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Cette thèse propose une étude des différentes stratégies mises en place pour former des propositions subordonnées dans les langues australiennes et papoues. Ces deux groupes de langues, rarement présents dans les études typologiques sur le sujet, présentent certaines constructions morphosyntaxiques peu fréquentes dans les langues du monde. Cette étude se base sur une dizaine de langues : quatre langues australiennes (le nyangumarta, le martuthunira, le wambaya et le kayardild) et six langues papoues (le maybrat, le yimas, le manambu, le mian, l'amele et le hua). Après une brève présentation grammaticale de ces langues, la thèse analyse six types de stratégies de subordination pour en déterminer les fonctions et les types d'emploi : la subordination sans marque, avec une conjonction, avec le marquage casuel, avec une forme verbale spécifique, avec un système de "switch-reference" et par la relativisation. Un dernier chapitre s'intéresse au cas particulier de la complémentation des verbes de perception. Cette thèse a pour but d'illustrer le fonctionnement de ces langues dans le domaine de la subordination, mais également, dans une dimension typologique, de montrer comment ces langues peuvent aider à repenser les théories linguistiques générales. / This thesis propose a study of different strategies to construct subordinate clauses in Australian and Papuan languages. These two language groups, rarely found in typological studies on the subject, show some unusual morphosyntactic constructions. This study is based on ten languages: four Australian languages (Nyangumarta, Martuthunira, Wambaya and Kayardild), and six Papuan languages (Maybrat, Yimas, Manambu, Mian, Amele and Hua). Following a brief grammatical overview of these languages, the thesis examine six types of subordinate clause strategies to identify their functions and uses: subordinate clauses without segmental marking, with a conjunction, with case marking, with a specific verbal form, with a switch-reference system and with the relativization strategy. The last chapter is focused on the specific situation of complementation strategies with perception verbs. This thesis aims to illustrate how subordinate clauses function in those languages, but it also aims to show how these languages may help to re-examine general linguistic theories.

Made available in DSpace on 2014-06-11T19:22:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-07-28Bitstream added on 2014-06-13T20:48:42Z : No. of bitstreams: 1 dalarmegimenez_a_me_sjrp.pdf: 444004 bytes, checksum: 2a31269403a653a8b2801e85d0d3954e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho estuda a relação entre a modificação sintática mediante o uso de orações relativas e de adjetivos e a organização morfossintática das línguas da amostra no que se refere às classes de palavras, com o intuito de conduzir a uma generalização tipológica. A hipótese que se investiga é a da possível correlação entre ausência de adjetivo como classe de palavra e ausência de oração relativa como construção a serviço da modificação nominal. A principal consequência dessa correspondência é a de o nome assumir a função modificadora do adjetivo e a construção nominalizada, a função modificadora da oração relativa. Assim, duas situações alternativas são investigadas nesta pesquisa, já que parece tanto improvável que uma língua empregue uma estratégia de relativização diferente de nominalização quando ela não dispõe de adjetivos enquanto classe morfológica como provável a situação inversa, em que a ausência de adjetivos é suprida por uma oração relativa no papel de modificador nominal. Para a realização deste trabalho, adota-se o enfoque funcional, essencialmente empírico, e os dados coletados são analisados por meio de comparação translinguística. O levantamento dos dados foi realizado em duas etapas: a primeira se refere à descrição da oração relativa em cada língua indígena, destacando a estratégia de relativização empregada por ela; e a segunda, à descrição das classes de palavra nessas línguas, especialmente a dos adjetivos e a dos advérbios, posições sintaticamente mais complexas. Por se tratar de uma investigação de cunho tipológico, o corpus de análise deve ser representativo, ou seja, as línguas que o compõem devem ser distantes genética, geográfica e tipologicamente. O corpus deste trabalho é composto por 30 línguas indígenas, previamente descritas em gramáticas, teses ou em outros... / This paper studies both the relationship between syntactic modification through the use of relative clauses and adjectives and the morphosyntactic organization of the sample languages with respect to parts of speech, in order to lead to a typological generalization. In this sense, the hypothesis under investigation is the possible correlation between the absence of the adjective as a word class and the absence of relative clauses as a construction for the nominal modification. The main consequence of this correspondence is that the noun assumes the modifier function of the adjective and that the nominalized construction assumes the modifier function of the relative clause. Thus, two alternative scenarios are investigated in this research, since it seems unlikely that a language employs a strategy of relativization different from the nominalization one when it does not have adjectives as a morphological class as likely the reverse situation, in which the absence of adjectives is supplied by a relative clause on the role of a nominal modifier. For this work, we adopt the functional approach, essentially empirical, in which data is collected by means of translingual comparison. The data collection was conducted in two stages: the first refers to the description of the relative clause in every Indian language, highlighting the strategy of relativization employed by it; and the second refers to the description of word classes in these languages, especially adjectives and adverbs, which take positions that are syntactically more complex. Because this is a typological investigation, the corpus of analysis must be representative, i.e. the languages under investigation must be genetically, geographically and typologically distant. The corpus of this work consists of 30 indigenous languages, previously described in grammar books, theses or in other descriptive materials such as manuals... (Complete abstract click electronic access below)

Orientador: Roberto Gomes Camacho / Banca: Angel Humberto Cobera Mori / Banca: Giseli Cássia de Sousa / Resumo: O objetivo deste trabalho é investigar a atuação de restrições de ordem semântica ao lado das de ordem sintática para a determinação do processo de formação de orações relativas, em busca de evidências que confirmem a revisão da Hierarquia de Acessibilidade (HA) de Keenan e Comrie (1977) proposta por Dik (1997). As críticas à HA de Keenan e Comrie (1977) dizem respeito tanto a razões empíricas - pelo fato de que em algumas línguas não há nenhuma forma de se construir orações relativas; quanto a razões teóricas - pelo fato de as funções sintáticas não serem relevantes para todas as línguas do mundo. O corpus deste trabalho é composto por 30 línguas indígenas brasileiras e conta com descrições previamente feitas, como gramáticas, teses e outros tipos de manuais descritivos. Os dados coletados por este trabalho confirmam a hipótese de que é necessária uma revisão da HA. As lacunas na HA dizem respeito, principalmente, à função de Objeto Indireto. Para várias das línguas investigadas, essa função sintática não está acessível à relativização, mas outras funções, mais baixas na hierarquia do que essa, podem ser relativizadas, contrariando a HA de Keenan e Comrie (1977). Ao se analisarem as funções semânticas relativizadas, concluiu-se que as funções de Recipiente, Locativo e Tempo têm o mesmo estatuto nas línguas, hipótese confirmada pela teoria da Gramática Discursivo-Funcional. Em consequência disso, propomos neste trabalho uma outra hierarquia, baseada em critérios sintáticos e semânticos. Além disso, a nominalização desponta, neste trabalho, como a estratégia de relativização mais recorrente, apesar de não ser aceita como estratégia legítima para alguns autores de orientação formalista / Abstract: This study aims at investigating the role of semantic and syntactic constraints to determine the process of relative clauses formation, in search of evidence that confirms the revision of the Accessibility Hierarchy (AH), by Keenan and Comrie (1977), proposed by Dik (1997). The criticism to the HA, by Keenan and Comrie (1977), concern both empirical reasons (the fact that there are languages that do not have any type of relative construction) and theoretical reasons (the fact that the authors take syntactic categories as universal without mentioning any theory that defines them and without taking into account that there are languages for which these functions are not relevant). The corpus of this work consists of 30 Brazilian indigenous languages and includes descriptions made previously, such as grammar books, theses and other types of descriptive manuals. Data collected by this study confirm the hypothesis that a review is needed for AH. Gaps in the AH relate mainly to the function of Indirect Object. For many languages, such function is not accessible to relativization, but other functions, lower in the hierarchy, can be relativized. When analyzing the relativized semantic functions, it was concluded that the semantic functions of Recipient, Locative and Time have the same status in the languages, a hypothesis that is also confirmed by the theory of Functional Discourse Grammar. In addition, in this study, nominalization happens to be the most recurrent strategy of relativization, although it is not accepted as a legitimate strategy for some more formalistic authors / Mestre

(English) This master thesis deals with specific approach to Greek native speakers whilst teaching Czech as foreign language. On the basis of typological comparison of Czech with Modern Greek it seeks similarities and differences between those two languages and draws conclusions for teaching. This paper also concerns with concepts of grammar, teaching methods and presentation of selected grammatical categories from the didactics point of view. The practical part of the thesis proceeds from the research focused on Modern Greek verbal system and suggests that one of the alternatives how to teach the category of aspect to Greek native speakers is using temporal-aspectual markers. The purpose of this thesis is to provide Czech teachers with linguodidactic recommendations facilitating teaching students of Greek origin.

