DOCSLIB.ORG

Masarykova Univerzita V Brně Filosofická Fakulta Katedra

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Masarykova Univerzita V Brně Filosofická Fakulta Katedra MasarykovauniverzitavBrně Filosofickáfakulta Katedraanglistikyaamerikanistiky A SOCIOLINGUISTIC INTERPRETATION OF MILITARY SLANG AND VERNACULAR EXPRESSIONS Based on the Analysis from Field Research of Colloquial Usage in Lexicons and Military Communication Discourse Disertační práce Školitel: Doc. PhDr. Ludmila Urbanová, CSc. Brno2005 Mgr.LadislavChaloupský I herebydeclare that I workedonthis Ph.D.dissertationindependently,usingonly the primaryandsecondarysourceslistedinthe bibliography. LadislavChaloupský ii ACKNOWLEDGEMENTS This dissertationwould not have beenpossible without the services of those whobothorientatedme throughthe semantics of militarydiscourse andopenedmy eyestothe widerange ofspecialist language invoguetoday. I would like to express appreciation to my supervisor Doc.PhDr.LudmilaUrbanova, CSc. for her invaluable guidance, encouragement, and inspiration. I am especially grateful for the support and time that she has dedicatedto mywork,without whichthis paper wouldhave never been completed.I am also indebted to Prof. doc. PhDr. Josef Hladký, CSc. for his constructive commentsandrecommendations relatedtothis work. I owe a special debt to Ms Sally Fenstermacher (Senior EFL/ESL specialist – Chief Coordinator of US Program inthe Czech Republic),Christopher McKeating (exmilitaryofficer),and RichardCook(DLI) for their invaluable comments andfor proofreadingpartsofthiswork. Furthermore,I wish to thankto Col. (ret.) Clement Machacek(USAF officer) for enriching my military vocabulary and explaining the many nuances between words. I wish also to thank Lt Col Susan N. Moreland, PhD (DLI – Dean of Academics, USAF), and Lt Col John M. Bell (DLI - Commander, Operations Squadron)formakingthemilitaryinterviews possible. Last,but by nomeans least,I wouldlike tothanktoMs Angel Bishop Petty (DLI –Project Officer,SpecializedCurriculum Branch) whogave me ideas onhow toconduct theinterviews. Finally,I wouldlike tosaythankyoutomywife Blanka,myfather andmy friends MUDr.René Dryml,PhD. Col.Ing.Karol Janoušek, Col.Ing.RomanKučera fortheir ceaseless encouragement,supportandpatience. Thankyou. iii CONTENT LIST OF TABLES 2 GLOSSARY OF TERMS 4 INTRODUCTION 8 THEMOTIVATION FORTHIS DISSERTATION 10 SUBJECT ANDTHE RESEARCHOBJECTIVES 12 1. LEXICAL ANALYSIS OF MILITARY SLANG 14 1.1. DefinitionofSlang,Colloquialism,andJargon 15 1.2. OriginofMilitaryOfficialTerms 19 1.3. OriginofMilitaryColloquialandSlangExpressions 23 1.4. MilitaryRanksandInsignia 25 1.4.1. OriginofRanks 26 1.4.2. RankInsignia 29 1.5. U.S.SlangTerms forMilitaryRanks 31 1.5.1. U.S.SlangTerms forSoldiers,SergeantsandOfficers 32 1.5.2. U.S.SlangExpressions fortheAirForceandNavalPersonnel 36 1.5.3. GeneralSlangExpressionsforU.S.MilitaryPersonnel 37 1.5.4. Generals andtheir Nicknames 39 1.5.5. BritishMilitarySlang 40 1.5.6. MilitarySlangofOtherEnglishSpeakingCountries 43 1.6. MilitarySlangDenotingPeople 43 1.7. Productive MilitarySlangWordFormation 46 1.7.1. LexicalCompounds 46 1.7.2. Abbreviations,Acronyms,ClippingsandBlends 49 1.7.3. PhoneticAlphabet,Codes,andProwords 54 1.8. ColloquialandSlangLoansfrom OtherLanguages 60 1.8.1. BritishLoans 60 1.8.2. AmericanLoans 62 2. IMPACT OF MILITARY EXPRESSIONS ON ENGLISH 64 2.1. IdiomaticExpressionsandSayings 64 2.2. MilitaryEuphemismsandTabooExpressions 69 3. INFLUENCE OF MILITARY ENGLISH ON MILITARY CZECH 72 4. MILITARY INTERVIEWS 75 4.1. Approaches toAnalysis 77 4.2. Language,CultureandMilitaryEnvironment 78 4.2.1. SpecificMilitaryFeatures 79 4.2.2. MilitaryInterviews 84 4.2.3. TranscriptionsandComments 87 5. CONCLUSION 139 5.1. Lexical part 139 5.1.1. U.S.ArmedForcesSlang 142 5.1.2. BritishArmedForcesSlang 144 5.2. MilitaryInterviews 145 5.2.1. SlangExpressionsUsedinInterviews 148 5.2.2. ProsodicFeatures andOtherFeatures 148 5.2.3. MilitaryBranches 149 5.2.4. InherentDangersandLanguageBarriers 150 SUMMARY 153 RESUMÉ 157 BIBLIOGRAPHY 161 DICTIONARIES CONSULTED 164 1 LISTOFTABLES Table1:SemanticFields byDecadeandDatesofMilitaryEvents ........................... 21 Table2:MilitarySlangandColloquialExpressions ................................................. 23 Table3: NumberofSlangExpressionsEnteringEnglishinDifferentPeriods......... 24 Table4:EtymologyofTermsforEnglishMilitaryRanks ........................................ 26 Table5:EtymologyofRanks .................................................................................... 28 Table6:ExamplesofMilitarySlangExpressions forSoldiers ................................. 32 Table7:ExamplesofMilitarySlangExpressions for NCOs .................................... 32 Table8:ExamplesofMilitarySlangExpressions forOfficers ................................. 33 Table9:RatioofSlangExpressions forRanks ......................................................... 34 Table10:Examplesof MilitarySlangExpressionsforAirForcePersonnel ............ 36 Table11:Examplesof MilitarySlangExpressionsfor NavyPersonnel ................... 37 Table12:Examplesof MilitarySlangExpressionsforOfficers ............................... 37 Table13:Examplesof SlangExpressionsforRecruitsandYoungSoldiers ............ 38 Table14:Examplesof MilitarySlangExpressionsforOfficersandNCOs ............. 40 Table15:ArmySlangforSoldiers ............................................................................ 40 Table16:MarinalSlangExpressions ........................................................................ 41 Table17:AirForcePersonnelSlangExpressions ..................................................... 41 Table18:OtherSlangExpressionsforOfficersandNCO´s ..................................... 42 Table19:SlangExpressionsforPart-Timers ............................................................ 42 Table20:DifferentSlangExpressionsforMilitaryPersonnel .................................. 43 Table21:U.S.andUKExamplesof MilitarySlangExpressionsforOtherPeoples 43 Table22:Examplesof MilitarySlangExpressionsforHomosexuals ...................... 44 Table23:Examplesof MilitarySlangExpressionsforDeserters ............................. 45 Table24:CompoundsUsedinU.S.Military ............................................................. 47 Table25:CompoundsUsedinU.K.Military ............................................................ 47 Table26:CompoundsUsedinBothU.S.andU.K.Military .................................... 48 Table27: NumberofCompoundswith‘Head’UsedintheU.S.andU.K.Military . 48 Table28:U.S.NAVYExercisesAcronyms .............................................................. 51 Table29:U.S.andBritishAbbreviationsDescribingMiserableSituations .............. 52 Table30:BritishAbbreviationsDescribingMiserableSituations ............................ 53 Table31:PhoneticAlphabet ...................................................................................... 55 Table32:Examplesof SlangExpressionsBasedonPhoneticAlphabet ................... 56 Table33:Examplesof Prowords ............................................................................... 59 Table34:TheMostCommonBritishMilitaryLoans ............................................... 60 Table35:TheMostCommonU.S.MilitaryLoans ................................................... 63 Table36: IdiomaticExpressionsforPeace ................................................................ 64 Table37: IdiomaticExpressionsforWars,Battles,andFights ................................. 64 Table38:Expressions withShoot,Shot,Trigger,Powder,Barrel,andSight ........... 65 Table39: IdiomaticExpressionsforTacticalTerms ................................................. 66 Table40: IdiomaticExpressionsforWeapons,Bullets,andBombs ......................... 66 Table41:OtherMilitaryIdiomaticExpressions ........................................................ 68 Table42: NumberofIdiomaticExpressions relatedtoPeace andWar .................... 