The purpose of the present study is to describe the design of four physical mathematical classroom environments focusing on grades 1-3, their function during a mathematic lesson and the teachers' purposes with the design. The study is based on three data collection methods, which are: photography, observations and teacher interviews. The different methods for data collection made it possible to set teachers' visions in relation to practice. The result of the study indicates that the teacher's purposes and the practical function are not always in accordance with previous research, in that communicative function in connection with table furnishing does not have to assume that tables are placed in groups. Furthermore, the study shows that tables placed in rows can create opportunities for students to interact and collaborate, depending on the teacher's leadership. The result of the study also indicates that mathematical posters has proved to be used most in the classrooms with a lot of posters, even though research shows that the students' concentration deteriorates in an environment with a lot of impressions. Based on those facts and the results of the study, we make the cunclusion that mathematical posters fulfill a larger function if students are allowed to participate in their design, and whether they are used in connection with introduction of new work areas in mathematics. The aim of the study is to contribute to a richer description of how physical classrom environments can be organized and designed in mathematics classroom in grades 1-3.

The main aim of the study was to investigate how the Vhavenḓa royal kingdom’s communicative functions and positions of royalty and settlement pattern were disempowered by the British colonists, the apartheid government, the Homeland system and the new democratic government which came into power in 1994. The arrival of the British colonists disempowered the Vhavenḓa Kingdom by reducing the title of the King to that of a mere chief. This was, among others, a leading cause for the fall and the end of the Vhavenḓa Kingdom. The Apartheid regime (1949-1994) also had a negative impact on the Vhavenda royal kingdom as the regime put a large number of people who were not of the royal families into chieftainship. This resulted in chieftaincy becoming an appointment rather than a birth right. The Homeland system, a creation of Apartheid, also caused confusion and disagreements among the Vhavenḓa. Some of those who were born of royal descent were removed from chieftainship positions and more educated Vhavenḓa citizens who were just mere commoners were put in those positions. The new democratic government (1994) tried to bring back the chieftaincy titles that were taken by former governments but this was complicated by the appointment of ward representatives, councilors and civic organisations. The democratic government split areas into wards, and, as a result, the system failed to work in unison with the Vhavenḓa Kingdom. Chiefs were reduced to ceremonial monarchs, and decision-making powers were the preserve of the politicians, and not the chiefs. This study utilized the theory of Ethnopragmatics. Both qualitative and quantitative methods were employed to collect data. Data were collected from the youth, royals, non-royal adults and chiefs by means of questionnaires and interviews. Data were then transcribed by the researcher and the coding system was used to analyse it. Coding methods used included open, axial and selective coding methods. Data were viii then presented, discussed and conclusions drawn. Results revealed that chiefs and their subjects have many concerns. Recommendations were also made to address the concerns raised by participants. / Anthropology and Archaeology

The main aim of the study was to investigate how the Vhavenḓa royal kingdom’s communicative functions and positions of royalty and settlement pattern were disempowered by the British colonists, the apartheid government, the Homeland system and the new democratic government which came into power in 1994. The arrival of the British colonists disempowered the Vhavenḓa Kingdom by reducing the title of the King to that of a mere chief. This was, among others, a leading cause for the fall and the end of the Vhavenḓa Kingdom. The Apartheid regime (1949-1994) also had a negative impact on the Vhavenda royal kingdom as the regime put a large number of people who were not of the royal families into chieftainship. This resulted in chieftaincy becoming an appointment rather than a birth right. The Homeland system, a creation of Apartheid, also caused confusion and disagreements among the Vhavenḓa. Some of those who were born of royal descent were removed from chieftainship positions and more educated Vhavenḓa citizens who were just mere commoners were put in those positions. The new democratic government (1994) tried to bring back the chieftaincy titles that were taken by former governments but this was complicated by the appointment of ward representatives, councilors and civic organisations. The democratic government split areas into wards, and, as a result, the system failed to work in unison with the Vhavenḓa Kingdom. Chiefs were reduced to ceremonial monarchs, and decision-making powers were the preserve of the politicians, and not the chiefs. This study utilized the theory of Ethnopragmatics. Both qualitative and quantitative methods were employed to collect data. Data were collected from the youth, royals, non-royal adults and chiefs by means of questionnaires and interviews. Data were then transcribed by the researcher and the coding system was used to analyse it. Coding methods used included open, axial and selective coding methods. Data were viii then presented, discussed and conclusions drawn. Results revealed that chiefs and their subjects have many concerns. Recommendations were also made to address the concerns raised by participants. / Anthropology and Archaeology

The present study investigates the translation of dialectal elements in literary texts from the German and Swedish linguistical and cultural areas. Translation theory generally advises against the translation of dialectal elements in standard language texts thereby implicitly questioning their creative and communicative function. The aim of the study is to investigate to what extent the dialectal elements in the source text are translated by corresponding dialectal elements in the target text thereby promoting a "cultural transfer" or whether a translation method based on translation theory is used. The linguistic material from the novels Die Räuberbande by the German author Leonhard Frank, Tjärdalen by the Swedish author Sara Lidman and Kapten Nemos bibliotek by the Swedish author Per Olov Enquist is microanalyzed. In doing so, the phonetical-phonological, morphological and syntactical dialectal features in the three source texts are treated methodically and are exemplarily and systematically presented together with their translation variants in the target language. The study focuses mainly on the translations of dialectal lexicology, which is investigated according to its contrastive function regarding the translations of standard language, thereby examining its adequacy. By including all the dialectal lexemes appearing in the works and their translations empirical dates have been compiled as a result of the translation methods. The study´s analyses demonstrate that dialectal elements are mainly translated into standard language, that a large part of dialectisms is paraphrased and that a small part is rendered by spoken language without regional limits. A tendency towards increasing use of dialectal elements through the times can be detected as well as a propensity to adapt the translation to the stylistical preferences in the receiving country. Thus, "cultural transfer" is not promoted.

El objetivo general de esta investigación se ha centrado en comprobar cómo se manifiestan los aspectos emocionales en la parte verbal de los anuncios publicitarios en prensa escrita en lengua alemana, sin la pretensión de confirmar la existencia de una publicidad emocional o racional, sino más bien describir la complementariedad de éstos, tanto a nivel funcional como formal. Para ello, el desarrollo temático se ha utilizado como indicador de la organización textual, puesto que permite analizar los recursos semántico-sintácticos poniéndolos en relación con las funciones comunicativas, de las cuales a su vez se han considerado las relaciones entre el tipo y el modo oracional. Además, esta elección ha permitido poner de manifiesto las formas de realización indirecta, indicativas de una estrategia persuasiva. Como último paso, para analizar las estrategias persuasivas de implicación emocional se ha elaborado un catálogo de categorías que indican tanto del vínculo existente entre los interlocutores (proximidad o distancia) como del uso de la empatía. El corpus se constituye de 178 textos-anuncio de diferentes semanarios de difusión masiva en Alemania, y se han seleccionado solamente aquéllos que han sido válidos tras superar un requisito estadístico con el fin de asegurar una representatividad suficiente. Cada texto-anuncio se ha clasificado inicialmente dentro de un desarrollo temático, para a continuación comprobar su pertinencia tanto por su disposición textual como por sus recursos discursivos, léxicos y gramaticales. Seguidamente se ha descrito la presencia de los tipos ilocutivos, los recursos expresivos de la información objetiva y de las estrategias persuasivas de implicación emocional dentro de esta misma clasificación. Los resultados del análisis no se han alejado de la propuesta de la tipología textual tradicional, concretándose en una preeminencia de las estrategias descriptivas en la formulación del discurso publicitario. Además, se ha corroborado la presencia de la emocionalidad mediante la función expresiva y las estrategias persuasivas de implicación emocional, describiéndose así su papel como complementario al de la transferencia de información, la cual también ha estado muy presente. Estas conclusiones se suman así a las aportaciones de la llamada inteligencia emocional, donde se promueve la importancia de las emociones en la toma de decisiones humanas. Igualmente, la presencia de la emocionalidad ha reflejado atributos indiscutibles de la sociedad contemporánea, enfocada hacia el divertimento y la búsqueda de emociones. Por último, cabe apuntar la utilidad del material para ser explotado didácticamente en el aula, tanto por su contenido como su marco comunicativo, así como la posible aplicación del modelo de análisis a otros ámbitos. / This study focuses on the way emotional aspects appear in the verbal part of press advertisements in German, with no intention to confirm the existence of emotional or rational advertising, but rather to describe the complementarity of these concepts, on both a functional and a formal level. To that end, its thematic development has been used as an indicator of the textual organization, since it allows analysis of the semantic-syntactic resources relating them to the communicative functions, from which the connections between sentence type and sentence mode have been established. Furthermore, this choice has allowed reveal the indirect realization forms, signs of a persuasive strategy. Finally, in order to analyze the persuasive strategies of emotional involvement, a catalogue has been elaborated with categories revealing the existing attachment between the interlocutors (proximity or distance) and the use of empathy. The study data were extracted from a verbal language corpus. It consists of 178 advertisements, each of these classified into a thematic development. All advertisements were transcribed and lemmatized to ensure sufficient representativeness. The analysis results do not deviate from the traditional proposal of textual typology; they show a preeminence of descriptive strategies in advertising discourse formulation. Furthermore, it has been substantiated the existence of emotional aspects, both by means of the expressive function and by means of the persuasive strategies of emotional involvement, thereby stressing its role as a complement to the information transfer, which has also been very prominent. These conclusions are added to the contributions of the so called emotional intelligence, which draws the attention to the importance of emotions at decisiontaking. Likewise, the presence of emotionality reflects indisputable attributes of contemporary society, focused on entertainment and its quest for emotions. Finally, it is relevant to mention the usefulness of the material as teaching material in the classroom, both for its content and its communicative frame, as well as the potential application of its analysis method in other fields.

This thesis focuses on teaching Czech language to deaf Czech-signing children in the first five grades of elementary school. It analyses the use of videos with subtitles in language teaching. In the introductory chapters, the legislation regarding the education of deaf children is outlined, together with the terminology delimiting the target group for the thesis. The following part looks at the reasons why subtitles are added to audiovisual works, considering the language learning and the development of communication competence in Czech as a second/foreign language. Here, it is especially the reading competence that is stressed, and the process of reading is therefore also discussed here. Based on these, the thesis then lists the various components of an audiovisual work with subtitles and also the benefits that come from watching such a work. The condition for effective learning from the subtitles is the relevancy of the subtitles for their addressees. The subtitles have to fulfill certain requirements, both on the technical level and the appropriate language demands. Supported by relevant research literature, this thesis explains the time limitations of subtitles (speed of the subtitles aimed at children, minimal and maximal duration of the projection, breaks between the subtitles, etc.) and...