La variation intralocuteur se manifeste selon les usages à partir des conditions situationnelles de production du discours : le chenal oral / écrit, le cadre et la formalité de la situation, le sujet, le ton, les objectifs et enjeux identitaires des participants, et le contexte co-construit et reconstruit tout au long de l’interaction. Une distinction est établie entre formel institutionnel ou protocolaire, pratiqué par des professionnels de la parole publique dans des situations à enjeu sérieux ou médiatiques, et le formel des locuteurs individuels, pratiqué par tous, normalement dans des cadres transactionnels. Le bilinguisme caractérisant la situation linguistique à Malte est décrit comme caractérisé par une diglossie relative, socialement plutôt qu’institutionnellement établie, à partir de la répartition fonctionnelle de l’anglais et du maltais et du prestige associé avec l’anglais considéré par la communauté et le secteur privé comme variété H, contrebalancés par le fait que le maltais est privilégié comme variété H dans les situations protocolaires influencées par l’Etat.Un questionnaire concerne les usages et les attitudes linguistiques au niveau sociétal : il en ressort des attitudes ambivalentes vis-à-vis des dialectes, la vénération dont jouit le maltais sémitique, et les confrontations d’attitudes concernant l’emploi de l’anglais. Ces résultats permettent de mieux comprendre la valeur sociolinguistique des données qui émergent d’un corpus ‘maltais’. Le corpus oral est obtenu à partir de huit locuteurs-clés (dont trois professionnels de la parole publique) enregistrés dans divers types de situations. Le corpus écrit se divise en écrit informel (emails et chat) et écrit formel (articles, prose littéraire, écrits administratifs).Le corpus montre qu’à Malte la variation se réalise par les différences de registre et par l’alternance codique et comprend ainsi les schémas de variation associées avec les situations monolingues comme avec les situations bilingues. Une étude de la distribution des adverbes et conjonctions maltais confirme leur sensibilité à la formalité, au chenal et au genre. La jonction propositionnelle et la dislocation varient également en fonction du style. L’alternance codique paraît motivée par la volonté d’apprendre l’anglais aux enfants, et, pour les adultes, par le prestige et les connotations d’éducation liés à cette langue. La situation linguistique française est connue pour l’écart important entre formes standard et non standard. Les causes en sont énumérées. En contexte maltais, la variation inhérente au maltais et la possibilité de recourir à l’alternance codique fournissent aussi une marge importante de possibilités variationnelles. Les processus de standardisation dans les deux situations diffèrent sur divers plans ; les attitudes linguistiques se ressemblent par une idée de purisme. Une analyse est faite des domaines linguistiques touchés par la variation dans les deux langues, avec des propositions concernant quels types de variation sont davantage tolérés. La variation stylistique domine le contexte non diglossique français ; l’hypothèse est avancée que la variation sociale prédomine en contexte maltais. / Intraspeaker variation takes place according to relevant situational conditions of language use, such as the spoken/written order, the framework and degree of formality of the situation, topic, tone, participants’ aims and identity issues, and context, which is co-constructed and reconstructed throughout the interaction. A distinction is made between institutional or protocol formality, practised by public speech professionals in serious, public, sometimes mediatic situations, and individual speakers’ formality, practised by all, normally within transactional frameworks. The type of bilingualism which characterises the Maltese language situation is described as relatively diglossic, from a social rather than an institutional point of view. This characterisation is based on the functional distribution of Maltese and English, and on the prestige associated with English, considered by the community and the private sector as the H variety, whilst Maltese is the H variety chosen by government institutions for protocol situations.A questionnaire delves into language use and attitudes on a societal level. Ambivalent attitudes emerge regarding regional dialects, as well as veneration of Semitic Maltese, and conflicting attitudes regarding the use of English. These results allow a better understanding of the sociolinguistic value of data obtained from a Maltese corpus. The spoken corpus is obtained thanks to eight key speakers (among which three public speech professionals), recorded in a variety of situations ranging from the formal to the informal. The written corpus is divided into informal (emails, chat) and formal (articles, literary prose, administration texts) sections.The corpus shows that variation takes place in Malta through register shifts and code-switching, thus covering variation patterns associated with both monolingual and bilingual situations. A study of adverb and conjunction distribution in Maltese confirms their susceptibility to formality, channel and genre. Clause junction and dislocation also vary according to style. Code-switching appears motivated by a will to teach children English and, for adults, by the prestige and the connotations of education associated with this language. The language situation in France is known for the significant difference between standard and non-standard forms; its causes are mentioned. In the Maltese context, variation inherent to Maltese and the possibility to resort to code-switching also provide a wide margin of variation possibilities. The standardisation process in the two situations diverges on several levels; language attitudes converge through an idea of language purity. Language areas susceptible to variation are analyzed, and it is proposed that variation is mostly tolerated in Maltese at the syntactic level. Stylistic variation dominates the non-diglossic French context; a hypothesis is proposed that social variation dominates the Maltese context.

