This is a semantic study, dealing with style and technique in the short stories of D. B. Z. Ntuli. The study as a whole analyses Ntuli' s first six volumes of short stories. The first chapter is an introduction, dealing with the aim of the study. The second sub-section after aim is Ntuli's biographical notes. Full details of this author from high school attendance to his contribution during his working experience are given. Ntuli's biography is followed by the scope of study. Under this sub-heading, short story volumes to be analysed are clearly stated. The fourth sub-heading is the method of approach and a conclusion. Chapter two deals with various types of repetition, a literary technique. It analyses Ntuli's use of language, and repetition of sentences approaching it from different angles. Chapter three and four deal with choice of words. The former chapter handles the various types of language elements semantically and the latter deals specifically with the ideophone. The ideophone is sub-divided into two sub-sections: classification and usage. Chapter five deals with proverbial expressions and these are sub-divided into two sections: idioms and proverbs. The usage of idiomatic expressions is discussed under: verbs, nouns and qualificatives, while the proverbs are analysed under classification and syntax. Imagery is dealt with in chapter six. Imagery is further sub-divided into four categories: metaphor, simile, personification and symbolism. Style and structure are discussed in chapter seven. In this chapter various elements of language forms are handled: types of sentenceidiophonic; negative forms of the ideophone, with conjunctives; sentences with adverbs; the demonstratives; titles of short story volumes and naming of characters. Chapter eight is the general conclusion, reflecting on Ntuli's style and technique with special emphasis on his unique use of the language. Reference is made to discoveries regarding the author's use of vocabulary, and his techniques in using repetition as well as avoiding it, which is part of his style. His choice of words and how he arranges them on paper is also discussed. Ntuli's choice of titles in naming his short story volumes is summed up showing that these have been influenced by his background. The study concludes by suggesting areas that still require further analysis in Ntuli 's short stories. / African Languages / D. Litt. et Phil. (African Languages)

This thesis project is composed of two major parts: my English translation of No decir—a collection of short stories by Chilean author Andrea Maturana—titled Don’t Tell, and an academic introduction to that translation. The first chapter of the introduction gives biographical and cultural information about Andrea Maturana and her work, and it provides a summary of most of the criticism that has been written about her fiction. In the second chapter of the introduction I describe my translation goals and analyze challenges encountered while translating No decir. I first discuss the general problems of any translation project and then focus on several difficulties involved in Spanish to English translation. Finally I analyze a variety of specific challenges from my translation project, providing examples to both emphasize the partial nature of any translation and describe how I attempted to achieve my translation goals.

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Магистерская диссертация посвящена зачинам новелл Э. А. По как малоизученной области поэтики писателя. Цель работы – типологизация зачинов новелл Э. А. По на основании их лингвостилистических маркеров, характера предоставляемой в рамках зачина информации и мотивной наполненности. Актуальность исследования определяется отсутствием в науке общепринятой дефиниции зачина, критериев его делимитации, четкого понимания смыслового наполнения зачинов. Проанализировав существующие концепции теоретических описаний зачинов художественного текста, автор приходит к выводу об их недостаточности и конструирует собственное определение и собственную типологию зачинов для новелл Э. А. По, опираясь на эмпирические материалы исследования. Под зачином понимается первый абзац как содержательно-тематический блок, выделенный в соответствии с экспрессивно-образной авторской установкой. Проводится анализ нарративной субъектной организации зачинов, выделяются экспозиционные (интродукция персонажей, места и времени действия), композиционно-стилистические мотивы (апелляция к читателю, рассуждения), вариации приема «вырезанное начало». В результате исследования зачины были дифференцированы, на основании 1) способа сюжетно-композиционной организации рассказа (3 класса); 2) функции мотивов, преобладающих в зачине (11 подтипов). Отдельно рассматриваются особенности новаторской модели зачинов Э. А. По, где связь зачина с сюжетом условна, и сюжетная история служит иллюстративным материалом к изложенным в зачине тезисам. Материалом для исследования служат 66 новелл Э. А. По на английском языке из двухтомной антологии ‘The Complete Poems and Stories of Edgar Allan Poe’. / The master's thesis is devoted to the opening fragments of E. A. Poe's short stories as an understudied area of the writer's poetics. The aim of the study is to classify opening fragments (the beginnings) of E. A. Poe's short stories based on their linguistic and stylistic markers, the information provided within and the motif content. The relevance of the study is determined by the lack of a generally accepted definition of the opening fragment, criteria of its delimitation, a clear understanding of the concept and semantic content of the opening fragment in the literary and linguistics approaches. Having analyzed the available concepts of opening fragment’s theoretical descriptions in fiction texts, the author concludes their insufficiency and constructs his own definition and typology of opening fragments for the E. A. Poe’s short stories, based on the empirical research materials. The opening fragment is understood as the first paragraph of the work as a conceptual and thematic segment, allocated in accordance with the expressive and imaginative author's attitude. The analysis of narrative subjective organization of beginnings is carried out, and expositional (introduction of characters, place and time of action), compositional and stylistic motives (appeal to the reader, reasoning), variations of the ‘cut-off beginning’ technique are distinguished. As a result of the study, the opening fragments were differentiated: 1) according to the method of plot-compositional organization of the story (3 classes); 2) according to the functions of the motives prevailing in the opening fragment (11 subtypes). Separately, the features of the innovative model of E. A. Poe's opening fragments are considered, where the connection of the beginning with the plot is conditional, and the plot serves as illustrative material for the theses set out in the opening fragment. The material for the study is 66 original short stories by Edgar Allan Poe from the two-volume anthology ‘The Complete Poems and Stories of Edgar Allan Poe’.