Die Arbeit setzt sich mit verschiedenen Aspekten der Nutzung korpusbasierter Statistiken in quantitativen typologischen Untersuchungen auseinander. Die einzelnen Abschnitte der Arbeit können als Teile einer sprachunabhängigen Prozesskette angesehen werden, die somit umfassende Untersuchungen zu den verschiedenen Sprachen der Welt erlaubt. Es werden dabei die Schritte von der automatisierten Erstellung der grundlegenden Ressourcen über die mathematisch fundierten Methoden bis hin zum fertigen Resultat der verschiedenen typologischen Analysen betrachtet. Hauptaugenmerk der Untersuchungen liegt zunächst auf den Textkorpora, die der Analyse zugrundeliegen, insbesondere auf ihrer Beschaffung und Verarbeitung unter technischen Gesichtspunkten. Es schließen sich Abhandlungen zur Nutzung der Korpora im Gebiet des lexikalischen Sprachvergleich an, wobei eine Quantifizierung sprachlicher Beziehungen mit empirischen Mitteln erreicht wird. Darüber hinaus werden die Korpora als Basis für automatisierte Messungen sprachlicher Parameter verwendet. Zum einen werden derartige messbare Eigenschaften vorgestellt, zum anderen werden sie hinsichtlich ihrer Nutzbarkeit für sprachtypologische Untersuchungen systematisch betrachtet. Abschließend werden Beziehungen dieser Messungen untereinander und zu sprachtypologischen Parametern untersucht. Dabei werden quantitative Verfahren eingesetzt.

Diese Dissertation beschäftigt sich mit Morphemstrukturbeschränkungen und ihren Auswirkungen in der Optimalitätstheorie. Morphemstrukturbeschränkungen wurden als sprachspezifische Beschränkungen vorgeschlagen, die vor allen anderen phonologischen und morphologischen Prozessen auf der zugrundeliegenden Form applizieren und sich auf monomorphemische Domänen beziehen. Die Hauptthese dieser Arbeit ist, dass Beschränkungen über die zugrundeliegende Form kein notwendiger Bestandteil einer phonologischen Theorie sind; Beschränkungen über monomorphemische Domänen jedoch durchaus empirisch nachgewiesen werden. Hierarchische Morphoprosodische Struktur wird als eine prosodische Lösung für solche Beschränkungen vorgeschlagen. Die Argumentation steht auf zwei Säulen. In einer empirischen Studie, die auf einer Datenbank mit 229 Einträgen aus 140 Sprachen besteht, wird nachgewiesen, dass sich Beschränkungen über monomorphemische Domänen auf phonologisch abgeleitete Eigenschaften in diversen Domänen (Wurzel, Affix, Morphem) beziehen. Außerdem wird gezeigt, dass die Interaktion von Beschränkungen über monomorphemische Domänen mit anderen grammatischen Prozessen, nämlich Infigierung, Vokalharmonie und Ton, durch Hierarchische Morphoprosodische Struktur erklärt werden kann, nicht jedoch durch alternative Ansätze.:Acknowledgments i List of Abbreviations vii 1 MSCs, CoMDs, and CoURs 1 2 Typology of Monomorphemic Domains in Phonology 23 3 The Domain Problem in Infixation 61 4 Trigger Asymmetries in Vowel Harmony 107 5 Richness of the Base Problems in Tonal Phonology 143 6 Discussion & Conclusion 187 Appendix: DoCoMD 219

