This thesis investigates the phonology of loanword adaptation focusing on English loanwords in Urban Hijazi Arabic (UHA). It investigates the segmental adaptations of English consonants that are absent in UHA as well as the various phonological adaptations of illicit syllabic structures. It is based on dataset of around 100 English loanwords that were integrated into UHA that contain several illicit consonants and syllable structures in the donor language. This dataset is compiled from different published sources along with a data collection exercise. The first significant source is Abdul-Rahim (2011) a dictionary of loanwords into Arabic, while the other one is Jarrah's (2013) study of English loanwords into Madinah Hijazi Arabic (MHA) adopting the on-line adaptation. The third source is original pronunciation data collected from current UHA speakers. Furthermore, the Oxford English Dictionary (OED) was consulted for the etymology and transcription of the English words. The goal is to provide a thorough analysis of these phonological patterns whether consonantal or syllabic ones found in the adaptation of English loanwords into UHA. To accomplish this, the adaptations have been analysed according to two theoretical frameworks: the Theory of Constraints and Repair Strategies Loanword Model (TCRSLM) proposed by Paradis and LaCharité (1997) and Optimality Theory (OT) introduced by Prince and Smolensky (1993). The different proposed analyses in this study facilitated an evaluation of the adequacy of each of these theories in accounting for the discussed phonological patterns found in UHA loan phonology. The thesis concludes that OT better explains the adaptations, but neither theory fully accounts for the variety of adaptations found in UHA.

Writing has a central role in UK higher education as a technology for, and signifier of, the learning, teaching and assessment of students. The nature and quality of student writing has also become an important issue outside the academy, particularly in the context of a globalised neo-liberal knowledge economy discourse which emphasises the importance of transferable and employability skills. Although there is a considerable body of research relating to student writing, the work that I undertook for earlier professional doctorate assignments suggested that the role of academic staff in regulating student writing was under-researched and under-theorised. The research carried out for this thesis sought to address this gap in knowledge by focussing on two central questions. Firstly, what role do academic staff play in regulating student writing? Secondly, how is this role shaped by the specific departmental, disciplinary and institutional contexts in which they are located? The research was undertaken in a criminology department in a post-1992 university in the UK. It was positioned in an academic literacies framework which conceptualises writing as a social practice, and drew on linguistic ethnographic methodologies to explore the written feedback that staff give on student writing. The written feedback encounter is where staff and student expectations about academic writing practices intersect, and is therefore a telling site for the study of educational discourses relating to knowledge and how it is represented. Data were collected from three main sources: written feedback and comments given by academic staff on 120 pieces of student work; 18 interviews with staff about academic writing; and institutional policies and procedures relating to marking, assessment and feedback. Employing a range of theoretical perspectives, including those informed by feminist and poststructuralist analysis, these texts were analysed to explore the relationship between institutional discourses, pedagogical practices and identity construction. My research showed that there was a considerable disjuncture between the institutional discourses which governed marking, assessment and feedback and the actual feedback practices of staff. Despite the strong scientific and positivist discourse that pervaded institutional documentation on assessment and feedback, some staff drew on a range of alternative pedagogical discourses and engaged in assessment practices which were more subjective and localised in nature. This gap between the institutional discourse and the situated literacy practices was mediated to some extent by the assessment coversheet and marking procedures which worked to provide an appearance of consistency and agreement to external audiences. This promoted a technical rational approach to feedback which obscured the epistemological and gatekeeping functions of feedback. The thesis concludes that the effective theorisation and teaching of student writing rests on an understanding of how academic staff construct and police the boundaries of appropriate knowledge in their discipline. This approach draws on existing academic literacies theories but argues for a more holistic model which understands academic writing as co-constructed through the practices of both students who produce the written work and the academic staff who mark it.

For this study, thirty book reviews in two fields, sixteen in history and sixteen in economics, written in Thai and English (eight in each discipline) were randomly collected from Thai and US academic journals in order to examine the moves in the overall structures of the reviews and reviewers' politeness strategies, and to consider the extend to which the texts vary across the two languages and whether the variation is present in both disciplines.

This thesis investigates the gradient behaviour of monadic intransitive verb classes in Turkish, under an aspectual classification of the unaccusative/unergative verb types, namely The Split Intransitivity Hierarchy. This Hierarchy claims that intransitive verb types are subject to gradient acceptability in certain syntactic constructions. The methods used in judgment elicitation studies in psychophysics, such as the magnitude estimation technique have recently been adapted to be used in capturing gradient linguistic data. Also, the practical benefits of the Internet directed researchers to design and conduct web-based experiments for linguistic data elicitation. Research on Human Computer Interaction offers suggestions for the design of more usable user interfaces. Considering these developments, in this thesis, a web based experiment interface has been designed as an extension to the magnitude estimation technique to elicit acceptability judgments on two syntactic constructions, i.e. the -mIS participle (the unaccusative diagnostic) and impersonal passivization (the unergative diagnostic) for different verb types on the Split Intransitivity Hierarchy. The experiment was conducted on the Internet. The results show that in the two diagnostics, the verb types receive categorical or indeterminate acceptability judgments, which allows us to specify the core or peripheral status of the verbs. Within the classes we have examined, change of state verbs constitute the core unaccusative verbs, and controlled (motional and non-motional) process verbs constitute the core unergative verbs. Stative verbs and uncontrolled process verbs are peripheral unaccusatives and unergatives, respectively. Change of location verbs (with an animate subject) are close to the unergative end.

It is a widely held view that theory and practice are the two core elements of a teacher’s knowledge. What is less defined is how the two interact during the process by which teachers learn to be teachers and whether a case should be made for one being more important than the other. Academics have sometimes queried the notion of practice being a part of knowledge because of the difficulty of quantifying it in a tangible manner. Instead knowledge constructs that are theory based are preferred. The practice of asking participants on a teacher education course to reflect critically on their classroom actions is often used to generate theoretical knowledge from the practical. In my research I examine the nature of teacher knowledge from the perspective of participants on a teacher education course using interviews and email correspondence over the duration of the course and up to one year afterwards. I also explore the views of the researcher as teacher educator through a research artefact or scrapbook. From the data collected it seems that teachers undergo a continuous process of theory making from their practical experience and value this self-generated “practice theory” as the most important constituent of teacher knowledge. Their declarative knowledge is a way of acting in the classroom, but it goes beyond simple replication of actions they observe or are instructed to perform. A “practice theory” is constructed from moments of practice which are congruent with pre-formed views of teaching from their experience as learners and is validated by their personal constructs of success, including the response of their own learners. In looking at how teachers gain this knowledge, this thesis questions the paradigm of co-operative social learning which is often assumed to exist on teacher education programmes. Data suggests that course participants act as individuals seeking to survive a difficult process and exhibit a loyalty to their peers which renders the learning relationship with tutors less benign than is often assumed. This in turn calls into question the acceptance of critical reflection as a key part of teacher learning. The thesis also examines processes which are common to teacher education programmes such as observation and structured practice, and proposes that learning teachers’ experience sometimes contradicts what is often assumed to be good practice. The thesis highlights some considerations for teacher educators. It proposes an increased valuing of the practical and the existence of a practice theory, one that can provide knowledge constructs for teachers. In addition, it suggests a refocus for some activities on teacher education courses to make them more congruent with the real experiences of trainees.

Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.

Pause analysis is a method that investigates processes of writing by measuring the amount of time between pen strokes. It provides the field of second language studies with a means to explore the cognitive processes underpinning the nature of writing. This study examined the potential of using free handwritten copying of sentences as a means of investigating components of the cognitive processes of adults who have English as their Second Language (ESL). A series of one pilot and three experiments investigated possible measures of language skill and the factors that influence the quality of the measures. The pilot study, with five participants of varying English competence, identified copying without pre-reading to be an effective task and ‘median' at the beginning of words to be an effective measure. Experiment 1 (n=20 Malaysian speakers) found jumbled sentences at the letter and word levels to effectively differentiate test-taker competence in relation to grammatical knowledge. Experiment 2 (n=20 Spanish speakers) investigated the jumbling effects further, but found that participants varied their strategy depending on the order of the sentence types. As a result, Experiment 3 (n= 24 Malaysian speakers) used specific task instructions to control participant strategy use, so that they either attended to the meaning of the sentences, or merely copied as quickly as possible. Overall, these experiments show that it is feasible to apply pause analysis to cognitively investigate both grammar and vocabulary components of language processing. Further, a theoretical information processing model of copying (MoC) was developed. The model assists in the analysis and description of (1) the flow of copying processes; (2) the factors that might affect longer or shorter pauses amongst participants of varying competence level; and (3) sentence stimuli design.

Ce travail s’inscrit dans le cadre de la linguistique fonctionnelle. C’est un mémoire de linguistique comparative historique qui se veut une contribution à l’établissement de la parenté entre trois franco-créoles : le haïtien, l‘antillais (Guadeloupe & Martinique) et le louisianais et les variétés de français colonial. Une comparaison du syntagme prédicatif des trois franco-créoles est réalisée dans un premier temps puis la comparaison est établie avec les variétés de français colonial. Le corpus étudié est constitué de deux ensembles de textes. Il s’agit de textes créoles anciens et de documents relatifs aux variétés de français colonial. Les documents créoles étudiés s’étalent sur une période allant de 1671 à 1850, 1804 et 1867 respectivement pour les territoires de Guadeloupe / Martinique, Haïti et Louisiane. Le système TMA, la négation, les verbes sériels, la copule et l’expression du passif sont les points étudiés. Les points retenus pour l’étude ont été sélectionnés en vertu de l’intérêt qu’ils ont suscité dans la littérature. / Within the framework of functionalism, this dissertation is a historical comparative research that aims at bringing a contribution to the establishment of relatedness between three French-based Creoles (Haitian, Antillean (Guadeloupe/Martinique) Louisianan and the varieties of colonial French. The predicative syntagm of the three Creoles are compared on one hand and on the other hand a comparison is established with the varieties of colonial French. The corpus is compound of two kinds of texts: the texts showing the early stage of the Creole languages and the documents showing the language state of Colonial French. The Creole documents extend from a period that starts from 1671 to 1850, 1804 and 1867 respectively for Guadeloupe / Martinique, Haiti and Louisiana. The TMA system, negation, serial verbs, the copula and the expression of passivity are studied. The choice of the topics was based on the great interest observed towards them in specialized literature.

Als ich vor vielen Jahren - 1940 - meine erste Vorlesung über Afrikaans an der Friedrich-Wilhelrns-Universität zu Berlin hörte, war ich höchst erstaunt über die heimatlichen klänge die mir aus dieser Fremdsprache entgegen tönten. Ich entdeckte auch sogleich, dss es für mich, die Niederdeutsche, viel leichter war, diese Sprache zu lernen, als für meine "hochdeutschen” Kommilitonen. Seitdem liess mich das Problem nicht mehr los: Woher kommt denn diese erstaunliche Ähnlichkeit zwischen meiner plattdeutschen Muttersprache und Afrikaans, und worin besteht die Ähnlichkeit im Einzelnen? Hatten mich diese Fragen schon in Deutschland bewegt, so interessierten sie mich noch viel mehr seitdem ich mich in Südafrika aufhalten durfte und mir Afrikaans immer mehr vertraut wurde. Trotzdem mir von mancher Seite abgeraten wurde, entschloss ich mich zu der vorliegenden Arbeit. Sehr schnell stellte sich die Schwierigkeit der Bücherbeschaffung aus Deutschland ein. Trotz der vielen und sehr dankenswerten Bamühungen seitens der Merensky-Bibliothek der Universität von Pretoria gelang es nicht, alle aus Deutschland angefragten Bücher zu erhalten. Manche sind während des letzten Weltkrieges in Deutschland verlorengegangen wie "Die ostpreussischen Mundarten" von W. Ziesemer, manches ist erst in Bearbeitung wie "Das pommersche Wörterbuch” - Leiter Professor Rosenfeld-Rostock. Vom Niedersächsischen Wörterbuch, das gleichfalls noch in Bearbeitung ist, wurden mir persönlich die ersten vier Lieferungen geschickt, von denen aber leider zwei Bände auf der Post in Südafrika verlorengingen und nicht wieder aufgefunden wurden. Glücklicherweise bekam ich durch die Merensky-Bibliothek die drei Bände des "Ostfriesischen Wörterbuchs” von J.ten Doornkaat Koolman, das Herr Professor Niekerken - Hamburg – liebenswürdigerweise zur Verfügung stellte. Auch besass ich Zugang zur umfangreichen plattdeutschen Literatur, woraus ich reiches Material fand. Ausserdem kam es mir natüirlich gut zustatten, dass Plattdeutsch sozusagen meine Muttersprache ist, jedenfalls die Sprache meiner Kindheit. Manche Hilfe erhielt ich direkt aus Deutschland durch private Büchersendungen, so von der Assistentin am Germanistischen Seminar der Universität in Greifswald, Frau Dr. Ruth Schmidt, wofür ich ihr sehr dankbar bin. Ich bin mir dessen bewusste, dass vorliegende Arbeit vollständiger hätte sein können, wenn mir aIle mir bekannten Quellen zur Verfügung gestanden hätten - so musste ich rnich auf das beschränken, was mir erreichbar war. Dieser Beschränkung unterlag auch die Auswahl der zu behandelnden plattdeutschen Mundarten. Von den 14 bestehenden plattdeutschen Mundarten (siehe Anhang, Karte I) konnten nur 6 einer näheren Betrachtung unterzogen werden. Diese sind: die hauptsächlichsten Vertreter der niederdeutschen Stammländer, nämlich: Ostfriesisch, Westfälisch, Nordniedersächsisch, Holsteinisch (Dithmarsisch), und als Vertreter des "kolonialen Platt" jenseits der Elbe das Mecklenburgisch-Vorpommersche und das Ostpommersche der Gebiete Saatzig-Dramburg, Eine weitere Schwierigkeit ergab sich hinsichtlich der Schreibung des Plattdeutschen, denn die phonetischen Schriftzeichen gibt es nicht auf der Schreibmaschine. Ich folgte dem flämischen Schreibgebrauch, indem ich die langen VokaIe durch Doppelschreibung ausdrückte. Die Klangfärbung nach einem anderen Laut hin stellte ich durch Hochstellung des betreffenden Buchstaben dar. Im übrigen hielt ich mich an die Schreibweise der jeweiligen Quelle. Im afrikaansen Teil ist die übliche afrikaanse Rechtschreibung angewandt. Ein glücklicher Umstand ermöglichte überhaupt erst die vorliegende Arbeit: in Herrn Professor Dr. L.C.Mostert, Leiter der Abteilung Deutsch an der Universität von Pretoria, fand ich einen Promotor, der aufgrund seiner Studien der niederdeutschen Sprache an deutschen Universitäten in der Lage war, mich zu beraten und für die Entwicklung dieser Arbeit richtungweisende Fingerzeige zu geben. lch bin Herrn Professor Mostert zu grossen Dank verpflichtet für die stete Förderung und manche Ermutigung und alle freundliche Hilfe, die er mir während der zwei Jahre der Vorarbeit für meine Dissertation zuteil werden liess. / Thesis (D. Litt.)--University of Pretoria, 2008. / Modern European Languages / unrestricted

Orientador: Angel Humberto Corbera Mori / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T03:32:20Z (GMT). No. of bitstreams: 1 Cruz_Monica_D.pdf: 2630036 bytes, checksum: 4deec3d2b2d1a6d726b8dd8c7334d8e1 (MD5) Previous issue date: 2012 / Resumo: Esta tese tem por objetivo apresentar: 1. uma reanálise de aspectos fonéticos e fonológicos da língua Umutína, a partir dos trabalhos de Lima (1995) e dos vocabulários de Schmidt (1941) e Schultz (1952) , além dos dados coletados em minha pesquisa de campo na aldeia Umutína; 2. um estudo das publicações prévias sobre a língua e sobre o povo, bem como a descrição fonológica das listas de palavras da língua; 3. um estudo comparativo sobre o parentesco genético entre a língua Umutína e Boróro; 4. uma proposta ortográfica para a língua; 5. aspectos da morfologia referentes ao processo de formação de palavras denominado composição; e por fim, 6. uma abordagem discursiva sobre os traços da língua materna presentes nas práticas discursivas do povo Umutína, a partir das noções de memória discursiva e memória da língua, baseada nos pressupostos da Análise do Discurso de linha francesa. Em anexo, apresento uma amostra do corpus de dados sincrônicos analisados e a reprodução dos vocabulários de Schmidt e Schultz, já citados anteriormente / Abstract: This thesis aims to present: 1. a review of phonetic and phonological aspects of Umutina language, from the works of Lima (1995) and vocabularies of Schmidt (1941) and Schultz (1952), besides data collected in my own fieldwork in the Umutina village; 2. a study of previous publications about the language and the people, as well as the phonological description of the lists of words in the language; 3. a comparative study about the genetic relatedness between Umutina and Boróro languages; 4. an orthographic suggestion to the language; 5. some points of morphology with reference to process for the formation of words called compounding; and finally, 6. a discursive approach about the language (mother-tongue) traits present in the discursive practices of the Umutina people, from the notions of discursive memory and memory of the language, based on Discourse Analysis (AD). A sample of the present corpus of synchronous data analyzed and playback of the vocabularies of Schmidt and Schultz, previously mentioned, are attached / Doutorado / Linguistica / Doutora em Linguística