. 405-419 (2015)
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Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren?
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In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015)
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Determinanten der Lesekompetenz bei Jugendlichen nicht deutscher Herkunftssprache. Zur Bedeutung der Spracherwerbsreihenfolge im Falle von Mehrsprachigkeit
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In: Jude, Nina [Hrsg.]; Klieme, Eckhard [Hrsg.]: PISA 2009 - Impulse für die Schul- und Unterrichtsforschung. Weinheim u.a. : Beltz 2013, S. 111-131. - (Zeitschrift für Pädagogik, Beiheft; 59) (2013)
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Determinanten der Lesekompetenz bei Jugendlichen nicht deutscher Herkunftssprache. Zur Bedeutung der Spracherwerbsreihenfolge im Falle von Mehrsprachigkeit ...
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Für den Drittspracherwerb zählt auch die Lesekompetenz in der Herkunftssprache. Untersuchung der Türkisch-, Deutsch- und Englisch-Lesekompetenz bei Deutsch-Türkisch bilingualen Schülern ...
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Für den Drittspracherwerb zählt auch die Lesekompetenz in der Herkunftssprache. Untersuchung der Türkisch-, Deutsch- und Englisch-Lesekompetenz bei Deutsch-Türkisch bilingualen Schülern
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In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 78-100. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
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Die Sprachentransferunterstützung im Deutsch- und Englischunterricht bei Schülerinnen und Schülern unterschiedlicher Sprachlernerfahrung
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In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 101-122. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
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Instructional variables involved in problems associated with diglossia in Arabic speaking schools in Israel. PIRLS 2006 findings
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In: Journal for educational research online 2 (2010) 1, S. 5-31 (2010)
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Instructional variables involved in problems associated with diglossia in Arabic speaking schools in Israel. PIRLS 2006 findings ...
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Die Sprachentransferunterstützung im Deutsch- und Englischunterricht bei Schülerinnen und Schülern unterschiedlicher Sprachlernerfahrung ...
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