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The Comparative Effects of Traditional, Vocabulary, and Grammar Instruction on the Reading Comprehension and Fluency of High School English Language Learners
DownloadFall 2018
To meet the academic demands of high school content courses such as science, English language learners (ELL) require more exposure to academic language than they currently receive (Wong Fillmore, 2014). Although vocabulary is a key source of difficulty for students’ comprehension of science texts...
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1980
One way of 'restricting linguistic theory' is the L-view: place sufficient restrictions on the allowable rules of grammars so as to reduce their generative power. Another way is the G-view: disallow certain grammars, regardless of whether this results in a reduction of generative capacity. The...
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Fall 2023
This doctoral dissertation investigates, synchronically and diachronically, the morphophonology and semantics of the categories of Latin diminutives and structurally similar non-diminutives, two categories that have long been in urgent need of reanalysis. It aims to answer questions relating to...
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Fall 2020
Distinguishing between homonymy and polysemy can facilitate Word Sense Disambiguation (WSD), as WSD systems use the standard sense inventories that are excessively fine-grained and include many polysemous senses. We classify words as either homonymous or polysemous by building graphs of word...