Thesis (M. Div.)--Columbia Biblical Seminary and School of Missions, 2007. / Abstract. Includes bibliographical references (leaves 159-169).

Thesis (M. Div.)--Columbia Biblical Seminary and School of Missions, 2007. / Abstract. Includes bibliographical references (leaves 159-169).

Expanded version of the author's dissertation (doctoral--University of Belgrade, 1981). / Includes bibliographical references (p. 161-166) and index.

Le but de cette thèse est d’apporter un éclairage nouveau sur la prédication averbale en français et en anglais, essentiellement dans le cadre théorique de la TOE. Le choix a donc été fait de parler d’énoncés averbaux plutôt que de phrases averbales. Après un important travail de définition des énoncés averbaux (que nous distinguons de l’ellipse, de l’apposition et de la prédication seconde) nous présentons les divers types d’énoncés averbaux et examinons la diversité des conditions d’occurrences dans lesquelles ils sont employés (discours littéraire et journalistique, discours muséal, contexte de signalisation, discours publicitaire), tout en ayant comme objectif la mise au jour d’un dénominateur commun, quel que soit le type de discours. Nous dressons la liste des principales différences de fonctionnement entre les deux langues, nous mettons en avant la nécessité de dépasser la typologie courante pour aboutir à un continuum interprétatif. Nous mettons en avant la dimension dialogique des énoncés averbaux ainsi que leur lien avec le présent et donc avec les paramètres qui constituent la situation d’énonciation et l’extralinguistique. Nous employons la métaphore de la proximité pour définir les relations entre l’énonciateur et divers éléments que sont l’extralinguistique, le co-énonciateur, la modalité et le contenu propositionnel des énoncés averbaux. / Our aim in this dissertation is to shed new light on verbless predication in English and French, within the theoretical framework developed by Antoine Culioli (TOE). The focus is accordingly on verbless utterances rather than verbless sentences. A general definition of verbless utterances is first given. These should not be confused with elliptical constructions, apposition and secondary predication. A typology of verbless utterances is first set up. We then provide a characterization of the different discourse types in which they occur (literature, news media, museum texts and captions, signposting, advertising). Verbless utterances, it is shown, share common, stable features, irrespective of their use and interpretation. Syntactic differences between English and French are outlined. The need for an interpretative continuum is highlighted. So is the need to underscore the dialogical dimension of verbless utterances, as well as their crucial connection to the present, i.e. to the speech situation and implied contextual parameters. The metaphorical concept of proximity is applied to describe the relationship between the speaker and the extralinguistic situation, the addressee, the modality and the propositional content of the verbless utterance.

The purpose of this study was to examine script effects of the Chinese Language on Chinese ESL/EFL students· reading strategies, in comparison to those employed by ESL students from alphabetic orthographic backgrounds.