68 Table43:RatioofMilitaryIdiomaticExpressions .................................................... 68 Table44:MilitaryExpressionsforPenis ................................................................... 69 Table45:RatioofDifferentMilitaryExpressionsforPenis ..................................... 70 Table46:MilitaryExpressionsforBreasts. ............................................................... 70 Table47:MilitaryExpressionsforMasturbation ...................................................... 70 Table48:RatioofMilitaryExpressionsforMasturbation ........................................ 71 2 Table49: NumberofTabooExpressions ................................................................... 71 Table50:Examplesof MilitaryEnglishInfluenceonCzechLanguage ................... 72 Table51:Ratioof NounsandVerbs AdoptedintoCzech ......................................... 73 Table52:MilitarySub-categories .............................................................................. 80 Table53:LevelofEducationandCulturalAwareness ............................................. 81 Table54:TheHierarchyofMilitaryRanks ............................................................... 83 Table55:ListofSpeakers ......................................................................................... 86 Table56:DetailedList ofSpeakers ......................................................................... 146 3 GLOSSARYOFTERMS The glossary below was taken from the following books: A Dictionary of Linguistics and Phonetics by D. Crystal, A Reader in English Stylistics by L. Urbanová andA.Bilingham, and Dictionary of Language andLinguistics byR.K. Hartman,andF.C.Stork.The expressionTypes andTokens is takenfrom a manual to Concordance -Copyright© R.J.C.Watt1999-2003 Coherence A
Load more

Recommended publications
  • Dictionary Users Do Look up Frequent Words. a Logfile Analysis
    Erschienen in: Müller-Spitzer, Carolin (Hrsg.): Using Online Dictionaries. Berlin/ Boston: de Gruyter, 2014. (Lexicographica: Series Maior 145), S. 229-249. Alexander Koplenig, Peter Meyer, Carolin Müller-Spitzer Dictionary users do look up frequent words. A logfile analysis Abstract: In this paper, we use the 2012 log files of two German online dictionaries (Digital Dictionary of the German Language1 and the German Version of Wiktionary) and the 100,000 most frequent words in the Mannheim German Reference Corpus from 2009 to answer the question of whether dictionary users really do look up fre- quent words, first asked by de Schryver et al. (2006). By using an approach to the comparison of log files and corpus data which is completely different from that of the aforementioned authors, we provide empirical evidence that indicates - contra - ry to the results of de Schryver et al. and Verlinde/Binon (2010) - that the corpus frequency of a word can indeed be an important factor in determining what online dictionary users look up. Finally, we incorporate word dass Information readily available in Wiktionary into our analysis to improve our results considerably. Keywords: log file, frequency, corpus, headword list, monolingual dictionary, multi- lingual dictionary Alexander Koplenig: Institut für Deutsche Sprache, R 5, 6-13, 68161 Mannheim, +49-(0)621-1581- 435, [email protected] Peter Meyer: Institut für Deutsche Sprache, R 5, 6-13, 68161 Mannheim, +49-(0)621-1581-427, [email protected] Carolin Müller-Spitzer: Institut für Deutsche Sprache, R 5, 6-13, 68161 Mannheim, +49-(0)621-1581- 429, [email protected] Introduction We would like to Start this chapter by asking one of the most fundamental questions for any general lexicographical endeavour to describe the words of one (or more) language(s): which words should be included in a dictionary? At first glance, the answer seems rather simple (especially when the primary objective is to describe a language as completely as possible): it would be best to include every word in the dictionary.
