<p>This study investigates the use of formulaic language in spoken French produced by native and non-native speakers. It aims at describing the development of formulaic sequences in learners ranging from beginners to very advanced users. It draws on data from the InterFra corpus, which includes both formal and semi-formal learners. Four measures are used to characterize this development: extent of formulaic language used, category distribution, type / token ratio and frequency of types. </p><p>It has been shown that a user’s knowledge of formulaic sequences impacts heavily on language proficiency and idiomaticity. Because these sequences follow neither grammatical nor lexical rules, they constitute the last threshold for advanced L2 learners. In second language acquisition, the term formulaic sequence not only applies to strict idiomatic constructions, but it is also used to refer to sequences that appear to be acquired in a holistic manner during the first phases of acquisition. A categorization is therefore proposed that can account for native and non-native usage of formulaic sequences (prefabs). Five categories of prefabs are included: Lexical, Grammatical, Discourse, Situational and Idiosyncratic. </p><p>The extent of a learner’s use of formulaic language increases as the learner progresses, the largest amount found in the production of native speakers and very advanced learners. The learner’s distribution of categories moves towards native speaker distribution, albeit slowly. Situational and Idiosyncratic prefabs are found to characterize the early phases of acquisition, while Lexical prefabs are mastered later and are a major difficulty for L2 learners. Only very advanced learners who have spent considerable time in France produce the same proportion of Lexical prefabs as native speakers. Discourse prefabs constitute the most important category for all groups, including natives and non-natives. It can therefore be postulated that the main function of formulaic sequences in spoken French is that of discourse structuring and speech management. The development and use of formulaic language is explained within a framework of Frequency Effects. Coupled with other factors, frequency can account for why Lexical prefabs are hard to acquire and why formulaic sequences take a long time to master.</p> / The thesis is published and can be purchased by Peter Lang http://www.peterlang.com/index.cfm?vID=11369&vLang=E&vHR=1&vUR=1&vUUR=38

This study investigates the use of formulaic language in spoken French produced by native and non-native speakers. It aims at describing the development of formulaic sequences in learners ranging from beginners to very advanced users. It draws on data from the InterFra corpus, which includes both formal and semi-formal learners. Four measures are used to characterize this development: extent of formulaic language used, category distribution, type / token ratio and frequency of types. It has been shown that a user’s knowledge of formulaic sequences impacts heavily on language proficiency and idiomaticity. Because these sequences follow neither grammatical nor lexical rules, they constitute the last threshold for advanced L2 learners. In second language acquisition, the term formulaic sequence not only applies to strict idiomatic constructions, but it is also used to refer to sequences that appear to be acquired in a holistic manner during the first phases of acquisition. A categorization is therefore proposed that can account for native and non-native usage of formulaic sequences (prefabs). Five categories of prefabs are included: Lexical, Grammatical, Discourse, Situational and Idiosyncratic. The extent of a learner’s use of formulaic language increases as the learner progresses, the largest amount found in the production of native speakers and very advanced learners. The learner’s distribution of categories moves towards native speaker distribution, albeit slowly. Situational and Idiosyncratic prefabs are found to characterize the early phases of acquisition, while Lexical prefabs are mastered later and are a major difficulty for L2 learners. Only very advanced learners who have spent considerable time in France produce the same proportion of Lexical prefabs as native speakers. Discourse prefabs constitute the most important category for all groups, including natives and non-natives. It can therefore be postulated that the main function of formulaic sequences in spoken French is that of discourse structuring and speech management. The development and use of formulaic language is explained within a framework of Frequency Effects. Coupled with other factors, frequency can account for why Lexical prefabs are hard to acquire and why formulaic sequences take a long time to master. / The thesis is published and can be purchased by Peter Lang http://www.peterlang.com/index.cfm?vID=11369&vLang=E&vHR=1&vUR=1&vUUR=38

Made available in DSpace on 2016-06-02T20:09:12Z (GMT). No. of bitstreams: 1 2773.pdf: 2245845 bytes, checksum: 2fc3e08d73e5f205613b996050003eb8 (MD5) Previous issue date: 2009-02-19 / The project process is critical so that be achieved the objectives of quality for constructive prefabricated concrete. The correct development of a project process, from the program systematization of quality management, promote to the efficacy of the entire production project. Thus, this dissertation has the objective to propose guidelines for effective implementation of project requirements established by section 7.3 and others sections related to the project process, referenced in standard NBR ISO 9001:2000 to manufacture companies of prefabricated concrete. These guidelines were established from the review of literature and of the explorative case study, accomplished in three manufacture companies of prefabricated concrete, where through a preliminary questionnaire and observation, we can collect data that identify the attention points for quality management of process project. To achieve the objectives above, were investigated aspects such as: the project relevance to the concrete prefabs industry, the method of project coordination in prefab and the impact of non-conformance projects for the production process (production and setting prefabricated project). / O processo de projeto mostra-se crítico para que possam ser atingidos os objetivos da qualidade dos sistemas construtivos em pré-fabricados de concreto. O desenvolvimento adequado de um processo de projetos a partir da sistematização de um programa de gestão da qualidade contribui para a eficácia de todo o processo de produção. Partindo desse contexto, a presente dissertação tem como objetivo propor diretrizes para implementação eficaz dos requisitos de projeto estabelecidos pela seção 7.3 e demais seções relacionadas ao processo de projeto referenciados na norma NBR ISO 9001:2000 em empresas produtoras de pré-fabricados de concreto. Tais diretrizes foram estabelecidas a partir da revisão da literatura e de estudo de caso exploratório realizado junto a três empresas produtoras de pré-fabricados de concreto, onde por meio de um questionário semi-estruturado e de observação de campo foi possível coletar dados que permitiram identificar os pontos de atenção para gestão da qualidade do processo de projeto. Para atingir os objetivos supracitados foram investigados aspectos tais como: a relevância dos projetos para a indústria de pré-fabricados em concreto, a metodologia de coordenação de projeto em empresas de pré-fabricados e o impacto da não-qualidade dos projetos para o processo produtivo (produção e montagem de pré-fabricados).

This thesis considers the nature of primary, intermediate and district high school buildings designed by the Building Department of the Canterbury Education Board from its consolidation in 1916 until its termination in 1989. Before 1916, the influence of British models on the CEB’s predecessors had been dominant, while after that date, Board architects were more likely to attempt vernacular solutions that were relevant to the geographic situation of the Canterbury district, the secular nature of New Zealand education and changing ideas of the relative importance of the key architectural drivers of design i.e. function and form. One development, unique to Canterbury, was that for a short period, from 1924-29, a local pressure group, the Open Air Schools’ League became so powerful that it virtually dictated the CEB’s design policy until the Board architects George Penlington and John Alexander Bigg reassumed control by inflecting the open-air model into the much acclaimed veranda block. The extent to which Board architects had the freedom to express themselves within a framework of funding control exercised by the Department of Education was further circumscribed by successive building codes that, at their most directive, required national standardisation under the 1951 Dominion Basic Plan and to a slightly lesser extent under the1956 code and associated White Lines regime. Following World War 2, the use of prefabricated structures had prompted the recognition that better designed relocatable rooms could hold the key to a more flexible and effective allocation of resources in an environment increasingly subject to rapid demographic change. By the end of the period, the exploitation of new construction technologies and modern materials led to the dominance of the relocatable CEBUS buildings in Canterbury schoolyards. A concurrent development was the response of architects A. Frederick (Fred) McCook and John Sinclair Arthur to the Department’s call to design more flexible spaces, i.e. open planning, to facilitate a change in pedagogical method. Other issues raised in this study are the CEB’s solutions to the challenges of building on the West Coast, and the recurring need to ensure structural integrity in a region where there was a continuous risk of seismic activity.