Thesis (DPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This suggests that BH shares with any modern language learning course the goal of learning to read. One important part of learning to read is the acquisition of an adequate number of vocabulary items. The purpose of this study is to determine which insights from Second Language Vocabulary Acquisition (=SLVA) research and related fields hold the most promise for a new — and possibly more effective — approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in light of these insights, to develop a new approach based on these insights, and to test aspects of the new approach empirically. Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the other hand, BH instructional materials reflect little to no influence from these insights. These materials have continued to define vocabulary narrowly as individual words and continued to conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH instructional materials have also failed to include a significant number of beneficial Vocabulary Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or problematic in the ways they are employed. For example, the strategy of learning semantically related items together is common in BH instructional materials, though it has been shown to be problematic in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Since SLVA research has yet to influence BH instructional materials, a new approach to BH vocabulary learning is warranted. This new approach is based on sound theory concerning what vocabulary is and what it means to learn it, while offering learners as many helpful strategies for learning lexical items as possible. To justify this new approach, a set of experimental studies was run including one longitudinal case study and three larger-scale experiments. This testing was partial in nature since it was only possible to test one variable at a time. The testing revealed a number of important areas for future research into BH vocabulary learning. / AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993, 1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer- Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig. Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag vir verdere navorsing is egter gelê.

In this study, I examine two writing samples using a heuristic based on Richard A. Lanham's definition of bureaucratic writing in Revising Business Prose: noun-centered, abstract, passive-voiced, dense, and vague. I apply a heuristic to bureaucratic writing to see if Lanham's definition holds and if the writing aids or hinders the information flow necessary to democracy. After analyzing the samples for nominalizations, concrete/abstract terms, active/passive verbs, clear/unclear agents, textual density, and vague text/writers' accountability, I conclude that most of Lanham's definition holds; vague writing hinders the democratic process by not being accountable; and bureaucratic writing is expensive. Writers may humanize bureaucracies by becoming accountable. A complete study requires more samples from a wider source.

謝樹強. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 396-399. / Xie Shuqiang. / Chapter 第一章 --- 引言 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究意義 --- p.2-3 / Chapter 第三節 --- 研究範圍 --- p.3-4 / Chapter 第二章 --- 文獻綜述 --- p.5 / Chapter 第一節 --- 名詞釋義 --- p.5-13 / Chapter 第二節 --- 文章结構理論述評 --- p.14-39 / Chapter 第三章 --- 理論架構 --- p.40 / Chapter 第一節 --- 《文章结構學》的價值 --- p.40-53 / Chapter 第二節 --- 《文章结構學》的理論架構 --- p.54-107 / Chapter 第三節 --- 文體的定義、分類和「與本研究的關係」 --- p.108-117 / Chapter 第四章 --- 研究設計 --- p.118 / Chapter 第一節 --- 研究對象 --- p.119-122 / Chapter 第二節 --- 研究目的 --- p.122-123 / Chapter 第三節 --- 研究假設 --- p.123 / Chapter 第四節 --- 研究方法 --- p.123-133 / Chapter 第五節 --- 研究限制 --- p.123-134 / Chapter 第五章 --- 初中精讀教材的结構分析 --- p.135 / Chapter 第一節 --- 中一課文之结構分析（合共三十篇） --- p.135-183 / Chapter 第二節 --- 中二課文之结構分析（合共三十篇） --- p.184-233 / Chapter 第三節 --- 中三課文之结構分析（合共三十篇） --- p.234-281 / Chapter 第六章 --- 研究结果的整理與分析 --- p.282-315 / Chapter 第七章 --- 结論與建議 --- p.316-381 / 註 釋 --- p.382-395 / 參考書目 --- p.396-399 / 附 錄 --- p.400-437

何成邦. / 呈交日期: 2003年5月. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 427-445). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 5 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / He Chengbang. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 427-445).