    [Show full text]
  • PROWORD (Procedure WORD) There Are Many Users of Prowords
    PROWORD (PROcedure WORD) There are many users of ProWords, Armed Forces, Aviation, Commercial & Recreational boat traffic & Amateur Radio In addition to the obvious list of environments you will find “codes”, that are used to convey special meanings, in private (business) nets or Policing (10-? codes). The following is a list of sources that have been used . This list is not all encompassing but comprises a list of prowords that will be understood by most of the radio operators you will encounter. Be flexible when DX-ing. English-Canadian may not be their first language. The goal is to communicate. Source Documents 1. Generally I like the US Coastguard Radiotelephone Handbook Appendix B https://www.dhs.gov/sites/default/files/publications/ CGTTP_6-01_1A_Radiotelephone_Handbook-%20508%20compliant%20v2.pdf 2. The RAC-ARES Operations Training manual is “reasonable” but contains prowords with duplicate meanings. http://wp.rac.ca/wp-content/uploads/files/ares/ ARES%20Complete_manual_revised%20Aug%202015.pdf 3. Wikipedia https://en.wikipedia.org/wiki/Procedure_word 4. Maritime Mobile Service Network Has some great examples http://www.mmsn.org/about-us/prowords.html 5. International Telecommunication Union - A valuable document https://www.itu.int/en/ITU-D/Emergency-Telecommunications/Documents/ET- OnlineToolkit/tools/ 019%20A%20Guide%20To%20Radio%20Communications%20Standards%20For %20Emergency%20Responders.pdf ACKNOWLEDGE - Let me know you have received and understood this message AFFIRMATIVE/YES - Permission granted, or I agree ALL STATIONS - This message is for all stations BREAK - I hereby indicate the separation between portions of the message CONFIRM - My version is ... is that correct? CORRECTION or WRONG - An error has been made in this transmission (message indicated).
    [Show full text]
  • The Use of Adverbials in the Verbal Production of Malay ESL Learners: a Processability Approach
    THE USE OF ADVERBIALS IN THE VERBAL PRODUCTION 1 LSP International Journal, Vol. 4, Issue 1, 2017, 1–22 © Universiti Teknologi Malaysia E-ISSN 2289–3199 / ISSN 0128–732X The Use of Adverbials in the Verbal Production of Malay ESL Learners: A Processability Approach Wan Nur Asyura Wan Adnan Language Academy, Universiti Teknologi Malaysia, Jln Sultan Yahya Petra, 54100, Kuala Lumpur, Malaysia Maskanah Mohammad Lotfie Kulliyyah of IRKHS, International Islamic University Malaysia, 53100, Gombak, Malaysia ABSTRACT This study investigates the development of verbal usage of adverbials by Malay ESL learners at the tertiary level. It aims to find out the developmental differences between low and intermediate learners’ acquisition of adverbials. Using Processability Theory (Pienemann, 1998; 2005) and taxanomy of adverbials (Celce-Murcia & Larsen-Freeman, 1999) as the frameworks, this study explains the extent to which Malay ESL learners at the tertiary level have developed their use of English adverbials. For data collection purposes, a picture-cued task was administered on 60 Malay ESL students in which they were required to elicit each process in each picture. The results indicate that, in terms of their use of adverbials, most of the Malay ESL students from both proficiency levels were considered to have reached Stage 6 of the Processability Theory developmental stages and only a number of elementary level students were found to have only reached Level 2. The findings suggest that ESL practitioners should follow the developmental routes suggested by the Processability Theory in teaching grammar components to students. Keywords: L2 processing, adverbials, Malay ESL learners, tertiary level, verbal production 1.0 INTRODUCTION It is suggested that in the process of learning a second language, there is a developmental sequence of every linguistic feature (Pienemann, 1998) and the sequence that L2 learners follow is not substantially affected by classroom instruction although the progress may be facilitated by form- focused instruction (Lightbown & Spada, 2000).
