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Orientador: Eduardo Penhavel / Banca: Michel Gustavo Fontes / Banca: Anna Flora Brunelli / Resumo: O presente trabalho é parte de um projeto maior, intitulado "Projeto de História do Português Paulista" (ALMEIDA, 2006), também conhecido como Projeto Caipira, que estuda diferentes aspectos da história do português utilizado no estado de São Paulo, dentre eles a evolução de processos de construção textual, como a organização tópica. Nesse contexto, o objetivo do trabalho é analisar o processo de organização tópica de cartas de redatores de jornais paulistas do século XIX. Os dois níveis de constituição desse processo são analisados: a organização intertópica, que consiste na combinação entre Segmentos Tópicos (SegTs) mínimos; e a organização intratópica, que é a estruturação interna de SegTs mínimos. O quadro teórico-metodológico é constituído por uma integração entre a Perspectiva Textual-Interativa (JUBRAN; KOCH, 2006) e a Teoria dos Atos de Fala (AUSTIN, 1962; SEARLE, 1969). As cartas de redatores analisadas são extraídas de Barbosa e Lopes (2002), que, como parte do material usado pelo Projeto Caipira, reúnem cartas de redatores e cartas de leitores publicadas em diferentes jornais do estado de São Paulo durante o século XIX. O resultado do trabalho mostra que as cartas estudadas se caracterizam, no nível da organização intertópica, pela propriedade da unicidade intertópica, isto é, cada carta, via de regra, desenvolve um único tópico discursivo. No nível da organização intratópica, as cartas de redatores apresentam uma regra geral, que consiste na construção de uma... / Abstract: This thesis is part of a broader research project named "Projeto de História do Português Paulista" (Almeida, 2006), also known as "Projeto Caipira", which has studied different aspects of the history of Portuguese spoken in the State of São Paulo, Brazil. One of these aspects is the evolution of a set of text construction processes, including the process of topic organization. In this way, the purpose of this thesis is to analyze the topic organization process in editor's letters published in newspapers of the State of São Paulo during de 19th century. Both levels of such process are analyzed: intertopic organization, which is the combination of minimal Topic Segments (SegTs); intratopic organization, which is the internal organization of minimal SegTs. The theoretical framework consists in an articulation between Textual-Interactive Grammar (Jubran and Koch, 2006) and Speech Act Theory (Austin, 1962; Searle, 1969). The editor's letters analyzed are selected from Barbosa and Lopes (2002). These authors, as part of Projeto Caipira, have provided a set of editor's letters and reader's letters published in different newspapers of São Paulo during the 19th century. The results show that the letters under consideration are characterized, at the intertopic level, by intertopic unicity, that is, each letter normally has a single topic. At the intratopic level, the letters follow a general rule, which predicts the construction of a unit called Topic Elaboration (through which the editor directs a message to readers/subscribers); according to the rule, this unit may be preceded by a unit called Topic Contextualization (which presents the topic of the letter) and/or it my be followed by a unit named Topic Expansion (where the editor discusses the message elaborated before). The data also show that, as a mechanism to distinguish intratopic units, the letters use ... / Mestre

This dissertation develops a new framework for reconstructing the diversity of a language at a given historical time period. It applies this framework to the problem of reconstructing the diversity of Arabic dialects immediately prior to the Islamic conquests, which spread speakers of these dialects across much of North Africa and the Middle East. The study first establishes a theoretical framework for reconstructing historical speech communities, defined as groups of speakers linked by shared allegiance. It then analyzes the tribal and non-tribal social organization in Pre-Islamic Arabia, and provides a detailed historical overview of how the Islamic conquests contributed to the Arabization of the conquered territories. Finally, the dissertation reconstructs the linguistic history of the Arabic demonstratives, using them as a variable to determine which speech communities existed in pre-Islamic Arabic, where they were located in time and space, and how the diversity of those communities is related to the diversity of modern Arabic dialects. / text

The Ottoman Empire, an imperial power that existed from 1299 to 1923, was one of the largest empires to rule the borders of the Mediterranean Sea. Ottoman Turkish was used especially between the 16th and 19th centuries during the Ottoman Empire. This ornamented, artificial language separated the general population from intellectual and palace elite and a communication problem followed. Although the minorities of the Ottoman Empire were free to use their language amongst themselves, if they needed to communicate with the government they had to use Ottoman Turkish. This thesis explains these language differences and the resulting problems they created during the Empire. Examples of original correspondence are used to highlight the communication differences and the difficulties that ensured. From this study, the author concludes that Ottoman Turkish was not a separate language from Turkish; instead, it was a variation of Turkish in inexistence for approximately 600 years. / Prof. B. Hendrickx Dr. A. Dockrat

The language of the Serbians and the Croatians is, with the exception of some differences of phonetic and lexical nature, one and the same; thus it is customary to speak of it as the Serbo-Croatian language. Speakers of Orthodox heritage use the Cyrillic alphabet, Croatians use the Latin alphabet. It is, however, only in very early times, and now, that there have been any general centripetal tendencies, to outweigh the centrifugal forces that have guided writers in different directions as far as the linguistic unity of the two cultural groups is concerned. The purpose of this study is to present the linguistic divergencies which followed after the Slavonic peoples first came into the Balkan peninsula and, in comparatively recent times, the common efforts to re-unite linguistically the divergent elements within the Serbo-Croatian group. A survey of the contents of the chapters of this thesis aims at showing how the author worked. Chapter I examines historical developments of the Serbian and the Croatian languages, as separate entities, from the time of Cyril and Methodius, up to the eighteenth century. I take into account various political and cultural factors which were responsible for important differences in the linguistic and literary development of the two peoples. Special emphasis Is placed on the life and works of the Lomonosov of the Yugoslav Renaissance, Dositej Obradović, the man who long strove to introduce the vernacular into literature and to put an end to unnatural, artificial languages hitherto used. Chapter II deals with 0bradović's disciples, Sava Mrkalj and Vuk Stefanović Karadžić, Also examined, to some extent, is the work of Ljudevit Gaj who did the same in standarizing his language arid in adopting it for modern literature. The linguistic contributions of Karadžić, however, are dealt with in more detail. In spite of dogged opposition, he strove for, and achieved, the introduction of a simplified and rationalized alphabet, a reformed system of orthography and recognition of the national vernacular as the literary language, rejecting the confusion of Church Slavonic, Russian and Serbian used by writers before. Pew languages in the world have such a simple, phonemic orthography as Serbian has. Inspired by Vuk's work and fostered by nationalistic ideas, Gaj also decided that the language of the traditional ballads should also become the literary language of his people. Early in the nineteenth century both branches of the nation realized the advantage of using one language. Thus in the middle of the nineteenth century it was agreed that they should unite their literatures by the use of one, namely, "štokavian" form. This was sanctioned by the 1850 Agreement. Latin and Cyrillic were to be used for the same literary language and were granted equal status. One can fairly say that Vuk was an early leader in what is now an accepted theory in linguistic science, namely that a graphic symbol should consistently, as far as possible, record in print the phonemes of a language. Evidence for this is innovation in the Cyrillic alphabet used by the Serbians. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate

Undersökningens syfte är att, genom kvalitativa intervjuer och kursplansanalyser, ta reda på hur fyra yrkesverksamma svensklärare inom den kommunala vuxenutbildningen på gymnasienivå beskriver sin undervisning i det språkhistoriska kursinnehållet för svenska 1, 2 och 3, samt hur deras beskrivningar stämmer överens med det som står i kursplanerna för svenska 1, 2 och 3. Frågeställningarna är ” Hur definierar respondenterna det språkhistoriska kursinnehållet och beskriver sina undervisningsmetoder i språkhistoria inom svenskämnet på gymnasienivå?” och ” Hur är respondenternas tolkningar av det språkhistoriska kursinnehållet samt deras undervisningsmetoder i praktiken förankrade i kursplanerna för Svenska 1, 2 och 3?” Resultatet visar en diskrepans i tolkningarna beträffande i vilken kurs den språkhistoriska tyngdpunkten ligger. Tre respondenter uppfattar tyngdpunkten som liggande i svenska 3, medan en respondent istället uppfattar den som placerad i svenska 2. Otydlighet i styrdokumenten uppges i uppsatsen vara en möjlig orsak. Då undersökningen är av kvalitativ art kan dock inga generella slutsatser dras. Informanternas uppfattningar av vad som inkluderas i ämnet språkhistoria är lika, och innefattar främst språkets ursprung och förändringar, dess framtid samt hur det influeras av människan. Alla respondenter kopplar delämnena språkhistoria och språksociologi till varandra, och menar att det är nödvändigt att komma in på språkhistoria vid undervisning i språksociologi. Undervisningsmetoderna som används av informanterna är, i likhet med stoffet, väl förankrade i styrdokumenten, och innebär ofta en kombination av flera delmoment i den aktuella svenskkursen. Förutsättningarna för den kommunala vuxenutbildningen förefaller variera mycket. Detta gäller bl.a. hur lång tid varje kurs får ta i anspråk. Slutsatsen dras att tidsfaktorn påverkar hur mycket tid språkhistoria tillåts ta i anspråk – något som i sin tur påverkar undervisningsmetoderna. Möjligen innebär detta att likvärdighet mellan vuxenundervisningen på olika orter kan ifrågasättas. / The aim of this essay is to find out how four now working Swedish teachers, at municipal adult education schools on upper secondary level, describe their teaching of Swedish Language History to students – and whether their descriptions are consistent with the curricula of Swedish 1, 2 and 3. The methods used are qualitative interviewing and curriculum studies. The research questions are: “How do the informants interpret the course elements of Language History in Swedish 1, 2 and 3, and how do they describe their teaching methods pertaining to Language History in those courses?” and “How are the informants’ interpretations of the Language History contents of the courses Swedish 1, 2 and 3 – and their teaching methods pertaining to those contents – supported by the curricula of Swedish 1, 2 and 3?” The result shows a discrepancy concerning the teachers' opinions on which course contains the most Language History. Three teachers believe Swedish 3 to contain the most of said topic, while one believes the same is true for Swedish 2. Possibly the curricula are not clear enough. However, no general conclusions can be drawn by this study as it is of the qualitative kind. The teachers appear to agree on what elements Language History contains: mainly the origin of the language, its future and what has an influence on it. All informants also link Language History to Social Linguistics, and claim it is almost impossible to teach Social Linguistics without also delving into Language History. The teaching methods used often contain a mix of several course elements, and are well supported by the curriculum in question – as is the stuff taught by the teachers. Time is an important factor in municipal adult education. One student may have only fifteen weeks to complete a course at his/her school, while a student at another school has a full semester. This affects the teaching methods, as well as how the course is planned out. Possibly, it also affects whether or not the municipal adult education in one school can be said to be the equivalent of the education in another school.

Thesis (PhD)--Stellenbosch University, 1934. / No Abstract Available

During the first half of the XVIIIth century in Russia, deep social and cultural changes led to a chaotic linguistic situation. The Russian scholar Michail Lomonosov played a key role in the grammatical and lexical organization of the Russian literary language around the middle of the century. His contributions are reviewed and their importance analyzed in the present thesis. / Chapter One provides an analysis of the linguistic situation during the first half of the XVIIIth century. The role and the functions of different linguistic elements are examined, including West European lexical borrowings, the native Russian, the Church Slavonic, and their mutual interactions. / Chapters two and three analyze M. Lomonosov's role in the standardization of Russian grammar and vocabulary by examining his two major philological works: the "Rossiaeiskaeiia Grammatika" and the article "Predislovie o polbze knig tserkovnikh v rossiiskom yazike." / Although Lomonosov's merit is widely acknowledged among scholars, the importance of his stylistic theory has been challenged lately. In Chapter Four, Lomonosov's linguistic contributions to the development of the modern Russian literary language are weighed and assessed against these critical arguments.

When Renaissance linguists took charge of the French language and its evolution, trying to define what French eloquence would be, they relied mostly on classical Greek philosophers' theories about language. Divine inspiration, as evoked by Plato, was in the ancient times opposed to Aristotle's art of oratory and its more technical approach. In the same way, during the Renaissance, Ciceronians promoted Aristotelian rhetoric, whereas their opponents, such as Erasmus or Montaigne, revived Plato's thesis. / Within this context, the present study is centred on two grammarians-philosophers living towards the end of the sixteenth century and the beginning of the next. In his Eloquence Francoise, Guillaume Du Vair propounded a conception of the Fench language inspired by the stoic theory of representation. Francois de La Mothe Le Vayer, on the other hand, refers to sceptic philosophers in orders to develop in his Considerations sur l'Eloquence de ce tems (1637) a theory of aestheticism based on doubt.