Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Keith Walters and Qing Zhang. Vita. Includes bibliographical references.

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on July 20, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 63-66)

COSTA, Luiz Carlos. Análise linguística de textos literários em livros didáticos do ensino fundamental utilizados na educação de jovens e adultos (EJA). 2015. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras – Mestrado Profissional em Letras (PROFLETRAS), Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-02-02T12:31:37Z No. of bitstreams: 1 2015_dis_lccosta.pdf: 3542376 bytes, checksum: 8f1e19b70de7e7270b3168acd9745709 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-02-03T12:26:38Z (GMT) No. of bitstreams: 1 2015_dis_lccosta.pdf: 3542376 bytes, checksum: 8f1e19b70de7e7270b3168acd9745709 (MD5) / Made available in DSpace on 2016-02-03T12:26:38Z (GMT). No. of bitstreams: 1 2015_dis_lccosta.pdf: 3542376 bytes, checksum: 8f1e19b70de7e7270b3168acd9745709 (MD5) Previous issue date: 2015 / This dissertation aims to make a critical and purposeful analysis of linguistic analysis questions in the context of literary texts in the Portuguese textbook called Caminhar e Transformar, which is used by students in Finals Years of the Elementary School in Youth and Adult Education (2nd Segment ), approved by the National Program of Didactic Book EJA 2014 and currently adopted in public schools in Fortaleza - Ceará. The analysis is performed based on functionalist assumptions and under the guidelines of official documents of the Brazilian Education (PCN: Secondary School, Curriculum Proposal for the EJA EF-2nd segment, PNLD-EJA). It uses the distinction proposed by Halliday, McIntosh and Strevens (1974) between the three types of education or language approach, namely, descriptive, prescriptive and productive approach. It also considers reflections guided by theoretical assumptions of linguistic Functionalism and Text Linguistics on grammar teaching which are present in Neves (2011, 2013), Antunes (2003, 2007, 2014), Nogueira (2010) and Travaglia ( 2001), and the meaning of the practice of linguistic analysis based on authors such as Geraldi (1997) and Bezerra and Reinaldo (2014). The corpus of analysis of this study consisted of questions of the Portuguese book that bring together two essential characteristics: address a linguistic aspect and using a literary text. After a quantitative and qualitative analysis, it was found that in the questions of linguistic analysis in the context of literary texts, there is a predominance of descriptive approach manifested by an emphasis on identification exercises and classification of language units (grammatical nomenclature) with consequent lack of coordination between linguistic phenomena and specifically literary texts, which features a conservative trend (Traditional) in the study of mother tongue. Along the qualitative analysis of the book activities, we suggest possible approaches that articulate language resources used in literary texts and the construction of the senses and effects. / Este trabalho tem o objetivo de proceder a uma análise crítica e propositiva de questões de análise linguística no contexto de textos literários do livro didático de Língua Portuguesa da coleção Caminhar e Transformar destinado aos Anos Finais do Ensino Fundamental da Educação de Jovens e Adultos (2º Segmento), aprovado pelo Programa Nacional do Livro do Didático EJA 2014 e atualmente adotado nas escolas públicas municipais de Fortaleza – Ceará. A análise é realizada com base em pressupostos funcionalistas e à luz dos documentos oficiais da Educação Brasileira (PCN: Ensino Fundamental II, Proposta Curricular para a EJA EF-2º Segmento, PNLD-EJA). Utiliza-se a distinção proposta por Halliday, McIntosh e Strevens (1974) entre os três tipos de ensino ou abordagem da língua, a saber: abordagem descritiva, prescritiva e produtiva. Consideram-se, ainda, as reflexões orientadas por pressupostos teóricos do Funcionalismo linguístico e da Linguística do Texto sobre o ensino de gramática presentes em Neves (2011, 2013), Antunes (2003, 2007, 2014), Nogueira (2010) e Travaglia (2001), bem como o sentido da prática de análise linguística com base em autores como Geraldi (1997) e Bezerra e Reinaldo (2014). O corpus de análise deste estudo foi constituído por 40 questões do livro de Língua Portuguesa da coleção Caminhar e Transformar que reúnem duas características essenciais: abordam um aspecto linguístico e utilizam um texto literário. Após uma análise quantitativa e qualitativa, constatou-se que, nas questões de análise linguística em contexto de textos literários, há a predominância da abordagem descritiva que se manifesta pela ênfase em exercícios de identificação e classificação das unidades da língua (nomenclatura gramatical) com consequente falta de articulação entre os fenômenos linguísticos e os textos especificamente literários, o que caracteriza uma tendência conservadora (tradicional) no estudo da Língua Materna. Ao longo da análise qualitativa dessas atividades do livro, sugerimos possíveis abordagens que articulem os recursos linguísticos nos textos literários utilizados e a construção dos sentidos e efeitos.