    [Show full text]
  • Overview: the Functions of Zarb
    Zarb Teaching Toolbar, Version 4.1 1 OVERVIEW: THE FUNCTIONS OF ZARB Here you can see all Zarb functions in order of appearance in the menus and toolbars. Double-click the green entries to move to the corresponding chapter within this document. Menu and Toolbar Zarb 1 Menu and Toolbar Zarb 2 General gap functions Puzzle functions Letters Crosswords Letter groups Crisscross puzzle Word beginning / word end Wordsearch puzzle Word construction Acrostic Cloze text Change puzzle size Gaps Hidden-letter fonts Gaps - solutions added Cryptogram Gaps from list Every second letter Gaps - inner letters Rearrangement Functions Gaps - punctuation Word backwards Alter gap form Word backwards with gap Language-specific functions Word backwards without gap Basic vocabulary Text backwards Infinitives Anagram Gaps - parts of speech Scramble word with gap English irregular Verbs Scramble word without gap Dutch irregular verbs Scramble inner letters German irregular verbs Scramble sentence Conjugate German verbs Scramble text Antonyms Word chain Synonyms Mistake text Thesaurus analysis Capitals only Help Functions Lower-case only Generate / edit word list Fun formats Check against word list Diverse Exercises Word frequency Word form exercise Character-set tables Matching exercise Insert header Multiple choice Paste text from the web Flash cards Remove hidden text Generate flash cards Transform table Help and Information Zarb manual Zarb overview About Zarb © Copyright 2008 Hans Zybura. All rights reserved. Zarb Teaching Toolbar, Version 4.1 2 TABLE OF CONTENTS
    [Show full text]
  • STUDIES in LANGUAGE TECHNOLOGY an Object-Oriented Computer Model of Morphophonological Aspects of Dutch
    KATHOLIEKE UNIVERSITEIT LEUVEN DEPARTEMENT LINGUISTIEK STUDIES IN LANGUAGE TECHNOLOGY An Object-Oriented Computer Model of Morphophonological Aspects of Dutch WALTER DAELEMANS Proefschrift aangeboden ter verkrijging van de graad van doctor in de Letteren en de Wijsbegeerte Promotor: Prof. Dr. F. G. Droste Co-promotor: Prof. Dr. G. A. M. Kempen Leuven, 3 april 1987 SAMENVATTING Het menselijke taalgedrag kan worden opgevat als een op kennis gebaseerde probleemoplossende activiteit. Wanneer een mens de relatie legt tussen betekenis en klank en vice versa, dan voert hij een aantal, meestal onbewuste, redeneerprocessen op een aantal kennisbronnen uit. We kunnen deze vaardigheid simuleren (of imiteren) door computermodellen te bouwen waarbij de nodige kennis door datastructuren wordt gerepresenteerd, en processen door programma's die van deze datastructuren gebruik maken. Voordelen van deze aanpak zijn aan de ene kant consistentie en volledigheid (voor de theoretische taalkunde), en aan de andere kant nuttige applicaties (voor de toegepaste taalkunde). In deze dissertatie proberen we enkele aspecten van het menselijke taalgedrag op deze computationele manier te benaderen. We gaan uit van een kort overzicht van verschillende disciplines die op een of andere manier een relatie leggen tussen de studie van de taal en de computerwetenschap. We richten ons daarbij vooral op de doelstellingen en de methodologie van de taaltechnologie, het deel van de computerlinguistiek dat zich bezig houdt met toepassingen. We proberen aan te tonen dat het paradigma van het objectgericht programmeren uitstekend geschikt is om linguistische kennis en processen te representeren. Alle programmeerparadigma's zijn equivalent omdat de programma's die zij genereren uiteindelijk allemaal Turing-machine berekenbaar zijn, maar voor de programmeur (en dus ook voor de programmerende taalkundige) zijn ze verschillend omdat ze verschillende metaforen suggereren om het probleemdomein te conceptualiseren.
    [Show full text]
  • This Electronic Thesis Or Dissertation Has Been Downloaded from the King’S Research Portal At
    This electronic thesis or dissertation has been downloaded from the King’s Research Portal at https://kclpure.kcl.ac.uk/portal/ An investigation into progress of second language in use through student responses to a task-based course set within an EAP context Jones, Carys Lloyd The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without proper acknowledgement. END USER LICENCE AGREEMENT Unless another licence is stated on the immediately following page this work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ You are free to copy, distribute and transmit the work Under the following conditions: Attribution: You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work). Non Commercial: You may not use this work for commercial purposes. No Derivative Works - You may not alter, transform, or build upon this work. Any of these conditions can be waived if you receive permission from the author. Your fair dealings and other rights are in no way affected by the above. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 03. Oct. 2021 An Investigation into Progress of Second Language in Use through Student Responses to a Task-based Course set within an EAP Context Carys Lloyd Jones VOl- r Thesis submitted for the degree of PhD of the University of London, King's College London, Department of Education and Professional Studies October 2002 ABSTRACT This study investigates students' progress in using their second language in response to an integrated-skills, task-based course within an English-for-Specific-Academic-Purposes setting.
    [Show full text]
  • Radiotelephone Handbook
    Radiotelephone Handbook CGTTP 6-01.1A January 2013 This page intentionally left blank. Commander 300 E. Main Street, United States Coast Guard Suite 1100 Force Readiness Command Norfolk, VA 23510 Staff Symbol: FC-P Phone: (757) 628-4463 CGTTP 6-01.1A 16 JAN 2013 COAST GUARD TACTICS, TECHNIQUES, AND PROCEDURES 6-01.1A Subj: RADIOTELEPHONE HANDBOOK Ref: (a) Communication Instructions Radiotelephone Procedures, Allied Communications Publication (ACP) 125 (series) (b) Naval Communications, Naval Telecommunications Procedures (NTP) 4 (series) (c) International Telecommunication Union (ITU) Radio Regulations (series) (d) Telecommunication Manual, COMDTINST M2000.3 (series) (e) U.S. Coast Guard Addendum to the United States National Search and Rescue Supplement (NSS) to the International Aeronautical and Maritime Search and Rescue Manual (IAMSAR), COMDTINST M16130.2 (series) 1. PURPOSE. To provide communications personnel with Coast Guard tactics, techniques, and procedures (CGTTP) for using the radiotelephone. 2. ACTION. The provisions of this CGTTP apply to all Coast Guard personnel conducting voice telecommunications by radiotelephone. Internet release is authorized. 3. DIRECTIVES/TTP AFFECTED. This publication supersedes the Radiotelephone Handbook, CGTTP 6-01.1. 4. DISCUSSION. The Radiotelephone Handbook is a user’s guide addressing proper radiotelephone procedures. It consolidates portions of International Telecommunication Union (ITU) radio regulations and various allied communications publications (ACPs) into a single source reference for field use. CGTTP 6-01.1A Radiotelephone Handbook 5. MAJOR CHANGES. This revision includes clarification regarding use of the term “MAYDAY” during distress communications, provides an example of a “MAYDAY RELAY” transmission, and also specifies when and how to include maritime mobile service identity (MMSI) information.
    [Show full text]
  • Exploring Natural Language Understanding in Robotic Interfaces
    International Journal of Advances in Intelligent Informatics ISSN: 2442-6571 Vol. 3, No. 1, March 2017, pp. 10-19 10 Exploring natural language understanding in robotic interfaces Ioannis Giachosa,1, Evangelos C. Papakitsosb,2,*, Georgios Chorozoglouc,3 a “Technoglossia” Postgraduate Computational Linguistics Programme, University of Athens, Zografou 15784, Greece b School of Pedagogical and Technological Education, ASPAITE, Iraklio Attikis 141 21, Greece c 1st Centre of Informatics and Novel Technologies of Athens, Kifisias 16, Athens 11526, Greece 1 [email protected]; 2 [email protected]*; 3 [email protected] * corresponding author ARTICLE INFO ABSTRACT Article history: Natural Language Understanding is a major aspect of the intelligence Received Februari 8 ,2017 of robotic systems. A main goal of improving their artificial Revised March 20, 2017 intelligence is to allow a robot to ask questions, whenever the given Accepted June 10, 2017 instructions are not complete, and also by using implicit information. These enhanced communicational abilities can be based on the voids of an output data structure that corresponds to a systemic-semantic model of language communication, as grammar formalism. In Keywords: addition, the enhancing process also improves the learning abilities Artificial Intelligence of a robot. Accordingly, the presented herein experimental project Machine Learning was conducted by using a simulated (by a plain PC) robot and a Natural Language Understanding simple constructed language that facilitated semantic orientation. Copyright © 2017 International Journal of Advances in Intelligent Informatics. All rights reserved. I. Introduction The enhancement of the capability of communication between humans and robots is an extremely complex task. It requires the understanding of natural language by robots, which is a function that has to be carried out in all linguistic-processing levels: the phonetic/phonological, the morphological, the syntactic, the semantic and the pragmatic level [1], [2].
