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Theses (M.S.)--University of Hawai'i at Hilo, 2010. / Advisor : Wilson, William H. Bibliography : p.89-91.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study investigates the cognitive, conceptual, linguistic, communicative and cultural nature of metaphors in Tshivenḓa in spoken discourse within the framework of conceptual metaphor theory extended to the framework of metaphor research on language, mind and culture, developed especially in the works of Kövecses (1999, 2000a,b, 2002, 2005, 2006, 2007 and 2011a,b). This study on metaphor in Tshivenḓa assumes an intuitive method in that the analyst identified metaphor usage in Tshivenḓa introspectively, while a more data-driven methodology is also assumed through the systematic identification of metaphors within a pre-determined set of lexical-semantic items and the conceptual mappings of selected metaphors from previous metaphor research. The study systematically identifies metaphors in spoken communication in Tshivenḓa by considering the occurrence of the following types of nouns as source and/or target: (i) natural objects and phenomena, (ii) human beings, (iii) animals, (iv) body shape and colour, (v) body parts, (vi) medicine, (vii) diseases, (viii) food-related nouns, (ix) artifacts and possessions, (x) emotions, (xi) character traits and virtues, (xii) religious terms. The study gives evidence of the striking nature of metaphors as cultural products or constructs in the interpretations evoked by the source domain nouns and the cross-domain mappings posited for the source and target, thereby providing compelling evidence that metaphor research needs to take into account the cognitive, linguistic, communicative and cultural nature of metaphor usage. / AFRIKAANSE OPSOMMING: Hierdie studie doen ‘n ondersoek van die kognitiewe, konseptuele, linguistiese, kommunikatiewe en kulturele aard van metafore in gesproke kommunikasie in Tsivenḓa binne die breë raamwerk van konseptuele metafoorteorie soos uitgebrei na die raamwerk van metafoornavorsing oor taal, denke en kultuur, soos veral ontwikkel in die werk van Kövecses (1999, 2000a,b, 2000, 2005, 2006, 2007 en 2011a,b). Die studie aanvaar ‘n intuïtiewe ondersoekmetode in die sin dat die navorser metafoorgebruik in Tshivenḓa introspektief geïdentifiseer het, terwyl ‘n meer data-gedrewe metodologie terselfdertyd ook aanvaar is deur die sistematiese identifisering van metafore binne ‘n voorafbepaalde stel leksikaal-semantiese items asook deur die konseptuele karterings van geselekteerde metafore vanuit vorige metafoornavorsing. Die studie identifiseer op sistematiese wyse in Tshivenḓa gesproke kommunikasie die volgende semantiese tipes naamwoorde as bron of teiken in die metafoor: (i) natuurlike objekte en verskynsels, (ii) mense, (iii) diere, (iv) liggaamsvorme en kleur, (v) liggaamsdele, (vi) medisyne, (vii) siektes, (viii) voedsel-naamwoorde, (ix) artifakte en besittings, (x) emosies, (xi) karakter kenmerke en attribute, en (xii) religieuse terme. Die studie bied evidensie aan die treffende aard van metafore as kulturele produkte of konstrukte in die interpretasies opgeroep deur die bron-domein naamwoorde en die kruis-domein karterings gepostuleer vir die bron en die teiken, en bied daardeur oortuigende bewyse dat metafoornavorsing die kognitiewe, linguistiese, kommunikatiewe en kulturele aard van metafoorgebruik in aanmerking moet neem.

Tratar de ciganos à luz do discurso de não-ciganos pede discussões sobre estigmatização e dos termos a ela associados. Esse caminho produzirá, como demonstramos na tese, a contribuição para a compreensão do (des)prestígio social de uma comunidade isolada. Historicamente, por séculos, a estigmatização negativa arraiga o preconceito que ecoa no imaginário social do não-cigano ao referir o cigano. Esse quadro ainda é constatado no século XXI, e ainda ocorre manifestando os mesmos traços peculiares observados em pesquisas das áreas de Antropologia, Sociologia e Educação as quais tomam como objeto de discussão esse povo, de cultura tão hermética. Esse isolamento dos ciganos, hipotetizamos, é observável no discurso do não-cigano por meio de informações localizadas em diversos pontos de uma sentença ou de um texto. Para lidar com esse fenômeno, recorremos às teorias givonianas (1990), em especial o princípio da iconicidade e seus subprincípios, quais sejam: de ordenação linear, de integração e de quantidade, os quais, ao se entrelaçarem, revelam a complexidade cognitiva. O reconhecimento desses ecos históricos por meios de vários tipos de documentos recolhidos de arquivos históricos e redes sociais. Ao final dessa análise, estabelecemos um contraponto com a opinião de paulistanos por meio de um questionário aleatoriamente distribuído a indivíduos de vários estratos sociais. A ideia era a de verificar se a estigmatização continuava ecoando nos discursos atuais. Concluída essa etapa da pesquisa, pudemos referendar que, a despeito do desenvolvimento humano (na concepção de Maturana e Varela, 2011), a estigmatização e o preconceito continuam andando de mãos quando o tópico é cigano. / To treat Roma (gypsy) by the sense of the non-Roma (non-gypsy) speech prompts some discussions about stigmatization and terms associated with it. This way will produce, as demonstrated in the thesis, the contribution to the (un) social prestige understanding of an isolated community. Historically, for centuries, the negative stigma rooted prejudice that echoes the social imaginary of the non-gypsies when referring to the gypsy in their discourse. This picture is still found in the 21st. century, and it is still manifesting the same peculiar traits observed in researches in the Anthropology, Sociology and Educational areas which take as their subject of discussion these people, in its so hermetic culture. It is hypothesized that this isolation of the Roma (gypsy) is observable in the discourse of non-gypsy through information located in various parts of a sentence or of a text. To deal with this phenomenon, we use the givonian theories (1990), in particular the principle of iconicity and its subprinciples, namely: linear ordination, integration and quantity, which, when intertwined, reveal the cognitive complexity. The recognition of these historical echoes by means of various documents types collected from historical archives and social networks. At the end of this analysis, we established a counterpoint to the opinion of São Paulo inhabitants (paulistanos) through a questionnaire randomly distributed to individuals from various social strata. The idea is to verify if the stigma was still echoing in today\'s speeches. On this research stage completion, we could endorse that, in spite of human development (conception of Maturana and Varela, 2011), stigmatization and prejudice continue progressing when the theme is gypsy people.

Tratar de ciganos à luz do discurso de não-ciganos pede discussões sobre estigmatização e dos termos a ela associados. Esse caminho produzirá, como demonstramos na tese, a contribuição para a compreensão do (des)prestígio social de uma comunidade isolada. Historicamente, por séculos, a estigmatização negativa arraiga o preconceito que ecoa no imaginário social do não-cigano ao referir o cigano. Esse quadro ainda é constatado no século XXI, e ainda ocorre manifestando os mesmos traços peculiares observados em pesquisas das áreas de Antropologia, Sociologia e Educação as quais tomam como objeto de discussão esse povo, de cultura tão hermética. Esse isolamento dos ciganos, hipotetizamos, é observável no discurso do não-cigano por meio de informações localizadas em diversos pontos de uma sentença ou de um texto. Para lidar com esse fenômeno, recorremos às teorias givonianas (1990), em especial o princípio da iconicidade e seus subprincípios, quais sejam: de ordenação linear, de integração e de quantidade, os quais, ao se entrelaçarem, revelam a complexidade cognitiva. O reconhecimento desses ecos históricos por meios de vários tipos de documentos recolhidos de arquivos históricos e redes sociais. Ao final dessa análise, estabelecemos um contraponto com a opinião de paulistanos por meio de um questionário aleatoriamente distribuído a indivíduos de vários estratos sociais. A ideia era a de verificar se a estigmatização continuava ecoando nos discursos atuais. Concluída essa etapa da pesquisa, pudemos referendar que, a despeito do desenvolvimento humano (na concepção de Maturana e Varela, 2011), a estigmatização e o preconceito continuam andando de mãos quando o tópico é cigano. / To treat Roma (gypsy) by the sense of the non-Roma (non-gypsy) speech prompts some discussions about stigmatization and terms associated with it. This way will produce, as demonstrated in the thesis, the contribution to the (un) social prestige understanding of an isolated community. Historically, for centuries, the negative stigma rooted prejudice that echoes the social imaginary of the non-gypsies when referring to the gypsy in their discourse. This picture is still found in the 21st. century, and it is still manifesting the same peculiar traits observed in researches in the Anthropology, Sociology and Educational areas which take as their subject of discussion these people, in its so hermetic culture. It is hypothesized that this isolation of the Roma (gypsy) is observable in the discourse of non-gypsy through information located in various parts of a sentence or of a text. To deal with this phenomenon, we use the givonian theories (1990), in particular the principle of iconicity and its subprinciples, namely: linear ordination, integration and quantity, which, when intertwined, reveal the cognitive complexity. The recognition of these historical echoes by means of various documents types collected from historical archives and social networks. At the end of this analysis, we established a counterpoint to the opinion of São Paulo inhabitants (paulistanos) through a questionnaire randomly distributed to individuals from various social strata. The idea is to verify if the stigma was still echoing in today\'s speeches. On this research stage completion, we could endorse that, in spite of human development (conception of Maturana and Varela, 2011), stigmatization and prejudice continue progressing when the theme is gypsy people.

The thesis is dealing with the comparison of different approaches to the language culture in the Czech republic and France. The opening chapter introduces the development of the conception norms and legalisation in both countries from a historical point of view. It is focusing on the theory of the Prague linguistic group at it's classical and postwar period in the Czech republic. It is also defining the term ?bon usage? and dealing with the role of the French academy and it's influence on the character of the written language. It is also analising the current trends in language culture in both countries especially concentrating on the issues of the limitations of written language, dealing with language issues in schools and introducing some solutions which should improve the situation of the current language culture. The final chapter is defining the substantial equivalences and differences towards language culture in both countries and showing it's direction in the future.

Notre recherche dresse le bilan des tentatives successives pour transformer la didactique du français de langue officielle à langue seconde puis langue étrangère.Le processus d’arabisation, qui en mettant un terme au bilinguisme partiel, sinon officiel, du moins de fait, a assigné au français un statut de langue étrangère, contradictoire avec le rôle de langue véhiculaire des sciences et des techniques, choix de l’Algérie au lendemain de l’Indépendance. Le français s’est donc trouvé au cœur d’une ambivalence, entre rejet comme héritage du passé colonial et attirance en tant que moyen d’ouverture et de développement économique. L’intérêt idéologique et politique d’assigner au français un statut de langue étrangère a créé immédiatement une confusion quant aux objectifs, aux contenus, aux supports et aux pratiques pertinentes en matière d’enseignement/apprentissage du FLE. Le français, dans ces conditions, pouvait-il faire l’objet d’un enseignement licite, crédible et motivant ?L’amalgame et l’usage abusif de certaines notions didactiques relevant de l’approche communicative, en contradiction avec les pratiques en vigueur, à travers l’analyse des manuels d’enseignement et des textes d’orientation, nous ont conduits à revisiter ces concepts par le biais de l’histoire de la didactique et son évolution. Nous sommes donc passés d’une problématique linguistique (statut de la langue), à une problématique didactique (statut de la discipline FLE), afin de poser les conditions d’un système didactique du FLE fiable, cohérent et stable, d’où le titre de notre thèse « L’enseignement du français en Algérie : d’une situation linguistique de fait aux querelles de statut ». / Our research summarizes the consecutive attempts to transform the teaching of French from an official language to a secondary then a foreign language. The process of arabisation (teaching in Arabic language) , that halted the partial bilingualism, at least at the official level, to a less extend, has assigned to French the status of a foreign language, in contradiction with the role of a language that vehicles science and technology, that was the preferred one for Algerians immediately after the independence.French was in the midst of ambivalence, between rejections as a heritage of the colonial time and attractiveness as a mean to openness and economic development. The ideological and political interests to assign to French a status of a foreign language has immediately created a confusion as for the goals, the contents, the support and the relevant practices in the teaching/apprenticeship of French foreign language.Could French, in these conditions, be the subject of a legitimate education, credible and motivating? The amalgam and the abusive usage of certain didactic notions related to the communicative approach, in contradiction with existing practices, through the analysis of teaching manuals and orientation literature, have led us to revisit these concepts though the history of education and its evolution. Therefore, we have shifted from a linguistic problematic (Status of a language), to a didactic problematic (status of the subject French foreign language), in order to setup a reliable didactic system of French foreign language, coherent and stable, hence the title of our theses “The teaching of French in Algeria: from a linguistic situation to the status quarrels”.

In the theoretical and epistemological frameworks of Vygotsky’s cognitive theory and French intellectuals’ written legacy (Cixous, Deleuze, Derrida, Foucault, Kristeva, and Lyotard), the research explores philosophical, psychological, and educational migrations of a second language (L2) learner among cultures and languages in her comprehension and further nativization of an L2 through her comprehension and nativization of the culture of the language. The role of Canadian culture in Canada’s second/additional language education (SLE) is the research focus. In this research, the concept of Canadian culture is interpreted narrowly as literature, music, arts, and history of its people, and broadly as creations of its people. The dissertation consists of 3 parts: Pre-Theory, Theory, and Post-Theory. The Pre-Theory part is built according to the conventional thesis design: introduction, theoretical framework, literature review, research question, methodology, credibility, and significance. Narrative inquiry (Connelly & Clandinin, 2006) as the initial methodology of the research unfolds in innovative ways as literary-philosophical essays in the Theory part, and later as a music-poetry work in the Post-Theory part. The Theory part is a conceptual philosophy-arts piece of writing that develops based on the principle “writing as a method of knowing”. The Post-Theory part is the researcher’s music-poetry work “I-Migrations: Psychedelic Story” that is a practical epitome of her research theory. Based on her own way of learning English, first, as a foreign language (FL) in Russia, and then as an L2 in Canada, the researcher theoretically substantiates her postulate of the underestimated role of Canadian culture, in terms of literature, music, arts, and history in Canada’s SLE and proposes to make Canadian culture an integral part of Canada’s SLE curricula. This research fulfils the gaps in the literature on an older L2 learner’s experience across a lifetime and the inclusion of arts and culture alongside of language learning in SLE. Keywords: second language, second language culture, writing, second language writing, second language education

Durante los últimos diez años aproximadamente, la RAE y sus Academias hermanas han venido publicando una serie de obras explícitamente comprometidas con una visión pluricéntrica de la cultura lingüística hispánica. La presente contribución pretende indagar el impacto del pluricentrismo—concepto clave en el nivel de la política lingüística actual— en la conceptualización de la variación y, consiguientemente, el tratamiento de los datos lingüísticos empíricos, principalmente en la Nueva gramática de la lengua española (desde aquí “NGLE”), donde esta interrelación problemática se plasma de una forma especialmente compleja. / Approximately over the past ten years, the RAE and its associated Academies have published several works committed explicitly to a pluricentric vision of Hispanic language culture. This paper aims at examining the impact of pluricentrism — a key concept in terms of current language policy — on the conceptualization of linguistic variation and, consequently, the treatment of empirical data. In doing so, the focus will be on the Nueva gramática de la lengua española (from here “NGLE”), where this problematic interrelation is reflected in an especially complex way.

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