O propósito do presente trabalho é estudar algumas personagens dedicadas ao trabalho doméstico da literatura portuguesa. Foram selecionadas Juliana e Joana, personagens-criadas do romance O Primo Basílio de Eça de Queirós, a aia do conto homônimo também de Eça, Belarmina do conto \"Menina Olímpia e Sua Criada Belarmina\" de José Régio e Léah do conto que traz o mesmo nome de José Rodrigues Miguéis. Essas personagens foram analisadas a partir do texto e do contexto em que estavam inseridas, isto é, Idade Média, século XIX e meados do século XX, para, finalmente, confrontá-las entre si e entre as tendências literárias realista e presencista. / The purpose of this work is to study a few characters dedicated to domestic services in the Portuguese literature. There were selected Juliana and Joana, character servants of the romance O Primo Basílio, by Eça de Quiroz, the aia, from the short story A Aia, also by Eça de Quiroz, Belarmina from the short story Menina Olímpia e Sua Criada Belarmina, by José Régio, and Léah from the short story that carries the same name of the character, by José Rodrigues Miguéis. These characters were analyzed from the perspectives of both the text and the context in which they were inserted, that were the medieval age, the XIX century and mid XX century, so as to, in conclusion, confront them among themselves and within the literary tendencies of the realist and presencist movements.

O propósito do presente trabalho é estudar algumas personagens dedicadas ao trabalho doméstico da literatura portuguesa. Foram selecionadas Juliana e Joana, personagens-criadas do romance O Primo Basílio de Eça de Queirós, a aia do conto homônimo também de Eça, Belarmina do conto \"Menina Olímpia e Sua Criada Belarmina\" de José Régio e Léah do conto que traz o mesmo nome de José Rodrigues Miguéis. Essas personagens foram analisadas a partir do texto e do contexto em que estavam inseridas, isto é, Idade Média, século XIX e meados do século XX, para, finalmente, confrontá-las entre si e entre as tendências literárias realista e presencista. / The purpose of this work is to study a few characters dedicated to domestic services in the Portuguese literature. There were selected Juliana and Joana, character servants of the romance O Primo Basílio, by Eça de Quiroz, the aia, from the short story A Aia, also by Eça de Quiroz, Belarmina from the short story Menina Olímpia e Sua Criada Belarmina, by José Régio, and Léah from the short story that carries the same name of the character, by José Rodrigues Miguéis. These characters were analyzed from the perspectives of both the text and the context in which they were inserted, that were the medieval age, the XIX century and mid XX century, so as to, in conclusion, confront them among themselves and within the literary tendencies of the realist and presencist movements.

Teaching ESL continues to pose a big challenge in most schools in Zambia. This is due to the paucity of teaching resources. While the number of schools has increased, there has not been a corresponding increase in funding due to economic reasons. This study arose from the desire to find alternative resources to teach English as a second language effectively within the communicative language teaching (CLT) framework. A review of available literature has shown that literature can help students to acquire the four language skills: reading, writing, listening and speaking. / English Studies / M. A.