    [Show full text]
  • A Study Guide for Eigth Grade Developmental Reading Based on Cooper and Petrosky's Strategies Barbara Ann Trezise Central Washington University
    Central Washington University ScholarWorks@CWU All Graduate Projects Graduate Student Projects 1980 A Study Guide for Eigth Grade Developmental Reading Based on Cooper and Petrosky's Strategies Barbara Ann Trezise Central Washington University Follow this and additional works at: http://digitalcommons.cwu.edu/graduate_projects Part of the Educational Assessment, Evaluation, and Research Commons, and the Teacher Education and Professional Development Commons Recommended Citation Trezise, Barbara Ann, "A Study Guide for Eigth Grade Developmental Reading Based on Cooper and Petrosky's Strategies" (1980). All Graduate Projects. Paper 11. This Graduate Project is brought to you for free and open access by the Graduate Student Projects at ScholarWorks@CWU. It has been accepted for inclusion in All Graduate Projects by an authorized administrator of ScholarWorks@CWU. DUCATIONAL TECHNOLOGY C_E~·~~ER \ ECENTRAL WASl-HNGTON UNIVERSITY A STUDY GUIDE FOR EIGHTH GRADE DEVELOPMENTAL READING BASED ON COOPER AND PETROSKY'S STRATEGIES A Project Report Presented to The Graduate Faculty Central Washington University In Partial Fulfillment of the Requirements for the Degree Master of Education by Barbara Ann Trezise July, 1 980 A STUDY GUIDE FOR EIGHTH GRADE DEVELOPMENTAL READING BASED ON COOPER AND PETROSKY'S STRATEGIES by Barbara A. Trezise July, 1 980 A study guide, to increase students' ability to use study skills, to read expository and narrative material with greater fluency, and to maintain positive attitudes towards reading, was developed using Cooper and Petrosky's (1976) "A Psycholinguistic View of the Fluent Reading Pro­ cess." Sequential lessons were designed from available printed materials. A pre/posttest attitude scale, study habits survey, and standardized reading achievement tests were administered.