Made available in DSpace on 2016-06-02T20:25:08Z (GMT). No. of bitstreams: 1 3496.pdf: 1752989 bytes, checksum: 64dc301beb6f383c78434d208bd11d9a (MD5) Previous issue date: 2011-02-25 / Financiadora de Estudos e Projetos / This paper focuses on the relations between the adversative and concessive notions that are conveyed by the conjunctions and, also, on the operations that are accomplished in the generation and in the constitutive process of the enunciations where we can find this marks. The research intents to observe how the enunciation construction and organization translate the intersubjective relations. In this way, the parlance is treated as an interaction mean and we aim to analyze its implications on the language teaching/learning process. In order to discuss this matter, we observe how students in different levels produce meaning in theirs texts. To do so, we chose theoretical proposals that we considered essential to enunciative studies, such as Theory of Enunciative Operations by Antoine Culioli, through which we intent to propose speculations around the notion concept. This author s work approaches the articulation between parlance and natural languages and, furthermore, between texts production and grammar, through the representation (the perception the subject has about himself and the world around him how he reads the world), referential (dialogue establishment through discursive materialization discursive-lexical-grammatical marks) and regulation (mediation process between interacting interlocutors) operations, which are presented as responsible for the dialogical process constitution. We emphasize, in this way, the importance to propose an enunciative grammar in the teaching process that can approach these operations. We believe that this perspective change is fundamental not only to researching purposes, but as well to teaching. / Esta pesquisa de mestrado versa sobre as relações que permeiam as noções adversativas e concessivas veiculadas pelas conjunções e sobre as operações efetuadas na geração e no processo constitutivo dos enunciados onde encontramos essas marcas. A pesquisa visa à observação de como a construção e a organização dos enunciados traduzem as relações intersubjetivas. Dessa maneira, trabalha com a linguagem como meio de interação e suas implicações no ensino/aprendizagem de língua. A fim de discutir esta questão, observamos como os alunos de diferentes níveis de ensino produzem significações em seus textos. Para tanto, como suporte teórico, recorremos a textos que consideramos essenciais aos estudos enunciativos filiados à Teoria das Operações Enunciativas proposta pelo linguista francês Antoine Culioli, por meio dos quais pretendemos levantar reflexões envolvendo o conceito de noção. O trabalho deste estudioso aborda a tese de articulação entre linguagem e línguas naturais e, por sua vez, de articulação entre produção de texto e gramática por meio de operações de representação (percepção que o sujeito tem de si mesmo e do mundo como ele lê o mundo), referenciação (instauração do diálogo pela materialização discursiva marcas léxico-gramatico-discursivas) e regulação (processo de mediação entre os interlocutores em interação), apresentadas como as responsáveis pela constituição do processo dialógico. Ressaltamos, assim, a importância de se propor, para o ensino, uma gramática enunciativa, que se caracteriza por abordar essas operações. Acreditamos que essa mudança de perspectiva seja fundamental, não só para a pesquisa, mas também para o ensino.

Submitted by MAYRA APARECIDA DOS SANTOS (mayrafavaro@gmail.com) on 2018-05-23T15:55:07Z No. of bitstreams: 1 DissertaçãoMayra.pdf: 2254751 bytes, checksum: 2cee3b5467f56b1348f6dd115e44ed85 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-05-24T15:30:26Z (GMT) No. of bitstreams: 1 santos_ma_me_sjrp.pdf: 2254751 bytes, checksum: 2cee3b5467f56b1348f6dd115e44ed85 (MD5) / Made available in DSpace on 2018-05-24T15:30:26Z (GMT). No. of bitstreams: 1 santos_ma_me_sjrp.pdf: 2254751 bytes, checksum: 2cee3b5467f56b1348f6dd115e44ed85 (MD5) Previous issue date: 2018-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa tem como objetivo principal descrever o uso das conjunções but e however em redações acadêmicas escritas por alunos universitários brasileiros em língua inglesa. Esperamos, a partir dessa observação, contribuir com as discussões sobre prática de ensino de Inglês com Fins Acadêmicos - IFA, uma vez que a proficiência insuficiente no idioma foi um dos problemas identificados em programas de mobilidade internacional. Tendo em vista a habilidade de produção escrita e utilizando a abordagem teórico-metodológica da Linguística de Corpus, elaboramos um corpus de aprendiz para análise - CA - utilizando 264 redações acadêmicas extraídas do Corpus Inglês para Fins Acadêmicos – CorIFA (DUTRA; QUEIROZ; ALVES, 2017). Esses textos foram escritos por alunos brasileiros universitários com proficiência B1 em língua inglesa. Também elaboramos um corpus de referência - CR - nos valendo das mesmas características do CA, com o objetivo de, após analisarmos os excertos referentes ao CR, realizarmos uma comparação entre a escrita de dois públicos não-nativos de língua inglesa. Para a elaboração do CR extraímos 31 redações acadêmicas escritas em língua inglesa por alunos não-nativos do Michigan Corpus of Upper-Level Student Papers - MICUSP. Nossa fundamentação teórica conta como base os descritores de competência de produção escrita do Quadro Europeu Comum de Referência para Línguas - QECR (2001) para descrever o uso de conjunções em redações acadêmicas de alunos no nível B1 de proficiência de língua inglesa. Para descrever as conjunções but e however, utilizamos as gramáticas com base em corpus Longman de Biber et al (1999) e Cambridge (CARTER; MCCARTHY, 2006), gramáticas de ensino de língua inglesa Practical English Usage (SWAN, 2005), The Grammar Book (CELCE-MURCIA; LARSEN FREEMAN, 1999), a Gramática da Língua Inglesa de Watkins e Porter (2006) e os dicionários online de Cambridge e Wordreference. Por meio desse material, descrevemos a razão pela qual but e however são elementos gramaticais expressivos e relevantes para a escrita de redações acadêmicas em língua inglesa. A extração dos dados foi realizada por meio da ferramenta computacional AntConc  (ANTHONY, 2011), que gera linhas de concordância e as agrupa de acordo com o elemento do texto que estamos buscando. Após a extração e análise dos dados de ambos os corpora, comparamos o uso das conjunções em início de orações para descrever as semelhanças ou diferenças de escrita entre os dois grupos de estudantes não-nativos. Dados encontrados em nosso corpus de análise CorIFA demonstraram que uma parcela dos alunos universitários brasileiros utiliza as conjunções de forma equivocada, segundo apontam as gramáticas apresentadas em nossa fundamentação teórica. Ainda, comparados aos dados extraídos de nosso corpus de referência, esses números mostram que os alunos brasileiros possuem condições de escrita aquém dos alunos que escreveram os textos extraídos do corpus MICUSP, apontando para a necessidade de maior aprofundamento de estudo de Inglês com Fins Acadêmicos nas universidades brasileiras. / The objective of this present research is to describe the use of the conjunctions, “but” and “however”, in academic essays written in English by Brazilian university students. From this observation, we expect to contribute to the discussions on the practice of teaching English for Academic Purposes - EAP, once insufficient language proficiency was one of the problems identified in international mobility programs. In view of a written production skill and based on theoretical backgrounds of Corpus Linguistics, we have developed a corpus of English learner for analysis - CA – formed by 264 academic essays extracted from the Corpus Inglês para Fins Acadêmicos – CorIFA (DUTRA; QUEIROZ; ALVES, 2017). These texts were written by Brazilian university students with B1 proficiency in English. We also built a corpus of reference - CR - using the same characteristics