In this thesis I propose a new approach to the study of the “childlike” in five works from the first half of the 20th century: Les Enfants terribles (1929) by Jean Cocteau, “Un diamant gros comme le Ritz” (1922) by F. Scott Fitzgerald, La Métamorphose (1915) by Franz Kafka, Le Petit Prince (1943) by Antoine de Saint-Exupéry and L’Arrache-coeur (1953) by Boris Vian. Distinct from both childhood narratives and narratives for children, these texts nevertheless exhibit a childlike quality that can best be described as an in-between state of ambiguity. In the first section of the thesis, I look at the “between” identity of the children. There are children who fly and who are extraterrestrials. There are others who have adult jobs and who even marry. In fact, I call these ambiguous characters, “les enfantins”. In the second section of the thesis, I show that the language is “between”. In 1951, child psychologist Jean Piaget published “La Formation du symbole chez l’enfant”, a work in which he studies the tendency of young children to take one object for another. I show how this type of almost magical thinking that Piaget calls “symbolic thought” appears in the “récit”. In the final section of my thesis, I study areas in the story where the reader finds himself in a “between” position, unable to establish whether what he is reading is occurring or whether it belongs to the imaginary symbolic thought of the child. Here I focus on the readers’ hesitation, contrasting it with the hesitation that Tzvetan Todorov explores in the genre of the fantastic. While this thesis is a close reading of five specific works, it incites several theoretical questions that can be applied more widely to studies concerning the “literary child”: what constitutes a child character in a work, what effect does a child character have on the language of the text, and how does a child character affect the way a text is read? / Thesis (Master, French) -- Queen's University, 2008-02-14 12:16:39.799

The present study investigates communicative strategies used by a group of four upper-secondary L2 learners of English. To be able to reach this goal, I have recorded and transcribed a conversation between these students in order to detect natural communication. The communicative strategies I have looked for were: pauses and hesitations, questions, code-switching and message abandonment. Previous research on communicative strategies is divided into two different fields. These two approaches define and classify communication strategies as either interactional or psycholinguistic.  The definition and classification of communicate strategies depends viz. on what kind of approach is used.

This thesis is concerned with adult L1 attrition in the case of highly-educated long-term Polish immigrants in Sweden. The study sheds light on two classical issues pertaining to L1 attrition, namely what happens to a fully developed mature language system in an immigrant context, and why it happens. Specifically we aim to answer the following questions: (1) Are Polish speakers in Sweden different from comparable individuals in Poland with respect to (i) judgement and use of a number of Polish linguistic features (se keywords below), and (ii) hesitation phenomena, i.e. ability to be quick and easy and linguistic insecurity? (2) Is the variation in linguistic results dependent on how often and in what context the Polish language is used and/or which attitudes the individuals have towards it as well as how long they have been living in Sweden? One of the main contributions of the study regards methodology. The data is analysed in three steps: an initial focus on group comparisons shifts to the analysis of individual results in relation to the variation observed in the comparison group, and finally to a holistic view of the attrition effects or their absence. It is suggested that in studies on adult L1 attrition, where the effects are expected to be relatively cosmetic, the range of the linguistic behaviour in the comparison group as a reference point as well as a holistic perspective on individual results gives a more truthful picture of the attrition process. In addition the study shows that attrition effects are present in some individuals (60 %) to a different degree. The most common effect overall is linguistic insecurity followed by the overuse of 1st person pronouns as explicit subjects and to a lesser degree by the overuse of 3rd person pronouns. Surprisingly there is a scanty effect on the other hesitation phenomenon, i.e. the ability to be quick and easy. No or limited effects are observed in other structural areas which basically supports previous findings on L1 adult attrition. Finally, the presence versus absence of the attrition effect can not be straightforwardly related either to language use, attitudes or length of residence, with one exception being linguistic insecurity.

