That the eighteenth century was a period of changing ideas is a proposition as true when applied to questions of language as it is when applied to other fields of intellectual endeavour. Grammatical studies were still closely related to philosophy, as they had been for some centuries. The rationalism of the seventeenth century had resulted in the strictly logical exposition of grammatical theories whose aim was to produce a normative means of teaching the 'art de bien parler'. With this rationalist approach arose the theory of a grammaire générale and its attempts to reduce the grammatical facts of all languages to logical terms. Although the eighteenth century aimed rather at teaching the 'art de bien penser', the idea of a rationally-based grammaire générale persisted as the foundation for most grammatical description, and actually reached its highest point of development in the siècle des lumières. Empiricism and the sensationalist philosophy of Condillac were slow to affect the techniques of grammatical enquiry and description. After outlining these trends in grammatical description, our study continues by examining the eighteenth-century grammarians' concepts of the word, attempting to relate them to the philosophical and scientific shift from rationalism to empiricism. The Encyclopédie, in which may be found the grammatical doctrines of Dumarsais and Beauzée, is shown to contain two distinct approaches to this subject, both of which treat the word as the smallest meaningful unit of language and as the basic element of grammatical description. Whereas Dumarsais looked upon the word as essentially a logical element dependent on semantic and rational criteria, Beauzée is shown to have based his concept on empirical linguistic facts, and to have considered the word as a sign (exhibiting the dichotomy of expression and content) whose meaning is both semantic and functional. Like de Saussure at the turn of this century, Beauzée posited paradigmatic and syntagmatic relations dependent on the existence of relative and negative oppositions within the word as a passive element of the lexicon and as a functional unit of language. In the process of his development of these relationships, Beauzée also came very near to establishing the modern concept of the morpheme. The theories of Dumarsais and Beauzée are compared and contrasted and the conclusion drawn that Beauzée's empirical approach resulted in his being far more modern in his concept of the word and in his understanding of general language problems than Dumarsais. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate

No description available.

Many CLIL settings organise parallel teaching through the target language (subject-content courses) and formal teaching of that language (language courses) with separate teachers in the CLIL learners' timetable. Yet so far, CLIL literature has tended to maintain a 'teachers-are-expected-to-work-together' assumption without delving into the complexity as to how. This study has aimed to theorise and problematize the nature and processes of pedagogic collaboration between subject and language teachers for the integration of content and language. A theoretical investigation critically draws upon existing literature (from: CLIL; generic teacher collaboration and professional development; ESL/EAL; Academic Literacies; pluriliteracies development…). It constructs a conceptual framework as a working model from a sociocultural perspective. Qualitative (social) constructivist inquiry (case study approach in French-speaking Belgian secondary CLIL) provides the model testing and feedback. The database constructs a mosaic of perceptions and experience of subject and language teacher collaboration from all levels of secondary CLIL education. The findings indicate that teachers interpret successfulness of pedagogic collaboration as being important for meeting their 'shared' learners' needs. Teachers also perceive their own need to better understand how to work collaboratively and progress in effectiveness pedagogically for their CLIL learners' benefit. Nevertheless, data show they regret the difficulty with which to realize such successful collaboration sustainably. The findings imply necessary top-down and bottom-up engagement and clearer understandings of teacher collaboration in CLIL. Institutional and organisational factors and conditions are crucial. But collaboration must also be actively cultivated through principled professional learning. Creating Integration Space and developing realistic approaches, guidance and practical tools with and for language and subject-content teachers (and other players) are required. Providing insight into the complexity of such pedagogic partnership, the research identifies interacting issues, factors and conditions underlying the development of CLIL teacher collaboration towards integration and proposes a two-part dynamic model as a conceptual tool.

published_or_final_version / Humanities / Master / Master of Philosophy

published_or_final_version / Philosophy / Master / Master of Philosophy

Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons. Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies. This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task. The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills. Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined. / published_or_final_version / Education / Master / Master of Education

by Keith, Ka-fu Chan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 94-98). / Acknowledgements / Abbreviations / Chapter Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Kuhn's Philosophy of Science as Opposition. to Traditional.View --- p.2 / Chapter 1.2 --- Purpose and Structure --- p.9 / Chapter Chapter 2 --- The Development of Kuhn's Incommensurability Thesis --- p.13 / Chapter 2.1 --- The Early Version --- p.14 / Chapter 2.2 --- The Transitional Period --- p.20 / Chapter 2.3 --- The Later Version --- p.26 / Chapter Chapter3 --- Incommensurability verus Indeterminacy --- p.32 / Chapter 3.1 --- Quine's Indeterminacy of Trans- lation --- p.33 / Chapter 3.2 --- The Multiplicity and Failure of Translation. --- p.40 / Chapter 3.3 --- Translation verus Interpretation --- p.43 / Chapter 3.4 --- Inscrutability and Determination of Reference --- p.49 / Chapter 3.5 --- Summary --- p.64 / Chapter Chapter 4 --- Incommensurability as Indeterminacy. --- p.66 / Chapter 4.1 --- Critique of Traditional Theory of Meaning --- p.67 / Chapter 4.2 --- Rejection of Neutral and Objective Criterion. --- p.80 / Chapter Chapter 5 --- Concluding Reflection:Relativism as Understood by Kuhn in his later thought --- p.86 / Bibliography --- p.94

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 84-88). Also available in electronic version.

Thesis (M.A.)--University of Toledo, 2006. / Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in English." Bibliography: leaves 43-46.