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Quantitative authorship attribution : a history and an evaluation of techniques /Grieve, Jack William. January 2005 (has links)
Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Linguistics) / Simon Fraser University.
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Quantitative authorship attribution : a history and an evaluation of techniques /Grieve, Jack William. January 2005 (has links)
Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Linguistics) / Simon Fraser University.
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A linguagem do espaço em Henry James : a fase madura /Costa, Natasha Vicente da Silveira. January 2016 (has links)
Orientador: Guacira Marcondes Machado Leite / Banca: María Dolores Aybar Ramírez / Banca: Maria Clara Bonetti Paro / Banca: Fani Miranda Tabak / Banca: Ozíris Borges Filho / Resumo: A postura artística de Henry James (1843-1916) perante o mundo físico se exprime por meio de técnicas narrativas variadas, que tanto refletem uma longa tradição literária quanto apresentam suas contribuições peculiares. Esquivando-se da densidade referencial em favor de uma materialidade sutil, James converte o espaço em símbolo, dota-o de valor psicológico e emprega-o para representar as personagens em suas complexidades humanas. Nesse sentido, esta pesquisa pretende estudar a introdução, descrição e conotação das referências espaciais e espaçotemporais da ficção madura do autor tomando como ponto de partida os romances The wings of the dove, The ambassadors e The golden bowl, publicados respectivamente em 1902, 1903 e 1904. Propomo-nos aqui a examinar a linguagem jamesiana e demonstrar de que forma tais narrativas captam o mundo interior por meio da representação do espaço, principalmente, e do tempo, e engendram o efeito de, por exemplo, subordinar a materialidade do mundo físico às elaborações mentais das personagens, tecer construções sintáticas e semânticas incomuns, sobrepor estratos físicos e psíquicos e desestabilizar a interpretação do leitor. Para isso, buscamos traçar um caminho de análise pautando-nos por uma metodologia paralela baseada nos princípios narratológicos e estilísticos de Gérard Genette (1995, 1969), Dan Shen (2014, 2005a, 2005b) e Leech e Short (1981), dentre outros / Abstract: Henry James's (1843-1916) artistic approach to the physical world is expressed through several narrative techniques which both convey a well-established literary tradition and make their unique contributions. By avoiding referential density in favor of subtle materiality, James turns space into symbol, endows it with psychological value and uses it to represent the characters in their human complexities. Therefore, this research aims to study the introduction, description and connotation of spatial and spatiotemporal references of James's major phase considering, as its starting point, the novels The Wings of the Dove, The Ambassadors and The Golden Bowl, published in 1902, 1903, and 1904 respectively. We propose to examine the Jamesian language and demonstrate how these narratives capture the inner world through the representation of space, chiefly, and time, and produce the effect, for instance, of subordinating the materiality of the physical world to the mental elaboration of characters, of weaving unusual syntactic and semantic structures, of overlapping physical and psychological strata and of destabilizing the interpretation of the reader. In order to do so, this study is guided by a parallel methodology based on the narratological and the stylistic principles of Gérard Genette (1995, 1969), Dan Shen (2014, 2005a, 2005b) and Leech and Short (1981), among others / Doutor
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The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learnersMakhanya, Winfred Nonhle Zabathembu 04 1900 (has links)
Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative
writing skills in senior phases of learning. The main aim is to investigate how these
approaches are adopted to instil competence in the communicative writing skills of grade
12learners ofisiZulu first language. Various approaches to writing skills are discussed
and explored in order to make suggestions to educators' effective ways of teaching and
learning communicative writing skills. Assessment criteria for written work are also
presented to guide educators on how the written work is assessed. In order to ensure that
the communicative writing skills are taught and learned effectively up to norms required
by the Department of Education; the approaches to teaching communicative writing
skills are discussed in relation to both the critical outcomes and the specific outcomes for
the learning field Languages, Literacy and Communication as specified in the
Curriculum 2005 (1997).
The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented
in relation to the specific outcomes that need to be achieved in the Languages, Literacy
and Communication learning field. The aim of presenting this writing curriculum is to
enable the educators to teach communicative writing skills effectively and to be able
to compete in the urban, technological, international world that requires competent
writers.
In order to investigate the needs and problems that appear to constitute obstacles in
teaching and learning communicative writing skills effectively, survey interviews were
conducted with the respective educators; and written reports were requested from the
educators who were participating in facilitating the process of writing the IsiZulu essays
of Grade 12 learners for analysis. In this study, these essays are analysed and assessed.
The findings based on this research are presented explicitly to identify the obstacles that
educators and learners experience during the writing practices. Recommendations are
made as regards positive and constructive changes in the teaching and learning of the
communication writing skills in the senior phases of learning in South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van
kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die
studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee
tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe
skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings
tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende
wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig.
Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde
taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe
skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede
doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van
Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede
bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste
van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum
2005 (1997).
Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met
betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale,
Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie
skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede
doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die
huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis.
Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende
onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met
verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat
deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12
leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge
gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die
hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig.
Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die
onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid-
Afrika.
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Uhlobo lwengcingane yohahlelo yenkcazelo yezentlalo kwimbalo zesixhosaDweba, Constance Xoliswa 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts
in isiXhosa which are extracted from the Bona magazine. These five articles are genres
which all just deal with social commentary issues.
This study will first explore the broad genre-based theoretical approach to the investigation
of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be
utilized as framework for discourse properties of the Xhosa texts and a review will be given
of the linguistic competence component of the more general theory of writing advanced by
Grabe and Kaplan (1996). It will be argued that the theory of Grabe and Kaplan (1996) is
suitable as a framework for teaching writing, because it incorporates the ethnography of
writing which entails that a detailed analysis of texts should address the following
questions: who writes what to whom for what purpose, why and how.
In terms of the parameter "write" which is examined extensively in this study the aspects of
text analysis examined include topic structuring, coherence, text cohesion, lexical choices
as a reflection of communicative purpose as well as cognitive move structure or structural
description which is discussed in Bhatia (1993). These text-linguistic properties of the
genre-theoretic approach will be investigated invoking Grabe and Kaplan's model of text
construction.
Finally, this study will also explore the relationship between the ethnography of writing,
learning outcomes 3, 4 and 5 of Grade 9 and their related assessment standards in
Curriculum 2005. The study explores questions of how Grabe and Kaplan's model can be
effectively employed in the analysis of texts in language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-analitiese kenmerke van sosiale kommentaar tekste in
isiXhosa wat verkry is uit die BONA tydskrif. Die vyf artikels is genres wat almal verband
hou met sosiale kommentaar vraagstukke.
Die studie sal eerstens die breë genre-gebaseerde benadering tot die analise van die
isiXhosa tekste ondersoek. Die genre-teoretiese benadering sal aangewend word as
raamwerk vir die ondersoek van diskoers eienskappe van die Xhosa tekste, en In oorsig
word gegee van die taalvermoë komponent van die meer algemene teroeivan skryf
gepostuleer deur Grabe en Kaplan (1996). Daar word aangevoer dat die teorie van Grabe
en Kaplan toepaslik is as In raamwerk vir die onderrig van skryfvaardigheid daar dit ook
die etnografie van skryf inkorporeer, wat meebring dat In gedetaileerde analise van tekste
ook die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom
en hoe.
Ten opsigte van die "skryf" parameter, wat uitgebreid ondersoek word in hierdie studie,
word aspekte beskou wat insluit inligting strukturering, onderwerp strukturering
koherensie, teks kohesie, leksikale keuses as In refleksie van kommunikatiewe doel, sowel
as kognitiewe skuif struktuur of strukturele beskrywing, wat bespreek word in Bhatia
(1993). Hierdie teks-linguistiese eienskappe binne die genre-teoretiese benadering sal
ondersoek word met betrekking tot Grabe en Kaplan se model van tekskonstruksie.
Laastens ondersoek hierdie studie ook die verband tussen die etnografie van skryf- en
leeruitkomste 3, 4 en 5 van Graag 9, tesame met die verbandhoudende
assesseringstandaarde, in Kurrikulum 2005. Die studie ondersoek vrae van hoe die genre
analise van tekste in taalonderrig in Kurrikulum 2005 doeltreffend aangewend kan word. / ISICATSHULWA : Olu fundo luyaphanda ngohlahlelo lohlobo Iwesakhiwo Iwencwadi enenkcazo yezentlalo
yeembalo zesiXhosa ezithi zithatyathwe kwimagazini yeBona. La manqaku mahlanu olu
hlobo athi ajongane nemicimbi yencwadi echaza ngezentlalo.
Olu fundo luyakutlu luvelise ngokubanzi iimbalo ezisekeke kwindlela yesakhiwo
sokuphanda ngembalo zesiXhosa njengezona mbalo eziluncwadi olunenkcazo. Indlela
yohlobo Iwesakhiwo luyakuthi lusetyenziswe njengophahla ekuhlahleleni iilwimi, ubuchule
kunye nemihlaba yokufundisayo kwimbalo zesiXhosa kunye nokunika umboniso welungu
lobuchule besakhiwo esiphangaleleyo ekubhaleni ngobunzulu nguGrabe noKaplan (1996).
Kuyakuthi kuxoxwe ukuba uGrabe noKaplan (1996) kwisakhiwo sabo uthi alungele
ubuchule bokufundisa ukubhala, kuba ithi ingeneiele kuninkcazo yobunzululwazi
yokubhala ethi ivelise ukuba uhlahlelo olunamanqanaba Iwembalo lubonisa le mibuzo
ilandelayo: ngubani obhalayo ntoni kubani enaziphi injongo, kutheni kunye
nakanjani?
Phantsi kweparamitha "ukubhala" ekuthi kubeyiyona ende kakhulu kolu fundo ebonakalisa
imiba yohlahlelo Iwembalo efana nentloko yolwazi, (edibanisa imihlaba) yobumbo lolwazi
oluyintloko, unamathelwano, imbalo enamathelanayo, ukhetho Iwezichazimagama ezizona
zibonakalisa injongo zonxibelelwano nangokunjalo nobumbo oluhambayo lobunzululwazi
bengqondo okanye inkcazelo ebumbekileyo ethi icaciswe nguBhatia (1993). Le mihlaba
yembalo zeelwimi zendlela yohlobo Iwesakhiwo ziyakuthi ziphandwe zivelisa uGrabe
noKaplan kumzekelo wabo wobumbo Iwembalo.
Okokugqibela, olu fundo luyakuphinde luvelise ukuzalana phakathi kwenkcazo
yobunzululwazi bokubhala, ezifundo iziphumayo 3, 4 kunye nesesi 5 sesigaba 9 kunye
namanqanaba _okuhlola ahamba nazo. Olu fundo luvelisa imibuzo ukuba uGrabe
noKaplan kumzekelo wabo bangathi basebenze ngokuphumelelayo ekuhlahleleni iimbalo
kwakubo obu buchule boludwe Iwezifundo zika 2005 ekufundiseni ulwimi, ubuchule
bokufunda nokubhala kunye nonxibelelwano.
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Stylistics in advertising : a comparative analysis of selected bank advertisements in newspapers and magazines from South Africa and NigeriaAgbede, Grace Temiloluwa January 2016 (has links)
Submitted in compliance with the requirements for the Masters of Arts Degree in Language Practice, Durban University of Technology, Durban, South Africa, 2016. / This study investigates how language is used to communicate meaning in bank advertisements. It also examines stylistics in advertising with specific focus on selected bank advertisements in South African and Nigerian newspapers and magazines. Stylistics is a branch of linguistics which studies the principles, and effect of choice and usage of different language elements in rendering thought and emotion under different conditions of communication. Advertising is a form of communication used to help sell products and services. Adverts are not only designed to fascinate, but also to achieve their persuasive goal. This study shows how language is used in bank advertisements to convey messages to the public. The stylistic elements employed in the analysis of bank adverts included graphology, phonology, lexis, syntax and cohesion. The use of capitalization and repetition for emphasis, phonemes and Gothic writing to attract the attention of readers and images to stimulate customers’ aspirations were some of the findings of the study. Given that studies on language use are still of high interest to linguists, this study critically interrogates the effectiveness of language choice in bank advertisements. The conclusion is that stylistic devices are important in advertising as they attract customers to the services and products being advertised. / M
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Mundart in global modernism : the poetry and poetics of Hwang Chiu and Ingeborg Bachmann /Rhee, Sharlyn. January 2003 (has links)
Thesis (Ph. D.)--University of Chicago, Dept. of Comparative Literature, December 2003. / Includes bibliographical references. Also available on the Internet.
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"Advertorials" : a genre-based analysis of an emerging hybridized genre / Genre-based analysis of an emerging hybridized genreZhou, Si Jing January 2007 (has links)
University of Macau / Faculty of Social Sciences and Humanities / Department of English
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U muthufhadzwa ha mirado ya muvhili wa muthu sa ndila ya u bvukulula maidioma kha TshivendaMunyai, Vhengani 18 May 2018 (has links)
PhD (Tshivenda) / Senthara ya M. E.R. Mathivha ya Nyambo dza Afrika, Vhutsila na Mvelele / Ṱhoḓisiso iyi yo ḓitika kha u ṱoḓisisa u muthufhadzwa ha miraḓo ya muvhili wa muthu sa
nḓila ya u bvukulula maidioma kha Tshivenḓa hu tshi shumiswa tswikelelo ya u andisa.
Vhavenḓa ndi lushaka lune lu wanala Afrika Tshipembe tshiṱirikini tsha Vhembe, Vunduni ḽa
Limpopo nga vhunzhi. `
Ṱhoḓisiso iyi yo shumisa na mbambedzo ho sedzwa zwine zwa khou ṱoḓa u swikelelwa.
Mbambedzo ndi u sumbedza u fana ha zwithu zwivhili nga zwine zwa vha nazwo. Ho itwa
na mbambedzo kha ṱhoḓisiso iyi hu tshi vhambedzwa kutshilele kwa muthu na miraḓo ya
muvhili ye ya shumiswa kha ṱhoḓisiso iyi.
Ṱhoḓisiso iyi yo shumisa ngona ya khwaḽithetivi sa vhunga ndivho khulwane hu u ṱoḓa u
pfhesesa maidioma a Tshivenḓa zwi tshi bva kha mvelele ya Vhavenḓa. Ndi Vhavenḓa
vhaṋe vhane vha vha na nḓivho khulwane ya maidioma. Mafhungo a ṱhoḓisiso iyi o
kuvhanganyiwa hu tshi shumiswa mbudziso na mbudzisavhathu dzine dzo ṋewa
vhadzulapo vha Vhavenḓa vhane vha vha vhaaluwa vha tshiṱirikini tsha Vhembe, vunduni
ḽa Limpopo, Afrika Tshipembe.
Ṱhoḓisiso iyi yo wanulusa uri maidioma a Tshivenḓa a na ṱhalutshedzo dzo fhambanaho na
zwine zwo ḓowelea sa ṱhalutshedzo dza maipfhi a Tshivenḓa. Zwiṅwe hafhu, ṱhoḓisiso iyi
yo bvisela khagala uri musi muthu a tshi ṱoḓa u pfhesesa maidioma a Tshivenḓa nga
vhuḓalo, u tea u vha na nḓivho nga ha mvelele ya Tshivenḓa, a vhe muthu a ḓivhaho na
mishumo ya miraḓo ya muvhili wa muthu.
Ndivho khulwane ya ṱhoḓisiso iyi ndi u sengulusa maidioma a Tshivenḓa ane tshivhumbeo
tshao tsha vha na madzina ane a bva kha miraḓo ya muvhili wa muthu. Tsumbo dza
madzina ayo ndi: mbilu, tshanḓa, mulomo, mulenzhe, maṱo, ṱhoho na nḓevhe kha u vha na
maanḓa a u ṱuṱuwedza kana u bvisa ṱhalutshedzo nnzhi hu tshi shumiswa tswikelelo ya
dzhenerethivi kana ya u andisa na mbambedzo. Ṱhoḓisiso iyi yo itelwa u thivha gake kha
maṅwalwa ngauri a hu athu vha na ṱhoḓisiso yo no itwaho nga ha maidioma a Tshivenḓa
ane tshivhumbeo tshao tsha vha na madzina ane kwama miraḓo ya muvhili wa muthu i nḓila
ya u bvukulula vhupfhiwa ha muthu nga ha zwine a khou amba. / NRF
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Foundations of a Scientific Cognitive Theory for Literary CriticismUnknown Date (has links)
Based on Noam Chomsky’s argument that the faculty of language is primarily a
tool of thought whose purpose is to interpret the world, this dissertation argues that
reading literature provides a cognitive experience like John Gardner’s “Fictive Dream”
that mimics our interpretive experience of the world. Literary experience exploits
language as an epistemological faculty that makes aspects of the external world
intelligible. Yet the faculty of language is also capable of evoking entirely mental worlds
that do not reflect the mindexternal
world. Because the literary experience is entirely
mindinternal,
even the cultural knowledge we bring into play for its understanding still
relies on innate features of language. Thus, during the act of reading, we hold this
cultural knowledge in abeyance, allowing the text to structure how we bring it to bear on
the experience as a whole.
A scientific approach to literature can help uncover principles to further elucidate
the literaryepistemological
experience. Whereas much literary criticism assumes that a critic’s purpose is to mine a text for its deeper meaning, this dissertation argues for a
Cognitive Formalist approach in which criticism serves not simply to explain the
experience evoked by any particular text according to linguisticepistemological
principles, but also to evaluate the moral implications of that specific textual experience.
As a means of demonstrating potential implications of a scientific cognitive
approach to literary criticism based on linguisticepistemological
understanding, the
current study offers sample passages from J. R. R. Tolkien’s The Lord of the Rings.
These passages allow us to offer first approximations of some explanatory principles of
the literaryepistemological
experience, such as the importance of fictive time and
fictional event sequences, which in turn gives us greater insight into how, for example,
verb tense and aspect contribute to the evocation of the action of fiction in the reader’s
mind. Ultimately, the fictive vantage point constructed by the text allows the reader
access to a complex moral framework in which fictive characters are understood to make
choices that will in turn set the stage for the reader’s own ethical reception of the text and
the experience it offers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
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