<p>This essay is a qualitative descriptive translation study concerning two translations of Shakespeare’s Romeo and Juliet into Swedish. The purpose of the study is to investigate the translational behaviour of the translators and the translation norms that govern this behaviour.</p><p>By thoroughly analysing stretches of the play, the study will attempt to locate translation shifts (linguistic changes) that occur in the translation from the source text to the target text. These changes are connected with the translators’ fidelity towards e.g. the metre of the verse or the sense transfer of puns. The analysis also comprises a survey of the translation norms that the translators adhere to. These norms, stated by the translators themselves, are connected to their translation approach. Thus, the study will reveal the differences of translation behaviour and analyse them from a wider perspective. The translations were made around 1840 and in 1982, respectively. The considerable space in time in itself suggests that linguistic differences will occur. However, the study will also find differences as regards the purposes of the translations. The older translation appears to be performed in a tradition of fidelity to the written text and its literary qualities, whereas the modern translation clearly has the purpose of being used for the stage performance. The latter is stated by the translator himself, who also argues that Shakespeare is to be considered drama and not literature.</p>

<p>Idioms are found in every language and learning them is an important aspect of the mastery of a language. The English language is no exception as it contains a large number of idioms, which are extensively used. However, because of their rather rigid structure and quite unpredictable meaning, idioms are often considered difficult to learn. Although little research has been done to date on the nature of idioms as well as how they are used, a better understanding of variations in idioms can nevertheless be acquired by looking at some theories and thoughts about their use and their structure.</p><p>The aim of this paper is to examine a number of animal idioms, focusing primarily on English idioms and the similarities and differences found in equivalent Swedish idioms, even when the Swedish idioms do not contain an animal. Two types of studies are presented. In the first one, the English and Swedish animal idioms collected are grouped into four categories. The results of such a categorization show that half of the English animal idioms found have an equivalent in Swedish containing an animal. In the second study, the content, structure, wording, semantics and metaphorical meaning of the animal idioms are analysed and compared. The results indicate that the Swedish animal idioms that correspond to the English animal idioms have, for the most part, the same structures and similar variations in degree of literalness, fixity, manipulation and transformation. Furthermore, the use of metaphor, personification and simile appears to be common both in English and Swedish animal idioms. The role of context and literal and figurative translation are also addressed in this study.</p>

Syftet med föreliggande studie var att undersöka läsförmåga hos yngre elever med eller utan autismspektrumtillstånd. Sammanlagt deltog 72 elever i studien; 30 i årskurs 3, 31 i årskurs 5 samt 11 i årskurs 5 med Aspergers syndrom/högfungerande autism. Tre texter med tillhörande fakta- och inferensfrågor (Bishop &amp; Adams, 1992) presenterades på tre olika sätt; uppläst, tyst läsning och tyst läsning med textstöd vid efterföljande frågor. I föreliggande studie beaktades även andra variabler i relation till läsförståelse; ordavkodningsförmåga, verbalt arbetsminne, Theory of Mind samt ordförråd. Utgångspunkten för metoden var en tidigare magisteruppsats i logopedi vid Linköpings Universitet av Nyström och Söderqvist (2013). Resultatet visade ett högre resultat för lässättet tyst läsning med textstöd och för frågetypen faktafrågor. Gällande lässätt i förhållande till frågetyp fick faktafrågor högre resultat då texten fanns tillgänglig vid efterföljande frågor, medan resultatet på inferensfrågorna inte påverkades av olika lässätt. Eleverna i årskurs 5 presterade bättre på tyst läsning samt på inferensfrågor än de i årskurs 3. Ett samband mellan textförståelse och andra variabler återfanns för årskurs 3 och årskurs 5, främst gällande ordförråd. Inga statistiskt signifikanta skillnader återfanns mellan eleverna med Aspergers syndrom/högfungerande autism och de andra undersökningsgrupperna, vilket kan bero på att gruppen hade få deltagare och stor spridning. Slutsatser utifrån föreliggande studie är att årskurs 5 har en mer utvecklad läsförmåga än årskurs 3. Elever med Aspergers syndrom/högfungerande autism i årskurs 5 ligger resultatmässigt mellan årskurs 3 och 5, men skillnaderna är inte statistiskt signifikanta. / The aim of the present study was to examine reading ability in younger students with or without autism spectrum disorder. In total, 72 students participated; 30 in grade 3 (9-10 years old), 31 in grade 5 (11-12 years old) and 11 in grade 5 with Asperger syndrome/high-functioning autism (11-12 years old). Three texts with related literal and inference questions (Bishop &amp; Adams, 1992) were presented through listening, silent reading or silent reading with text support during questions. The study also examined other variables in relation to the texts; word reading ability, verbal working memory, Theory of Mind and vocabulary. The methodological foundation was a study by Nyström and Söderqvist (2013). When including all participants, analysis showed that the text presentation silent reading with text support and the question type literal questions lead to higher results. Regarding text presentation in relation to question type the results on the literal questions improved with text support whilst text presentation did not affect results on the inference questions. Regarding silent reading and inference questions grade 5 performed better than grade 3. Correlations between text comprehension and other variables, mainly vocabulary, were found for grade 3 and 5. No statistically significant differences were found for students in grade 5 with Asperger syndrome/high-functioning autism compared to the other groups. This may be due to the group’s wide distribution and small size. Conclusions are that grade 5 has a more developed reading ability than grade 3. The results of the students with Asperger syndrome/high-functioning autism in grade 5 do not statistically significant differ from students in grade 3 or grade 5.

O objetivo deste trabalho é demonstrar a insuficiência do uso exclusivo do método literal de interpretação das isenções e sugerir critérios interpretativos e argumentativos adequados que permitam sem margem à arbitrariedade, mais intensamente promover os fins a que essas normas se destinam. Com base na disposição do artigo 111 do CTN, os dispositivos legais que se referem às isenções devem ser interpretados literalmente e, a análise de decisões dos Tribunais Superiores do País e da doutrina nacional demonstra que, na maior parte das vezes, a interpretação literal é adotada como forma de restringir a incidência das normas isencionais, sem levar em conta as finalidades que lhes são subjacentes. Assim, por meio de um método analítico voltado para a prática, ao analisar a estrutura e as principais características das normas isencionais, conclui-se que, tratando-se de normas com funções precipuamente extrafiscais, que se relacionam com a eficácia dos direitos fundamentais, o processo hermenêutico não pode ficar restrito à interpretação literal. Desse modo, cabe reconstruir o significado da disposição contida no art. 111, a fim de afastar a interpretação puramente literal das isenções e possibilitar ao intérprete o emprego de outros métodos interpretativos para a adequada aplicação das regras isencionais. Deve possibilitar, em especial, o uso do método sistemático-teleológico, já que as isenções não podem ser concedidas senão em razão de uma finalidade pública relevante (valores protegidos constitucionalmente), a qual precisa ser devidamente reconhecida e considerada pelo aplicador do Direito. O processo hermenêutico, no entanto, deve ser referendado por um processo lógico argumentativo que justifique a adoção de tais métodos. / The objective of this work is to demonstrate the insufficiency of the exclusive use of the literal method for interpretation of exemptions, and to suggest appropriate interpretative and argumentative criteria that allows no room for arbitrariness, and intensely promotes the purposes for which these standards are intended. Based on the provision of article 111 from CTN, the legal provisions that refer to exemptions must be interpreted literally and the analysis of decisions of the Higher Courts in the country with the national doctrine shows that, in most cases, the literal interpretation is adopted as a way to restrict the incidence of exemptions standards, with no regard to the purposes that are implied. Therefore, by means of an analytical method facing the practice, analyzing the structure and the main features of the exemption rules, it is concluded that in the case of standards as primarily extra tax which relates to the effectiveness of the fundamental rights, the hermeneutic process can not be restricted to literal interpretation. Thus, it is to establish the meaning of the provision in article 111, in order to avoid the purely literal interpretation of the exemptions and to enable the interpreter the use of other interpretative methods for the adequate application of exemption rules. It should allow, in particular, the use of systematic-teleological method, since the exemptions can not be granted, except by reason of a relevant public purpose (constitutionally protected values), which needs to be properly recognized and regarded by the jurisconsult. The hermeneutic process, however, must be approved by a logical-argumentative process that justifies the adoption of such methods.