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This protocol-based case study research explored the general composing and thinking processes of five Thai EFL high school subjects who, while verbalizing their thoughts, composed in the first language (L1), Thai, and in the second language (L2), English. The composing sessions were audiotaped and videotaped; these tapes were then transcribed, translated, and coded for analysis, along with notes, drafts, and the written compositions.The L1/L2 protocol data yielded a number of interesting findings. Most subjects had a purpose in mind while composing their texts, but had little concern for the audience. Individually, each subject displayed a unitary composing style across languages, tending to compose in the Li and the L2 similarly, with minor variations. This suggests that composing knowledge and skills of the L1 were probably transferred to the composing in the L2.As a group, the subjects wrote the Li compositions in a similar manner, manifesting mental planning and reliance on internal resources, as they alternated among writing, repeating, and rehearsing. The L2 compositions gradually emerged with frequent repetitions and brief pauses, and the L2 composing processes seem to be constrained by the subjects' imperfect mastery of the L2.In addition, when they stumbled on L2 lexis, grammar, and mechanics, the subjects mainly employed the L1. Use of the L1 seemed to facilitate the subjects’ writing in the L2 a great deal. In both the L1 and the L2 compositions, the subjects tended to comment and repeat portions of texts in words, rehearse in phrases, and engage in other composing activities at the sentence level. The translated segments which occurred in the English protocols were at the phrase level.A tentative composing process model of these Thai EFL subjects is proposed; implications for EFL composition instruction and suggestions for further research are also provided. / Department of English

Syftet med uppsatsen är att undersöka de kännetecken som kan betraktas ingå i akademiskt svenskt teckenspråk och som i sin tur kan bidra till att studenter kan författa sina uppsatser på akademiskt svenskt teckenspråk. Inspelat material från föreläsningar, gjorda av fyra döva akademiker och från teckenspråkskorpus, där två av de döva akademikerna även medverkande och några slumpmässigt valda informanter, undersöktes. Resultatet från akademiskt svenskt teckenspråk jämfördes med kännetecken som identifierats för amerikanskt akademiskt teckenspråk. Det behövs mer kunskap och forskning om ämnet. / The purpose is to investigate the characteristics that may be considered in academic Swedish Sign Language and which in turn will help a larger number of students produce their essays in academic Swedish Sign Language. Recorded material from lectures, made by four deaf graduates and from the Sign Language corpus, where two deaf academics were also involved, and some randomly chosen in-formants, were investigated. The results from the academic Swedish Sign Language were compared to the characteristics that identify with the academic American Sign Language. There need to be more knowledge and research on this subject.

Orientador: Eleonora Cavalcante Albano / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T17:06:38Z (GMT). No. of bitstreams: 1 Arnold_MarciaRafaela_D.pdf: 1649484 bytes, checksum: 513dd5160ee4090c890bc41e49c4d0b9 (MD5) Previous issue date: 2005 / Resumo: A partir da reprodução experimental da situação de fala das manchetes que antecedem os noticiários radiofônicos, levada a efeito por três locutores profissionais, este estudo analisa a influência do estilo de fala sobre os quatro primeiros formantes, F1, F2, F3 e F4, e a duração das vogais canônicas do português brasileiro /a,e,_,i,o,_,u/, obtidas na posição tônica de palavra, e das vogais ortograficamente transcritas ¿e¿ e ¿o¿, obtidas na posição pretônica de palavra, verificando, ainda, em conjunto com o estilo, a influência das diferenças inter-vocálicas (variável vogal) e do falante (variável informante) sobre aqueles parâmetros acústicos. Em um conjunto à parte, formado apenas pelas vogais pretônicas ¿e¿ e ¿o¿, avalia, ainda, juntamente com as variáveis estilo, vogal e informante, o papel da localização dessas vogais na frase (variável contexto frasal) para a direção dos parâmetros vocálicos estudados. A reprodução da situação de fala característica das manchetes noticiosas foi feita com base em enunciados que, de imediato, remeteram os informantes à situação de fala almejada. Esses enunciados continham as palavras-veículo com as vogais a serem analisadas. Entretanto, para realçar melhor as peculiaridades do estilo manchete, criou-se, com base nos mesmos textos, uma situação de fala que procurou reduzir ao máximo a ênfase utilizada na leitura das manchetes, a que se denominou estilo neutro.Tendo em vista que os textos utilizados para eliciar os dois estilos de fala em questão foram os mesmos, pode-se dizer que a diferenciação entre ambos se deu principalmente através de parâmetros prosódicos. Por esse motivo, dedica-se uma pequena parte deste estudo à análise da influência do estilo sobre alguns parâmetros prosódicos: a duração total dos enunciados, a duração silábica média e a variação da freqüência fundamental (F0) média do falante, todas medidos ao longo dos enunciados. Os resultados obtidos com os parâmetros acústicos vocálicos mostram que F1 e F2 variam primordialmente em função das diferenças inter-vocálicas, mas apresentam, ainda, pequenos percentuais decorrentes de variação advinda do falante, e, no caso de F1, também um percentual, maior do que o do falante, referente ao estilo de fala. F1 apresenta, ainda, interação significativa entre vogal e estilo e F2 entre vogal e informante e entre vogal e estilo. O terceiro formante (F3) tem sua variabilidade distribuída de modo mais ou menos eqüitativo entre as diferenças decorrentes do falante, da vogal, do estilo, e também da interação entre vogal e falante. O quarto formante (F4) tem sua variabilidade explicada principalmente pelo falante, seguida de perto pela variabilidade decorrente da vogal. A duração é um parâmetro relativamente influenciado pelas diferenças inter-vocálicas, apresentando, ainda, diferença quanto ao estilo, e, em menor escala, quanto ao falante. Como o estilo é a variável motivadora deste trabalho, convém lembrar que, dos três parâmetros afetados pelo estilo, a duração foi o que apresentou, proporcionalmente ao seu conjunto de análise, o maior percentual de variação decorrente daquela variável. No âmbito prosódico, o estilo é responsável pela maior parte da variabilidade de F0, suplantando mesmo a variabilidade decorrente do falante, provocando diferença significativa também na duração total dos enunciados e na duração silábica média. Os papéis da duração e da abertura vocálica (F1) na caracterização do estilo de fala das manchetes dos noticiários são interpretados do ponto de vista de uma concepção dinâmica da fala, na qual a informação estilística e lingüística têm efeitos concorrentes sobre as variáveis do trato vocal / Abstract: This is an acoustic phonetic study of news broadcast reading of a controlled headline corpus by three professional speakers in a laboratory setting. F1, F2, F3 and F4 of the seven stressed vowels /a,e,_,i,o,_,u/ and of the two pre-stressed vowels /e/ e /o/ of Brazilian Portuguese (BP) were measured and statistically analyzed. The independent variables were style, vowel and speaker. A separate set focusing exclusively on the pre-stressed vowels /e/ and /o/ was also set up and analyzed according to the same design except for the inclusion of a new variable: sentence position, of which the levels were ¿initial¿ and ¿final¿. Considering tat the same texts were used for eliciting both styles and that their distinction was obtained through instructions which yielded consistent prosodic differences, a part of this study was devoted to the description of the parameters involved, namely: mean F0, mean syllable duration and mean total length. The analysis unit was the utterance.The speakers were also asked to read the same corpus in a style as neutral as possible. The results for formants analyzed separately show that F1 and F2 vary primarily as function of vowel quality, but also exhibit small percentages of speaker dependent variation, and, in the case of F1, a slightly greater percentage of variation due to speaking style. In addition, F1 presents significant interaction between vowel and style. As for F2, significant interactions hold for vowel and speaker, and vowel and style. The third formant (F3) has its variability distributed more uniformly among the effects of speaker, vowel, style; the interaction between vowel and speaker is also significant. The fourth formant (F4) has its variability explained mainly by the speaker, followed closely by vowel variability. Duration is relatively influenced by vowel quality; in addition, it displays effects related to style, and, to a lesser extent, to speaker. As style is the main independent variable of this work, it is worth pointing out that, among the three parameters affected by style, duration was the one that proportionally shows the greatest effect size. In the prosodic domain, style is responsible for the most part of F0 variability, and its effects are greater than those of speaker variability. These results are discussed in relation to previous acoustic analyses of the BP vowel space. The roles of duration and of vowel opening in characterizing the headline style in news broadcast reading are interpreted from the point of view of a speech dynamics conception where linguistic and stylistic information have concurrent effects on vocal tract variables / Doutorado / Fonetica e Fonologia / Doutor em Linguística

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