Semogenesis of a nation

The aim of this thesis is to model the discursive construction of identity in a way that retains its multifaceted dynamics within a coherent framework. It focuses on a key aspect of the linguistic construction of collective identity known as identity icons, and proposes a model of iconography for the study of the mechanisms underlying the discursive tropes in identity discourses. The study seeks to map out the potential space of this iconography, drawing on both the identity theories in social sciences and the analytical tools developed in linguistic frameworks. The data is drawn from a well established tradition of discourse on Japanese identity known as Nihonjinron, and four representative texts from different phases of its development are selected for analysis in this exploratory study. The thesis takes the social construction of national identity (Anderson 2006 [1983]; Hall 1997) as its point of departure, and is informed by critical readings of Nihonjinron (Dale 1986; Yoshino 1992; Befu 1992; Aoki 1999). The present study contributes to the current debates in identity research by providing a detailed, empirical account of the process of identity construction in actual texts, to make a case for bringing concepts even as seemingly slippery and intractable as identity into a rational and systematic linguistic inquiry. The present study draws on the framework of discourse analysis developed within Systemic Functional Linguistics (Martin 1992; Martina and Rose 2003; Martin and White 2005) and the methodology of Membership Categorization Analysis (Jayyusi 1984; Antaki and Widdicombe 1998) for the analysis of the data. It is part of the growing interest in identity and bonding icons within SFL, and has been developed to bring these two current threads of research together. The proposed iconography therefore represents an initial step in mapping out this space, by building on some of the latest research in SFL, including bonding icons (Martin and Stenglin 2006; Maton 2008), legitimation (van Leeuwen 2007) and commitment theory (Hood 2008), and provides an integrated model for further linguistic research into identity. This thesis also addresses the methodological problems that discourse analysis must face to engage responsibly with identity as an object of study, and provides a rigorous linguistic approach that both acknowledges and is informed by the insights gained from the debates within identity studies. It thereby contributes to the development of the Systemic theory by engaging it in dialogue with the current understanding in the field of identity research

Object Usage Processing Improves Memory

JOSEPH C. TANN: Usage as a Beneficial Method of Encoding Many psychologists have attempted to find the most effective method of processing information in human memory. For years, the pleasantness method of processing was considered to be among the best methods for enhancing memory performance. One recent theory (Nairne, 2007) has suggested that processing items in terms oftheir survival value may be an even more proficient method of processing. Another theory (Reysen & Adair, 2008) attempted to prove that survival may not be the reason for the enhanced performance, but the individual’s connection with the specific object’s usage. My experiment was designed to expand upon the recent research supporting a processing advantage for object usage. In this experiment, participants were presented with thirty words, given a briefdistracter task, and then given a free recall test. The only difference between the two conditions was one sentence ofthe instructions. One group was given instructions that enabled participants to think about items in terms oftheir uses, while the other group’s instructions did not. It was observed that participants fared significantly better when given the set of instructions with a connection to object usage

How Adult ESL Students Perceive Prior-Experience-Based Instruction

Experience-based education arguably has been widely venerated by adult educators in the United States for several decades (Lindeman, 1926; Dewey, 1938; Knowles, 1970; Kolb, 1984; Mezirow, 1991). Incorporating students‘ prior experience into the learning experience is commonly practiced in this country, and evidence suggests that adult students favor such instructional strategies (Andresen, Boud, & Cohen, 2000; Wlodkowski, 1999, 2004; Vella, 2002). Moreover, globalization as well as ever increasing immigration and international student populations continue to change the composition of adult learners (Institute of International Education, 2011a, 2011b; U.S. Census Bureau, 2010). The U.S. Census Bureau (2010) reported that about 12% of the total population is foreign-born. This population continues to grow and ―is reflected in the ABE and GED classrooms‖ (Larrotta, 2010, p. 199). These circumstances have made the concept of culturally responsive teaching, which espouses teaching to the strengths of culturally diverse students (Gay, 2000; Banks, 2001), progressively pertinent. Research might suggest that students from differing cultures have different instructional strategy preferences (Hofstede, 2001). The kinds of strategies preferred, and whether differences exist in strategy preference between culture groups is pertinent information in the quest to improve and enhance culturally responsive teaching. Such teaching prompts an investigation to discover whether students from other cultures prefer instructional strategies that incorporate prior experience as well. In order to examine these questions, researchers used a mixed method approach to survey 152 students in five different English as a Second Language (ESL) programs across Wyoming to gather information on preferred instructional strategies and how student prior experience should be related to the teaching and learning process. Although results regarding preferred instructional strategies varied between the three main culture groups identified (Hispanic, Asian and Arabic), overall findings indicate that students from these cultures value the incorporation of prior experience in instruction. Results also indicate that students perceive instruction stressing prior experience to promote language learning, personal growth and social identity