No abstract added / African Languages / M.A. (African Languages)

My thesis deals with the status of German language standard and is based on research in the internet discussion sites (internet forums), that deal with the topic of language. The internet forums that I've chosen offer help in learning a foreign language, in our case German. The help is provided either by proofreading or by answering the specific questions. This thesis is based on Ulrich Ammon's model of four social forces and the theory of language management. Next to the instances, which according to Ammon determine the standard, I included the participants of discussion, who decide what is standard too and thereby affect those for whom isn't German the native language. The analysis will be carried out on the basis of the proofreading of model texts. With the help of the language management theory I will discuss with the proofreader in the comments their selected (or not selected) option. The aim of my work is to observe the behavior of normative authority in relation to the codified norm, whether they know and follow it. Furthermore, I am interested in the social background and language abilities of the participants, which I'll find out by using the questionnaires.

No abstract added / African Languages / M.A. (African Languages)

Made available in DSpace on 2015-04-11T13:49:09Z (GMT). No. of bitstreams: 1 Sandra Helena S Botelho.pdf: 3234434 bytes, checksum: 3e4325201b718184d4cdd28c93f8cd8c (MD5) Previous issue date: 2014-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Portuguese language teaching in Brazilian schools is governed by official documents whose guidance reviews sociolinguistic principles, which recommend working with language in use and its variations. The teaching of the standard variety of the language often conflicts with the popular variety brought from home by the speakers of the lower classes. This fact is enhanced when the student belongs to Youth and Adult Education (EJA), as they already have autonomy and formed oral fluency. Our research investigates if the EJA students are challenged to work their speech stylistically and to adapt it to specific situations and what degree of awareness and evaluation these students give to the learning of monitored oral fluency at school. More specifically, it is important to know which kind of monitoring is more difficult for them, if the oral or the written one. According to the assumptions of Educational Sociolinguistics the role of the school is to teach the monitored styles of the language through verbal interaction in the classroom, noting the urbanization, the oral-literacy and stylistics monitoring continua (BORTONI-RICARDO, 2009). Therefore, the best place to investigate this question was at a school with teacher, students and pedagogical coordination involved. The methodology used in this research was qualitative oriented with quantitative description and survey of the sociolinguistic profile of informers of the second segment of EJA, 6th to 9th grade. Starting from the characterization of the subjects of EJA and the object of study, the standard variety linked to monitored oral fluency, the research instruments used were the bibliographical research, questionnaires, taped interviews and official documents followed by interpretative and discursive analysis. The results led to observations such as: 1) students are exposed predominantly to literacy activities with normative and prescriptive guidance, in which the oral fluency is not monitored; 2) students wish to express themselves better, but they do not like oral activities; 3) monitored speech and writing received similar ratings in degree of difficulty. We concluded that some principles of Educational Sociolinguistics already exist in the investigated school, however there are still some needs: improvement of students awareness of linguistic diversity, further specialized training for the teachers and the development of a bidialetal curriculum with adequate didactics material. / O ensino de Língua Portuguesa nas escolas brasileiras é regido por documentos oficiais cuja orientação resume princípios sociolinguísticos que preconizam o trabalho com a língua em uso e suas variações. O ensino da variedade padrão da língua muitas vezes conflita com a variedade popular trazida de casa pelos falantes das classes menos favorecidas. Este fato é agravado quando o aluno pertence à Educação de Jovens e Adultos (EJA), pois estes já possuem autonomia e oralidade formada. Nossa pesquisa investiga se os alunos da EJA são desafiados a trabalhar a fala estilisticamente e adequá-la a situações específicas de uso e qual o grau de conscientização e valoração que esses alunos dão ao aprendizado da oralidade monitorada na escola. De maneira mais específica, é importante saber qual monitoramento é mais difícil para eles, se o da oralidade ou o do letramento. De acordo com os pressupostos da Sociolinguística Educacional, é papel da escola ensinar os estilos monitorados da língua através da interação verbal em sala de aula, observando os continua de urbanização, de oralidade-letramento e de monitoração estilística (BORTONI-RICARDO, 2009). Portanto, o melhor lugar para investigar essa questão era numa escola com professor, alunos e coordenação pedagógica envolvidos. A metodologia usada nessa pesquisa foi de cunho qualitativo com descrição e levantamento quantitativo do perfil sociolinguístico de informantes do segundo segmento da EJA, do 6º ao 9º ano. Partindo da caracterização dos sujeitos da EJA e do objeto de estudo, a variedade padrão associada à oralidade monitorada, os instrumentos de pesquisa utilizados foram a pesquisa bibliográfica, questionários, entrevistas gravadas e documentos oficiais seguidos de análise interpretativa e discursiva dos mesmos. Os resultados levaram a constatações tais como: 1) os alunos são expostos predominantemente a atividades de letramento com orientação normativa e prescritivista, nas quais a oralidade não é monitorada; 2) os alunos anseiam por expressarem-se melhor, mas não gostam de atividades orais; 3) a fala e a escrita monitoradas receberam avaliações equiparadas em grau de dificuldade. Concluímos que já circulam no meio escolar investigado alguns princípios da Sociolinguística Educacional, entretanto ainda existem algumas necessidades: aumento da conscientização dos alunos sobre a diversidade linguística, maior formação sociolinguística especializada para os docentes e desenvolvimento de um currículo bidialetal com material didático adequado.

Bibliography: leaves 232-239 / This thesis investigates the various language varieties of Venda. In traditional descriptions, researchers were mainly concerned with linguistic differences which characterised the socalled Venda 'dialects'. These are spoken forms which are mutually intelligible to one another and which occur within identifiable regional boundaries. Each of these forms in turn, is mutually intelligible to the so-called standard form, commonly known as Tshiphani. Various factors contributed to the evolvement of · the Venda dialects and, as this study shows, in some cases these factors are historical in nature and in others, they are determined by adjacent ethnic groups of people. The linguistic differences which characterise each of these dialects are identified and discussed. It is then argued that the term 'dialect' is far too restricted to account for the various spoken forms which characterise the Venda language, and the term 'language variety' is introduced to deal with the shortcomings of the traditional approach to language differences. The nature of different spoken forms is then discussed within the ambit of the definition of 'language varieties'. This is a term used in general linguistic studies and accounts for the many different forms that may characterise a language.+ To this end, a detailed discussion is presented of the social rural and urban varieties which are found in Venda. Some of these varieties are secretive in nature, and are not generally known to the general public. They include language varieties which characterise various institutions such as murundu, vhutuka, musevhetho, vhusha, thondo and domba . Then there are those varieties which are referred to as 'open' rural varieties which are not, generally speaking secretive in nature, for example those which characterise traditional religious beliefs, taboo forms, and those referred to as musanda and malombo. Finally, reference is made to the language varieties which permeate urban as well as rural areas, including those of divination, the church, tsotsitaal, gender, a variety which is referred to as the the linguistic restriction variety and finally the varieties used in the courtroom as well as that used by politicians. / African Languages / D. Litt. et Phil. (African Languages)

Since at least 1986, from the International German Teachers conference in Bern, the German language has been recognized among linguists as a pluricentric language. Therefore, it is possible to speak about more language centres, and also about national and equal varieties of one language. In connection with the decentralization of power and regionalization in the world, as well as the accession of Austria to the European Union, which brought above all the "Protocol Nr. 10" with 23 specific Austrian words, the nineties experienced a boom in the production of pluricentric oriented literature. Many papers were also being focused on the research of the Austrian German. However, despite the declared equality of national varieties, their speakers are often not sure about the existence of more standard varieties, their characteristics or equality. These views, attitudes and evaluations as well as potential problems associated with the national varieties, will be described and analyzed by using the tools of the Language Management Theory. The starting points are authentic interviews of Austrian and German native speakers. An important focus of the research is also the way in which the pluricentric concept works at the micro level and how and what national varieties the speakers themselves are constructing....

