Menée dans une perspective comparative, cette recherche a pour ambition une description du lexique des noms d’affect dans le but de relever des zones convergentes et des zones divergentes dans deux langues apparentées généalogiquement – le français et le roumain - selon deux axes de réflexion : l’analyse diachronique de la dynamique de l’évolution du lexique affectif roumain imprégné de mots d’origine française et l’analyse synchronique des particularités combinatoires des noms d’affect. Une telle recherche a mis en évidence des cas très intéressants, des points où les deux systèmes se rapprochent, sans pour autant coïncider totalement. Mais, malgré les petites différences morphosyntaxiques et combinatoires spécifiques attestées dans l’expression des affects, ces derniers présentent globalement une homogénéité du fonctionnement linguistique. Ce fait n’est pas seulement intéressant en termes de syntaxe comparée, mais aussi par le fait que les noms d’affect qui réalisent le même scénario cognitif ont un comportement similaire dans les deux langues confrontées. / Conducted in a comparative perspective, this research aims to describe the lexicon of affect nouns in order to underline the converging areas and diverging areas in two genealogically related languages - French and Romanian - in two lines of thought: diachronic analysis concerning the dynamics of the evolution of the Romanian emotional vocabulary permeated with words of French origin and synchronic analysis of combinatorial features of affect nouns. Such research has highlighted some very interesting cases, the points where these two systems are similar, but not completely coincide. But despite the small specific morphosyntactic and combinatorial differences evidenced in the expression of emotions, they generally bear homogeneity of linguistic functioning. This fact is not only interesting in terms of comparative syntax, but also by the fact that the affect nouns performing the same cognitive scenario have similar behavior in both languages faced.

A lack of research in adult literacy for both native speakers and speakers of English as a second language led to the development of the Test of Affixes in Syntactic Structures (TASS) for use in a pilot study (Dogger, January 1978) in which knowledge of derivational morphology was tested to determine its possible relationship with reading for English as a second language students. Test construction was followed by a thorough verification procedure which is the purpose of this study. In September 1978 the following measures of test strength were established: construct validity, content validity, item difficulty, item discrimination, internal consistency, rational equivalence, and concurrent validity. The degree of relationship between reading proficiency, as demonstrated by subject performance on the Iowa Silent Reading Test, Level III (ISRT,III), and knowledge of derivational affixes, as demonstrated by subject performance on TASS, was also established. Results show that successful performance on the ISRT, III includes reading strategies beyond those required for successful performance on TASS. In other words, mastery of language structures as represented by English orthography is necessary but not sufficient for college-level reading proficiency.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-28T15:47:51Z No. of bitstreams: 1 igordeoliveiracosta.pdf: 2715764 bytes, checksum: c8160cddc86f647724c428607a8341c6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:02:51Z (GMT) No. of bitstreams: 1 igordeoliveiracosta.pdf: 2715764 bytes, checksum: c8160cddc86f647724c428607a8341c6 (MD5) / Made available in DSpace on 2016-05-02T01:02:51Z (GMT). No. of bitstreams: 1 igordeoliveiracosta.pdf: 2715764 bytes, checksum: c8160cddc86f647724c428607a8341c6 (MD5) Previous issue date: 2015-11-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho, de viés sociocognitivista e construcionista, tem como objeto analítico um nódulo da rede de Construções Quantificadoras Mórficas Sufixais, reconhecida como uma estratégia morfológica de evocação da noção de coletividade na Língua Portuguesa, como ilustram os exemplos seguir: (i) {XN-ADA} (“Com AXE vou pegar a mulherada.”); (ii) {XN-ARADA} (“No meio daquela brinquedarada toda tinha um brinquedo que, pelo menos o que eu acho hoje, era da família daqueles patinhos de borracha [...]”); (iii) {XN-AIADA} (“Após a cachaçaiada é sempre bom beber bastante liquido [...]”). Tal estudo de caso serve de estofo a um objeto teórico mais amplo, qual seja a proposição de um trato construcionista da morfologia derivacional (MIRANDA, 2013; RHODES, 1992). A Gramática das Construções Cognitiva (GOLDBERG, 1995, 2006; BOAS, 2013), entendida como um Modelo Baseado no Uso (BYBEE, 2010; CROFT E CRUSE, 2004), fornece o aparato teórico central a este estudo. Da premissa sociocognitivista que reivindica a centralidade da experiência na constituição da linguagem deriva outro fundamento crucial à sustentação das análises, qual seja a proposição de convergência entre o escopo teórico construcionista e a Semântica de Frames (FILLMORE, 1977, 2009[1982], 1985; PETRUCK, 1996; RUPENHOFER et al., 2010). Dado o relevo do uso no modelo teórico-analítico eleito, acolhe-se, em termos metodológicos, uma Linguística Cognitiva baseada em corpus (FILLMORE, 2008[1992]; MCENERY, XIAO E TONO, 2006), o que implica o uso de corpora eletrônicos e ferramentas computacionais na análise dos dados. As análises apontam, dentre outras coisas, para a consistência de um trato construcionista da morfologia derivacional, bem como para a riqueza linguística e cognitiva das construções estudadas. Os construtos, instituídos pelo esquema imagético COLEÇÃO (JOHNSON, 2005; CLAUSNER E CROFT, 1999), tem na evocação dos frames Quantidade e Desejabilidade a sua constituição semântica, apresentando-se como estratégias de quantificação e avaliação pertinentes a gêneros mais distensos da Língua Portuguesa. / This paper analyses, in a cognitive and constructionist perspective, a node of the vast network of Suffixal Morphic Quantifying Constructions, recognized as a morphological strategy evocation of the notion of collectivity in Portuguese, as illustrated with the following examples: (i) {XN-ADA} (“Com AXE vou pegar a mulherada.”); (ii) {XN-ARADA} (“No meio daquela brinquedarada toda tinha um brinquedo que, pelo menos o que eu acho hoje, era da família daqueles patinhos de borracha [...]”); (iii) {XN-AIADA} (“Após a cachaçaiada é sempre bom beber bastante liquido [...]”). This case study supports a broader theoretical object, the proposition for a constructionist approach to derivational morphology (MIRANDA, 2013; RHODES, 1992). Cognitive Construction Grammar (GOLDBERG, 1995, 2006; BOAS, 2013), a Used-based Model of Language (BYBEE, 2010; CROFT AND CRUSE, 2004), provides the central theoretical apparatus to this study. The Cognitive Linguistics premise of claiming the centrality of experience in the creation of language grants another crucial support to this analysis, which is the proposition of convergence between the constructionist approach and Frame Semantics (FILLMORE, 1977, 2009[1982], 1985; PETRUCK, 1996; RUPENHOFER et al., 2010). Given the amount of use in the theoretical and analytical model adopted, corpus-based Cognitive Linguistics (FILLMORE, 2008[1992]; MCENERY, XIAO AND TONO, 2006) was the methodology chosen. It implies the use of electronic corpora, computational tools and quantitative analysis of the data in terms of type frequency and token frequency (BYBEE, 2010; GOLDBERG, 1995). The analysis points out, among other things, to the consistency of a constructionist approach for derivational morphology, as well as the cognitive and linguistic richness of the constructional patterns under investigation. The constructs, established by the COLLECTION image schema (JOHNSON, 2005; CLAUSNER AND CROFT, 1999), evoke the Quantity and Desirability frames, presenting itself as quantifying and evaluation strategies relevant to distended genres of Portuguese.

This paper presents a reflection on some particularities of written French in Algeria and Ivory Coast. French language was implanted and imposed in both countries at the time of the colonization. Today written French, in Algeria and Ivory Coast, does not always follow standardized French. Some writers like Ahmadou Kourouma and Yasmina Kadra have added new expressions, neologisms and metaphors in order to better convey their messages and place their work in their cultural contexts. The main purpose of this study is to classify some of the different characteristics of Ivorian and Algerian French according to previous studies, then to identify those features in Ahmadou Kourouma’s novel Les soleils des indépendances and Yasmina Khadra’s Les agneaux du seigneur and finally to compare the features of their works. We realize, through those writers, that Ivorian and Algerian French have some convergences and divergences. We noticed that the characteristics of both works exhibited similarities on the derivational morphology level and on the semantic level. But they have some divergences on the syntactic, phonetic and morphologic level. Keywords: French, lexical particularities, neologisms, borrowings of words, new expressions, French characteristics, convergences, divergences, derivational morphology, semantics, syntax, phonetics, morphology

In the theoretical part of the thesis, we will describe word-formation in Czech from the traditional point of view. Then we will dwell on automation of word formation based on derivational rules, which we will generate from a~given dictionary. The quality of new-found words will be evaluated using four different estimations. Finally, we will review achieved results.

With the availability of frequency dictionaries, such as Alameda and Cuetos (1995) or the Corpus del Español (2002), it is now possible to explore the effects of frequency on linguistic items. The following is a study exploring the effects of frequency on Spanish affixed words. While the debate of dual-route versus single-route processing continues, the results of this study suggest that L2 Spanish speakers use a dual-route model and decompose morphologically complex words when the base frequency is higher than the surface frequency. L2 Spanish speakers perceive derived words with a higher base frequency as more complex than derived words with a lower base frequency. The results of this study do not suggest the same process occurs for native Spanish speakers. When asked to identify the more complex word of a pair, native Spanish speakers are just as likely to select the derived word with a lower base frequency as they are to select the derived word with a higher base frequency suggesting a single-route model.

La lecture est au cœur des apprentissages scolaires et, par le fait même, de la réussite dans bon nombre de disciplines scolaires. Toutefois, ce ne sont pas tous les apprenants qui ont de la facilité à développer cette habileté. En effet, certains élèves éprouvent des difficultés en lecture, et ce, tout au long de leur parcours scolaire. C’est le cas, notamment, des élèves présentant une dyslexie, soit un trouble d’apprentissage de la lecture. La dyslexie serait associée à un déficit phonologique qui entraverait, notamment, la réalisation des correspondances entre les graphèmes et les phonèmes, lors de la reconnaissance des mots. Comme cette dernière est spécifique à la lecture et fortement liée à la compréhension de textes, les dyslexiques éprouvent donc des difficultés importantes à lire. La reconnaissance des mots implique l’activation et l’utilisation de différentes connaissances se rapportant aux propriétés phonologiques, morphologiques et visuo-orthographiques des mots écrits. Ces connaissances et les procédures qui leur sont associées se mettent en place dans les premières années de scolarisation chez les élèves ayant un développement typique de la lecture. Elles leur permettent de créer des représentations orthographiques correspondant de plus en plus à la norme. La qualité de ces représentations emmagasinées en mémoire contribue à la réussite en reconnaissance des mots. Pour les élèves dyslexiques, les représentations des mots manquent toutefois de précision, ce qui engendre des erreurs lors de la lecture. Comme les connaissances et les procédures phonologiques sont généralement réputées déficitaires chez les élèves dyslexiques, des chercheurs tentent depuis plusieurs années d’identifier d’autres procédures qui pourraient pallier ces lacunes, et ainsi aider ces élèves. Une piste de recherche privilégiée est d’étudier les connaissances morphologiques des élèves dyslexiques lors de la lecture. En effet, étant donné que les mots comportent des propriétés non phonologiques, notamment des propriétés morphologiques, il est possible d’envisager que ces élèves utilisent ces autres propriétés pour mieux reconnaitre les mots. Le bilan de la littérature scientifique portant sur cette question ne permet pas actuellement de dresser un portrait clair de la situation. Une raison pouvant rendre compte de ce constat concerne la grande variabilité des tâches retenues dans les différentes études et le fait que certaines tâches ont été réalisées oralement et d’autres, à l’écrit. Ces tâches varient aussi en termes de contraintes cognitives. Il n’est donc pas surprenant qu’elles soient associées à des taux de réussite variables. De plus, puisque les connaissances orales sont les premières à se développer et qu’elles servent généralement de base sur laquelle se construisent celles à l’écrit, il est possible de penser que les tâches administrées oralement soient mieux réussies que celles à l’écrit. Or, les études n’ont pas tenté de hiérarchiser les tâches pour mieux comprendre les résultats des travaux menés dans le domaine et ainsi rendre compte du rôle potentiel des connaissances morphologiques en lecture. Également, elles n’ont pas pris en considération les modalités dans lesquelles les tâches sont administrées (à l’oral ou à l’écrit). Dans notre étude, l’objectif est donc d’évaluer et de comparer les connaissances morphologiques, en modalités orale et écrite, d’élèves dyslexiques du primaire à partir de différentes tâches hiérarchisées. Les performances de ces élèves ont été comparées à celles de deux groupes de normo-lecteurs, soit des élèves plus jeunes, mais ayant un même niveau de lecture (CL) et des élèves du même âge chronologique (CA), pour mieux comprendre les comportements en lecture des élèves dyslexiques. Pour évaluer les habiletés en lecture, nous avons utilisé une épreuve de reconnaissance des mots de la batterie de tests WIAT-II, une épreuve de compréhension en lecture de la batterie de tests K- ABC et une épreuve de vocabulaire (EVIP). Pour l’évaluation des connaissances morphologiques, trois tâches ayant des contraintes cognitives différentes (jugement de relation, décomposition et jugement de plausibilité) ont été retenues à la suite d’une revue de la littérature. Ces tâches ont été administrées à tous les participants d’abord à l’oral, puis à l’écrit quelques jours plus tard. Les résultats des analyses de variance menées révèlent que les élèves dyslexiques obtiennent des taux de réussite généralement comparables aux CL dans les tâches morphologiques. Cela corrobore les résultats d’autres études et correspond à