Diese Arbeit untersucht die Konstruktion von Autoridentitäten am Beispiel eines Korpus aus 25 deutschen und 25 US-amerikanischen wissenschaftlichen Artikeln aus dem Fach Soziologie, die in den beiden führenden Fachzeitschriften der Länder veröffentlicht wurden. Am Gebrauch der ersten Pronomen der Person in Kombination mit den ihnen zugeordneten Verben wird nachgezeichnet und verglichen, welche Rollen sich die deutschen und US-amerikanischen Autoren in ihren Texten zuschreiben. Dabei werden sowohl quantitativ als auch qualitativ weitreichende Unterschiede deutlich, die auf grundlegend unterschiedliche Konventionen, wie in den beiden Wissenschaftskulturen wissenschaftliche glaubwürdige Autorenidentitäten konstruiert werden, hindeuten. Weitergehend wird an einer Fallstudie gezeigt, dass diese Konventionen zwar nachweisbar, aber dennoch nicht notwendigerweise bindend sind, da erfahrene Autoren dennoch in der Lage sind, eine glaubwürdige Autorenidentität zu konstruieren, auch wenn sie umfassend gegen diese Konventionen verstoßen. Dies wird anhand einer Fallstudie belegt. Weitergehend werden die Ergebnisse im Rahmen des Impression Managements in einem sozialpsychologischen Kontext betrachtet und abschließend in ihrem Nutzen für die Schreibdidaktik diskutiert.

La version intégrale de cette thèse est disponible uniquement pour consultation individuelle à la Bibliothèque de musique de l'Université de Montréal (www.bib.umontreal.ca/MU). / Cette étude vise à mettre en lumière le rôle important de la Société de musique contemporaine du Québec, des Événements du Neuf, de l’Ensemble contemporain de Montréal et du Nouvel Ensemble Moderne, quatre organismes qui ont présenté en concert 515 programmes de musique contemporaine au Québec entre 1966 et 2006. Ces sociétés se distinguent en fonction des genres représentés, des générations d’artistes, mais aussi de l’évolution des esthétiques. Toutefois, elles ont en commun le même objectif qui est de faire connaître la musique contemporaine en commandant, créant et diffusant les œuvres incontournables du répertoire contemporain d’ici et d’ailleurs. De plus, ces sociétés servent à la fois de médiateur entre le public et les créateurs et de catalyseur d’événements artistiques marquants, comme la Symphonie du millénaire (SMCQ) ou le Forum international des jeunes compositeurs (NEM). L’étude historique et l’analyse des orientations artistiques et des activités de concerts de la SMCQ, des Événements du Neuf, de l’ECM et du NEM permettront de dévoiler une nouvelle dimension de l’histoire musicale au Québec au cours de la seconde moitié du XXe siècle. Une fois posées les balises historiques qui entourent la fondation des sociétés à l’étude, une analyse détaillée de leur programmation met en relief l’appartenance des œuvres des compositeurs les plus connus à des courants esthétiques particuliers. Cette analyse est réalisée à partir de l’inventaire des concerts qui retrace de la façon la plus précise possible les données factuelles les concernant (date, lieu, titre), les noms des compositeurs et les titres des œuvres, l’instrumentation et les interprètes. Au final, l’analyse des concerts met en évidence le développement d’un répertoire de musique contemporaine au Québec à travers de grands axes de programmation. On peut ainsi mieux comprendre en quoi ces sociétés ont joué un rôle essentiel dans le développement des tendances esthétiques variées et en quoi elles ont ainsi modelé le milieu de la création musicale québécoise pendant quarante ans. / This study aims to bring to light the important role of four organizations who presented through concert 515 contemporary music programs in Quebec between 1966 and 2006: Société de musique contemporaine du Québec, Événements du Neuf, Ensemble contemporain de Montréal, and Nouvel Ensemble Moderne. These groups are unique in terms of genre, artist generation, and evolution of esthetics. However, they share the same objective, which is to spread awareness of contemporary music by commissioning, creating, and diffusing inescapable pieces of the contemporary repertoire locally and internationally. Furthermore, these societies serve at once as mediator between the public and the artists, and as catalyst for notable artistic events, as the Symphonie du millénaire (SMCQ), or the Forum international des jeunes compositeurs (NEM). The historical study and the analysis of the artistic directions and of the activities of SMCQ, Événements du Neuf, ECM, and NEM will allow for the unveiling of a new dimension of music history in Quebec during the second half of the 20th century. Once the historical markers that surround the foundation of the societies under consideration have been laid out, a detailed analysis of their programming underlines the particular esthetic trends to which the work of the best-known composers belongs. This analysis is accomplished by taking as precise inventory of the concerts as possible, which retraces the concert data (date, place, title), the composers’ names, the titles of the pieces, the instrumentation, and the interpreters. Finally, the analysis of the concerts displays the main programming principles underlying the development of a contemporary music repertoire. This allows better understanding of how these societies have contributed on varied esthetical tendancies development and how they shaped the milieu of Québécois musical creation during forty years.

