The work is distinguished by its novelty because the syntax of dialects of the Lithuanian language has been hardly explored so far. The goal of this work was to make a thorough description of complex sentences of the East Upper Lithuanians, Vilnius people Dieveniškės and Lazūnai subdialects. While achieving the purpose, the following tasks had to be solved: to explore the typology of complex sentences; to describe the means of subordination; to make an analysis of the structure peculiarity of complex sentences. The resources used in this work are a book written D.Mikulėnienė and K.Morkūnas “Texts of Dieveniškės subdialects”, published in 1997, “Litauische mundartliche Texte aus der Wilnaer Gegend mit grammatischen Anmerkungen” by Peter Aruma, published in Dorpat in 1930. The latter contains texts of Dieveniškės and Lazūnai subdialects. The third resource that was used is “The vocabulary of Lazūnai dialect” by J.Petrauskas and A.Vidugiris, published in 1985. The material was collected from all the available resources and it comprises 2276 complex sentences. Having carried out the research, it appeared that complex sentence components of the subdialects are joined by conjunctions, relative adverbs, relative pronouns, particle ar and responsive words. Complex sentences might have one or several subordinate components. The sentences having one subordinate component might be of functional (explanatory, modifying, suppositional) and of semantic (time, reason, condition... [to full text]

Faculty of Arts School of Human and Community Development 0000613a Tel: 011 849 3853 / South African Speech-Language Pathologists are assessing and treating many adolescents with varying speech and language difficulties. This task is complicated by the fact that it is currently largely unknown what the language abilities of mainstream adolescents are. Some research has suggested declining language abilities, as well as significant effects of grade, gender and language background on cognitive academic language skills. As individuals grow older, the demands of the classroom environment become greater, forcing adolescents to use complex language skills in order to learn. This research paper aimed to assess the complex sentence comprehension abilities of a sample of South African adolescents, through the use of the Grammar/Listening subtest of the Test of Adolescent Language, developed by Hammill, Brown, Larsen, and Wiederholt (1980). Additionally, the effects of grade, gender, language, time spent reading for school and recreationally each week, number of television programmes watched per week, length of time spent playing computer or video games per day, preferred learning styles (group/alone and auditory/visual/both), most recent English and school report marks, and use of cellular telephones, were used to determine related factors and educational variables which might be linked to each other. Additionally, a working memory measure was included, in order to ascertain that this factor was not having a negative effect upon the comprehension scores. It was found that gender was an over-riding factor throughout the study. Females tended to do better on the complex sentence comprehension test, and also spent more time reading for school each week, obtained better English and school report marks, preferred to learn alone, and sent more sms’s. Males were only inclined to play more computer or video games per week. In opposition to the initial hypothesis that these learners would perform poorly on the TOAL subtest, it was found that participants generally performed within the average limits of the test. Correlations, one-way ANOVA’s, chi squared analyses and t-tests were performed for the secondary aims, in order to determine any relationships between the variables. Overall, though, gender was the key variable in the study, which is in line with other literature in the field. Home language and educational level had minimal effects. Further research has been recommended.

Работа посвящена проблеме перевода сложноподчиненных предложений с русского языка на китайский. Описаны три основных случая: несохранение русского сложноподчиненного предложения в китайском; возникновение сложноподчиненного предложения в китайском при его отсутствии в русском оригинале; перевод русского сложноподчиненного предложения китайским сложноподчиненным предложением. / The paper studies the problem of translating complex sentences from Russian into Chinese. Three main cases are described: changing the structure of the Russian complex sentence when translating into Chinese; making a complex sentence in Chinese translation in case of its absence in the Russian original; translation of a Russian complex sentence with the help of a Chinese complex sentence.

L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseigné. / This study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught.