Orientador: Angel Humberto Corbera Mori / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T03:32:20Z (GMT). No. of bitstreams: 1 Cruz_Monica_D.pdf: 2630036 bytes, checksum: 4deec3d2b2d1a6d726b8dd8c7334d8e1 (MD5) Previous issue date: 2012 / Resumo: Esta tese tem por objetivo apresentar: 1. uma reanálise de aspectos fonéticos e fonológicos da língua Umutína, a partir dos trabalhos de Lima (1995) e dos vocabulários de Schmidt (1941) e Schultz (1952) , além dos dados coletados em minha pesquisa de campo na aldeia Umutína; 2. um estudo das publicações prévias sobre a língua e sobre o povo, bem como a descrição fonológica das listas de palavras da língua; 3. um estudo comparativo sobre o parentesco genético entre a língua Umutína e Boróro; 4. uma proposta ortográfica para a língua; 5. aspectos da morfologia referentes ao processo de formação de palavras denominado composição; e por fim, 6. uma abordagem discursiva sobre os traços da língua materna presentes nas práticas discursivas do povo Umutína, a partir das noções de memória discursiva e memória da língua, baseada nos pressupostos da Análise do Discurso de linha francesa. Em anexo, apresento uma amostra do corpus de dados sincrônicos analisados e a reprodução dos vocabulários de Schmidt e Schultz, já citados anteriormente / Abstract: This thesis aims to present: 1. a review of phonetic and phonological aspects of Umutina language, from the works of Lima (1995) and vocabularies of Schmidt (1941) and Schultz (1952), besides data collected in my own fieldwork in the Umutina village; 2. a study of previous publications about the language and the people, as well as the phonological description of the lists of words in the language; 3. a comparative study about the genetic relatedness between Umutina and Boróro languages; 4. an orthographic suggestion to the language; 5. some points of morphology with reference to process for the formation of words called compounding; and finally, 6. a discursive approach about the language (mother-tongue) traits present in the discursive practices of the Umutina people, from the notions of discursive memory and memory of the language, based on Discourse Analysis (AD). A sample of the present corpus of synchronous data analyzed and playback of the vocabularies of Schmidt and Schultz, previously mentioned, are attached / Doutorado / Linguistica / Doutora em Linguística

This study explored the development of new texts by fluent non-native speakers of Chinuk Wawa, an endangered indigenous contact language of the Pacific Northwest United States. The texts were developed as part of the language and culture program of the Confederated Tribes of the Grand Ronde Community of Oregon for use in university-sponsored language classes. The collaborative process of developing 12 texts was explored through detailed revision analysis and interviews with the materials developers and other stakeholders. Fluent non-native speakers relied on collaboration, historical documentation, reference materials, grammatical models, and their own intuitions and cultural sensibilities to develop texts that would be both faithful to the speech of previous generations and effective for instruction. The texts studied were stories and cultural information developed through research-based composition, translation from interlinear and narrative English in ethnographic sources, and editing of transcribed oral narrative. The revision analysis identified points of discussion in the lexical development and grammatical standardization of the language. The preferred strategy for developing new vocabulary was use of language-internal resources such as compounding although borrowing and loan translation from other local Native languages were also sometimes considered appropriate. The multifunctionality of the lexicon and evidence of dialectal and idiolectal usage problematicized the description of an “ideal” language for pedagogical purposes. Concerns were also expressed about detailed grammatical modeling due to potential influence on non-native speaker intuitions and the non-utility of such models for revitalization goals. Decisions made in the process of developing texts contributed to the development of a written form of Chinuk Wawa that would honor and perpetuate the oral language while adapting it for the requirements of inscription. The repeated inclusion of discourse markers and the frequent removal of nominal reference brought final versions of texts closer to oral style, while inclusion of background information and the avoidance of shortened pronouns and auxiliaries customized the presentation for a reading audience. The results of this study comprise a sketch of one aspect of the daily work of language revitalization, in which non-native speakers shoulder responsibility for the growth of a language and its transfer to new generations of speakers.

No description available.

傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。 / It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.

The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona. Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar. / African Languages / M.A. (African Languages)

Text in Afrikaans / Die doel van hierdie studie was om te bepaal tot watter mate ’n suiwer patroongebaseerde benadering tot woordafbreking bevredigende resultate lewer. Die masjienleertegnieke kunsmatige neurale netwerke, beslissingsbome en die TEX-algoritme is ondersoek aangesien dit met letterpatrone uit woordelyste afgerig kan word om lettergreep- en saamgesteldewoordverdeling te doen. ’n Leksikon van Afrikaanse woorde is uit ’n korpus van elektroniese teks genereer. Om lyste vir lettergreep- en saamgesteldewoordverdeling te kry, is woorde in die leksikon in lettergrepe verdeel en saamgestelde woorde is in hul samestellende dele verdeel. Uit elkeen van hierdie lyste van ±183 000 woorde is ±10 000 woorde as toetsdata gereserveer terwyl die res as afrigtingsdata gebruik is. ’n Rekursiewe algoritme is vir saamgesteldewoordverdeling ontwikkel. In hierdie algoritme word alle ooreenstemmende woorde uit ’n verwysingslys (die leksikon) onttrek deur stringpassing van die begin en einde van woorde af. Verdelingspunte word dan op grond van woordlengte uit die samestelling van begin- en eindwoorde bepaal. Die algoritme is uitgebrei deur die tekortkominge van hierdie basiese prosedure aan te spreek. Neurale netwerke en beslissingsbome is afgerig en variasies van beide tegnieke is ondersoek om die optimale modelle te kry. Patrone vir die TEX-algoritme is met die OPatGen-program gegenereer. Tydens toetsing het die TEX-algoritme die beste op beide lettergreep- en saamgesteldewoordverdeling presteer met 99,56% en 99,12% akkuraatheid, respektiewelik. Dit kan dus vir woordafbreking gebruik word met min risiko vir afbrekingsfoute in gedrukte teks. Die neurale netwerk met 98,82% en 98,42% akkuraatheid op lettergreep- en saamgesteldewoordverdeling, respektiewelik, is ook bruikbaar vir lettergreepverdeling, maar dis meer riskant. Ons het bevind dat beslissingsbome te riskant is om vir lettergreepverdeling en veral vir woordverdeling te gebruik, met 97,91% en 90,71% akkuraatheid, respektiewelik. ’n Gekombineerde algoritme is ontwerp waarin saamgesteldewoordverdeling eers met die TEXalgoritme gedoen word, waarna die resultate van lettergreepverdeling deur beide die TEXalgoritme en die neurale netwerk gekombineer word. Die algoritme het 1,3% minder foute as die TEX-algoritme gemaak. ’n Toets op gepubliseerde Afrikaanse teks het getoon dat die risiko vir woordafbrekingsfoute in teks met gemiddeld tien woorde per re¨el ±0,02% is. / The aim of this study was to determine the level of success achievable with a purely pattern based approach to hyphenation in Afrikaans. The machine learning techniques artificial neural networks, decision trees and the TEX algorithm were investigated since they can be trained with patterns of letters from word lists for syllabification and decompounding. A lexicon of Afrikaans words was extracted from a corpus of electronic text. To obtain lists for syllabification and decompounding, words in the lexicon were respectively syllabified and compound words were decomposed. From each list of ±183 000 words, ±10 000 words were reserved as testing data and the rest was used as training data. A recursive algorithm for decompounding was developed. In this algorithm all words corresponding with a reference list (the lexicon) are extracted by string fitting from beginning and end of words. Splitting points are then determined based on the length of reassembled words. The algorithm was expanded by addressing shortcomings of this basic procedure. Artificial neural networks and decision trees were trained and variations of both were examined to find optimal syllabification and decompounding models. Patterns for the TEX algorithm were generated by using the program OPatGen. Testing showed that the TEX algorithm performed best on both syllabification and decompounding tasks with 99,56% and 99,12% accuracy, respectively. It can therefore be used for hyphenation in Afrikaans with little risk of hyphenation errors in printed text. The performance of the artificial neural network was lower, but still acceptable, with 98,82% and 98,42% accuracy for syllabification and decompounding, respectively. The decision tree with accuracy of 97,91% on syllabification and 90,71% on decompounding was found to be too risky to use for either of the tasks A combined algorithm was developed where words are first decompounded by using the TEX algorithm before syllabifying them with both the TEX algoritm and the neural network and combining the results. This algoritm reduced the number of errors made by the TEX algorithm by 1,3% but missed more hyphens. Testing the algorithm on Afrikaans publications showed the risk for hyphenation errors to be ±0,02% for text assumed to have an average of ten words per line. / Decision Sciences / D. Phil. (Operational Research)

The thesis analyses selected phenomena of graphy, phonology, morfology, lexicology and words-formation of the Frederick from Donin's Czech book of travels, which was written at the turn of the 16th and 17th century. Partly, it also deals with the syntax and style of the work. Selected phenomena of individual language levels are studied using the original manuscript. The thesis intends to show in which aspects the text is close to early modern language usage, and conversely in which aspects it differs from it. The language of the manuscript is also compared with the contemporary Czech language.

Made available in DSpace on 2016-04-28T19:34:12Z (GMT). No. of bitstreams: 1 Viviane Lima de Oliveira Gama.pdf: 1008718 bytes, checksum: 8590f9eb4a8fc2722db2af5081cf7434 (MD5) Previous issue date: 2007-04-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study is situated on the area of Portuguese Language Description and deals with the examination of the letters g and j , by means of verifying the existence of rules regarding the use of these letters in the orthographic system, contributing to the graphemic studies of the Portuguese Orthography. The carried out research is based on the proposal of Derrida (1967), on the studies of Nina Catash (1973) and on the research meetings carried out in France in 1973 and 1986. Thus, it is understood that the methods used by Phonology can be extended to Graphemics, as well as its theoretical models. It is justified once it is understood that the oral system presents distinct traces, different from the orthographic system in Brazil, where few studies under the prism of Graphemics had been carried out so far. It is stated as hypothesis that some rules can be described for the use of the letters g and j preceding the vowels e and i , where difficulties for the orthographic use occur. The acquired results indicate that: a) the letter g differs from the letters j as the former belongs to the Portuguese Language etymologic system and the latter to the phonetic system. Therefore, the letter g spells the poliphonologic values /g, / and the letter j , the poliphonologic value / /; b) there are commutative pairs between g and j , by means of considering them two graphemes of the Portuguese Language orthographic system: the grapheme g of the etymologic system, in complementary distribution with a , o , u and the grapheme g in complementary distribution with e , i . In this sense, the distinctive trace of the grapheme g + /a, o, u/ belongs to the Portuguese Language orthographic subsystem and g + /e, i/ to the phonetic etymologic system. The grapheme j spells the phoneme / / of the language phonetic system for new words, entries for the Portuguese Language; but j spells words of i, y etyma of origins other than Latin, for being palatal in the Portuguese Language entry; for this reason, they are the etymologic-phonetic trace; c) there is no graphemic change on word derivation, unless due to the complementary distribution, by means of spelling g for the etymologic-phonetic trace and j for the phonetic trace; d) in the Portuguese Language history, the latin etyma present a single letter to spell /g, /, depending on the vowel that follows; the grapheme j spells the palatization previous to any vowel, being it oral or nasal; e) Other considerations. Due to the existent confusion relating to the etyma of the Portuguese Language words, it was verified that there are two ways of spelling the same word, both with g and j . It is concluded, from these occurrences, that it is possible to deal with the Portuguese Language orthographic system through theoretical and methodological models of Phonology. However, due to the unawareness of etyma, specific studies in the area are necessary to guide future Orthographic Changes / Esta Dissertação está situada na área da Descrição da Língua Portuguesa e trata do exame das letras g e j , a fim de se verificar se há regras para o uso dessas letras no sistema ortográfico de forma a contribuir para os estudos grafemáticos da Ortografia Portuguesa. A pesquisa realizada está fundamentada na proposta de Derrida (1967), nos estudos realizados por Nina Catash (1973) e nos colóquios de pesquisa realizados na França em 1973 e 1986. Dessa forma, entende-se que os métodos utilizados pela Fonologia podem ser estendidos para a Grafemática, assim como seus modelos teóricos. E justifica-se na medida em que se entende que o sistema oral tem traços distintivos diferentes do sistema ortográfico no Brasil, em que poucos estudos até hoje foram realizados sob o prisma da grafemática. Tem-se por hipótese que há regras possíveis de serem descritas para o uso das letras g e j diante das vogais e e i , onde apresentam dificuldades para o uso ortográfico. Os resultados obtidos indicam que: a) a letra g difere da letra j pois a primeira pertence ao sistema etimológico da Língua Portuguesa; e a segunda, ao sistema fonético. Por esta razão, a letra g grafa valores polifonológicos /g, /; e a letra j , valor monofonológico / /; b) há pares comutativos entre g e j , de forma a considerá-los dois grafemas do sistema ortográfico da Língua Portuguesa: o grafema g do sistema etimológico, em distribuição complementar com a , o , u e o grafema g em distribuição complementar com e , i . Neste sentido, o traço distintivo do grafema g + /a, o, u/ é do subsistema ortográfico e g + /e, i/ do sistema etimológico fonético da língua portuguesa. O grafema j grafa o fonema / / do sistema fonético da língua para palavras novas, entradas para a Língua Portuguesa; mas j grafa palavras de étimos i, y de outras origens que não o latim, por serem palatais na entrada de Língua Portuguesa; por esta razão, são do traço etimológico-fonético; c) na derivação de palavras não há mudança grafemática, a não ser devido à distribuição complementar de forma a grafar g para o traço etimológico-fonético e j para o traço fonético; d) na História da Língua Portuguesa os étimos latinos apresentam uma única letra para grafar /g, / dependendo da vogal que segue; o grafema j grafa a palatização anterior a qualquer vogal, seja oral ou nasal; e) Outras considerações. Verificou-se que devido às confusões existentes, relativas aos étimos das palavras de Língua Portuguesa, que há duas formas de grafar uma mesma palavra, tanto com g quanto com j . A partir dessas ocorrências, conclui-se que é possível de se tratar o Sistema Ortográfico da Língua Portuguesa por modelos teóricos e metodológicos da Fonologia. Contudo, devido ao desconhecimento de étimos, são necessários estudos específicos na área para guiar futuras Reformas Ortográficas

The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona. Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar. / African Languages / M.A. (African Languages)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished