Orientador: Jairo Morais Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T17:40:56Z (GMT). No. of bitstreams: 1 Avelar_JuanitoOrnelasde_D.pdf: 1192036 bytes, checksum: 6252cfc9c58a128f0134f60e514a64a0 (MD5) Previous issue date: 2006 / Resumo: À luz da versão minimalista da Teoria de Princípios e Parâmetros (Chomsky 1995, 2000, 2001), esta tese focaliza constituintes preposicionados adnominais no português brasileiro, estabelecendo um quadro formal para capturar propriedades sintáticas e semânticas observadas em adjuntos introduzidos por de, em, com e para. A análise explora a idéia de que os adjuntos adnominais introduzidos por de não devem ser tratados como constituintes preposicionados, mas DPs/NPs que ganham a preposição tardiamente, no componente morfo-fonológico. Para os sintagmas introduzidos por em, com, para e certas preposições complexas (do tipo dentro de, em cima de, atrás de etc.), defende-se a hipótese de que esses constituintes dispõem de uma arquitetura clausal, abarcando categorias paralelas às identificadas no domínio sentencial (Koopman (1997), Den Dikken (2003)). Dentro dessa arquitetura, DPs podem ser inicialmente inseridos na posição de especificador da categoria p (light preposition), no sentido proposto por Svenonius (2004a). O estudo também recorre à proposta de Hornstein, Nunes & Pietroski (2006) em torno da configuração de adjunção, mostrando que a noção de adjunção sem rótulo defendida por esses autores é capaz de capturar uma série de fatos que envolvem a extração tanto de constituintes preposicionados quanto de sintagmas nominais modificados por tais constituintes. O estudo conclui que as principais diferenças entre os adjuntos introduzidos por de, de um lado, e por em, com e para, de outro, se devem exatamente ao fato de aqueles não portarem uma estrutura clausal, mas se configurarem como verdadeiros DPs/NPs / Abstract: Adopting the Minimalist Program (Chomsky 1995, 2000, 2001), this thesis concentrates on adnominal prepositional phrases in Brazilian Portuguese, proposing a formal picture to account for syntatic and semantic properties of adjuncts introduced by de 'of¿, em 'in, on¿, com 'with¿ e para 'for¿. I explore the idea that adnominal adjuncts introduced by de are not prepositional phrases, but DPs/NPs that receive the preposition only in the PF branch. In respect of em, com, para and some complex prepositions, it is considered that phrases introduced by such items exhibit a clausal architecture, with categories similar to the ones identified in sentential domains (Koopman (1997), Den Dikken (2003)). It will be proposed that modified DPs can be inserted in the specifier position of p (light preposition), following Svenonius (2004a). The analysis also explore Hornstein, Nunes & Pietroski¿s (2006) proposal for adjunct configurations, showing that the notion of unlabeled adjunction is capable of explaining relevant properties involving the extraction of prepositional phrases and modified nominal constituents. The thesis concludes that the main semantic and syntatic differences between de and em/com/para adjuncts result from the fact that de adnominal phrases don¿t have a prepositional clausal structure, but correspond to true DPs/NPs in the syntax / Doutorado / Doutor em Linguística

Syftet med undersökningen är att undersöka hur viktigt gymnasieelever anser att språkriktighet är i olika kategorier samt deras attityder till enskilda språkriktighetsfrågor. De enskilda språkriktighetsfrågorna är avgränsade till formord och specifikt valet mellan de och dem, han och honom i objektsposition, sina och deras, jämförelseuttryck, före och innan och var och vart samt konstruktioner med dels och eftersom att. Resultatet analyseras för att se hur enhetliga elevernas svar är samt i vilken uträckning kön, gymnasieprogram samt årskurshar betydelse för attityderna till språkriktighet. För att undersökningens syfte ska kunna besvaras har en enkätundersökning genomförts. I undersökningen deltog 217 gymnasieelever från tre olika gymnasieprogram samt från alla tre årskurser. Resultatet visar att eleverna anser att språkriktighet är viktigt i formella texter som information från myndigheter samt att det är oviktigt i informella texter som SMS. Resultatet visar också att eleverna accepterar både de och dem samt sina och deras oavsett satsledsfunktion. De accepterar också var och vart oavsett om det syftar på befintlighet eller riktning. De accepterar inte konstruktioner med han i objektposition utan föredrar honom. För jämförelseuttryck accepteras formuleringen än mig i större utsträckning än formuleringen än jag. För konstruktioner med dels accepteras det till viss del samt att eleverna accepterar konstruktioner med både eftersom att och eftersom. Elevernas svar är relativt enhetliga där det visar sig att attityderna i liten utsträckning påverkas av kön, gymnasieprogram samt årskurs. / The purpose of the survey is to investigate how important high school students consider language correctness to be in different categories and their attitudes to individual language correctness issues. The individual language correctness issues are limited to pronouns,prepositions, conjunctions and subjunctions, specifically the choice between de and dem, han and honom in object position, sina and deras, jag and mig in comparative expressions, föreand innan and var and vart as well as constructions with dels and eftersom att. The results areanalyzed to see how uniform the students' answers are and to what extent gender, high schoolprogram and year groups are important for attitudes to language correctness. In order to beable to answer the purpose a survey has been conducted. The survey involved 217 highschool students from three different high school programs as well as from all three year groups. The results show that the students believe that language correctness is important in formaltexts such as information from the authority and that it is unimportant in informal texts suchas SMS. The results also show that the students accept both de and dem as well as sina and deras regardless of the clause function. They also accept var and vart, regardless of whether it refers to existence or direction. They do not accept constructions with han in objectposition but prefer honom. For comparative terms, the formulation än mig is accepted to agreater extent than the formulation än jag. For constructions with dels it is accepted to someextent and that the students accept constructions with both eftersom att and eftersom. The students' answers are relatively uniform, where it turns out that attitudes are to a small extentaffected by gender, high school programs and year group.

No description available.

La tesi è divisa in tre parti: la prima parte offre un panorama delle principali teorie della valenza sviluppate in Francia e in Italia, con particolare attenzione allo statuto sintattico dei complementi preposizionali (argomenti o aggiuntivi); la seconda parte presenta lo studio contrastivo di 103 verbi francesi tratti dal "Dictionnaire de la Complémentation Verbale" di Salkoff-Valli (in preparazione); la terza parte presenta lo studio contrastivo di due gruppi preposizionali francesi di particolare interesse traduttivo: "de N" con valore di causa e "contre N". / This Thesis is divided into three parts : the first one gives an overview of the main valency theories, which have been developed in France and Italy, particularly paying attention to the problem of prepositional complements ambiguity (objects or modifiers of the verb) ; second part proposes a contrastive study of 103 French verbs, taken from Dictionnaire de la Complémentation verbale of Salkoff-Valli (in progress); third part proposes a contrastive study of two French prepositional phrases "de N" indicating a cause, and "contre N", object or specific modifier of the verb , very interesting topic under the point of view of the translation into Italian.

This study investigated common English language errors made by Oshiwambo, Afrikaans and Silozi First Language speakers. The study examined errors in a corpus of 360 essays written by 180 participants. Errors were identified and classified into various categories. The four most common errors committed by the participants were tenses, prepositions, articles and spelling. The study is important to educators and study material developers who should become aware of the kind of errors that their target learners make, so that they are in a better position to put appropriate intervention strategies into place. For learners, error analysis is important as it shows the areas of difficulty in their writing. The limitations and some pedagogical implications for future study are included at the end of this research paper. / English Studies / M. A. (TESOL)

[pt] Na descrição do português do Brasil, as expressões adverbiais locativas de origem e de meta, exigidas pela valência de verbos de movimento tetravalentes, apresentam peculiaridades quanto à realização nos enunciados. Neste trabalho, a análise realizada é de caráter qualitativo, com base nas propostas da gramática de valências. Examina a possibilidade de realização de cada argumento citado e as motivações, os efeitos gerados na sua relação com os verbos de que dependem. Os locativos que indicam meta e que complementam o quarto espaço dos verbos de movimento/direção possuem freqüência maior de realização, quando os verbos inferem transferência de lugar. Este trabalho considera o valor das preposições que acompanham os complementos e os advérbios que indicam o espaço dêitico. / [en] In the description of the Brazilian Portuguese, the valency of verbs of movement opens four spaces which are fullfilled by adverbial expressions considered locatives of origen and goal. These expressions present peculiarities regarding the realization in utterances. Based on the proposals of the valency grammar, an analysis of qualitative aspect was provided aiming to examine the possibility of realization of each argument mentioned and the motivations and results generated in their relationship with the verbs on which they depend. The locatives that indicate goal and complement the fourth space of the verbs of movement / direction occur more often when these verbs infer location transferance. This dissertation considers the value of prepositions that accompany the complements and the adverbs that indicate the deitic space.

Ce projet de maîtrise se consacre à l’apprentissage des prépositions espagnoles chez les élèves francophones. L’identification et l’analyse des erreurs les plus fréquentes dans l’usage des prépositions par des francophones nous permettrons d’élaborer des exercices pratiques qui rendraient leur apprentissage moins difficile. Nous croyons que la difficulté dans l’utilisation des prépositions chez les étudiants réside en partie dans le fait de ne pas connaître leur emploi exact. Nous commencerons donc par présenter l’emploi des principales prépositions en espagnol à partir du Manual de la Nueva gramática de la lengua española et d’autres études. L’enseignement de la grammaire dans les cours d’espagnol comme langue étrangère (ELE) au Québec suit les règles établies par le Cadre européen commun et le Plan curricular de l’Institut Cervantès. Les étudiants développent leur compétence grammaticale de manière inductive; ils sont amenés à comprendre les règles par eux-mêmes et à créer leurs propres hypothèses qu’ils confirment ou réfutent après grâce à quelques explications formelles de l’enseignant et des exercices de pratique. Par contre, cette tendance à laisser l’apprentissage de la grammaire entre les mains des étudiants peut aussi amener à la fossilisation de leurs erreurs si les explications et la pratique ne sont pas suffisantes. Les erreurs sont perçues comme un point de départ pour comprendre où résident les difficultés des étudiants et permettent aux enseignants d’apporter les changements nécessaires à leurs méthodes d’enseignement. Notre révision de quelques investigations réalisées avec la méthode de l’analyse des erreurs, nous permet de cerner les raisons pour lesquelles les francophones commettent autant d’erreurs dans l’utilisation des prépositions espagnoles. Notre analyse de l’enseignement et de la pratique des prépositions dans trois manuels qui s’utilisent actuellement dans les cégeps et les universités du Québec nous permet de voir que les prépositions ne se pratiquent pas assez, surtout au niveau intermédiaire. Nous proposons donc des exercices pratiques qui permettront aux étudiants de pratiquer les prépositions de manière plus efficace. / This MA thesis is dedicated to the learning of the Spanish prepositions by French-speakers. We are interested in identifying and analyzing the most frequent errors in the use of the prepositions by French-speakers, which will bring us to create activities that will help them make fewer mistakes. We believe that the difficulty partly lies in the fact that students don’t know how to use them correctly. Therefore, we find it important to present the uses of the main prepositions in Spanish given by the Manual of Nueva gramática de la lengua española and other studies. The teaching of grammar in classes of Spanish as a foreign language (SFL) in Quebec follows the guidelines established by the Common European Framework and the Plan curricular of the Cervantes Institute. The students develop their grammatical competence in an inductive way; they try to understand the rules by themselves and create their own hypotheses which they will later confirm or refute thanks to some formal explanations from the teacher and practice. On the other hand, this tendency to leave the learning of the grammar mostly in the hands of the students can also bring about the fossilization of certain errors if there aren’t enough explanations or practice. The method of Error Analysis is the most effective to analyze the process of Spanish learning as a foreign language. The errors are a starting point to understand where the difficulties of the students lie and allow the teachers to bring the necessary changes in their teaching methods. Our revision of some investigations made with this method of analysis will allow us to better understand the causes of the most frequent errors French-Speakers make using Spanish prepositions. Our analysis of three textbooks used today in the classrooms of cégeps and universities of Quebec will prove that the prepositions are not practiced enough, especially in the intermediate level. We will consequently propose activities that will allow the students to practice the Spanish prepositions in a more effective way. / Este trabajo de Maestría se centra en el aprendizaje de las preposiciones españolas en alumnos francófonos. La identificación y el análisis de los errores más frecuentes nos llevarán a elaborar actividades que permitan un aprendizaje menos difícil de las preposiciones. Primero, creemos que la dificultad reside en parte en el hecho de no conocer los usos exactos de las preposiciones. Nos parece entonces importante empezar por la presentación de los usos de las principales preposiciones en español a partir del Manual de la Nueva gramática española y de otros estudios. La enseñanza de la gramática en clases de español como lengua extranjera (ELE) en Quebec sigue las mismas pautas establecidas por el Marco común europeo y el Plan curricular del Instituto Cervantes. Los estudiantes desarrollan su competencia gramatical de manera inductiva, creando hipótesis que luego confirman o refutan a partir de explicaciones formales del profesor y de práctica. Sin embargo, el hecho de dejar el aprendizaje de la gramática en las manos de los estudiantes puede causar una fosilización de los errores si no hay suficientes explicaciones y práctica. El método de análisis de los errores se reveló el más eficaz para analizar el proceso de aprendizaje de ELE. Los errores son un punto de partida para comprender dónde residen las dificultades de los estudiantes y permiten a los profesores aportar los cambios necesarios en sus métodos de enseñanza. Nuestro estudio de los errores preposicionales en la interlengua de los hablantes francófonos a partir de estudios realizados con el método de análisis de errores nos permitirá comprender mejor las causas de esos errores. Nuestro análisis de tres manuales que se utilizan actualmente en clases de ELE en los cégeps y universidades quebequenses nos permitirá ver que las preposiciones no se practican bastante en los manuales, sobre todo en el nivel intermedio, lo que podría explicar la fosilización de algunos errores. Propondremos entonces algunas actividades para que los estudiantes puedan practicar las preposiciones de una manera más eficaz.

過去多數英文介系詞語意之研究皆以介系詞為多義詞，並藉由語意網絡去分析其詞義（e.g. Lindner, 1983; Tyler and Evans, 2001），或透過意象圖式理論（image schema theory）來探究介系詞語意，依不同的前景名詞（figure）與背景名詞（ground）組成可產生不同的形貌結構，從而衍生出其特殊語意（e.g. Lakoff, 1987）。然而，有關介系詞片語中詞彙搭配詞組如何影響介系詞使用之研究則較不多見。故本論文著重在分析前景與背景名詞等搭配詞組之語意特徵，探究其對介系詞in和on語意及介系詞片語組成之影響。以英國國家語料庫（British National Corpus）和政治大學外語學習者語料庫（The NCCU Foreign Language Learner Corpus）作分析，比較學習者與以英語為母語者使用in和on介系詞片語在語意上的差異。 本研究共分三部分。第一部分的詞義分析比較學習者與母語人士在使用in與on之詞義之異同，在介系詞in的部分，學習者與母語人士語料相較之下僅有細微的差異，多數語料皆為原型場景（proto-scene）之詞義的使用。介系詞on的詞義使用則稍有不同；學習者較傾向作具體位置的指涉，然母語者則較傾向呈現此介系詞的抽象意涵。第二部分的語意特徵分析則比較介系詞in和on在具體（literal）與抽象（metaphorical）片語組成上，前景與背景語意特徵之異同。研究結果顯示不同的介系詞片語會由特定類型的前景與背景名詞組成，故在組成不同語意之介系詞片語時，特定語意特徵出現的頻率會呈現顯著性地差異。第三部分為學習者語料的錯誤分析，探究學習者誤用in和on介系詞片語之情形。 綜合上述研究結果可得知，組成介系詞片語的名詞詞組會依上下文語意而產生不同之語意偏好（semantic preferences），介系詞的語意除了會受到後接名詞的影響，周圍名詞也可能造成語意上的差異。這些名詞可能會選擇特定的介系詞來使用，亦會影響介系詞在片語中之語意。 本論文深入地探討了介系詞片語詞組之組成，透過大量的語料分析，為英語介系詞複雜的語意層面提出了一個較系統化且完整之解釋，期能將研究發現應用於教材設計上，希望能在學習介系詞使用上有所幫助，也供未來介系詞相關研究作為參考。 / The meanings of English preposition have been explored greatly through vast directions of research. Most studies agree that preposition is a polysemous lexical item whose senses can be construed from the semantic network (e.g. Lindner, 1983; Tyler and Evans, 2001). Its senses has also been examined under the image-schema theory from the cognitive perspective (e.g. Lakoff, 1987), in which the figure (or trajector) and ground (or landmark) interact differently to form various configurations that contribute to sets of distinct senses. Though these studies attempt to provide a comprehensive network for the meanings of prepositions, how the semantic features of the figure and ground might influence the choice of a preposition and the construction of a prepositional phrase is hardly seen. The thesis adopted a native speaker corpus (British National Corpus, BNC) and a learner corpus (The NCCU Foreign Language Learner Corpus, NCCU) to probe into how the semantic features of the figure and ground nouns can help explicate the semantic profiles of the preposition in and on, and to compare learners’ understanding of them with that of the native speakers’. Based on the corpora, the study is composed of three major analyses. The sense analysis compared the sense distributions of in and on, from which similarities and differences may be found between BNC and NCCU. The result of this analysis showed that in the sense categories of in, the distribution did not differ greatly since most of the data were categorized into the proto-scene sense in both BNC and NCCU, and only slight variations could be found in other categories. In the sense categories of on, in senses that refer to location, higher frequency could be found in NCCU, while more metaphorical constructions of on were identified in BNC. In the second analysis, the semantic feature analysis, the distribution of the semantic features are compared between literal and metaphorical constructions of in and on and between BNC and NCCU respectively. For the comparison of in and on, the statistical results showed that different types of nouns could be observed in the data of particular prepositions. Thus, for nouns in prepositions of different meanings, there may be significant differences in the semantic features identified in these nouns This result implied that the nouns surrounding a preposition might have some influences toward the meaning of this preposition. In the third analysis, the errors in the learner data were identified and examined. Based on the results, we proposed that in a prepositional phrase formed by a particular meaning of a preposition, there exist a range of semantic preferences shown in their co-text. The meanings of a preposition are influenced by the lexical words surrounding the preposition, rather than by the word that goes after the preposition (the ground). This thesis extends from the previous studies on the semantics of prepositions and includes the important linguistic elements in forming the prepositional phrases in the analysis. By incorporating a large amount of data, it also provides a systematic analysis and a more comprehensive explanation toward the complex semantics of English prepositions. The findings can be applied to the design of English teaching materials and techniques and may hopefully bring some insights to further preposition-related studies.

過去許多研究著眼於探討英文介系詞的語意，其中許多學者專注在單一介系詞的探討（e.g., Boers, 1996; Lindstromberg, 2010），其它學者則分析由動詞與介系詞組成之動詞片語、由介系詞與名詞組成之介系詞片語的語意（e.g. Larsen-Freeman & Celce-Murcia, 1999; Lindner, 1983; Quirk, Greenbaum, Leech, & Svartik, 1985）。過去這些研究大多在單一介系詞的框架下進行，鮮少有包含雙介系詞的句構的研究。本論文所研究之句構為：一個由動詞及UP/DOWN組成之動詞片語加上一個由IN與名詞組成之介系詞片語，在本句構中包含兩個連用之介系詞，本研究的分析包含雙介系詞的語意、動詞片語以及介系詞片語的語意，另外還包含此句構中所有語意的語意關連。 本研究採納並調整前人對介系詞、動詞片語以及介系詞片語的語意類別，以調整過的語意類別分析句構。研究結果發現在此句構中，雙介系詞大多含有隱喻概念，而大多的動詞片語則用來表達完成的動作語意，介系詞片語則多描繪空間概念或狀態。除此之外，我們發現此句構中的語意間有所關連，另外我們更發現UP和DOWN在本句構中並沒有完全對比的語意。 在本研究中，我們不同於以往研究只專注於一個介系詞或一個片語的分析，而是由三個角度切入探討一個含有雙介系詞的句構，未來期望能將本研究的結果運用在對比學習者對此句構的語言表現，並對介系詞的教學有更多貢獻。

This study investigated common English language errors made by Oshiwambo, Afrikaans and Silozi First Language speakers. The study examined errors in a corpus of 360 essays written by 180 participants. Errors were identified and classified into various categories. The four most common errors committed by the participants were tenses, prepositions, articles and spelling. The study is important to educators and study material developers who should become aware of the kind of errors that their target learners make, so that they are in a better position to put appropriate intervention strategies into place. For learners, error analysis is important as it shows the areas of difficulty in their writing. The limitations and some pedagogical implications for future study are included at the end of this research paper. / English Studies / M. A. (TESOL)