El multilingüismo es un tema frecuentemente tratado en el ámbito de la enseñanza y la didáctica. Cuando trata de las lenguas maternas y los conocimientos lingüísticos previos de los estudiantes, las clases de hoy no son tan homogéneas como antes, cuando podíamos dar por hecho que la mayoría del alumnado tenía la misma lengua materna. Esto influye directamente en la manera de enseñar, y sobre todo en cómo enseñamos lenguas. En este estudio, tratando temas como el translingüismo, la enseñanza basada en el alumnado y la tipología lingüística, se investiga la influencia que las lenguas maternas y los conocimientos lingüísticos previos de los alumnos pueden tener en la enseñanza de español como lengua extranjera (ELE) en Suecia y español como segunda lengua (L2) en España. A través de encuestas mayormente con respuestas cerradas, hechas con docentes de ambos países, se ha querido averiguar la diferencia entre los dos grupos, al igual que las similitudes, y las posibilidades de sacar provecho de las experiencias entre los dos grupos. Además, con encuestas abiertas con dos profesoras de una escuela internacional de Barcelona, se ha podido ver ejemplos más explicativos sobre cómo les afectan a estas profesoras las lenguas maternas de sus estudiantes, cuando enseñan español. Se define también la diferencia entre la enseñanza de una lengua extranjera (LE) y una L2, como en la situación del español en los dos casos, pero además de la diferencia también se pretende ver las semejanzas. Pese al número reducido de participantes se ha podido ver tendencias de que en un alto grado hay alumnos con diferentes lenguas en las clases de ELE en Suecia, y de que el profesorado de Suecia tiene los conocimientos lingüísticos previos y las lenguas maternas de su alumnado más en cuenta actualmente que lo visto en estudios anteriores, pero todavía no lo tiene tan presente en la enseñanza como el profesorado de España. Además, se ha podido concluir que conocimientos de la tipología lingüística puede ayudar al profesorado a entender mejor los errores que comenten el alumnado, para ayudar mejor el alumnado, y también para poder comparar el español con otras lenguas. / The multilingualism is a frequently explored subject in the ambit of teaching and didactics. When it comes to mother tongue and the previous linguistic knowledge of the students, todays classes are not as homogeneous as they used to be. Before, we could take for granted that a majority of the students had the same mother tongue. This change affects directly the way we teach, and especially how we teach languages.  Dealing with topics like translanguaging, student-based teaching and language typology, this study aims to investigate the influence that the mother tongue and the student’s previous linguistic knowledge could have in the teaching of Spanish as a foreign language in Sweden and Spanish as a second language in Spain.  Through inquiries with mainly closed answers, distributed to teachers in both countries, the intention has been to find out the difference between the two groups, as well as the similarities, and the possible ways to benefit from the experiences between the two groups. Furthermore, through open answers inquiries with two teachers at an international school in Barcelona, it has been possible to see concrete examples of how the teachers are affected by the student’s mother tongue in their Spanish teaching. Additionally, the difference between the teaching of a foreign language and a second language is explained, since it is the situation of Spanish in these two cases. Even more than the difference, also the resemblances are discussed.  Despite the reduced number of participants, it has been possible to see tendencies that there are many students with different mother tongue present in the Spanish classes in Sweden today. The teachers in Sweden are more aware of the student’s mother tongue and previous linguistic knowledge now than seen in previous studies, but they still do not have it as present in the teaching as the teachers in Spain. Additionally, it has been possible to conclude that knowledge of the language typology could be helpful for the teachers in understanding the mistakes that the students make, to better help the students, and also to be able to compare the Spanish with other languages.

L’objet de ce travail est d’étudier les mécanismes de co-variation entre la tête d’un constituant nominal et son/ses dépendant(s) dans les langues indo-européennes anciennes : indo-iranien, grec, italique et anatolien. Une analyse détaillée de la morphologie nominale et pronominale au sein de chacun de ces groupes permet de dégager les classes d’accord possibles et impossibles pour chacune de ces langues et de déterminer le rôle joué par les morphèmes désinentiels dans la co-variation. Dans les langues à trois genres, les classes flexionnelles sont plus nombreuses avec une information sur le genre portée tantôt par la tête, tantôt par le dépendant, ou parfois demeure ambiguë. En revanche, lorsque le dépendant est un pronom, le type morphologique en général implique le genre.Une attention particulière est accordée aux relations d’accord entre tête et dépendant dans les rôles syntaxiques élémentaires : A (agent transitif), P (patient), U (participant unique d’une construction intransitive). Le marquage de ces rôles diffère notablement entre les noms de genre animé et ceux de genre inanimé. Le marquage des animés présente les mêmes caractéristiques dans les quatre groupes, tandis que pour les inanimés on observe que l’anatolien a un comportement radicalement distinct : le marquage différencié de A et de U montre une capacité limitée des noms inanimés à accéder au rôle d’agent, également reflétée dans l’indexation au verbe.On estime que l’organisation dont l’anatolien témoigne doit être posée comme originelle dans le domaine indo-européen : la contrainte de l’animation est déterminante pour accéder au rôle d’agent. / The purpose of this work is to study co-variation mechanisms between the head of a nominal constituent and its dependent(s) in the following ancient Indo-European languages: Indo-Iranian, Greek, Italic and Anatolian. By analysing in detail nominal and pronominal morphology within each of these groups, we shall determine which agreement classes are possible, and which ones are not, and define which role is played by desinential morphemes in the co-variation. In languages which distinguish three genders, inflectional classes are more numerous and either the head or the dependent bear the gender information, or neither, or both. However, when the dependent is a pronoun, the gender may be implied by the morphological type.We shall particularly focus on the agreement relations between head and dependent in core syntactic roles: A (transitive agent), P (patient) and U (unique participant in an intransitive construction). The marking of these roles is considerably different depending on whether the nouns are animate or inanimate. Animate nouns are marked in the same way in the four groups which are under scrutiny, whereas in the case of inanimate nouns Anatolian behaves in a drastically different way: the differential marking of A and U shows a limited capacity of inanimate nouns to become agents, which is also reflected in verbal indexation.The organisation shown by Anatolian is postulated as original in the field of Indo-European: the constraint of animation is decisive in becoming an agent.