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無 / The purpose of this study is; to review literature on bilingual speech and advertising and summarize the functions of the use of English in advertising; and conduct a content analysis to study the functions in print advertisements in two Taiwanese magazines (ViVi and Business Weekly) as well as to find correlations between advertisement attributes (country-of-origin, parts of an ad, product categories, and advertising appeals) and the functions. First, past literature in advertising and linguistics are reviewed. In summary, there are six code-mixing functions of the use of English in advertising in linguistic aspects, which include: 1) Referential Function, 2) Poetic Function, 3) Direct Quotation Function, 4) Reiteration Function, 5) Ease of Expression Function, and 6) Euphemism Function. Then, print advertisements in two Taiwanese magazines (ViVi and Business Weekly) will be analyzed in the content analysis. There are five research questions: 1) To what extent are the functions of the use of English present in print ads in magazines?, 2) Are there any correlations between country-of-origin and the functions?, 3) Are there any correlations between the parts of an ad and the functions?, 4) Are there any correlations between product categories and the functions?, 5) Are there any correlations between advertising appeals and the functions? The content analysis showed that all six functions were present in print advertising in Taiwan, with Ease of Expression Function to be the most frequent one, and Euphemism to be the least. The results also showed that there are correlations between the parts of an ad (slogan, headlines and subheadlines, and body copy) and the functions, but no correlations were found between country-of-origin and the functions, or between advertising appeals and the functions.

Brian Chan Hok-shing. / Thesis (M.A.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / Abstract / Acknowledgements / Chapter 1. --- Introduction / Chapter 1.1 --- "Defining ""Code´ؤmixing""" / Chapter 1.2 --- Code-mixing in Hong Kong / Chapter 1.3 --- Aims and Objectives / Chapter 2. --- Syntactic Constraints on CM / Chapter 2.1 --- Language-universal constraints / Chapter 2.1.1 --- The Free Morpheme constraint / Chapter 2.1.2 --- The Equivalence constraint / Chapter 2.1.3 --- The Government constraint / Chapter 2.1.4 --- The Matrix Code Principle / Chapter 2.1.5 --- The Dual Structure Principle / Chapter 2.2 --- Language´ؤspecific constraints / Chapter 2.2.1 --- """Closed-Class"" word constraint" / Chapter 2.2.2 --- "The ""fragment"" constraint" / Chapter 2.2.3 --- "The ""innermost"" constituent constraint" / Chapter 3. --- A Linguistic Description of Cantonese -English code- mixing / Chapter 3.1 --- Data / Chapter 3.2 --- The major patterns and the minor patterns / Chapter 3.3 --- The major patterns: single word cases / Chapter 3.3.1 --- Verb-mixing / Chapter 3.3.2 --- Noun-mixing / Chapter 3.3.3 --- Adjective or adverb-mixing / Chapter 3.3.4 --- Preposition or conjunction-mixing / Chapter 3.4 --- The minor patterns: fragments / Chapter 3.4.1 --- Form and structure / Chapter 3.4.2 --- Cantonese fragments under English phrase structure / Chapter 4. --- Critique of the major constraints and principles / Chapter 4.1 --- The Free Morpheme constraint / Chapter 4.2 --- The Equivalence constraint / Chapter 4.3 --- The Government constraint / Chapter 4.4 --- The Matrix Code principle / Chapter 4.5 --- The Dual Structure principle / Chapter 5. --- Revised constraints / Chapter 5.1 --- The Category Equivalence constraint / Chapter 5.1.1 --- Generalizations from the patterns / Chapter 5.1.2 --- Rationale of the Category Equivalence constraint / Chapter 5.1.3 --- Categorical non-equivalence / Chapter 5.1.4 --- Insufficiency / Chapter 5.2 --- The Bound Morpheme constraint / Chapter 5.3 --- The Specifier constraint / Chapter 6. --- Processes / Chapter 6.1 --- Previous Models / Chapter 6.1.1 --- The Equivalence model / Chapter 6.1.2 --- The Matrix Code model / Chapter 6.1.3 --- The Dual Structure model / Chapter 6.2 --- A revised model / Chapter 6.2.1 --- Assumptions / Chapter 6.2.1.1 --- The Distinction between the matrix code (MC) and the embedded code (EC) / Chapter 6.2.1.2 --- Interface between MC grammar and EC lexicon / Chapter 6.2.1.3 --- "Interface between EC lexicon, EC grammar and MC grammar" / Chapter 6.2.1.4 --- Other interfaces not activated / Chapter 6.3 --- Constraints revisited / Chapter 7. --- The Case of Nonce Borrowing / Chapter 7.1 --- Definitions / Chapter 7.2 --- Objections / Notes / Chapter Appendix: --- A Database of Cantonese-English Code´ؤmixing / Bibliography