在過去幾十年，口譯研究已有長足的進展，也出現了許多關於口譯產出裡停頓與暫停方面的研究。但是在口譯產出的改口與重說部份的研究則沒有什麼著墨。 本研究之目的為分析四組口譯員產出內的改口 (此論文對改口的定義主要是指譯者對於自己譯語的訂正) 與重說現象。研究裡的四組口譯員分別為就讀法輔仁大學跨文化研究所中英口筆譯碩士班的一年級與二年級學生(各四位)、四位擁有一至三年經驗的新手職業譯者以及四位有八年以上經驗的老手職業譯者。 本研究所使用的語料為參與本研究的譯者所產出的64段同步口譯片段 (中進英以及英進中各有32段)。每位譯者的產出均依照原文切割成同等數目的段落。研究分析的段落為有三至四位一年級同學發生改口或重說現象的段落。本研究的主要目的為找出這些出現改口與重說現象的段落裡是否有共同的現象或問題，並把學生的段落與新/老手譯者的段落互相作比較，最後提出一些口譯教學與訓練方面的建議，希望能夠讓學生能以較快與較順利的方式讓自己的產出往老手口譯員的方向邁進。 本研究的主要發現如下: 1. 學生口譯員出現改口與重說現象的段落裡出現的常見現象包括文法錯誤 (時態、單複數等)、在段落裡一些地方出現問題 (這些地方包括特定動詞、語意模糊的句子等)。在某些段落也有觀察到譯者出現認知負荷過重的現象，主要的原因是原文的速度以及訊息密度。 學生口譯員以及新手職業譯者之間的改口與重說出現次數有一點差異，而新手職業口譯員以及老手職業口譯員之間則出現顯著的差異。 2. 從四組譯者遲疑與暫停的發生次數規律來看，可以觀察到職業譯者能以一致的認知模式處理特定語篇，而學生譯員在特定語篇的處理上，並無特定的產出模式。 3.重說與改口是理解口譯信息產出困難的重要指標。其中透露出口譯的詞語產出與非詞語產出等具體困難，同時也提供了有關構詞、句組、時態等語言型態的信息，可供譯員及口譯教學參考。 4.就重說與改口的表現而言，從學生到職業譯者的過程中可看出階梯式的進步。 / In the past few decades, there have been many studies on interpretation and also quite a number of studies that focuses on studying the pauses and hesitations (also known as filled pauses) in the output of interpreters. However, there have been few studies on the repetitions and corrections in interpretation output. This study aims to analyze the repetitions and corrections in the output of four groups of interpreters. These four groups are each composed of four first-year and four second-year students studying in the Master’s Program for Translation and Interpretation at the Graduate Institute of Cross-Cultural Studies at Fu-Jen University as well as four interpreters with 1-3 years of experience (the new interpreters) and four with over 8 years of experience (the experienced interpreters). The corpus used in this study is composed of 64 pieces of simultaneous interpretation output (32 Chinese to English and 32 English to Chinese) that was done by the sixteen participating interpreters. The output for each interpreter was divided into equal amount of segments according to the source text, and segments that saw three or all four of the first-year students commit either a repetition or correction were chosen for analysis. The goal of the analysis was to find issues or patterns in the output that coincided with the repetitions/corrections, compare the students’ output with those of the new/experienced interpreters and provide suggestions on how the teaching and training of interpreters might be adjusted to make the development of student interpreters and faster and smoother process. The major findings were as follows: 1. Some common themes tied to repetitions and corrections include grammatical mistakes (ex. errors in tense or plurals) trouble at certain points within the segments, for example areas with unclear meanings or certain verbs. There were cognitive overload in certain segments, which mostly had to do with the speed and the density of information in the segments. There were small differences in the amount of repetitions and corrections between the student groups and the new interpreters, and a significant different in the number of repetitions and corrections between the new and experienced interpreters. 2. Looking at the patterns for the pauses and hesitations committed by the four groups of interpreters, we can observe that the professional interpreter groups share a common cognitive methodology in dealing with different source texts, while the student interpreters showed no discernable output strategy for the source texts. 3. Repetitions and corrections are important indicators in understand the difficulties in interpretation output. Analysis of the repetitions and corrections showed the verbal and non-verbal output difficulties encountered by the interpreters and also provided information on the morphology, sentence structure, tense and other linguistic aspects of interpretations output that can serve as a reference for interpreters and interpretation educators. 4. There was a step-by-step improvement going from the student to professional interpreter groups in terms of the number of repetitions and corrections committed. / able of Contents Acknowledgements.......................................I Table of Contents............................ .........II-III Abstract (English)………….....……………………………………......……..…...IV-V Abstract (Chinese).....................................VI Chapter 1: Introduction…………………………………………..…....……..1 1.1:Preface………………………......……...…………………………..………….1 1.2: Research Motive………………………………………….........…..1 1.3: Research Background and Goals……………………..……….3 1.4: Thesis Layout…………………………………….…………………..……...…5 Chapter 2: Literature Review……………………………………………………...............................................................................7 2.1 The Process of Simultaneous Interpretation………….....………………..............................................................…...7 2.2: Factors that Affect the Output in Simultaneous Interpretation……......................................................…....9 2.2.1: Factors that Influence Simultaneous Interpretation and Which Occur Within the Source Text………………………………………………………….…...9 2.2.2: External Factors that Influence the Interpretation…………........................................................….….…12 2.3: Issues and Skills Within Simultaneous Interpretation.......…….......................................................………..13 2.3.1: Issues in Simultaneous Interpretation..................................................................................14 2.3.2: Skills Utilized by Interpreters in Simultaneous Interpretation.........................................................15 2.4: Differences between Students, New and Experienced Interpreters...........................................................18 2.5: Studies on Pauses and Hesitations in Interpretation Output...............................................................29 2.6: Interpreter Training and Development.....................................................................................35 Chapter 3: Research Methodology...............................................................................................40 3.1: The Participants of this Study and Those of Past Studies.................................................................41 3.2: Software Used in Corpus Analysis.........................................................................................42 3.3: The Corpus and Samples of Corpus Analysis................................................................................46 Chapter 4: Analysis of Selected Corpus Segments: First and Second Year Students......................................................................................................................54 4.1: Chinese to English Analysis..............................................................................................54 4.2: English to Chinese Analysis..............................................................................................73 Chapter 5: Comparing the Student’s Output with those of New and Experienced Interpreters..................................................................................................................86 5.1: Chinese to English segments comparison...................................................................................86 5.2: English to Chinese segments comparison................................................................................103 Chapter 6: Analysis Results and Conclusions..................................................................................121 6.1: Summary of Analysis and Conclusion......................................................................................121 6.2: Limitations of Study and Possible Directions for Future Research........................................................125 References...................................................................................................................127 List of Figures Figure 1: Pause duration used by the studies on pauses cited in this study...................................................30 Figure 2: Screen view of an interpreter’s output audio file in Audacity......................................................42 Figure 3: Audacity screenshot No.2...........................................................................................43 Figure 4: Audacity screenshot No.3...........................................................................................43 Figure 5: Audacity screenshot No.4...........................................................................................44 Figure 6: Audacity screenshot No.5...........................................................................................44 Figure 7: Audacity screenshot No.6...........................................................................................45 Figure 8: Issues and number of correct interpretations by the two student interpreter groups in segments 1-10...........................................................................................................................72 Figure 9: Issues and number of correct interpretations by the two student interpreter groups in segments 11-14.......................................................................81 Figure 10: Pauses/hesitations/repetitions/corrections committed by the student interpreters.................................................................................................................84 Figure 11: Issues and number of correct interpretations by the two professional interpreter groups in segments 1-10..........................................................................................................................103 Figure 12: Issues and number of correct interpretations by the two professional interpreter groups in segments 11-14..........................................................................................................................110 Figure 13: Grammatical errors committed by the interpreters.................................................................112 Figure 14: Number of pauses and hesitations committed by the interpreters in this study.......................................................................................................................114 Figure 15: Pauses and hesitations committed by the interpreters in this study. Parts where the number of pauses is higher are marked with a dark pink background, while the parts with a higher hesitation number have a gray background..................................................................115-116 Figure 16: Number of repetitions and corrections committed by the interpreters in this study...................................................................................................................116-117