    [Show full text]
  • Radiotelephone Handbook Tactics, Techniques, and Procedures
    Radiotelephone Handbook Tactics, Techniques, and Procedures U.S. Coast Guard CGTTP 6-01.1B July 2018 This page intentionally left blank. Commander Commandant (FC-T) United States Coast Guard Attn: FORCECOM Training Division Force Readiness Command Performance Technology Center 1 U.S. Coast Guard Training Center Yorktown, VA 23690-5000 Staff Symbol: FC-Tptc Phone: (757) 856-2356 CGTTP 6-01.1B 30 JULY 2018 COAST GUARD TACTICS, TECHNIQUES, AND PROCEDURES, CGTTP 6-01.1B Subj: RADIOTELEPHONE HANDBOOK TACTICS, TECHNIQUES, AND PROCEDURES (TTP) Ref: (a) Development System and Standards Tactics, Techniques, and Procedures (TTP), CGTTP 1-01 (series) (b) Communication Instructions Radiotelephone Procedures, Allied Communications Publication (ACP) 125 (series) (c) Naval Communications, Naval Telecommunications Procedures (NTP) 4 (series) (d) International Telecommunication Union (ITU) Radio Regulations (series) (e) Telecommunication Manual, COMDTINST M2000.3 (series) (f) U.S. Coast Guard Addendum to the United States National Search and Rescue Supplement (NSS) to the International Aeronautical and Maritime Search and Rescue Manual (IAMSAR), COMDTINST M16130.2 (series) (g) Stations in the Maritime Services, 47 Code of Federal Regulations (CFR) Part 80 1. PURPOSE. To provide communications personnel with Coast Guard tactics, techniques, and procedures (CGTTP) for using the radiotelephone. 2. ACTION. The provisions of the CGTTP apply to all Coast Guard personnel conducting voice telecommunications by radiotelephone. Internet release authorized. 3. CGTTP AFFECTED. This publication supersedes the Radiotelephone Handbook, CGTTP 6-01.1A. CGTTP 6-01.1B Radiotelephone Handbook 4. DISCUSSION. The Radiotelephone Handbook is a user’s guide addressing proper radiotelephone procedures. It consolidates portions of the International Telecommunication Union (ITU) radio regulations and various allied communications publications (ACPs) into a single source reference for field use.
    [Show full text]
  • The Acquisition of Do-Support by Belgian Dutch-Speaking Learners of English
    Universiteit Gent Faculteit Letteren & Wijsbegeerte Academiejaar 2012-2013 The acquisition of do-support by Belgian Dutch-speaking learners of English A study in the framework of Processability Theory Masterproef voorgelegd tot het bekomen van de graad van Master in de Taal- en Letterkunde: Twee talen Sarah Candry Promotor: Prof. Dr. Mieke Van Herreweghe Co-Promotor: Dr. Kristof Baten 2 Universiteit Gent Faculteit Letteren & Wijsbegeerte Academiejaar 2012-2013 The acquisition of do-support by Belgian Dutch-speaking learners of English A study in the framework of Processability Theory Masterproef voorgelegd tot het bekomen van de graad van Master in de Taal- en Letterkunde: Twee talen Sarah Candry Promotor: Prof. Dr. Mieke Van Herreweghe Co-Promotor: Dr. Kristof Baten 3 Acknowledgements I would like to thank everyone who has contributed to this master paper. Firstly, I would like to thank to my supervisor Prof. Dr. Mieke Van Herreweghe and my co-supervisor Dr. Kristof Baten for giving me the opportunity to conduct this study. Their useful comments and practical tips have been a tremendous help. I would also like to thank the participants who took part in the interviews and Jeroen Remy, Scouts Ieper and the Sint-Vincentiuscollege for providing participants. Special thanks go out to my parents for supporting me throughout my education. I would like to thank my father, my sister Charlotte, my brother Pieter and Yarim Vanherpe for reading through my master paper. 4 Table of Contents List of Figures ...........................................................................................................................
    [Show full text]
  • Table of Contents
    A HIERARCHY OF GRAMMATICAL DIFFICULTY FOR JAPANESE EFL LEARNERS: MULTIPLE-CHOICE ITEMS AND PROCESSABILITY THEORY A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of Doctor of Education By Atsuko Nishitani August, 2012 Examining Committee Members David Beglar, Advisory Chair, CITE/TESOL Yoko Kozaki, External Member, Mukogawa Women’s University Mark Sawyer, External Member, Kwansei Gakuin University Steven Ross, External Member, University of Maryland Edward Schaefer, External Member, Ochanomizu University © Copyright 2012 by Atsuko Nishitani iii ABSTRACT This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple- choice tests and the order predicted by processability theory. The participants were 872 Japanese university students, whose TOEIC scores ranged from 200 to 875. The difficulty order of the 38 structures was displayed according to their Rasch difficulty estimates: The most difficult structure was subjunctive and the easiest one was present perfect with since in the sentence. The order was not in accord with the order predicted by processability theory, and the difficulty order derived from the sentence repetition test was not accounted for by processability theory either. In other words, the results suggest that processability theory only accounts for natural speech data, and not elicited data.
    [Show full text]