Le principal objectif de cette thèse est d'étudier l'incidence des erreurs prépositionnelles sur l'intelligibilité de productions en L2 anglais par des apprenants francophones. Après un résumé des caractéristiques sémantiques et morpho-syntaxiques des prépositions en anglais et en français, nous abordons les questions liées à l'acquisition d'une langue seconde en général et à l'acquisition des prépositions en particulier, afin d' identifier les facteurs qui peuvent rendre leur acquisition problématique en L2. Nous proposons également des solutions pédagogiques pour améliorer l'apprentissage des prépositions en anglais. Afin de mesurer l'intelligibilité, nous analysons un corpus de productions orales et écrites contenant des emplois erronés, répartis entre erreurs lexciales et erreurs lexico- grammaticales (additions, omissions ou substitutions). Les résultats de cette analyse permettent de voir dans quelle mesure les erreurs prépositionnelles affectent l'intelligibilité du message. / The main objective of our thesis paper is to examine the intelligibility of erroneous prepositional uses produced by French learners of English. We begin with an overview of the semantico-syntactic properties of English and French prepositions. Then we give an account of second language acquisition theories, and we highlight the acquisition of English prepositions by listing a number of reasons that are likely to make them problematic for L2 learners. We also propose certain effective pedagogical approaches to teaching English prepositions/particles. To measure intelligibility, we assess an oral and a written corpus containing L2 erroneous constructions. Our error tagset is divided into lexical and lexico-grammatical errors (addition, omission and substitution). The results of our corpus analysis allow us to observe the extent to which erroneous spatial prepositions may affect the intelligibility of the transferred message.

Cette thèse se propose de souligner la proximité et la complémentarité des méthodes d'analyse de texte en droit international et en sciences du langage, particulièrement en traductologie, pour produire une analyse de discours du Conseil de sécurité de l'ONU dans ses résolutions de 1946 à 2015 inclus, qui soit pertinente dans les deux domaines et de ce fait, interdisciplinaire. Une telle analyse de corpus, utilisant des outils textométriques sur le texte mais également sur les données contextuelles des résolutions, nous permet de produire des résultats exploitables dans ces deux champs scientifiques, ce qui est un des buts des humanités numériques. Nous montrons ainsi le sens ordinaire de la version anglaise de la résolution 242 (1967) en établissant, dans notre corpus, les fréquences des différentes traductions en français du déterminant zéro pluriel anglais pour établir son sens le plus commun. Ce faisant, nous aidons à résoudre un vieux problème d'interprétation de droit international, et nous modélisons par ailleurs l'usage de ce déterminant en anglais. Par ailleurs, nous montrons comment une modélisation de la traduction permet de faire émerger l'extension sémantique de certains termes et comment une analyse juridique des résolutions du Conseil de sécurité peut être modélisée en bonne approximation à partir d'un algorithme se basant sur des données purement linguistiques. Les données sont disponibles en ligne : https://hdl.handle.net/11403/csonu / This thesis tries to first show how close text analysis methods in International Law and in Language Sciences are, and how well they complement each other, particularly in the field of Translation studies, to produce a discourse analysis of the UN Security Council resolutions from 1946 to 2015 included, that is relevant in both fields, and as such, truly interdisciplinary. Such corpus analysis using textometric tools onto the text itself as well as on various contextual data allows us to produce actionable results in both scientific fields, which is a stated goal of Digital Humanities.We show one such result by establishing the ordinary meaning of the English version of Resolution 242 (1967) by figuring out for our corpus the translation frequency into French of the English plural zero determiner in order to determine its ordinary meaning. By doing so, we help resolving a long-standing issue of interpretation in International Law, as well as produce a model of the usage of this determiner in English. Furthermore, we show how translation characteristics can reveal semantic extension of certain words and how a legal analysis of the UN Security Council resolutions can be approximated with an algorithm based on purely linguistic features. Online data : https://hdl.handle.net/11403/csonu