Chinese-English code switching (CS thereafter) has become a common phenomenon in mainland China in the last decades of years. Most research focuses on sociolinguistic perspectives of CS in mainland China. However, there is rarely research aiming at exploring linguistic patterns of CS. To fill the research gap, this study attempts to perceive into the linguistic patterns of Chinese-English CS. Myers-Scotton' s Matrix Language Frame model (MLF model thereafter) is used as a framework in this study. On one hand, it can help me to classify data and explain why the data comes into being. One the other hand, CS between two typologically different languages can test the universality of the MLF model. Two hundred and seven Chinese-English bilingual utterances are quantitatively classified and qualitatively described as the basis of the analysis of this study. In this study, a whole picture of linguistic patterns of Chinese-English CS was presented. I further analyze some counterexamples against the MLF model, such as creative forms, which conform to neither the grammar of Chinese nor that of English. Thus, it is revealed that the MLF model cannot offer explanations to those innovative forms. I argue that the innovative forms in the corpus of this study belong to artistic CS. Artistic code­switching utterances mainly exist as lyrics or buzzwords on the Internet, which are intentionally created by people. These forms are invented to be different and attract people,s attention, so usually they do not conform to grammars and common language codes. No wonder that the MLF model cannot explin the artistic CS. Other limitations of the MLF model are also discussed in this dissertation.

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The three objectives of this dissertation were to develop a question type model for predicting linguistic features of responses to interview questions, create a tool for linguistic analysis of documents, and use lexical bundle analysis to identify linguistic differences between fraudulent and non-fraudulent financial reports. First, The Moffitt Question Type Model (MQTM) was developed to aid in predicting linguistic features of responses to questions. It focuses on three context independent features of questions: tense (past vs. present vs. future), perspective (introspective vs. extrospective), and abstractness (concrete vs. conjectural). The MQTM was tested on responses to real-world pre-polygraph examination questions in which guilty (n = 27) and innocent (n = 20) interviewees were interviewed. The responses were grouped according to question type and the linguistic cues from each groups' transcripts were compared using independent samples t-tests with the following results: future tense questions elicited more future tense words than either past or present tense questions and present tense questions elicited more present tense words than past tense questions; introspective questions elicited more cognitive process words and affective words than extrospective questions; and conjectural questions elicited more auxiliary verbs, tentativeness words, and cognitive process words than concrete questions. Second, a tool for linguistic analysis of text documents, Structured Programming for Linguistic Cue Extraction (SPLICE), was developed to help researchers and software developers compute linguistic values for dictionary-based cues and cues that require natural language processing techniques. SPLICE implements a GUI interface for researchers and an API for developers. Finally, an analysis of 560 lexical bundles detected linguistic differences between 101 fraudulent and 101 non-fraudulent 10-K filings. Phrases such as "the fair value of," and "goodwill and other intangible assets" were used at a much higher rate in fraudulent 10-Ks. A principal component analysis reduced the number of variables to 88 orthogonal components which were used in a discriminant analysis that classified the documents with 71% accuracy. Findings in this dissertation suggest the MQTM could be used to predict features of interviewee responses in most contexts and that lexical bundle analysis is a viable tool for discriminating between fraudulent and non-fraudulent text.

The study develops an interpretative theory to explain the communicative processes underlying the Discussion Meetings of a Buddhist group, SGI-UK, in Aberdeen, using the inductive strategies of grounded theory. The primary data comprised recorded interactions among group members in the meetings. In the process of the analysis, conceptual codes and categories emerged from the data, and the relationships between them were established, thereby creating the theory. After further elaboration, the theory identified the underlying dynamic process: the continuous interaction between ritualised discourse and religious schemata. Ritualised discourse signifies convergent communicative tools and behaviours that centre on narratives. Religious schemata are individual members' mental representations which construct event in a range of social, ideological and cultural ways. Ritualised discourse both maintains and, in turn, is shaped by, these schemata, and thus manifest the ecological nature of the linguistic interactions

Master’s Dissertation University of the Witwatersrand Faculty of Humanities School of Literature, Language and Media (SLLM), 2016 / The two aims of this study are, first, to use lexical items to generate networks which represent relationships between various members of the Germanic language family, and second, to examine the effects of different lexical coding strategies on the placement of language nodes in these networks. This is done using old and modern Germanic languages, as well as items from reconstructed Proto-Germanic. The data was coded using amino acid codes. The median-joining phylogenetic networking program Network has been used to process the data and to generate a series of networks under various conditions. Two semantic conditions were used, a strict and a lax, and three strategies were employed to handle missing data. The generated networks were then compared with each other and also with recognised classifications of the Germanic languages. The results indicated a general three-way division in the family, although there was variation at lower levels of classification. The results also indicated the degree to which choice of lexical item and coding strategy could influence results. The study shows that more research into the utility of such quantitative methods in linguistics is required. / GR2017

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES / Vita. / Bibliography: leaves 253-256. / by Maria Luisa Zubizarreta. / Ph.D.