nos attentes. Toutefois, pour certaines tâches, ils ne se distinguent pas significativement des CA, ce qui pourrait indiquer que les connaissances morphologiques des élèves dyslexiques sont plus élaborées que ce que nous avions anticipé par rapport à leurs habiletés en lecture. Nous avons aussi observé un effet des contraintes cognitives rattachées à chacune des tâches morphologiques. Un effet de la modalité d’administration des tâches a également été observé, mais seulement pour la tâche de jugement de plausibilité, et ce, uniquement pour les élèves dyslexiques. Ainsi, de façon générale, et contrairement à nos attentes, la modalité ne semble pas avoir eu d’impact sur les performances pour les groupes CA et CL. Ces résultats ont des retombées théoriques et pratiques qui sont abordées à la fin de cette thèse. / Reading is at the heart of school learning and likewise, at the heart of success in many school subjects. However, not all learners develop this skill with ease. In fact, some students will experience reading difficulties throughout their school years. It is particularly the case of students with dyslexia, a reading disability. Dyslexia would be associated to a phonological deficit which would hinder, in the learners that are affected, the achievement of graphemes-phonemes correspondences during word recognition. Since this is said to be specific to reading and strongly linked to text comprehension, dyslexic students experience significant difficulties to read. Word recognition involves the activation and use of various types of knowledge linked to phonological, morphological and visuo-orthographic properties of written words. This knowledge and the procedures which are associated to them are established during the first years of schooling for students whose reading development is typical. They enable them to create orthographic representations corresponding more and more to the standard. The quality of these representations stored in memory contribute to success in word recognition. However, for dyslexic students, word representations often lack precision, which leads to errors during reading. Since phonological knowledge and procedures are generally said to be deficient in dyslexic students, researchers have been trying for several years to identify other procedures that could be useful to them. For this reason, these researchers are interested in the morphological knowledge of dyslexic students during reading. Consequently, since words have some properties that are non-phonological, in particular morphological properties, it is possible to consider that these students use these other properties to recognize words. The current review of the scientific literature on this question does not provide a clear picture of the situation. A reason that could account for this observation concerns the great variability of the tasks selected in the different studies and the fact that some tasks were performed in oral modality and others, in written modality. These tasks also vary in terms of cognitive constraints. It is thus not surprising that they are associated with varying success rates. Furthermore, since oral knowledge is the first to develop and that it generally serves as the basis on which written knowledge is built, it is possible to think that those administered orally will have a better success rate than written tasks. However, studies have not attempted to hierarchize tasks to better understand the results of work carried out in the field and thus account for the potential role of morphological knowledge in reading. They also have not considered the modality in which the tasks are administered (oral or written). In this study, our objective is thus to assess et compare morphological knowledge, in oral and written modalities, of elementary school dyslexic students by using different tasks that are hierarchized from the start. The performances of these students were compared with those of two groups of normal readers: younger students, but with the same reading level as the dyslexic students (RC) and same age students (AC), in order to better understand reading behaviors of dyslexic students. To assess reading abilities, a word recognition test from the WIAT-II test battery, a reading comprehension test from the K-ABC test battery and a vocabulary test (EVIP) were used. For the evaluation of morphological knowledge, three tasks (morphological relation judgment, decomposition and plausibility judgment) with different cognitive constraints were selected following a literature review. These tasks were administered to all participants first orally then, several days later, in writing. The results from the analysis of variance conducted reveal that dyslexic students obtain success rates generally comparable to RC in morphological tasks. This corroborates the results of other studies and meets our expectations. However, for certain tasks, they are not significantly different from AC, which could indicate that the morphological knowledge of dyslexic students is more elaborate than what we have anticipated in relation to their reading abilities. We also observed an effect of the cognitive constraints attached to each of the morphological tasks. Furthermore, an effect of the task administration modality was observed, but only for the plausibility judgment task and only for dyslexic students. Hence, in general, contrary to our expectations, the modality does not seem to have had an impact on the performances of AC and RC groups. These results have theoretical and practical consequences which are discussed at the end of this thesis.