<p>Based on current research in historical and cognitive linguistics this thesis examines the German semantic field <fromm> (<pious>), partly contrasting it with its Swedish correspondent <from>. Starting at the time of Old High German the analysis follows the historical development of word and concept, exploring how attitudes to the Christian religion are verbalised in different ages. One important assumption is that ideas and attitudes are accessible to us through the lexicalised items of a language.</p><p>The thesis is part of the interlingual research project “Ethical concepts and mental cultures”, which, by applying a pluralistic method, examines various ethical fields, and assumes as central the oppositions a/o (action directed to others vs. to oneself), right/wrong (virtues vs. vices) and too much/too little vs. the ideal mean.</p><p>This study shows that true piety, in order to be classified as a virtue, has to include both trust and critical thinking in equal proportions and that if either of the two outweighs the other the virtue will become a vice. Furthermore, it is shown that a shift in meaning has taken place from ‘profitable’ or ‘advantageous’ in Old High German, through ‘excellent’, ‘righteous’, ‘virtuous’ into ‘religious’, with Luther’s usage as the critical factor in giving the word its religious meaning. As a result of Secularisation and Individualisation negative connotations have developed in modern German usage which do not seem to exist to the same extent in modern Swedish. This is confirmed by two corpus studies, evaluating the usage of <i>fromm/from</i> in German and Swedish newspaper texts, according to which <i>fromm</i> tends to be transferred to profane contexts, meaning for example ‘hypocritical’, ‘uncritically credulous’ and ‘uncritically obedient’ more frequently than its Swedish equivalent.</p><p>Based on results from socio-psychological research the study also identifies some strategies that speakers employ in order to mark distance or adherence to a group of believers or non-believers, for example metaphors (i.a. GOOD IS UP ÷ BAD IS DOWN) or stereotypes, which are often used to ridicule, criticise or insult a member of another group in order to strengthen the speaker’s own social identity.</p>

Based on current research in historical and cognitive linguistics this thesis examines the German semantic field &lt;fromm&gt; (&lt;pious&gt;), partly contrasting it with its Swedish correspondent &lt;from&gt;. Starting at the time of Old High German the analysis follows the historical development of word and concept, exploring how attitudes to the Christian religion are verbalised in different ages. One important assumption is that ideas and attitudes are accessible to us through the lexicalised items of a language. The thesis is part of the interlingual research project “Ethical concepts and mental cultures”, which, by applying a pluralistic method, examines various ethical fields, and assumes as central the oppositions a/o (action directed to others vs. to oneself), right/wrong (virtues vs. vices) and too much/too little vs. the ideal mean. This study shows that true piety, in order to be classified as a virtue, has to include both trust and critical thinking in equal proportions and that if either of the two outweighs the other the virtue will become a vice. Furthermore, it is shown that a shift in meaning has taken place from ‘profitable’ or ‘advantageous’ in Old High German, through ‘excellent’, ‘righteous’, ‘virtuous’ into ‘religious’, with Luther’s usage as the critical factor in giving the word its religious meaning. As a result of Secularisation and Individualisation negative connotations have developed in modern German usage which do not seem to exist to the same extent in modern Swedish. This is confirmed by two corpus studies, evaluating the usage of fromm/from in German and Swedish newspaper texts, according to which fromm tends to be transferred to profane contexts, meaning for example ‘hypocritical’, ‘uncritically credulous’ and ‘uncritically obedient’ more frequently than its Swedish equivalent. Based on results from socio-psychological research the study also identifies some strategies that speakers employ in order to mark distance or adherence to a group of believers or non-believers, for example metaphors (i.a. GOOD IS UP ÷ BAD IS DOWN) or stereotypes, which are often used to ridicule, criticise or insult a member of another group in order to strengthen the speaker’s own social identity.

Cette thèse, qui s’inscrit dans le domaine de l’acquisition des langues étrangères, a pour objectif de comprendre comment les étudiants chinois, au cours de l’acquisition du français, expriment la référence spatiale (la localisation et le déplacement dans l’espace) lorsqu’ils s’acquittent d’une tâche verbale complexe. Nous avons effectué une étude longitudinale de trois ans, en recueillant des productions orales narratives à trois reprises, auprès de 22 apprenants de la même classe, avec des supports en images : Le Chat et Le Cheval respectivement aux deux premiers cycles, et Frog, where are you ? à chaque cycle. Cette procédure permet non seulement d’observer l’acquisition de la spatialité en français de tous les apprenants à un moment donné, mais aussi de mettre en lumière la progression acquisitionnelle de chaque apprenant dans le temps. Basée sur des analyses aux niveaux phrastique, conceptuel et discursif, nous essaierons de trouver les facteurs qui influencent l’expression de la spatialité en français, et de proposer des solutions pédagogiques en fonction des difficultés identifiées chez les apprenants, en vue d’améliorer l’acquisition de la spatialité dans le contexte de l’enseignement du français en Chine. / This thesis intervenes in foreign language acquisition, and has an objective to understand how Chinese students in university learn French space expression. I have thus conducted a three-year research and carried out three corpus collections with 22 Chinese learners from the same class, respectively in the first three years in French learning. The Chinese learners are required to tell a story according to the pictures. In every collection, all learners are assigned to tell the Frog story; in the first two collections the additional Cat and Horse stories are respectively required. From the collected corpus, each learner are fully studied, including the space expressions at specific stages and the progress in three-year period. The analysis based on the data has been carried out in the three levels: the sentence level, the conceptual level and the discursive level. It is aimed to find the factors which influence the space expression in French. Moreover, the thesis provides teaching solutions according to the learning difficulties identified in the corpus.

This study investigates undergraduate students’ vocabulary size, and their use of formulaic language. Using the Vocabulary Levels Test (Laufer and Nation 1995), it measures the vocabulary size of native and non-native speakers of English and explores relationships between this and course of study, gender, age and home language, and their academic performance. A corpus linguistic approach is then applied to compare student writers’ uses of three high-frequency verbs (have, make and take) relative to expert writers. Multiword units (MWUs) featuring these verbs are identified and analysed, focusing on delexical MWUs as one very specific aspect of depth of vocabulary knowledge. Student and expert use of these MWUs is compared. Grammatically and semantically deviant MWUs are also analysed. Finally, relationships between the size and depth of students’ vocabulary knowledge, and between the latter and academic performance, are explored. Findings reveal that Literature students had larger vocabularies than Law students, females knew more words than males, and older students knew more than younger ones. Importantly, results indicated a relationship between vocabulary size and academic performance. Literature students produced more correct MWUs and fewer errors than Law students. Correlations suggest that the smaller students’ vocabulary, the poorer the depth of their vocabulary is likely to be. Although no robust relationship between vocabulary depth and academic performance emerged, there was evidence of an indirect link between academic performance and correct use of MWUs. In bringing together traditional methods of measuring vocabulary size with an investigation of depth of vocabulary knowledge using corpus analysis methods, this study provides further evidence of the importance of vocabulary knowledge to academic performance. It contributes to debates on the value of a sound knowledge of high-frequency vocabulary and a developing knowledge of at least 5000 words to academic performance, and the analysis and quantification of errors in MWUs adds to our understanding of novice writers’ difficulties with these combinations. The study also explores new ways of investigating relationships between size and depth of vocabulary knowledge, and between depth of vocabulary knowledge and academic performance. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

本研究旨於調查四個轉折連詞包括on the other hand、in/by contrast、 on the contrary 以及 nevertheless 在美國當代語料庫 (COCA) 以及學習者語料庫(ICNALE) 使用之不同情形及第二語學習者的使用錯誤分析。 本研究從美國當代語料庫 (COCA) 蒐集了四百篇文本(每個轉折連詞各一百篇)以及從學習者語料庫料庫 (ICNALE) 蒐集了一千八百篇學生的寫作，學生的文章分別來自台灣、香港、新加坡、菲律賓的大學生以及母語人士。本研究假設為:雖然四個轉折連詞被歸類為同一類轉折連詞 (adversative type)，各個轉折連詞的語義及用法應有所不同。本研究語料分析主要分為兩部分，第一部分分析各個轉折連詞中的篇章關係 (discourse relation)，調查四個轉折連詞上下文的不同反義的語義情況。第二部分聚焦於轉折連詞上下文中的主題分布 (topic categorization)，旨於發現是否特定轉折連詞出現於特定主題之內。 研究結果經由語料分析發現，四個轉折連詞有特定傾向的篇章關係和主題分布。在學習者語料庫中，本研究發現第二語言學習者比起母語人士，使用更多轉折連詞於寫作中，特別是on the other hand 以及nevertheless。台灣學生以及英語為第二外語學生在上下中，常將on the other hand的篇章關係使用為in addition 之用法。在連詞nevertheless方面，雖然學生使用頻率較高，但多為誤用情況，顯示出學生對於該轉折連詞的不熟悉情況。而in/by contrast 和on the contrary 皆不常出現於第二語言學習者和母語人士的寫作中。本研究最後提出在英語教學上的建議：在課堂上教導轉折連接詞時，應需加強語意以及上下文方面的探討，並訓練學生正確文句之間的邏輯關係。 / The present study adopts corpus analysis to investigate four adversative connectives (ACs), including on the other hand, in/by contrast, on the contrary, and nevertheless in the native corpus, the Corpus of Contemporary American English (COCA), and in the leaner corpus, the International Corpus Network of Asian Learners of English, (ICNALE). The comparison of the two corpora and the common misuse by L2 learners are also presented. The data comprise of 400 texts in COCA (100 texts for each AC) and 1800 essays written by students in Taiwan, Hong Kong, Singapore, the Philippines, and by native speakers in ICNALE. The research hypothesis is that although the four ACs are classified in the same ‘adversative’ type, their meanings and uses are different from one another. The adoption of corpus helps to find the patterns of each AC. The data are analyzed from two perspectives: one is the discourse relation while the other is topic categorization. The discourse relation refers to the relations of the preceding and following co-texts of the AC. The topic categorization, on the other hand, aims at finding if there are specific topics that are frequently occurred with certain ACs and if these topics are consistent before or after the occurrences of the Cs. The findings confirm the prediction that by analyzing the data in COCA, each AC exists in certain discourse relations and topics. The present study finds that different from native speakers, L2 learners often use on the other hand as ‘addition’ yet a great number of uses of nevertheless are viewed as misuse. As for on the contrary and in/by contrast, both native speakers and L2 learners seldom apply the ACs in their writing. The present study also provides the common misuse patterns in ESL/EFL students’ writing. It is hoped that the findings have implications for teachers and learners to be aware of the differences of ACs.

The work attempts to contribute to mapping of the lexical field of HOLINESS in Old English prosaic texts. The lexical field in this work is represented by four adjectives (halig, gebletsod, gesælig, gehalgod) which are chosen from the Thesaurus of Old English. The mapping is conducted in the York-Helsinki Parsed Corpus of Old English Prose by identifying morphological and syntactical categories of each adjective (predicative, attributive, postpositive functions, comparative and superlative forms; modification by adverbs) as well as the collocational sets (conceptual fields). The results then show the way in which the given adjectives differ in named categories.