Esta dissertação tem dois objetivos básicos: primeiro, investigar se há marcas de oralidade na linguagem narrativa e das personagens do livro Quarto de despejo: diário de uma favelada, de Carolina Maria de Jesus (1914-1977); segundo, examinar como essas manifestações se processam linguisticamente no texto no plano lexical. Suscitam-se, portanto, duas perguntas: Primeira: Há em Quarto de despejo manifestações linguísticas da oralidade? Segunda: Em caso afirmativo, em que níveis essa oralidade se processa linguisticamente? Para responder a essas perguntas, temos a hipótese de que a língua falada foi aproveitada de maneira mais ou menos inconsciente pela autora de Quarto de despejo e que, entre vários níveis linguísticos, a oralidade se manifesta de maneira notável em nível lexical, por meio de um vocabulário de uso popular. Estudar-se-á como o léxico da linguagem narrativa e das personagens apresenta efeitos de língua falada, tornando o texto dinâmico e expressivo. Este trabalho está teoricamente fundamentado em pressupostos da Sociolinguística e da Estilística. A metodologia de trabalho envolveu várias leituras da obra, anotações de vocabulário e análises à luz da teoria proposta. Estabelecem-se relações entre fala e escrita, compreendidas não como uma dicotomia, mas como polos de um continuum tipológico. Nesse continuum, um gênero da escrita pode apresentar características da fala e vice-versa. Ressalte-se que, tendo em vista esse referencial teórico, a narrativa de Quarto de despejo não é considerada um texto oral, mas um texto escrito em cuja enunciação se evidencia a presença da oralidade graças a um leque de vocábulos expressivos. / This thesis has two basic goals: first, to investigate whether there are marks of orality in the narrative language and lines from the characters from the book \"Child of the dark: The diary of Carolina Maria de Jesus\", by Carolina Maria de Jesus (1914-1977); secondly, to examine how these manifestations are processed linguistically into the text on the lexical sphere. Two questions, therefore, are raised: First: are there linguistic manifestations of orality in Child of the dark? Second: if so, at what levels is this orality processed linguistically? To answer those questions, we hypothesized that the spoken language was used more or less unconsciously by the author of Child of the dark, and that between several linguistic levels, orality manifests itself in a remarkable manner in the lexical level, by use of a colloquial vocabulary. We shall study how the lexicon of the narrative language and of the characters has effects of the spoken language, making the text dynamic and expressive. This paper is theoretically grounded in assumptions of Sociolinguistic and Stylistic. The work methodology involved several readings of the book, vocabulary annotations and analysis in the light of the proposed theory. Relationships between speech and writing are set, understood not as a dichotomy but as poles of a typological continuum. In this continuum, a genre of writing can display characteristics of speech and vice versa. It is emphasized that, in view of that theoretical framework, the narrative of Child of the dark is not regarded as an oral text, but as a written text where enunciation highlights the presence of orality using a variety of expressive vocabularies.

Esta dissertação tem dois objetivos básicos: primeiro, investigar se há marcas de oralidade na linguagem narrativa e das personagens do livro Quarto de despejo: diário de uma favelada, de Carolina Maria de Jesus (1914-1977); segundo, examinar como essas manifestações se processam linguisticamente no texto no plano lexical. Suscitam-se, portanto, duas perguntas: Primeira: Há em Quarto de despejo manifestações linguísticas da oralidade? Segunda: Em caso afirmativo, em que níveis essa oralidade se processa linguisticamente? Para responder a essas perguntas, temos a hipótese de que a língua falada foi aproveitada de maneira mais ou menos inconsciente pela autora de Quarto de despejo e que, entre vários níveis linguísticos, a oralidade se manifesta de maneira notável em nível lexical, por meio de um vocabulário de uso popular. Estudar-se-á como o léxico da linguagem narrativa e das personagens apresenta efeitos de língua falada, tornando o texto dinâmico e expressivo. Este trabalho está teoricamente fundamentado em pressupostos da Sociolinguística e da Estilística. A metodologia de trabalho envolveu várias leituras da obra, anotações de vocabulário e análises à luz da teoria proposta. Estabelecem-se relações entre fala e escrita, compreendidas não como uma dicotomia, mas como polos de um continuum tipológico. Nesse continuum, um gênero da escrita pode apresentar características da fala e vice-versa. Ressalte-se que, tendo em vista esse referencial teórico, a narrativa de Quarto de despejo não é considerada um texto oral, mas um texto escrito em cuja enunciação se evidencia a presença da oralidade graças a um leque de vocábulos expressivos. / This thesis has two basic goals: first, to investigate whether there are marks of orality in the narrative language and lines from the characters from the book \"Child of the dark: The diary of Carolina Maria de Jesus\", by Carolina Maria de Jesus (1914-1977); secondly, to examine how these manifestations are processed linguistically into the text on the lexical sphere. Two questions, therefore, are raised: First: are there linguistic manifestations of orality in Child of the dark? Second: if so, at what levels is this orality processed linguistically? To answer those questions, we hypothesized that the spoken language was used more or less unconsciously by the author of Child of the dark, and that between several linguistic levels, orality manifests itself in a remarkable manner in the lexical level, by use of a colloquial vocabulary. We shall study how the lexicon of the narrative language and of the characters has effects of the spoken language, making the text dynamic and expressive. This paper is theoretically grounded in assumptions of Sociolinguistic and Stylistic. The work methodology involved several readings of the book, vocabulary annotations and analysis in the light of the proposed theory. Relationships between speech and writing are set, understood not as a dichotomy but as poles of a typological continuum. In this continuum, a genre of writing can display characteristics of speech and vice versa. It is emphasized that, in view of that theoretical framework, the narrative of Child of the dark is not regarded as an oral text, but as a written text where enunciation highlights the presence of orality using a variety of expressive vocabularies.