Pastaruoju metu Lietuvoje suintensyvėjo sociolingvistiniai tyrimai. Nuošalyje neliko ir Šiaulių universiteto mokslininkai bei jų vadovaujami, pirmuosius mokslinius darbus rašantys, studentai. Darbe aptariama taisyklingos kalbos vartosenos problema. Remiantis anketomis analizuojamas jaunųjų lituanistų požiūris į taisyklingą kalbos vartoseną, kalbos prestižą, motyvaciją kalbėti taisyklingai. Atliktas tyrimas leidžia ne tik susipažinti su Šiaulių universiteto Humanitarinio fakulteto lituanistų taisyklingos kalbos vartosena, bet ir padeda suvokti, kaip rimtai jaunoji lituanistų karta vertina savo pasirinktą specialybę – lietuvių kalbą. / Recently, Lithuania intensified the research of language. Left behind and Siauliai University scientists and their guidance, the first scientific work on writing students. The paper deals with regular use of the language problem. Based on the analysis of questionnaires for young specialists in Lithuanian philology approach to correct language usage, language prestige, the motivation to speak correct. Study allows not only access to the Siauliai University Faculty of Humanities lituanistų correct language usage, but also helps to understand how serious the younger generation appreciates specialists in Lithuanian philology his chosen profession - the Lithuanian language.

La marijuana existe dans l'environnement humain depuis des milliers d'années, tant pour ses usages récréatifs que médicaux. Pour ces derniers, elle tend à être de plus en plus valorisée; voire considérée comme un produit « non dangereux» et même bénéfique. Pourtant, ses vertus médicinales soulèvent toujours interrogations et controverses au sein du monde médical et scientifique. Ce mémoire examine l'encadrement normatif applicable à l'utilisation de la marijuana à des fins médicales. Dans un premier temps, il présente de façon simplifiée la composition chimique de cette plante et évoque l'histoire mondiale de la marijuana. Le chapitre II expose les Conventions internationales adoptées pour surveiller la production, la distribution et l'usage de marijuana. Le chapitre III est consacré à la législation européenne et en particulier à celle de la France, de la Suisse, du Royaume-Uni et des Pays-Bas. Enfin, la situation en Amérique du Nord est présentée dans le chapitre IV de façon à comparer la position des États-Unis et celle du Canada. Tout au long de ce mémoire, l'auteur note l'interaction entre le législatif et le judiciaire dans le débat entourant l'accès légal à la marijuana à des fins thérapeutiques. / The marijuana has been known to humanity for thousands of years, for its recreational as weil as medical uses. In this contexts, it seems to be seen as "not dangerous" and even useful. However, among medical and scientific experts, discussions still occur about its medical characteristics. This paper studies the normative structures applicable to the use of marijuana for medical purposes. Firstly, it presents in a simplified way the chemical composition of this plant and describes its history. Chapter II introduces the International Conventions adopted in order to supervise the production, distribution and use of marijuana. Chapter III is dedicated to the European legislation and in particular the situation in France, Switzerland, the United Kingdom and the Netherlands. Finally, the situation in North America is presented in chapter IV comparing the positions of the United States of America and Canada. In this document, the author observes the interaction between the legislative regulations and the courts leading to the legal right to use marijuana for therapeutic purposes. / "Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de Maîtrise en droit, option recherche (LL.M.)"

Children of Italian immigrants in Montreal are in contact with many languages and kinds of speech. French and English are used publicly, formal Italian is studied in heritage classes, a dialect of the family's region of origin is used at home, and a kind of koine is frequently used in interactions with other Italian immigrants. The contact of these languages produces various kinds of interferences. These lead a child to make errors when he tries to use the Standard Italian code. In this research, children's compositions are examined for errors which in turn are analysed and classified. The causes of these errors are investigated and statistics are presented to indicate the frequency of errors or the power of various causes. / An effort is made to show all the different errors and interferences that occur, and to discover a pattern of their causes. The data put forth might eventually serve as a base for further studies on the pedagogical prevention or correction of errors in the teaching of Standard Italian as adapted to the specific situation in Montreal.

No description available.

No description available.

Although isiZulu has been accorded official status by the constitution of the country, the language continues to be marginalised in the private and public sectors. This illustrates that there is a considerable mismatch between the language policy on the one hand, and language practice on the other hand in these sectors. This is due largely to the problems associated with the practical implementation of the language policy. This study sets out to investigate the attitudes of Zulu and non-Zulu speakers at selected private and public sector institutions to gauge how these speakers feel about isiZulu and what can be done to promote the language in this region. Against this background, an empirical investigation comprising a questionnaire survey, which produced descriptive and inferential statistical data, was undertaken. Data were gathered by means of questionnaires from a random sample of Zulu and non-Zulu speakers from the eThekwini region. Semistructured interviews were conducted with Zulu and non-Zulu speakers at selected private and public sector institutions in this region. Data gathered from the semi-structured interviews were used to complement data from the questionnaires. The main findings indicate that among Zulu speakers, isiZulu has entrenched its position in the domestic domain because it is the main language of communication with family members, friends and neighbours. However, the language has not yet established itself in the commercial sector. The findings reveal that Zulu speakers are proud of isiZulu and they feel that the language has the potential to be used in all spheres of society. The majority of non-Zulu speakers on the other hand, consider isiZulu an important requirement for employment opportunities. They also feel that the isiZulu is going to play an important role in the future and it is imperative that people acquire the language so that they can communicate effectively with the majority in this region. Since the majority of Zulu speakers and non-Zulu speakers in this study display positive attitudes towards isiZulu it augurs well for the future development of the language. Based on the main findings, detailed recommendations are suggested to enhance the practical implementation of isiZulu in the eThekwini region and in other parts of KwaZulu-Natal. / Thesis (PhD.)-University of KwaZulu-Natal, 2007.

The problem of poor reading levels among South African students is still prevalent at all levels of education. Attempts to eradicate the problem through various means, for example, Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading, and many more have been made, yet to date no observable improvements have been noted. The purpose of this study is to explore the teaching of reading in isiZulu home language classrooms. The study aimed to answer three research questions: (i) What do foundation phase teachers say about teaching reading in isiZulu home language classes? (ii) How do foundation phase teachers teach reading in isiZulu home languages classes?, and (iii) Why do foundation phase teachers teach reading in isiZulu home language classes in the way they do? The study is conducted at Umlazi, an African Township, where isiZulu is the language spoken in the community and is the language of learning and teaching in all foundation phase classrooms. The research sites are two schools, in the same area. The participants of the study are eight teachers, all mother tongue speakers of isiZulu. There are six teachers in one school, and two from the other school. The children taught are also speakers of isiZulu. The study is a qualitative case study, situated in the constructivist paradigm. Semi-structured interviews; observations as well as document analysis are used as data collection methods. The study uses qualitative methods for the analysis of data. Vygotsky’s (1978) social-constructivist theory is used as a theoretical framework, and a conceptual framework is also developed for data analysis. Eight themes emerge from the findings. The first theme; content taught, is found to focus on the teaching of sounds and words, taught in isolation. The second one; ways of teaching, seem to be the phonic and look and say methods, which are due to beliefs that teachers have about them. The third one; reading resources is seen to be lacking in both schools, and teachers are seen to rely on traditional resources for the teaching of reading. The fourth one; context in which reading is taught, appears to be not conducive to the children’s reading development. Fifth; assessment of reading; is indirect. This means that teachers use written tasks, and not reading activities to assess reading. The sixth; aims of reading; is found to be on writing accuracy and not on reading for comprehension. The seventh; teachers’ beliefs; are the reasons for teachers’ actions and sayings. The last one; teachers’ attitudes towards isiZulu, are found to be the most dominant predicament, as teachers themselves see isiZulu as a problem, and prefer English rather than isiZulu. Findings of the study indicate that, teachers are highly influenced by their beliefs, the aspect which impacts on the ways they teach reading in isiZulu home language classrooms. Secondly, teachers do not adequately encourage children to read in isiZulu because of their bias towards the English language. The third finding is the lack of resources for the teaching of reading in isiZulu home language. It is concluded that isiZulu home language learners in such schools are not able to read because the problem starts at a very elementary level, in the foundation phase, and the problem is carried over into their whole academic life. Inkinga yamazinga aphansi okufunda okubhaliwe kubafundi baseNingizimu Afrika yinto ekhungethe onke amazinga emfundo. Nakuba iminingi imizamo esizanyiwe ukulwa nale nkinga, kuze kube manje bekungakabi bikho mibiko ebika ubungcono. Lapha ngingabala imizamo yaseNingizimu-Afrika efana ne-Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading. Inhloso yalolu cwaningo ukubheka ukufundiswa kokufunda okubhaliwe olimini lwasekhaya lwesiZulu emabangeni aphansi. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu njengolimi lwasekhaya? (ii) Othisha bamabanga aphansi bakufundisa kanjani ukufunda okubhaliwe emabangeni esibili nelesithathu emakilasini esiZulu njengolimi lwasekhaya? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo? Ucwaningo lwenziwe elokishini lama-Afrika laseMlazi, lapho isiZulu siwulimi olukhulunywa emphakathini, kanti nasezikoleni zamabanga aphansi kusetshenziswa sona njengolimi lokufundisa. Ucwaningo lwenziwe ezikoleni ezimbili ezisesigcemeni esisodwa. Bayisishiyagalombili othisha ababe yingxenye yocwaningo, bayisithupha kwesinye isikole, kanti kwesinye babili. Ucwaningo lulucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwe-social constuctivist paradigm. Kusetshenziswa izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha befundisa (observations), kanye nendlela yokuhlaziya imibhalo njengezindlela zokuqoqa ulwazi locwaningo. Ucwaningo luphinde lusebenzise izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Kusetshenziswa insizakuhlaziya kaVygotsky (1978) njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba eziyisishiyagalombili olwazini olutholakalayo. Kukhona emayelana nokufundiswayo lapho kufundiswa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa imisindo namagama nemisho emifushane, okufundiswa kuzihambela kodwa; ngamanye amazwi kungasukeli embhalweni. Enye imayelana nezindlela namasu okufundisa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa ngendlela yokufundisa ngemisindo, bayihlanganise nendlela yokubuka-usho (look-and–say method). Enye imayelana nezinsizakufundisa zokufunda okubhaliwe, okubonakala ziyindlala kuzo zombili izikole, kanti futhi ukusetshenziswa kwazo kuncikene nezinkolelo othisha abanazo. Enye imayelana nendawo okufundelwa kuyo ukufunda okubhaliwe, okutholakala kungagqugquzeli kangako ukuthuthuka kwengane ekufundeni imibhalo yesiZulu. Enye imayelana nokuhlolwa kokufundiswa kokufunda okubhaliwe. Lapha kuvela ukuthi ukuhlola kwenzeka ngendlela engaqondene nokufunda okubhaliwe, ngoba ukuhlola ukufunda okubhaliwe kwenzeka ngokuthi abafundi benze imisebenzi ebhalwayo, efana nesibizelo nokunye. Enye yezindikimba imayelana nenhloso yokufunda okubhaliwe. Lapha kubonakala ukufunda okubhaliwe kungenanhloso yokufunda ngokuqondisisa umbhalo ofundwayo, kodwa kunalokho kube ukubhala ngokucophelela, ‘ngendlela enembayo’ (writing accuracy). Enye indikimba imayelana nezinkolelo othisha abanazo ngokufundisa ukufunda okubhaliwe. Lokhu kubonakala kuyisona sizathu kwabakwenzayo nabakushoyo othisha ngokufundisa ukufunda okubhaliwe. Kanti enye imayelana nokuzenyeza kothisha ngolimi abalufundisayo lwesiZulu. Lapha othisha babonakala besibukela phansi isiZulu kodwa bencamela isiNgisi. Imiphumela yocwaningo ikhombisa ukuthi abakushoyo nabakwenzayo othisha kungenxa yezinkolelo abanamathele kuzo, okuyizona ezinomthelela ezindleleni abazisebenzisayo lapho befundisa ukufunda okubhaliwe. Okwesibili ukuthi othisha abazilekeleli ngokwanele izingane ukuba zithuthuke ekufundeni okubhaliwe olimini lwesiZulu, ngenxa yokuchema nesiNgisi. Okwesithathu ukuthi izinsizakufundisa zolimi lwesiZulu ziyindlala kuzo zombili izikole. Ngakho-ke ucwaningo lusonga ngokuthi kusho ukuthi abafundi bakulezi zikole banenkinga yokufunda okubhaliwe olimini lwesiZulu nje yingoba inkinga iqala emabangeni aphansi, besebancane, bakhule baqhubeke nayo impilo yabo yonke emfundweni. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2011.

Thèse diffusée initialement dans le cadre d'un projet pilote des Presses de l'Université de Montréal/Centre d'édition numérique UdeM (1997-2008) avec l'autorisation de l'auteur.

Abstract not available. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.

L'enjeu de cette thèse est de proposer une perspective psychosociale de l'étude des usages à partir du concept d'acceptabilité sociale, définit comme " la valeur que l'individu accorde à ces objets et / ou à ces utilisateurs en fonction durapport spécifique qu'il entretient avec eux " (Lefeuvre et al., 2008, p.101). Cette perspective psychosociale est ancrée entre des points vus sociologique et ergonomique et est construite sur la base de la notion de variables sociales dans les modèles d'usages (issus des champs des IHM, MSI et la TARTCP). Nous avons montré que les variables sociales absentes des modèles d'usage, apparaissaient néanmoins dans trois évolutions différentes de ces modèles. De ce constat, l'objectif de cette thèse est d'améliorer la prédiction d'un modèle d'usage par la prise en compte de l'acceptabilité sociale. Deux hypothèses ont été testées. La première selon laquelle, la valeur du comportement module l'effet des variables sociales sur la prédiction de l'intention (Conner et Armitage, 1998 ; Rivis, Sheeran et Armitage, 2009 ; Manning, 2009), et la seconde selon laquelle, les variables sociales n'ont pas toutes la même sensibilité à la variation de la valeur d'un comportement. Pour mettre à l'épreuve ces hypothèses, deux axes de recherches ont été conduits. Le premier axe opérationnalise la valeur par la valorisation du comportement et est testé dans le domaine des comportements routiers (étude 1 et 2). Le second axe opérationnalise la valeur selon le niveau de socialité des comportements et est testé dans le domaine des comportements d'éco-mobilité (étude 3 à 5). Les résultats révèlent la pertinence d'une approche des usages orientée par l'acceptabilité sociale. Ils permettent de souligner que les comportements valorisés sont davantage prédit par les variables sociales que les comportements portant moins de valeur sociale