Chan Yeuk Chi Joyce. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references. / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Previous Work on Code-switching Speech Recognition --- p.2 / Chapter 1.2.1 --- Keyword Spotting Approach --- p.3 / Chapter 1.2.2 --- Translation Approach --- p.4 / Chapter 1.2.3 --- Language Boundary Detection --- p.6 / Chapter 1.3 --- Motivations of Our Work --- p.7 / Chapter 1.4 --- Methodology --- p.8 / Chapter 1.5 --- Thesis Outline --- p.10 / Chapter 1.6 --- References --- p.11 / Chapter Chapter 2 --- Fundamentals of Large Vocabulary Continuous Speech Recognition for Cantonese and English --- p.14 / Chapter 2.1 --- Basic Theory of Speech Recognition --- p.14 / Chapter 2.1.1 --- Feature Extraction --- p.14 / Chapter 2.1.2 --- Maximum a Posteriori (MAP) Probability --- p.15 / Chapter 2.1.3 --- Hidden Markov Model (HMM) --- p.16 / Chapter 2.1.4 --- Statistical Language Modeling --- p.17 / Chapter 2.1.5 --- Search A lgorithm --- p.18 / Chapter 2.2 --- Word Posterior Probability (WPP) --- p.19 / Chapter 2.3 --- Generalized Word Posterior Probability (GWPP) --- p.23 / Chapter 2.4 --- Characteristics of Cantonese --- p.24 / Chapter 2.4.1 --- Cantonese Phonology --- p.24 / Chapter 2.4.2 --- Variation and Change in Pronunciation --- p.27 / Chapter 2.4.3 --- Syllables and Characters in Cantonese --- p.28 / Chapter 2.4.4 --- Spoken Cantonese vs. Written Chinese --- p.28 / Chapter 2.5 --- Characteristics of English --- p.30 / Chapter 2.5.1 --- English Phonology --- p.30 / Chapter 2.5.2 --- English with Cantonese Accents --- p.31 / Chapter 2.6 --- References --- p.32 / Chapter Chapter 3 --- Code-mixing and Code-switching Speech Recognition --- p.35 / Chapter 3.1 --- Introduction --- p.35 / Chapter 3.2 --- Definition --- p.35 / Chapter 3.2.1 --- Monolingual Speech Recognition --- p.35 / Chapter 3.2.2 --- Multilingual Speech Recognition --- p.35 / Chapter 3.2.3 --- Code-mixing and Code-switching --- p.36 / Chapter 3.3 --- Conversation in Hong Kong --- p.38 / Chapter 3.3.1 --- Language Choice of Hong Kong People --- p.38 / Chapter 3.3.2 --- Reasons for Code-mixing in Hong Kong --- p.40 / Chapter 3.3.3 --- How Does Code-mixing Occur? --- p.41 / Chapter 3.4 --- Difficulties for Code-mixing - Specific to Cantonese-English --- p.44 / Chapter 3.4.1 --- Phonetic Differences --- p.45 / Chapter 3.4.2 --- Phonology difference --- p.48 / Chapter 3.4.3 --- Accent and Borrowing --- p.49 / Chapter 3.4.4 --- Lexicon and Grammar --- p.49 / Chapter 3.4.5 --- Lack of Appropriate Speech Corpus --- p.50 / Chapter 3.5 --- References --- p.50 / Chapter Chapter 4 --- Data Collection --- p.53 / Chapter 4.1 --- Data Collection --- p.53 / Chapter 4.1.1 --- Corpus Design --- p.53 / Chapter 4.1.2 --- Recording Setup --- p.59 / Chapter 4.1.3 --- Post-processing of Speech Data --- p.60 / Chapter 4.2 --- A Baseline Database --- p.61 / Chapter 4.2.1 --- Monolingual Spoken Cantonese Speech Data (CUMIX) --- p.61 / Chapter 4.3 --- References --- p.61 / Chapter Chapter 5 --- System Design and Experimental Setup --- p.63 / Chapter 5.1 --- Overview of the Code-mixing Speech Recognizer --- p.63 / Chapter 5.1.1 --- Bilingual Syllable / Word-based Speech Recognizer --- p.63 / Chapter 5.1.2 --- Language Boundary Detection --- p.64 / Chapter 5.1.3 --- Generalized Word Posterior Probability (GWPP) --- p.65 / Chapter 5.2 --- Acoustic Modeling --- p.66 / Chapter 5.2.1 --- Speech Corpus for Training of Acoustic Models --- p.67 / Chapter 5.2.2 --- Features Extraction --- p.69 / Chapter 5.2.3 --- Variability in the Speech Signal --- p.69 / Chapter 5.2.4 --- Language Dependency of the Acoustic Models --- p.71 / Chapter 5.2.5 --- Pronunciation Dictionary --- p.80 / Chapter 5.2.6 --- The Training Process of Acoustic Models --- p.83 / Chapter 5.2.7 --- Decoding and Evaluation --- p.88 / Chapter 5.3 --- Language Modeling --- p.90 / Chapter 5.3.1 --- N-gram Language Model --- p.91 / Chapter 5.3.2 --- Difficulties in Data Collection --- p.91 / Chapter 5.3.3 --- Text Data for Training Language Model --- p.92 / Chapter 5.3.4 --- Training Tools --- p.95 / Chapter 5.3.5 --- Training Procedure --- p.95 / Chapter 5.3.6 --- Evaluation of the Language Models --- p.98 / Chapter 5.4 --- Language Boundary Detection --- p.99 / Chapter 5.4.1 --- Phone-based LBD --- p.100 / Chapter 5.4.2 --- Syllable-based LBD --- p.104 / Chapter 5.4.3 --- LBD Based on Syllable Lattice --- p.106 / Chapter 5.5 --- "Integration of the Acoustic Model Scores, Language Model Scores and Language Boundary Information" --- p.107 / Chapter 5.5.1 --- Integration of Acoustic Model Scores and Language Boundary Information. --- p.107 / Chapter 5.5.2 --- Integration of Modified Acoustic Model Scores and Language Model Scores --- p.109 / Chapter 5.5.3 --- Evaluation Criterion --- p.111 / Chapter 5.6 --- References --- p.112 / Chapter Chapter 6 --- Results and Analysis --- p.118 / Chapter 6.1 --- Speech Data for Development and Evaluation --- p.118 / Chapter 6.1.1 --- Development Data --- p.118 / Chapter 6.1.2 --- Testing Data --- p.118 / Chapter 6.2 --- Performance of Different Acoustic Units --- p.119 / Chapter 6.2.1 --- Analysis of Results --- p.120 / Chapter 6.3 --- Language Boundary Detection --- p.122 / Chapter 6.3.1 --- Phone-based Language Boundary Detection --- p.123 / Chapter 6.3.2 --- Syllable-based Language Boundary Detection (SYL LB) --- p.127 / Chapter 6.3.3 --- Language Boundary Detection Based on Syllable Lattice (BILINGUAL LBD) --- p.129 / Chapter 6.3.4 --- Observations --- p.129 / Chapter 6.4 --- Evaluation of the Language Models --- p.130 / Chapter 6.4.1 --- Character Perplexity --- p.130 / Chapter 6.4.2 --- Phonetic-to-text Conversion Rate --- p.131 / Chapter 6.4.3 --- Observations --- p.131 / Chapter 6.5 --- Character Error Rate --- p.132 / Chapter 6.5.1 --- Without Language Boundary Information --- p.133 / Chapter 6.5.2 --- With Language Boundary Detector SYL LBD --- p.134 / Chapter 6.5.3 --- With Language Boundary Detector BILINGUAL-LBD --- p.136 / Chapter 6.5.4 --- Observations --- p.138 / Chapter 6.6 --- References --- p.141 / Chapter Chapter 7 --- Conclusions and Suggestions for Future Work --- p.143 / Chapter 7.1 --- Conclusion --- p.143 / Chapter 7.1.1 --- Difficulties and Solutions --- p.144 / Chapter 7.2 --- Suggestions for Future Work --- p.149 / Chapter 7.2.1 --- Acoustic Modeling --- p.149 / Chapter 7.2.2 --- Pronunciation Modeling --- p.149 / Chapter 7.2.3 --- Language Modeling --- p.150 / Chapter 7.2.4 --- Speech Data --- p.150 / Chapter 7.2.5 --- Language Boundary Detection --- p.151 / Chapter 7.3 --- References --- p.151 / Appendix A Code-mixing Utterances in Training Set of CUMIX --- p.152 / Appendix B Code-mixing Utterances in Testing Set of CUMIX --- p.175 / Appendix C Usage of Speech Data in CUMIX --- p.202

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Language Studies / Master / Master of Arts

Cette thèse démontre le caractère fondamental du multilinguisme de Nabokov dans son écriture en anglais : après avoir été un auteur prolifique en russe, l’écrivain a opéré une transition linguistique et n’a plus composé ses romans qu’en langue anglaise. Cette dernière ne peut nullement être réduite à une langue seconde puisque Nabokov a su l’écrire avant le russe et la parlait depuis l’enfance. Il a par ailleurs bénéficié d’une éducation polyglotte puisqu’il maîtrisait parfaitement le français. Cette thèse étudie le style de Nabokov en soulignant sa créativité linguistique et en examinant le rôle fondateur que la traduction a joué dans le positionnement de ses différentes langues les unes par rapport aux autres. L’identité bilingue de Nabokov a pour conséquence que son écriture est déviante, mais aussi défiante : elle est marquée d’étrangeté (le caractère de ce qui est étrange) et d’étrangéité (ce qui est étranger). Dans ses romans, la langue anglaise voit surgir en son sein des mots étrangers qui, typographiquement et sémantiquement, déstabilisent la lecture : le phénomène de l’alternance codique (ou code-switching) est au cœur de cette thèse et interroge le rapport entre l’auteur tyrannique (Couturier) et son lecteur. La langue anglaise elle-même perd de sa familiarité et devient étrangère : le bilinguisme de Nabokov lui confère un statut d’étranger dans la langue, ce qui lui permet de voir la violence du langage (Lecercle) et de la faire apparaître, notamment grâce à des calembours et des néologismes. Nabokov est ce que Deleuze appelle un grand écrivain à l’aide d’une formule proustienne : ses livres « sont écrits dans une sorte de langue étrangère ». / This thesis shows how central Nabokov’s multilingualism was to his prose in English: after authoring several works in Russian, the writer changed languages and then only wrote his novels in English. It was not merely a second language for him because Nabokov could write English before Russian and he had spoken it since childhood. Besides, he enjoyed a polyglot education and was fluent in French. This thesis studies Nabokov’s style in English by focusing on his linguistic creativity and by examining the founding role that translation played in how his several tongues were going to position themselves in relation to one another. Nabokov’s bilingual identity means that his writing both challenges and deviates from the norm: it is dappled with strangeness and foreignness. In his novels, foreign words irrupt in the midst of the English prose and, typographically and semantically, they destabilize the reading experience: code-switching is at the heart of this thesis and questions the relation between “the narrator’s tyranny” (Couturier) and his reader. English itself loses its familiarity and becomes a foreign language: Nabokov’s bilingualism means he is like a foreigner in this tongue; therefore he reveals the violence of language (Lecercle) and puts it into play through puns and neologisms. Nabokov is what Deleuze calls, thanks to a Proustian expression, a great writer: his books “are written in a kind of foreign language”.

[pt] Esta dissertação investiga o fenômeno lingüístico conhecido na literatura em línguas em contato como code-switching, que consiste no uso alternado de dois ou mais códigos por falantes bilíngües ou multilíngües em uma mesma interação conversacional. O estudo desta prática discursiva em diversas línguas tem obtido interesse crescente nas últimas três décadas. Duas abordagens principais prevalecem: sócio-pragmática e sintático-gramatical. Enquanto a primeira se volta aos aspectos sócio-pragmáticos de produção individual, através da categorização, quantificação e análise das funções pragmáticas e motivações sócio-psicológicas subjacentes ao code-switching, a segunda busca formular restrições formais e padrões de ocorrência universais para este comportamento lingüístico. Este trabalho tem como objetivo apresentar uma sistematização e avaliação bibliográfica da literatura internacional em code-switching através da apresentação e caracterização das principais linhas de pesquisa, ressaltando as obras de referência e os caminhos apontados por cada abordagem. A necessidade da apresentação estruturada dos diversos aspectos do code- switching encontradas na literatura sobre línguas em contato se deve ao fato de que a pesquisa sobre este fenômeno é incipiente no Brasil e o acesso ao material é ainda restrito. Esta pesquisa, portanto, busca preencher este espaço e tornar a literatura em code-switching acessível à academia brasileira. / [en] This dissertation investigates the linguistic phenomenon referred to as codeswitching in languages in contact´s literature. Code-switching consists of the alternate use of two or more codes by bilinguals or multilinguals in the same verbal interaction. The study of this discursive practice in several languages has obtained increasing interest in the last three decades. Two main approaches prevail: socio-pragmatic and grammatical-syntactic. Whilst the first approach focuses on the socio-discursive aspects of individual production through the categorization, quantification and analysis of codeswitching pragmatic functions and socio-psychological motivations; the second one intends to formulate formal constraints and patterns of occurrence of this linguistic behavior. The present work aims at presenting a bibliographic systematization and evaluation of the international literature in code- switching through the presentation and characterization of its major research lines, emphasizing the reference works and the directions provided by each approach. The need for the structured presentation of the several aspects of code-switching found in the literature in languages in contact is due to the fact that research on this phenomenon is incipient in Brazil and the access to this material is still restricted. This research, therefore, seeks to fill this gap and make the literature in code-switching accessible to the Brazilian academy.