Cette thèse s’inscrit dans la didactique des langues et des cultures étrangères ; il s’agit d’une recherche sur un enseignement du persan quotidien qui repose sur la nouvelle, en tant que lieu d’échanges interculturels. Justifiant, en premier lieu, pour le persan l’hypothèse de la diglossie, cette thèse montre que ce concept ne peut pas se concevoir sans considérer les différents paramètres socioculturels qui conditionnent l’emploi de chacune des deux variétés linguistiques : le persan quotidien et le persan littéral. La diglossie, la double relation de la langue et de la culture et par la suite l’étude du corpus des manuels de persan nous ont confortée dans notre réflexion sur la nécessité de réviser l’enseignement du persan « parlé-quotidien » et la présentation de la diversité culturelle en Iran. Cette recherche s’interroge sur l’impact du choix de la nouvelle littéraire pour la didactique du persan « parlé-quotidien » et sur son aptitude à susciter des interactions verbales interculturelles. La thèse pose qu’un élément concret ou un thème bien choisi dans une nouvelle, peut amener les apprenants à prendre la parole. Ce rôle tient à la présence, dans ce même ensemble textuel, d’éléments culturels saisissables. Ce choix didactique s’accompagne d’une sélection iconographique d’images destinées à attirer l’attention des apprenants sur le contenu de la nouvelle et sur les aspects culturels qu’elle véhicule. Nous nous proposons également d’étudier si la posture de l’enseignant et les relations interpersonnelles enseignant/apprenant sont interdépendantes et influencent le désir d’apprendre et de communiquer chez l’apprenant dans le contexte de l’enseignement du persan. Nous avons mis en place un projet didactique auprès d’étudiants en deuxième années de licence en langue et civilisation persanes à l’Institut national des Langues et Civilisations orientales, afin de vérifier ces idées. L’analyse des données enregistrées permet de présenter comment nous avons appliqué nos concepts et nos propositions. Elle est révélatrice de l’émergence d’une dynamique conversationnelle et interculturelle en classe et confirme ainsi nos hypothèses didactiques sur l’emploi de la nouvelle en classe de persan langue étrangère. / This thesis is in the field of teaching foreign language and culture. It represents a research on teaching ‘‘everyday Persian’’ based on short story as a place of intercultural exchanges. Applying the diglossia hypothesis to Persian, this dissertation demonstrates that this concept cannot overlook different sociocultural parameters which determine the use of two linguistic varieties: ‘‘everyday Persian’’ and ‘‘formal Persian’’. The diglossia, the mutual relation between language and culture and the study of Persian textbooks corpus have convinced us that teaching ‘‘spoken everyday Persian’’ and the presentation of cultural diversity in Iran need to be revised. This research examines the impact of using short stories on teaching ‘‘spoken everyday Persian’’ and also its efficacy to stimulate intercultural verbal interactions. The thesis raises if a concrete element or a well chosen theme in a short story can lead learners to speak. This role requires the seizable cultural elements in this very text. This educational choice is associated with an iconographical study of some selected illustrations intended to attract learners’ attention to the content of the short story and the cultural aspects it conveys. Another purpose of this research is to figure out whether the teacher’s posture, communication behaviours and the teacher/learner interpersonal relationships are interdependent and if they have any impact on the learner’s desire to learn and communicate in the context of teaching Persian. To verify these hypotheses, an educational project for the second year-students of Persian language and civilization at the National Institute of Oriental Languages and Civilizations was implemented. Analysis of recorded data can show how our concepts and proposals were applied. It is indicative of the emergence of a conversational and intercultural dynamics in the classroom and confirms our hypotheses regarding the use of Persian short stories in teaching Persian as a foreign language.

This diploma thesis is going to focus on a comparison of a traditional knight´s short story and an early modern folk reading of the Chronicles of "Štifríd" and "Bruncvík"; the focus will be primarily on differences of the two texts. Narratives in Czech literature were repeatedly used in different time periods and in texts of various genres: from the allegorical knight's short story in the end of the 14th century to the early modern funny book of folk reading or even e.g. a folclore fairytale in the 19th century. The starting point for the work will be, therefore, an introduction of the interpretation attempts aimed at the filliation of handwritten and printed editions of the two narratives (Jaroslav Kolár's study), then an actual composition of the work (Hana Mirvaldová - Šmahelová's study) and also an allegorical presentation (Jaroslav Kolár's story). The main part of the thesis is an analysis of the handwritten releases from the turn of the 14th and 15th century and the printed edition from the 18th century, and their mutual comparison.