O objetivo deste trabalho é demonstrar a insuficiência do uso exclusivo do método literal de interpretação das isenções e sugerir critérios interpretativos e argumentativos adequados que permitam sem margem à arbitrariedade, mais intensamente promover os fins a que essas normas se destinam. Com base na disposição do artigo 111 do CTN, os dispositivos legais que se referem às isenções devem ser interpretados literalmente e, a análise de decisões dos Tribunais Superiores do País e da doutrina nacional demonstra que, na maior parte das vezes, a interpretação literal é adotada como forma de restringir a incidência das normas isencionais, sem levar em conta as finalidades que lhes são subjacentes. Assim, por meio de um método analítico voltado para a prática, ao analisar a estrutura e as principais características das normas isencionais, conclui-se que, tratando-se de normas com funções precipuamente extrafiscais, que se relacionam com a eficácia dos direitos fundamentais, o processo hermenêutico não pode ficar restrito à interpretação literal. Desse modo, cabe reconstruir o significado da disposição contida no art. 111, a fim de afastar a interpretação puramente literal das isenções e possibilitar ao intérprete o emprego de outros métodos interpretativos para a adequada aplicação das regras isencionais. Deve possibilitar, em especial, o uso do método sistemático-teleológico, já que as isenções não podem ser concedidas senão em razão de uma finalidade pública relevante (valores protegidos constitucionalmente), a qual precisa ser devidamente reconhecida e considerada pelo aplicador do Direito. O processo hermenêutico, no entanto, deve ser referendado por um processo lógico argumentativo que justifique a adoção de tais métodos. / The objective of this work is to demonstrate the insufficiency of the exclusive use of the literal method for interpretation of exemptions, and to suggest appropriate interpretative and argumentative criteria that allows no room for arbitrariness, and intensely promotes the purposes for which these standards are intended. Based on the provision of article 111 from CTN, the legal provisions that refer to exemptions must be interpreted literally and the analysis of decisions of the Higher Courts in the country with the national doctrine shows that, in most cases, the literal interpretation is adopted as a way to restrict the incidence of exemptions standards, with no regard to the purposes that are implied. Therefore, by means of an analytical method facing the practice, analyzing the structure and the main features of the exemption rules, it is concluded that in the case of standards as primarily extra tax which relates to the effectiveness of the fundamental rights, the hermeneutic process can not be restricted to literal interpretation. Thus, it is to establish the meaning of the provision in article 111, in order to avoid the purely literal interpretation of the exemptions and to enable the interpreter the use of other interpretative methods for the adequate application of exemption rules. It should allow, in particular, the use of systematic-teleological method, since the exemptions can not be granted, except by reason of a relevant public purpose (constitutionally protected values), which needs to be properly recognized and regarded by the jurisconsult. The hermeneutic process, however, must be approved by a logical-argumentative process that justifies the adoption of such methods.

O objetivo deste trabalho é demonstrar a insuficiência do uso exclusivo do método literal de interpretação das isenções e sugerir critérios interpretativos e argumentativos adequados que permitam sem margem à arbitrariedade, mais intensamente promover os fins a que essas normas se destinam. Com base na disposição do artigo 111 do CTN, os dispositivos legais que se referem às isenções devem ser interpretados literalmente e, a análise de decisões dos Tribunais Superiores do País e da doutrina nacional demonstra que, na maior parte das vezes, a interpretação literal é adotada como forma de restringir a incidência das normas isencionais, sem levar em conta as finalidades que lhes são subjacentes. Assim, por meio de um método analítico voltado para a prática, ao analisar a estrutura e as principais características das normas isencionais, conclui-se que, tratando-se de normas com funções precipuamente extrafiscais, que se relacionam com a eficácia dos direitos fundamentais, o processo hermenêutico não pode ficar restrito à interpretação literal. Desse modo, cabe reconstruir o significado da disposição contida no art. 111, a fim de afastar a interpretação puramente literal das isenções e possibilitar ao intérprete o emprego de outros métodos interpretativos para a adequada aplicação das regras isencionais. Deve possibilitar, em especial, o uso do método sistemático-teleológico, já que as isenções não podem ser concedidas senão em razão de uma finalidade pública relevante (valores protegidos constitucionalmente), a qual precisa ser devidamente reconhecida e considerada pelo aplicador do Direito. O processo hermenêutico, no entanto, deve ser referendado por um processo lógico argumentativo que justifique a adoção de tais métodos. / The objective of this work is to demonstrate the insufficiency of the exclusive use of the literal method for interpretation of exemptions, and to suggest appropriate interpretative and argumentative criteria that allows no room for arbitrariness, and intensely promotes the purposes for which these standards are intended. Based on the provision of article 111 from CTN, the legal provisions that refer to exemptions must be interpreted literally and the analysis of decisions of the Higher Courts in the country with the national doctrine shows that, in most cases, the literal interpretation is adopted as a way to restrict the incidence of exemptions standards, with no regard to the purposes that are implied. Therefore, by means of an analytical method facing the practice, analyzing the structure and the main features of the exemption rules, it is concluded that in the case of standards as primarily extra tax which relates to the effectiveness of the fundamental rights, the hermeneutic process can not be restricted to literal interpretation. Thus, it is to establish the meaning of the provision in article 111, in order to avoid the purely literal interpretation of the exemptions and to enable the interpreter the use of other interpretative methods for the adequate application of exemption rules. It should allow, in particular, the use of systematic-teleological method, since the exemptions can not be granted, except by reason of a relevant public purpose (constitutionally protected values), which needs to be properly recognized and regarded by the jurisconsult. The hermeneutic process, however, must be approved by a logical-argumentative process that justifies the adoption of such methods.

Idioms are found in every language and learning them is an important aspect of the mastery of a language. The English language is no exception as it contains a large number of idioms, which are extensively used. However, because of their rather rigid structure and quite unpredictable meaning, idioms are often considered difficult to learn. Although little research has been done to date on the nature of idioms as well as how they are used, a better understanding of variations in idioms can nevertheless be acquired by looking at some theories and thoughts about their use and their structure. The aim of this paper is to examine a number of animal idioms, focusing primarily on English idioms and the similarities and differences found in equivalent Swedish idioms, even when the Swedish idioms do not contain an animal. Two types of studies are presented. In the first one, the English and Swedish animal idioms collected are grouped into four categories. The results of such a categorization show that half of the English animal idioms found have an equivalent in Swedish containing an animal. In the second study, the content, structure, wording, semantics and metaphorical meaning of the animal idioms are analysed and compared. The results indicate that the Swedish animal idioms that correspond to the English animal idioms have, for the most part, the same structures and similar variations in degree of literalness, fixity, manipulation and transformation. Furthermore, the use of metaphor, personification and simile appears to be common both in English and Swedish animal idioms. The role of context and literal and figurative translation are also addressed in this study.

Learner’s processing styles may play a vital role in their approach to learning, more specifically; the ability to make inferences plays an important role in all areas of language and learning and may contribute to difficulties learners are experiencing at school. It is therefore that the research was directed at investigating a possible relationship between the left hemispheric analytical and right hemispheric holistic processing styles and the types of errors inferential versus literal, made in reading comprehension tasks. The hemispheric processing styles were operationalised as the approach taken to the Rey- Osterreith Complex Figure (ROCF) and the types of errors made on the Stanford Diagnostic Reading Test (SDRT) across two levels of educational development. The sample consisted of grade 4 and grade 10 model C learners from the same schooling district. The data obtained from both assessments were subjected to correlation analyses, chi squared tests, analyses of variances (ANOVAs) and logistic regressions. Finally the results and associative conclusions indicated that there were only modest positive relationships between the predominant hemispheric processing styles and the error types on reading comprehension tasks and the demographics of the learners were the main contributors and accounted for the results discovered in the study as opposed to general hemispheric processing. Thus there is a need to understand the unique dynamics within the country and to explore alternatives to teaching practices to account for the variations evident in the classrooms.

This dissertation proposes a new method of studying pragmatic language use in autism spectrum disorder (ASD). The existing research into pragmatic language use in ASD has predominantly used interviews and experiments in clinical environments to gather data from participants with ASD. These research methods focus heavily on comprehension, on comparing the performance of the participant with ASD to their non-autistic interlocutor. The methodology proposed in this thesis involves using observation and a naturalistic environment to gather conversational data that can be used to fill several gaps in the current research on pragmatic language use in ASD. In this study, people with ASD interacted with either non-autistic people or other people with ASD in triadic conversation sessions. These sessions were recorded, transcribed, and analysed for various pragmatic uses of language that previous research had observed were impaired, such as types of non-literal language and conversational turn taking. The pragmatic language use of three participants with ASD, representing three different levels of language ability, was analysed. The results showed that some participants used types of pragmatic language differently based on with whom they were communicating and also that some purported pragmatic impairments in ASD may not be as ‘impaired’ as they seemed based on previous research. For example, while all participants in this study used more interruptions when interacting with others with ASD compared to when interacting with non- autistic people, the rates of interruption were far less than what has been observed between non-autistic speakers (Hancock & Rubin, 2014), even though people with ASD have been described in the research literature as interrupting frequently (Ochs, Kremer-Sadlik, Sirota, & Solomon, 2004). The research presented in this dissertation has implications for future clinical research into pragmatic language impairments in any speech community and provides an additional methodology that can be used, expanding on the types of research questions that can be investigated in this area. / Thesis / Doctor of Philosophy (PhD) / This thesis proposes a new method of studying pragmatic language use in people with autism spectrum disorder (ASD). This methodology involves using observation and the data that can be gathered using it can fill several gaps in the current research on pragmatic language use in ASD. In this study, people with ASD interacted with either non-autistic people or other people with ASD in triadic conversation sessions. These sessions were recorded, transcribed, and analysed for various aspects of pragmatic uses of language. The pragmatic language use of three participants with ASD, representing three different levels of language ability, was analysed. The results showed that some participants used types of pragmatic language differently based on with whom they were communicating and also that some purported pragmatic impairments in ASD may not be as ‘impaired’ as they seemed based on previous research.

Memoria (licenciado en ciencias jurídicas y sociales) / El presente trabajo se propone analizar el aparente conflicto que se produciría en la tipificación del delito de lavado de activos, al constatar la coexistencia de la frase a sabiendas, tradicionalmente interpretada como una exigencia de dolo directo, y de una hipótesis culposa. Esto produce graves dudas respecto al tratamiento que tendría, entonces, una imputación a título de dolo eventual. Para ello, se intentará demostrar, en primer término, que la presencia del a sabiendas en la formulación del tipo del artículo 27 letra a) afecta solo a uno de sus elementos, esto es a la ilicitud de los bienes. Luego, y sentado lo anterior, se argumentará en el sentido de establecer que el efecto de la frase en cuestión no opera restringiendo los títulos de imputación sino, explicitando una exigencia de conocimiento sobre una circunstancia ajena a la voluntad del potencial autor. Finalmente, se evidenciará la compatibilidad del a sabiendas con una imputación a título de dolo eventual, destacando que es justamente este requisito, explicitado por el legislador, lo que diferencia la conducta negligente de la dolosa.