As a kind of education strategy, English as a medium of instruction (EMI) has become increasingly widespread across the world in recent years. The increased adoption means that many students are performing study activities such as reading, writing, and giving presentations in English all while maintaining and using a native language in other situations. One area of interest within EMI research is how it may relate to academic writing, and here there are relatively few studies aiming to examine the interactions between EMI and writing among master’s students. This paper collected qualitative interview data from five EMI master’s students who were asked to describe how they go about writing academic texts, what experiences and opinions they have of multilingualism in their lives, as well as how they may utilise the languages available to them to assist in their writing through code-switching or translanguaging. A thematic analysis was conducted which generated ten themes within two overarching categories, language use and multilingualism and writing behaviours. Participants in the present study reported no code-switching behaviours at any point throughout their writing, contrasting with previous research in multilingual university settings. This may be due to constraints of the EMI environment, where all produced materials from students need to be in English, discouraging the use of multiple languages and leading to opinions of sticking to one language being easier. Future research could usefully examine language use within EMI educational contexts with a focus on how it facilitates or otherwise affects code-switching tendencies. / English as a medium of instruction (EMI) har blivit en allt vanligare strategi inom utbildning under senare år. Dess utökning medför att många studenter utför studieaktiviteter som skrivning, läsning och muntliga presentationer på engelska och samtidigt bibehåller och använder sig av ett modersmål inom andra sammanhang. Ett intresseområde inom EMI-forskning är hur det knyter an till akademiskt skrivande, där det finns relativt få studier som fokuserar på samspelet mellan EMI och skrivande hos mastersstudenter. Denna studie samlade in kvalitativa data från intervjuer med fem mastersstudenter inom EMI program. De beskrev hur de gick tillväga vid akademiskt skrivande, vad de har för erfarenheter av och åsikter om flerspråkighet samt hur de använder sina tillgängliga språk till hjälp vid skrivprocessen genom så kallat code-switching eller translanguaging. En tematisk analys utfördes vilket skapade tio teman inom två breda kategorier, nämligen språkbruk och flerspråkighet och skrivbeteenden. Deltagarna i denna studie rapporterade inte att de använde code-switching alls inom skrivprocessen, till skillnad från tidigare studier från flerspråkiga universitetssammanhang. Detta kan bero på begräsningar inom EMI-miljöer, där texter och presentationer från studenter måste vara på engelska, vilket kan hindra användningen av flera språk. Framtida forskning skulle användbart kunna utforska språkbruk hos EMI-studenter med fokus på hur utbildningen med fokus på hur det underlättar eller annars påverkar code-switching tendenser.

This research is a case study which sought to investigate the educational implication of code switching in a multilingual school in Matatiele. Since the dawn of democracy in South Africa, the language policy has sought to promote multilingualism and also honours the cultural diversity existing in this country. It is against this background that the study was conducted. The present study also sought to investigate the occurrences and nature of code switching in the classroom context. In South Africa, the Language in Education Policy prescribes that English as Language of Learning and Teaching be practiced from Grade 4 upwards, alongside home languages. At school, it seems that teachers are not empowered regarding the approach towards code switching. The study investigates whether the use of code switching in a classroom context is in line with the Language in Education Policy. It also looks at the implications of trilingual instruction (which is the use of three languages) in content subjects in the classroom. Functions of code switching were examined as well. This empirical research study used qualitative research methods. Qualitative research provided the study with insight into code switching in the educational context. This study encompassed specific techniques for collecting data, mainly observations. Notes were also of some assistance and were jotted down while observation was underway to supplement what could not be captured by the video, such as emotion and feelings. The study concluded that code switching plays a significant role in an English as Second Language (ESL) classroom context. / Linguistics and Modern Languages / M. A. (Linguistics)