Nesta dissertação tratamos de questões relativas às dificuldades de ensino dos tempos verbais pretérito indefinido e pretérito perfecto compuesto do modo indicativo nas aulas de Espanhol Língua Estrangeira ELE para falantes do português brasileiro. Partimos do pressuposto de que a Linguística Contrastiva pode contribuir de maneira eficaz visto que possibilita ao estudante contrastar as convergências bem como as divergências inerentes ao uso de sua língua materna em relação à língua espanhola, especialmente devido à relativa semelhança existente entre os idiomas em destaque. Nossos objetivos consistiram em: a) observar e buscar preencher as lacunas relacionadas ao ensino dos tempos verbais pretérito indefinido e pretérito perfecto compuesto; b) descrever quais são suas semelhanças e diferenças em relação ao uso em língua portuguesa; c) analisar de que maneira a Linguística Contrastiva pode contribuir quando do tratamento dos tempos verbais destacados nas aulas de ELE, além de analisar sua abordagem em alguns materiais didáticos; d) detectar quais procedimentos de ensino são mais cabíveis para o ensino desse tema. O arcabouço teórico utilizado fundamentou-se, principalmente, nos conceitos propostos e/ou defendidos por Bello e Cuervo (1943), RAE (2010), Alarcos Llorach (1995), Matte Bon (2010a), Cunha e Cintra (2007), Bechara (2009), Luft (1996), Almeida (1973), Durão (2004a) e Santos Gargallo (1993), bem como nas reflexões contidas nas OCEM (BRASIL, 2006). Os resultados obtidos por meio da pesquisa revelaram que os professores de ELE ensinam os tempos verbais em destaque apoiados na definição básica apresentada nas gramáticas, isto é, a forma simples deve ser empregada para fazer referência a situações passadas ocorridas em um espaço de tempo encerrado e a forma composta deve ser utilizada para expressar acontecimentos pretéritos realizados em um espaço-temporal ainda não concluído e, portanto, não esclarecem a seus alunos as diferentes possibilidades de uso dos dois tempos verbais. Os docentes-colaboradores também acreditam que os materiais didáticos abordam o assunto de maneira superficial, pois oferecem poucas explicações e/ou sugestões de atividades. Os manuais, por sua vez, utilizam a abordagem contrastiva, mas não enfocam os tempos verbais em pauta de maneira abrangente. Por fim, verificamos que os docentes, em geral, fazem uso de procedimentos de ensino que remetem à metodologia Tradicional e Áudio-oral de ensino. Julgamos que os 11 resultados desta pesquisa contribuem para o ensino do pretérito indefinido e pretérito perfecto compuesto nas aulas de ELE na medida em que enfatizam e valorizam as diferentes possibilidades do uso real que o falante faz da língua e salientam a importância do aperfeiçoamento contínuo do professor para o desenvolvimento de sua função. / This thesis is about the questions related to the difficulties encountered in the teaching of the verb tenses pretérito indefinido and pretérito perfecto compuesto in the Spanish as a foreign language classes SFL for Brazilian Portuguese speaker students. We assume that the Contrastive Linguistics approach can effectively contribute as it gives the students the chance to contrast the differences and similarities in the structures and usage of their mother tongue and the Spanish language, due to the alikeness existent between both languages. Our objectives were: a) observe and fill in the gaps related to the teaching of the two verb tenses mentioned above; b) describe the similarities and differences in their usage in relation to the usage in Portuguese; c) analyze in which ways Contrastive Linguistics can contribute to the teaching of those verb tenses in the SFL classes, besides analyzing its approach in some teaching materials; d) detect which teaching procedures are better for the teaching of those verb tenses. The theory in this essay was mainly based on the concepts proposed and/or endorsed by Bello and Cuervo (1943), RAE (2010), Alarcos Llorach (1995), Matte Bon (2010a), Cunha and Cintra (2007), Bechara (2009), Luft (1996), Almeida (1973), Durão (2004a) and Santos Gargallo (1993), as well as the reflections enclosed in the OCEM (BRASIL, 2006). The results found in this research revealed that SFL teachers, teach these verb tenses based on the basic definition presented in grammar books, that is to say, the simple form should be used with reference to finished periods, whereas the compound form suggests a connection between the past event and the present. Therefore, teachers do not point out the different possibilities of the use of both verb tenses. Teachers who helped in this research also believe that teaching materials approach this subject in a superficial way as they offer very few explanations and/or suggestions of activities. Teachers guides use the contrastive approach but they do not focus deeply on the verb tenses. Lastly we observed that teachers in general either use Traditional procedures, or the Audio-oral teaching approach. We believe that the results of this research can contribute to the teaching of the verb tenses pretérito indefinido and pretérito perfecto compuesto in the SFL classes as they emphasize and value the different possibilities of the real use the native speaker makes of the language and point out how important continuous teachers development is for their career.

That a link exists between language and culture has long been accepted; however, not only the extent, but also the exact nature of that link remains unclear. In recent years, rhetoricians have raised questions about how culture affects the patterns of organization and other rhetorical features of writing. At present, the search for answers to these questions is made difficult by the cultural bias imposed by the language of any analysis of writing that may be undertaken and by a lack of criteria that can be used in performing such an analysis.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

This thesis contrasts the sound systems, negation, and expression of definiteness of English and Korean. It analyzes the substitutions Korean learners of English made on both the phonological and syntactic levels. It also predicts possible problem areas and describes the sources of potential problems.By means of a contrastive analysis, the researcher found out that the greatest source of Korean learners' sound substitutions, incorrect uses of the response words Yes/No, and 'the-omission' errors is interference stemming from differences in the linguistic systems of the native and target language.This thesis proves the validity and practicability of Contrastive Analysis as a useful tool for teaching students English as a second or foreign language.

Thesis (doctoral)--Universität des Saarlandes, Saarbrücken, 2009. / Includes bibliographical references.