of the CA, and, after analyzing the excerpts referring to the CR, we compared the writing of these two groups of non-native English-speaking learners. For the drafting of the CR we extracted 31 academic essays written in English by non-native students from the Michigan Corpus of Upper-Level Student Papers - MICUSP. Our theoretical basis relies on the written production ability descriptors of the Common Reference Framework for Languages (2001) to describe the use of conjunctions in academic writing B1 proficiency level. In order to describe the conjunctions “but” and “however”, we use the corpus based grammars Longman by Biber et al (1999) and Cambridge (CARTER; MCCARTHY, 2006), English-language grammars Practical English Usage (SWAN, 2005), The Grammar Book (CELCE-MURCIA; LARSEN FREEMAN, 1999), The English Grammar by Watkins and Porter (2006) and the Cambridge and Wordreference online dictionaries. Through this material, we describe the reason why we consider “but” and “however” expressive grammatical elements and believe in the importance of the proper use of these conjunctions in academic essays. Data extraction was performed using the software AntConc  (ANTHONY, 2001), which generates lines according to the word we are looking for. After extracting and analyzing data from both corpora, we compared the use of conjunctions in the beginning of the sentences in order to describe the similarities or differences in writing between the two non-native students. Data found in our analysis from CorIFA have demonstrated that a portion of Brazilian university students uses conjunctions in a wrong way, according to the grammars presented in our theoretical basis. Also, compared to the data extracted from our CR, numbers show that Brazilian students have written conditions below the students who wrote the texts extracted from the MICUSP corpus, pointing to the need for a more in-depth study of English for Academic Purposes in Brazilian universities.

This dissertation presents a description and analysis of language units that function as connectors of sentences in Sateré-Mawé language. This language is only member of the linguistic family Sateré-Mawé, belonging to the Tupi (Cf. RODRIGUES, 2002). Its speakers inhabit mostly the region of the middle area of Amazon Indigenous Lands in Andira-Marau, located in the state of Amazonas, in the border with the state of Pará, and its population is 12,000 people (cf. SESAI, 2014). This research is part of a broader project of \"Description and analysis of morphosyntactic aspects of Sateré-Mawé language\" coordinated by Dr. Dulce do Carmo Franceschini - UFU and is based on the theoretical framework of descriptive linguistics, from the standpoint of European structural functionalism from French line, based mainly on André Martinet (1972), Claude Hagège (1982) and Denis Creissels (2006), among other authors. This work also fits into the paradigm of action research, a working methodology that implies a greater involvement of the researcher with the group involved in the research. The corpus selected for this work consists on statements extracted from narratives written by indigenous Sateré-Mawe teachers and published in the form of books. In the corpus, 13 units that function as connectors Sateré-Mawé were identified. However, it was only possible to analyze the morphosyntactic and semantic-operation of seven of functional units, namely: {ma ato}, {pyno}, {tupono}, {sio}, {pote}, {turan} and {mi ite}. It is intended, through this research, to contribute to the understanding of the functioning of Sateré-Mawé language, its documentation, and especially its revitalization, from the dissemination of the results of our research among indigenous teachers, which, in a way, are co-authors of this work. / Esta dissertação apresenta uma descrição e análise de unidades linguísticas que funcionam como conectores de orações na Língua Sateré-Mawé. Essa língua é membro único da família linguística Sateré-Mawé, pertencente ao tronco Tupi (Cf. RODRIGUES, 2002). Seus falantes habitam, em sua maioria, a região do médio rio Amazonas na Terra indígena Andirá-Marau, localizada no estado do Amazonas, na divisa com o estado do Pará, e a sua população é de 12.000 pessoas (cf. SESAI, 2014). Esta pesquisa faz parte de um projeto mais amplo de Descrição e análise de aspectos morfossintáticos da língua Sateré-Mawé coordenado pela Dra. Dulce do Carmo Franceschini UFU e se fundamenta no arcabouço teórico da linguística descritiva, do ponto de vista do funcionalismo estrutural europeu de linha francesa, com base, principalmente, em André Martinet (1972); Claude Hagège (1982); e Denis Creissels (2006); entre outros autores. Este trabalho enquadra-se ainda no paradigma da pesquisa-ação, uma metodologia de trabalho que implica em um comprometimento maior do pesquisador com o grupo envolvido na pesquisa. O corpus selecionado para este trabalho é constituído de enunciados extraídos de narrativas escritas por professores indígenas Sateré-Mawé e publicados sob a forma de livros. Foram identificados no corpus 13 unidades que funcionam como conectores em Sateré-Mawé. Entretanto, só foi possível analisar o funcionamento morfossintático e semântico-funcional de sete dessas unidades, a saber: ma"ato, p"no, tupono, sio, pote, turan e mi"ite. Pretende-se, com esta pesquisa, poder contribuir para a compreensão do funcionamento da Língua Sateré-Mawé, sua documentação e, principalmente, sua revitalização, a partir da divulgação dos resultados de nossa pesquisa entre os professores indígenas, que, de certa forma, são co-autores deste trabalho. / Mestre em Estudos Linguísticos

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Syftet med undersökningen är att undersöka hur viktigt gymnasieelever anser att språkriktighet är i olika kategorier samt deras attityder till enskilda språkriktighetsfrågor. De enskilda språkriktighetsfrågorna är avgränsade till formord och specifikt valet mellan de och dem, han och honom i objektsposition, sina och deras, jämförelseuttryck, före och innan och var och vart samt konstruktioner med dels och eftersom att. Resultatet analyseras för att se hur enhetliga elevernas svar är samt i vilken uträckning kön, gymnasieprogram samt årskurshar betydelse för attityderna till språkriktighet. För att undersökningens syfte ska kunna besvaras har en enkätundersökning genomförts. I undersökningen deltog 217 gymnasieelever från tre olika gymnasieprogram samt från alla tre årskurser. Resultatet visar att eleverna anser att språkriktighet är viktigt i formella texter som information från myndigheter samt att det är oviktigt i informella texter som SMS. Resultatet visar också att eleverna accepterar både de och dem samt sina och deras oavsett satsledsfunktion. De accepterar också var och vart oavsett om det syftar på befintlighet eller riktning. De accepterar inte konstruktioner med han i objektposition utan föredrar honom. För jämförelseuttryck accepteras formuleringen än mig i större utsträckning än formuleringen än jag. För konstruktioner med dels accepteras det till viss del samt att eleverna accepterar konstruktioner med både eftersom att och eftersom. Elevernas svar är relativt enhetliga där det visar sig att attityderna i liten utsträckning påverkas av kön, gymnasieprogram samt årskurs. / The purpose of the survey is to investigate how important high school students consider language correctness to be in different categories and their attitudes to individual language correctness issues. The individual language correctness issues are limited to pronouns,prepositions, conjunctions and subjunctions, specifically the choice between de and dem, han and honom in object position, sina and deras, jag and mig in comparative expressions, föreand innan and var and vart as well as constructions with dels and eftersom att. The results areanalyzed to see how uniform the students' answers are and to what extent gender, high schoolprogram and year groups are important for attitudes to language correctness. In order to beable to answer the purpose a survey has been conducted. The survey involved 217 highschool students from three different high school programs as well as from all three year groups. The results show that the students believe that language correctness is important in formaltexts such as information from the authority and that it is unimportant in informal texts suchas SMS. The results also show that the students accept both de and dem as well as sina and deras regardless of the clause function. They also accept var and vart, regardless of whether it refers to existence or direction. They do not accept constructions with han in objectposition but prefer honom. For comparative terms, the formulation än mig is accepted to agreater extent than the formulation än jag. For constructions with dels it is accepted to someextent and that the students accept constructions with both eftersom att and eftersom. The students' answers are relatively uniform, where it turns out that attitudes are to a small extentaffected by gender, high school programs and year group.

本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。 研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。 雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。 而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。 / The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis. The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time. To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English. In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses.

The presented dissertation addresses the issue of expressing temporary relations (the present and the past) in the texts of the authors of the Baroque period. The excerpt includes 44 works of historic literary output. The topic is based on a semantic definition of temporal relationships in the Baroque language and interferes with the paratactic and hypotactic method of expression. Within the scope of paratactic connection of syntactic units, we analyze phrasal connections (the connection of main clauses and the connection of paratactic subclauses), text and phrasal connections, within the scope of hypotactic concentration mainly the relationship of the main and subordinate adverbial clauses of time. The classification according to various paratactic and subordinating conjunctions is led by the effort to obtain a comprehensive overview of the possible ways to express temporal relationships. The aim of the work is to contribute to an analytical examination of the syntactic language level of the Baroque period and to confirm the hypothesis of intact continuity of the language development between the humanistic, Baroque and National Revival periods.

The present study investigates discourse markers in Dardic languages (Indo-Aryan; Pakistan), focusing on the discourse markers ba and ta in Palula in comparison with other languages of the region, particularly Dameli in which two markers with the same form and similar functions have been observed. The results showed that Palula ba functions as a topic-marker, in addition to other functions, whereas ta only signals subsequence, except in an adversative construction ta... ba. In Dameli, both ba and ta function as topic-markers, in addition to other functions such as ta marking subsequence, and the ta... ba construction functions similarly to Palula. Interestingly, Kalasha and Gawri showed some similarities, as both have a topic-marker surfacing as ta and tä respectively, which can be used in the adversative constructions ta... o and tä... i respectively, both of which have another marker as the second element. No other language in the sample was found to have a construction similar to the ta... ba construction nor a marker similar in form and function to ba, but all have a subsequence marker resembling ta. These results indicated that the Palula markers ba and ta are part of an areal phenomenon encompassing at least the Chitral, Panjkora and Swat valleys, where Palula originally only had the Shina subsequence marker and later adapted the Dameli system into the language. / Denna studie undersöker diskursmarkörer i dardiska språk (indoariska; Pakistan) med fokus på diskursmarkörer ba och ta i palula i jämförelse med andra språk i regionen, i synnerhet dameli i vilket två markörer med samma form och liknande funktion har observerats. Resultaten visade att palula ba fungerar som topikmarkör, tillsammans med andra funktioner, medan ta enbart signalerar subsekvens, förutom i den adversativa konstruktionen ta... ba. I dameli fungerar både ba och ta som topikmarkörer, tillsammans med andra funktioner så som att ta markerar subsekvens, och konstruktionen ta... ba fungerar i likhet med palula. Av intresse är att kalasha och gawri uppvisade en del likheter, så som att båda har topikmarkörer i form av respektive ta och tä, vilka kan användas i språkens respektive adversativa konstruktioner ta... o och tä... i, varav båda använder en annan markör för det andra elementet. Inget annat språk i urvalet observerades ha en konstruktion lik ta... ba eller en markör lik ba i form och funktion, men alla har en subsekvensmarkör lik ta. Dessa resultat indikerar att palulas markörer ba och ta är en del av ett arealt fenomen som innefattar åtminstone dalgångarna Chitral, Panjkora och Swat, och att palula ursprungligen enbart hade shinas subsekvensmarkör och därefter integrerade damelis system in i språket.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished