In this thesis the structure of the nominal group in Black South African English (BSAfE) is investigated by means of a comparison of data from the Tswana Learner English Corpus (TLEC) and the Louvain Corpus of Native English Essays (LOCNESS). Both corpora consist of student essays and are sub-corpora of the International Corpus of Learner English (ICLE). The TLEC represents a non-native variety of English, namely BSAfE, while LOCNESS represents native English from the United States and the United Kingdom. In the existing literature there are observations about and examples of (non-standard) characterizing features of BSAfE pertaining to nouns, determiners and quantifiers (e.g. Gough 1996), but until now, no in-depth study of the grammar of the nominal group in BSAfE has been undertaken. This study is an attempt to fill that gap. I present a description of the grammatical features of BSAfE observed in the corpus data in terms of linguistic functions and without assuming that they are errors or evidence of deficiencies. Though the approach is comparative (in the sense that a control corpus is used), it is primarily descriptive and non-normative, and as such, function-based. This study is conducted within the theoretical framework of functional linguistics, drawing on systemic functional linguistics as well as other functional and cognitive approaches to language. The specifying functions that the nominal group and its elements may fulfill form the basis of the descriptive framework. These functions are (1) the type-specifying function of the noun, (2) the (referent-)specifying function of the determiner, (3) quantification and (4) quality specification by modifiers and complements. The type-specifying function of the noun is particularly relevant in Chapter 4, which deals with the grammatical patterns of the noun people, although it also informs analyses in Chapters 5 and 6 which deal with determiners and quantification respectively. Quality specification is especially relevant in the description of the grammatical patterns of the noun people. The noun people is the most frequent noun in each of the corpora, but is at the same time a positive keyword in the TLEC, which means that it occurs much more frequently in the TLEC than in LOCNESS. Analysis of the full corpus concordances of this noun provides much evidence of anti-deletion in BSAfE (as first postulated by Mesthrie, 2006) and also sheds some light on left dislocation patterns involving the noun people (cf. Mesthrie, 1997). This analysis also reveals unique uses of the definite article and certain quantifying constructions in the TLEC data, which are investigated in the next two analysis chapters. A comparison of concordance samples of the articles indicates that the definite/indefinite distinction is made in both corpora and that there is not enough corpus evidence to postulate that there is a different system underlying the choice of article in BSAfE, such as a system based principally on the specific/non-specific distinction, as postulated by Platt, Weber and Ho (1984) for New Englishes in general. Analysis of the concordances of demonstrative and possessive determiners indicate that these determiners are used proportionally more frequently in the TLEC than in LOCNESS. Concordances of the words that are normally classified as quantifiers indicate that there are many more partitive-of quantifying constructions in the TLEC than in LOCNESS. The words some and most are positive keywords in the TLEC. After analyses of their concordances, it is concluded that their relative frequency can be attributed to the fact that some is often used merely as an indefinite marker and that most is often used as a synonym for many. The study shows that BSAfE largely shares its general grammar of the nominal group with other (including native) varieties of English, but at a finer level of analysis, some characteristic constructions and uses are detected. The corpus data indicate that the unique constructions in the TLEC data are mostly functionally motivated. These constructions represent conventionalized innovations in the sense used by Van Rooy (2010), rather than mere language learning errors. / Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012

In this thesis the structure of the nominal group in Black South African English (BSAfE) is investigated by means of a comparison of data from the Tswana Learner English Corpus (TLEC) and the Louvain Corpus of Native English Essays (LOCNESS). Both corpora consist of student essays and are sub-corpora of the International Corpus of Learner English (ICLE). The TLEC represents a non-native variety of English, namely BSAfE, while LOCNESS represents native English from the United States and the United Kingdom. In the existing literature there are observations about and examples of (non-standard) characterizing features of BSAfE pertaining to nouns, determiners and quantifiers (e.g. Gough 1996), but until now, no in-depth study of the grammar of the nominal group in BSAfE has been undertaken. This study is an attempt to fill that gap. I present a description of the grammatical features of BSAfE observed in the corpus data in terms of linguistic functions and without assuming that they are errors or evidence of deficiencies. Though the approach is comparative (in the sense that a control corpus is used), it is primarily descriptive and non-normative, and as such, function-based. This study is conducted within the theoretical framework of functional linguistics, drawing on systemic functional linguistics as well as other functional and cognitive approaches to language. The specifying functions that the nominal group and its elements may fulfill form the basis of the descriptive framework. These functions are (1) the type-specifying function of the noun, (2) the (referent-)specifying function of the determiner, (3) quantification and (4) quality specification by modifiers and complements. The type-specifying function of the noun is particularly relevant in Chapter 4, which deals with the grammatical patterns of the noun people, although it also informs analyses in Chapters 5 and 6 which deal with determiners and quantification respectively. Quality specification is especially relevant in the description of the grammatical patterns of the noun people. The noun people is the most frequent noun in each of the corpora, but is at the same time a positive keyword in the TLEC, which means that it occurs much more frequently in the TLEC than in LOCNESS. Analysis of the full corpus concordances of this noun provides much evidence of anti-deletion in BSAfE (as first postulated by Mesthrie, 2006) and also sheds some light on left dislocation patterns involving the noun people (cf. Mesthrie, 1997). This analysis also reveals unique uses of the definite article and certain quantifying constructions in the TLEC data, which are investigated in the next two analysis chapters. A comparison of concordance samples of the articles indicates that the definite/indefinite distinction is made in both corpora and that there is not enough corpus evidence to postulate that there is a different system underlying the choice of article in BSAfE, such as a system based principally on the specific/non-specific distinction, as postulated by Platt, Weber and Ho (1984) for New Englishes in general. Analysis of the concordances of demonstrative and possessive determiners indicate that these determiners are used proportionally more frequently in the TLEC than in LOCNESS. Concordances of the words that are normally classified as quantifiers indicate that there are many more partitive-of quantifying constructions in the TLEC than in LOCNESS. The words some and most are positive keywords in the TLEC. After analyses of their concordances, it is concluded that their relative frequency can be attributed to the fact that some is often used merely as an indefinite marker and that most is often used as a synonym for many. The study shows that BSAfE largely shares its general grammar of the nominal group with other (including native) varieties of English, but at a finer level of analysis, some characteristic constructions and uses are detected. The corpus data indicate that the unique constructions in the TLEC data are mostly functionally motivated. These constructions represent conventionalized innovations in the sense used by Van Rooy (2010), rather than mere language learning errors. / Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012

[pt] Este estudo tem como foco a passagem da percepção fônica para a representação morfofonológica de elementos funcionais, mais precisamente os afixos verbais, bem como a realização do parsing linguístico no processo inicial de aquisição da linguagem. Nesta tese a aquisição da linguagem é abordada em uma perspectiva psicolingüística de forma integrada com a Teoria Linguística Gerativa, em sua versão Minimalista (Corrêa, 2006). A hipótese que orienta este trabalho é a de que os elementos de classe fechada são percebidos pela criança de forma diferenciada e que há uma distinção entre a percepção inicial desses elementos no nível fonético/fonológico e a sua posterior representação morfofonológica. Esses elementos, uma vez representados em termos de categorias funcionais do léxico, contribuem para a realização do parsing lingüístico pela criança. Uma análise de histórias infantis demonstrou que determinantes e afixos tendem a ocorrer em fronteiras de frases fonológicas e que propriedades fonéticas, como o acento, podem favorecer a percepção inicial de afixos verbais. Foram conduzidos três experimentos, sendo que os dois primeiros fizeram uso da Técnica de Escuta Preferencial e o terceiro utilizou a Técnica de Fixação Preferencial do Olhar. O primeiro experimento teve como objetivo avaliar a sensibilidade das crianças (de 9 a 15 meses) adquirindo o Português Brasileiro a distinções fônicas que afetam o padrão silábico da língua, independentemente do ambiente morfológico em que estas ocorrem (afixos flexionais e raízes de Nomes). O segundo experimento visou a verificar se o ambiente morfológico (afixos flexionais e raízes de Nomes) afeta o modo como crianças (de 9 a 18 meses) adquirindo o PB percebem alterações fônicas que não afetam o padrão silábico, o que indicaria que estas percebem afixos verbais como uma classe morfológica. O terceiro experimento pretendeu verificar se as crianças com idades entre 17 e 23 meses realizam o parsing de enunciados linguísticos, diferenciando elementos lexicais homófonos em função da natureza de elementos funcionais. Os resultados sugerem que crianças com média de 11 meses são capazes de perceber alterações fônicas independentemente do ambiente morfofonológico em que estas ocorrem. Também foi constatado que crianças entre 9 a 12 meses percebem alterações fônicas que não afetam o padrão silábico da língua em elementos de classe fechada, sugerindo que esses elementos são percebidos pelas crianças como uma classe morfológica em uma fase inicial no processo de aquisição da linguagem. Além disso, foi verificado que as crianças com média de 21 meses respondem diferencialmente a palavras homófonas em classes gramaticais diferentes (Nome e Verbo), com base na distinção entre projeções mínimas e máximas do Determinante, no parsing linguístico. A marcação do afixo verbal não afeta o reconhecimento do verbo, mas formas marcadas em relação a tempo adicionam dificuldade à condução da tarefa. Os resultados encontrados são compatíveis com as hipóteses testadas e permitem que se reconstrua a passagem da percepção do estímulo linguístico em um nível fônico para a representação morfofonológica de elementos de classe fechada, e finalmente para a representação dos mesmos como elementos de categorias funcionais, os quais são essenciais na condução do parsing linguístico. / [en] This study focuses on the passage from speech perception to the morphophonological representation of functional elements, verbal affixes in particular, and on the early parsing of linguistic utterances in language acquisition. A psycholinguistic perspective to language acquisition is adopted together with a minimalist conception of language (Corrêa, 2006). The working hypothesis is that closed class elements are distinctively perceived by children initially at a phonetic/phonological level and subsequently at a morphophonological one. Their representation as functional elements at a later stage contributes to the parsing of linguistic utterances. An analysis of a set of tales for children has demonstrated that determiners and verbal affixes occur at the edges of phonological phrases and phonetic properties such as the accent may contribute to their early perception by children. Three experiments were conducted, the first two in Head-turn Paradigm and the latter in the Intermodal Preferential Looking paradigm. Experiment 1 aimed at assessing 9-15 month infants sensibility to phonetic distinctions in the linguistic stimulus, which affect the syllabic pattern of the language (Brazilian Portuguese), independently of the morphological context in which they occur (verbal affixes and nominal roots). Experiment 2 aimed at verifying whether these morphological contexts affect infants perception of phonetic alterations that do not affect the phonological pattern of the language. The perception of such distinctions in the verbal affixes, but not in the nominal roots, was considered to indicate sensibility to the morphophonological patterns of these closed class elements. The third experiment aimed at verifying the extent to which children by the age of 21 months would rely on functional information in the parsing of linguistic utterances, thereby ascribing different categorical features to homophonous words (nouns and verbs). The results of Experiment 1 suggest that 9-15 month infants do perceive phonetic alterations that affect the syllabic pattern of language, regardless of the morphological context in which they occur. The results of the Experiment 2 suggest that infants are sensitive to phonetic alterations that do not affect the syllabic pattern of the language by the end of their first year of life (9-12 months). The results of Experiment 3 suggest that take into account different syntactic projections of the determiner in ascribing homophonous words to different classes (noun and verb). These results also indicate that verbs are analyzed as such regardless of the type of morphological affix they present (marked or unmarked for Tense). However, tensed marked forms seem to add processing costs in the accomplishment of the task. These results are compatible with the hypotheses that guided the present thesis and enable a theory of language acquisition to reconstruct the passage from the phonetic perception of the linguistic stimulus to the morphophonological representation of closed class elements (verbal affixes) and from this level of representation to children s reliance on functional elements in the parsing of linguistic utterances.

[pt] Esta tese diz respeito à identificação do sistema de gênero, focalizando a atribuição de um valor particular ao traço de gênero de nomes [- animado] por crianças. A hipótese de trabalho assumida é de que o valor do traço de gênero do Nome é identificado a partir da concordância no DP, com base em informação morfo-fonológica nos elementos da Categoria D. A perspectiva teórica adotada visa a conciliar um tratamento psicolingüístico para a aquisição da linguagem com uma teoria lingüística. O tipo de operação de concordância que viabilizaria a transferência do valor do gênero de D para N é considerado e 4 experimentos são relatados, nos quais são avaliadas a sensibilidade de crianças aos itens da Categoria D e sua habilidade de processar concordância de gênero. Os resultados são compatíveis com a hipótese e sugerem acesso precoce à categoria funcional D. / [en] This thesis is concerned with the identification of the gender system by focusing on the ascription of a particular value to the gender feature of [-animate] nouns by children. The working hypothesis assumed here is that the value of the gender feature of the Noun is identified due to DP agreement on the basis of morpho-phonological information provided by the elements of the D Category. The theoretical approach adopted here aims at reconciling a procedural account to language acquisition with a theory of language. The sort of agreement operation that would allow gender value transferring from D to N is considered and 4 experiments are reported, which aimed at evaluating children`s sensibility to the elements of the D category and their ability to process gender agreement. The results provide support to the hypothesis and suggest early access to the functional category D.

No description available.

Cette thèse se propose d'étudier les conditions d'avancée des savoirs dans la classe à partir de situations de classe en cycle 3 de l'école élémentaire française. Ces situations concernent la compréhension des phases de la Lune. Les analyses de pratiques effectives visent à inférer les déterminants de l'action professorale et leur rôle. Trois déterminants ont été retenus, à savoir l'action adressée du professeur, son épistémologie pratique ainsi que les savoirs en jeu. Afin d'identifier ces déterminants dans l'action in situ, leurs caractéristiques ont préalablement été établies à travers une analyse a priori des savoirs en jeu, des instructions officielles et de l'épistémologie pratique des enseignants. Une enquête, diffusée à l'échelle nationale, a permis de mettre en évidence les représentations des enseignants vis-à-vis des sciences et de leur enseignement. L'élaboration des items de cette enquête repose sur une étude épistémologique des démarches scientifiques et du statut des savoirs. Cette étude a également été mobilisée pour l'analyse des instructions officielles. Les analyses de l'action professorale s'appuient sur la théorie de l'action conjointe en didactique (TACD). Les notions de tâches épistémiques et de niveaux de modélisation ont été convoquées pour la description de l'avancée des savoirs dans la classe. Ces notions permettent une analyse fine de l'action didactique en documentant notamment le triplet des genèses et en particulier la chronogénèse. Cette recherche précise le rôle des tâches épistémiques et des niveaux de modélisation sollicités dans l'avancée des savoirs et montre que le poids des déterminants varie d'une part selon la phase de travail du professeur et d'autre part selon l'anticipation de l'action enseignante en réaction / This PhD analyses the conditions to advance knowledge in class during a science lesson in higher level of primary school (5th grade,10-year-old pupils) of the French elementary school. The teaching situations concern the phases of the moon. From the analysis of effective practices, this research deduce the determiners of teacher’s action and their role.The determiners analysed are : the knowledge, official instructions and teachers’ representations towards science and science teaching. In order to identify these determiners through effective pratices, their characteristics have been established: an a priori analysis of knowledge, official instructions and practical epistemology of teachers is proposed. A questionnaire aiming at collecting data on teachers’ views of science and sciences teaching have been disseminated at the national leevl. An epistemological study of science approach and knowledge guided the elaboration of items and underlies the analysis the official instructions.. The analysis the teachers’ activities is based on the Joint Action Theory in Didactics (JATD). Additional theoretical tools have been integrated to describe the way knowledge progresses in the classroom : epistemic tasks and modeling levels. These additional concepts allow a detailed analysis of the didactic action including the triple genesis, especially chronogenesis. Our research precises the role of epistemic tasks and modeling levels requested in order to advance knowledge and shows that some determinants act primarily to other, depending on the teachers’ tasks concerning the lesson and the anticipation of students’ actions

Cette thèse se propose de souligner la proximité et la complémentarité des méthodes d'analyse de texte en droit international et en sciences du langage, particulièrement en traductologie, pour produire une analyse de discours du Conseil de sécurité de l'ONU dans ses résolutions de 1946 à 2015 inclus, qui soit pertinente dans les deux domaines et de ce fait, interdisciplinaire. Une telle analyse de corpus, utilisant des outils textométriques sur le texte mais également sur les données contextuelles des résolutions, nous permet de produire des résultats exploitables dans ces deux champs scientifiques, ce qui est un des buts des humanités numériques. Nous montrons ainsi le sens ordinaire de la version anglaise de la résolution 242 (1967) en établissant, dans notre corpus, les fréquences des différentes traductions en français du déterminant zéro pluriel anglais pour établir son sens le plus commun. Ce faisant, nous aidons à résoudre un vieux problème d'interprétation de droit international, et nous modélisons par ailleurs l'usage de ce déterminant en anglais. Par ailleurs, nous montrons comment une modélisation de la traduction permet de faire émerger l'extension sémantique de certains termes et comment une analyse juridique des résolutions du Conseil de sécurité peut être modélisée en bonne approximation à partir d'un algorithme se basant sur des données purement linguistiques. Les données sont disponibles en ligne : https://hdl.handle.net/11403/csonu / This thesis tries to first show how close text analysis methods in International Law and in Language Sciences are, and how well they complement each other, particularly in the field of Translation studies, to produce a discourse analysis of the UN Security Council resolutions from 1946 to 2015 included, that is relevant in both fields, and as such, truly interdisciplinary. Such corpus analysis using textometric tools onto the text itself as well as on various contextual data allows us to produce actionable results in both scientific fields, which is a stated goal of Digital Humanities.We show one such result by establishing the ordinary meaning of the English version of Resolution 242 (1967) by figuring out for our corpus the translation frequency into French of the English plural zero determiner in order to determine its ordinary meaning. By doing so, we help resolving a long-standing issue of interpretation in International Law, as well as produce a model of the usage of this determiner in English. Furthermore, we show how translation characteristics can reveal semantic extension of certain words and how a legal analysis of the UN Security Council resolutions can be approximated with an algorithm based on purely linguistic features. Online data : https://hdl.handle.net/11403/csonu