Made available in DSpace on 2014-07-29T16:19:04Z (GMT). No. of bitstreams: 1 Dissertacao Leticia Costa e Silva Ferro.pdf: 1450189 bytes, checksum: a1b2a3ba556ef0ec2a8c4a94d960199e (MD5) Previous issue date: 2010-02-23 / Once in contact with contemporary poetry, we can think of its multiple practice in which form and diction, the most diverse ones resist to critical reception that are tied to established literary standards. The literary work of Ana Cristina Cesar can be included in this particular context. Controversial in its essence, her work keeps oscillating and drifting from stable matters. Therefore, the aim of this study is to read it by the bias of hesitation, between poetry and prose, center and edge, biography and fiction, memory and forgetfulness, in order to find out what is hidden underneath it, and whether it means simulation or dissimulation. The essay is elected then, in the wake of Adorno (2003), as the academic style of dissertation. It is a belief that the essay is analogous to the poetry studied, for it is placed among absurdities since it neither starts from a very beginning nor converges at a final ending. / No contato com as poéticas contemporâneas, pensa-se sua prática múltipla, em que forma e dicção as mais diversas resistem à recepção crítica presa a padrões pré-estabelecidos. Nesse particular, insere-se a produção literária de Ana Cristina Cesar (1952-1983) que, controversa já na essência, soçobra oscilando e à deriva do estável. Dessa maneira, este estudo propõe lê-la pelo viés da hesitação entre poesia e prosa, centro e margem, biográfico e ficcional, memória e esquecimento a fim de se entrever o que sob ele se esconde, escapa, simula ou dissimula. Para isso, elege-se o ensaio, na esteira de Adorno (2003), como estilo acadêmico de escrita da dissertação, acreditando ser ele análogo à poética estudada na medida em que ocupa um lugar entre os despropósitos, sem partir de um princípio primeiro ou convergir para um fim último.

This diploma thesis compares the performance of bilinguals and of interpreting students in simultaneous interpreting. The compared data are from the experiment, within which we tested 3 bilinguals (without any or with little experience in simultaneous interpreting) and 3 trained students of the interpreting MA study programme. The data were collected in the language combination Czech - German. Part of this thesis are also two questionnaires. When comparing the interpreting performances (in form of transcripts of recordings), following interpreting strategies and factors were put emphasis on: salami technique (and related aspects), finishing sentences, hesitation sounds and interferences. This diploma thesis aims at illustrating the effects of the simultaneous interpreting training. The whole thesis is being run through by the question, whether the skill of simultaneous interpreting is an accompanying effect of bilingualism, or whether (and alternatively to what extent) this skill is derived from interpreting training. Keywords: interpreting, simultaneous interpreting, interpreting strategies, interpreting lessons, practice in interpreting, salami technique, finishing sentences, hesitation sounds, interferences, bilingualism, didactics, psycholinguistics

La visée de ce mémoire est d’explorer la manière dont la notion de schéma corporel proposée par Merleau-Ponty et Fanon permet de faire la lumière sur le type d’injustices épistémiques que vivent les personnes noires. Le rapport entre corps et conscience permet d’informer la magnitude des injustices expérimentées par les individus de ce groupe. Le corps comme site de transcendance tel que présenté par Merleau-Ponty permet de lier la conscience et la corporéité de manière si indissociable qu’il devient nécessaire de considérer l’aspect purement physique de l’expérience vécue. La production de connaissance et la reconnaissance de cette dernière par autrui est aussi intimement liée à notre capacité à reconnaitre la personne devant nous comme un sujet et non simplement un objet. L’approche existentialiste de la rencontre avec l’Autre dans un espace où tous deux sont sujets de leur propre réalité permet d’illuminer une partie de la discussion sur les différents types de discrimination et d’injustice. La place des stéréotypes, des habitudes corporelles et de l’agentivité épistémique dans la sphère intersubjective nous permettra d’utiliser ces concepts pour tracer le pont entre corporéité transcendantale et injustices épistémiques. La question de l’authenticité noire nous permettra de mettre de l’avant une argumentation qui établit l’hésitation et la marge comme des éléments clés d’une société démocratique inclusive. La culture de la diversité et la résistance sont donc nécessaires pour le maintien de la tension qui permet le développement d’agent épistémique responsable et vertueux dans nos sociétés démocratiques. / The aim of this thesis is to explore how the notion of body schema proposed by Merleau-Ponty and Fanon sheds light on the type of epistemic injustices that black people experience. The relationship between body and consciousness helps inform the magnitude of the injustices experienced by individuals in this group. The body as a site of transcendence as presented by Merleau-Ponty makes it possible to link consciousness and corporeality in such a way that it becomes necessary to consider the purely physical aspect of the lived experience. The production of knowledge and the recognition of it by others is also intimately linked to our ability to recognize the person in front of us as a subject and not simply an object. The existentialist approach to encountering the Other in a space where both are subjects of their own reality helps illuminate part of the discussion about different types of discrimination and injustice. The place of stereotypes, bodily habits and epistemic agency in the intersubjective sphere will allow us to use these concepts to bridge the gap between body schema and epistemic injustices. The issue of black authenticity will allow us to put forward an argument that establishes hesitation and margin as key elements of an inclusive democratic society. The culture of diversity and resistance are therefore necessary for the conservation of the tension which allows the development of responsible and virtuous epistemic agent in our democratic societies.

Students’ performances in mathematics in an Open Distant Learning setting have not always been impressive. An exploratory study into the problem solving skills of the University of South Africa students in the Calculus module MAT112 is being conducted using past examinations scripts between 2006 and 2009. The study re-assesses the work done in the end-of-year Calculus examinations, by both looking at the distribution of marks awarded and assigning new scores based on an assessment rubric adapted for the problem at hand. Further assessment of qualitative dimensions that is important for problem solving in Calculus is developed from the data obtained from the assessment rubric. Using factor analysis, a hesitation factor, transfer-of-knowledge factor as well as ingenuity factor, are identified in successful Calculus problem solving. The study proposes two conceptual models; the first is to guide students in solving Calculus problems while the second one is meant to assist lecturers in the assessment of students of Calculus. / Science and Technology Education / M. Ed. (Technology Education)

No description available.

Ce mémoire est centré sur les caractéristiques fantastiques dans le Spectre large de Gérard Prévot (1975) et par la suite, sur une comparaison avec les caractéristiques d’un autre recueil de Prévot, la Nuit du Nord (1974), étudié par Ricci en 1993. Notre analyse est basée sur la théorie du fantastique de Tzvetan Todorov qui met en avant l’hésitation à savoir si le phénomène énigmatique provient de l’étrange ou du merveilleux.         L’étude de l’œuvre littéraire de Prévot est intéressante car, comparé aux autres fantastiqueurs belges comme Jean Ray ou Thomas Owen, Gérard Prévot reste relativement inconnu et peu étudié.         Pour ce qui est du résultat, nous trouvons que les contes du recueil ont des qualités variées relativement à la théorie fantastique. Les principales caractéristiques fantastiques du Spectre large naissent surtout grâce à une narration à point de vue limité et au narrateur obscur, parfois inconnu. Le fantastique naît aussi grâce à l’intrigue qui fait venir la force perturbatrice, souvent à la toute dernière page.         En comparant nos résultats avec l’étude de Ricci (1993), nous trouvons plusieurs points en commun mais aussi de divergence. Prévot a écrit les deux livres en utilisant un lexique similaire et les contes se déroulent souvent dans des lieux similaires, dans le Nord — un lieu ayant des connotations mystiques. Un fantastique dit « social » se trouve aussi dans les deux recueils. La principale différence entre les deux livres est la narration. Tandis que le narrateur de la Nuit du Nord possède un savoir absolu qui lui donne le statut omniscient, il est clairement limité dans son point de vue et parfois anonyme dans le Spectre large. / This thesis is centred on the fantastic features in Le Spectre Large by Gérard Prévot (1975) and subsequently on a comparison with the features from another collection by Prévot, La Nuit du Nord (1974), studied by Ricci in 1993. The analysis is based on Tzvetan Todorov’s theory of the fantastic, which puts its emphasis on the hesitation whether the enigmatic phenomena has its origins in the natural (uncanny) or the supernatural (marvellous) world.         The research of Prévot’s literary work is interesting given that, compared to other Belgian fantastic writers such as Jean Ray or Thomas Owen, Gérard Prévot is still rather unknown and not much studied.         With regard to the results, it is found that the stories have a mixed qualities in relation to fantastic theory. In the better tales, the fantastic is born out of a narration with a limited point of view and a vague and sometimes unknown narrator. It is also born out of the plot which introduces the disruptive elements at the very last page.         When comparing the corpus with Ricci’s study (1993), several common features are found, but also a few differences. Prévot has written the two books using a similar vocabulary and the stories often take place in related environments – the North, a place with mysterious connotations. A fantastic which Ricci calls “social” can also be found in both collections. The main point of difference between the books is the narration. While the narrator in La Nuit du Nord has an omniscient status, the one in Le Spectre Large is clearly limited and anonymous.