L’enjeu de la présente étude est de montrer que l'ordre des mots acquiert un rôle métalinguistique important dans le système des opérations internes de la langue : il connote la manière de penser le monde phénoménal. Pour cette étude sur le coréen, la théorie que nous avons choisie est la systématique énonciative. Cette théorie met en œuvre une analyse qui ne sépare pas le Discours des conditions linguistiques de sa production. Dépassant le cadre d’une systématique des langues, elle rappelle qu’un énoncé n'est jamais isolé du contexte linguistique et situationnel où se trouve le sujet parlant. Nous commencerons par l’observation de l'énoncé fondamental, afin de dégager ses unités constitutives fonctionnelles ; en d’autres termes, nous adopterons la démarche sémasiologique, mais à partir des conditions d'énonciation et de la situation de production de l'énoncé. Nous examinerons ensuite l'ordre interne des éléments de l'unité constitutive fonctionnelle, qui relève aussi bien du domaine morpho-syntaxique que sémantique. Nous verrons que l’ordre à l’intérieur du syntagme et le choix du mot formel en coréen constituent un mécanisme majeur de la syntaxe coréenne, mécanisme qui dépend de la visée d’effet du locuteur. Si chaque langue a sa manière d’organiser les éléments au sein d’une unité donnée, c’est que chaque langue analyse à sa façon la perception du monde expérientiel. Quel est alors l’ordre prescrit par le système linguistique du coréen, au niveau du mot, du syntagme et de la phrase ? Quelle est la liberté de manœuvre du locuteur au moment de la construction de la phrase dans l’acte de langage ? C’est à ces deux questions que ce travail a tenté d’apporter une réponse. La présente étude comporte quatre parties. La première partie propose d’examiner la structure de l’énoncé : de l’énoncé au syntagme. La deuxième partie explique la disposition des constituants dans l’énoncé. La troisième partie étudie l’ordre des éléments au sein du syntagme nominal, en fonction de la place du déterminant. Cela concerne la logique combinatoire du mot matériel et du mot formel qui relève essentiellement de la syntaxe interne d’une unité constitutive fonctionnelle de l'énoncé. Enfin, la quatrième partie se consacre à une syntaxe de l’adverbe, basée sur sa mobilité au sein de l’énoncé, mobilité qui affecte l’incidence adverbiale. / The aim of this study is to show how, in deep structure operations, word order in Korean takes on an important metalinguistic dimension, affecting the way the speakers see the world. Guillaume's psycho-mechanical theory, insofar as it does not cut off the speech act from the speaker and the context of communication is particularly well-equipped to examine this question.The study starts with the identification of the immediate constituents of the simple sentence in Korean (semasiological approach). Next, with a view to highlighting the morpho-syntactical and semantic organization of the language, the variations in meaning obtained by the different internal ordering of each functional constituent unit is examined at word level, at phrase level and at sentence level. To what extent is the speaker free to choose the order in which he arranges the elements of the sentence he instantiates in the speech act? These are just some of the questions that this study tries to answer. This study comprises four parts. The first examines the structure of Korean sentence: from the sentence to the phrase. The second focuses on the disposition of sentence constituents. The third part investigates the order of the constituents within the noun phrase, comparing relative positions of the determinant in the phrase. This relates to the rules governing the combination of lexical words and grammatical words; this sheds light on the internal syntax of each functional constituent of the utterance. Finally, the last part is devoted to syntax of the adverb, based on its mobility and the way that position affects adverbial incidence.

Bisher erhalten potenzielle Studienanfänger, Studenten und Hochschulabsolventen kaum empirisch begründete Antworten auf ihre Frage, was den beruflichen Erfolg beflügeln könnte. Im Vordergrund der hochschulpolitischen Diskussion stehen vor allem Studiendauer und Alter der Absolventen. Wie groß oder klein deren Einfluss auf den (individuellen) beruflichen Erfolg aber tatsächlich ist, wird selten reflektiert. Andere, in der Ratgeberliteratur vielfach genannte Einflussmöglichkeiten für den beruflichen Erfolg wie zum Beispiel die Nutzung persönlicher Kontakte zu Hochschullehrern, aus Praktika usw., aber auch Indikatoren sozialer Kompetenzen wurden bisher kaum untersucht. Auch die Auswirkung einer Berufsausbildung vor dem Studium wurde bislang oft nur aus der Perspektive der Ausbildungskosten und der geringeren zur Verfügung stehenden Lebensarbeitszeit der Absolventen diskutiert. Und schließlich kann auch die soziale Herkunft der Absolventen Einfluss haben. Im Rahmen der Dresdner Absolventenstudien konnten bereits für einige Fakultäten bzw. Fachrichtungen der TU Dresden Untersuchungen zu Bestimmungsgründen beruflichen Erfolges unternommen werden. In dem vorliegenden, neu aufgelegten und überarbeiteten Bericht zu Bestimmungsgründen beruflichen Erfolges konnten nun erstmals Daten der Absolventenstudien aller Fakultäten bzw. Fachrichtungen der TU Dresden, d.h. von knapp 2.000 Befragten einbezogen werden. Damit liegen wohl erstmals in Deutschland derartig detaillierte Untersuchungen für alle Fakultäten einer großen Universität vor. In der hiermit vorgelegten Publikation soll - ergänzend zu den bereits vorgelegten fachspezifischen Analysen - eine fächerübergreifende Analyse von Bestimmungsgründen beruflichen Erfolges dokumentiert werden. Hiermit wird immer wieder gestellten Fragen entsprochen, welche individuellen Merkmale von Absolventen - also welche (Vor)Erfahrungen und gegebenenfalls Brüche im Lebenslauf, welche (zusätzlichen) Qualifikationen, sozialen und beruflichen Kompetenzen, Einstellungen, soziodemographischen Eigenschaften und Strategien - und welche Rahmenbedingungen der Bildungsbiographie (mit Fokus auf die Hochschul- und Studienqualität) fächerübergreifend Einfluss auf den beruflichen Erfolg haben. Hierzu war zunächst zu definieren und auf Eignung zu prüfen, was als Maßstab des Erfolges gelten soll. Allein das Einkommen - vor allem wenn es nur zu einem Zeitpunkt erfasst wird - ist als Erfolgskriterium nicht hinreichend zu bewerten. Außerdem ist für die Absolventen selbst das Einkommen wesentlich weniger wichtig als z.B. eine interessante Tätigkeit oder ein gutes Arbeits- und Betriebsklima, so dass diese sich im Zweifelsfall wohl für eine geringer bezahlte, aber interessantere Stelle entscheiden würden. Und dies gilt für fast alle Fächergruppen. Daher wurden für den Berufserfolg das Einkommen zu mehreren Zeitpunkten sowie als weitere Kriterien die aktive Suchdauer bis zur ersten beruflichen Tätigkeit, die Zufriedenheit mit der beruflichen Situation und - zusätzlich zur vorangegangen Untersuchung - nun auch die Ausbildungsadäquanz der Beschäftigung operationalisiert. Die Analysen erfolgten in zwei Schritten: Im ersten Schritt werden für einen ersten Eindruck von der Stärke (und gegebenenfalls Richtung) des wechselseitigen Zusammenhangs jeweils zweier Variablen die Korrelationskoeffizienten auf Hochschul- und Fakultäts- bzw. Fachrichtungsebene ermittelt. Der zweite Schritt und Schwerpunkt der Untersuchungen sind die Regressionsanalysen. Da dieses komplexe Analyseverfahren deutlich größere Fallzahlen erfordert, konnte es für die Dresdner Absolventenstudien an den einzelnen Fakultäten bislang nur vereinzelt eingesetzt werden. Jetzt können mit dessen Hilfe auch Zusammenhänge zwischen mehr als zwei Variablen berücksichtigt werden (multivariate Analyse).

This thesis deals with the modification of nouns by bare past participles in the pre- and post- head positions and uses authentic examples from the written component of The British National Corpus. The aim is to describe the possibility of corpus excerption of this construction and to qualitatively compare participles in both positions using examples with context. In the first step, a simple search query was entered to retrieve bare past participles in the postnominal position with the result of 21,437 concordance lines which were then manually filtered. The resulting 14,529 lines were used to obtain a random sample of 400 lines which was again manually filtered. The resulting Sample 1 of 247 lines was described quantitatively in terms of the left and right context of the noun phrase and in terms of the head nouns. Sample 1 contained 118 unique participles, from which 10 were randomly selected for a qualitative description (Sample 2; 70 concordance lines per position, 140 lines in total). Sample 2 was then described in terms of the presence or absence of determiners, in terms of the types of definiteness, reference and restrictivity. An interesting feature is the presence of quantifiers, and the generally implied quantificational meaning of the construction. Semantics and the possibility to occur...