University of Macau / Faculty of Arts and Humanities. / Department of English

Not available / text

Thesis (M. Phil.)--University of Hong Kong, 2008.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Diss.--Würzburg. / Vita.

Cheung Kwan Hin. / Thesis (M.A.)--Chinese University of Hong Kong. / Bibliography: leaves 90-93.

Though interpreters commonly neglect the masoretic accents in exegesis, this system clarifies and confirms the sense of the text through highly predictable patterns. This dissertation seeks to establish the presence of intentional Masoretic accent patterns that correspond to syntactic features of the text. After establishing the statistical consistency of the pattern in the book of Judges, each chapter examines various examples of the pattern and intentional divergence. Intentional divergence also serves to establish the premise that the patterns are indeed laid down in a systematic fashion. Various examples of divergence illustrate their usefulness by indicating points of semantic interest. The value of these regular patterns and divergent examples warrants greater attention in the exegetical process. Chapter 2 presents the pattern for Etnachta at the conclusion of mid-verse direct speech (e.g., Judg 1:3; 4:9; 6:20; 7:9–11; 8:20; 15:1). Chapter 3 examines the pattern for the interjection ועתה (ve‘atah) from Genesis to Kings (e.g., Judg 13:7; 15:18; 1 Sam 9:13; 2 Kgs 7:9). Chapter 4 opens up the pattern for framing conditional clauses (e.g., Judg 4:8; 6:17; 9:15; 9:19–20; 11:30–31; 13:16; 13:23; 14:13; Gen 18:3; 28:20–22). Chapter 5 investigates the use of Masoretic accents in contexts of contrast, specifically in the presence of the contrast structures vav + X + verb, and vav + לא + verb (e.g., Judg 1:27; 2:17; 10:13). The examination of these patterns forms the heart of the dissertation. At least three practical implications for exegesis emerge from this study: (1) confirmation of clause boundaries, (2) guidance in grouping clauses, and (3) indication of literary interest via accent patterns. The consistency and predictability of the accents benefits the interpreter in the course of regular Bible reading, and the intentional divergence from these patterns often signals a point of literary interest. Readers must know the typical patterns in order to spot divergence from them. The dissertation concludes with suggestions for future study related to Masoretic accent patterns.

M.A. (Afrikaans) / Please refer to full text to view abstract

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Irene Vogel, Dept. of Linguistics. Includes bibliographical references.

According to the curriculum for upper secondary school, various English accents should be introduced. However, it does not state what accents and how these should be introduced. Both American and British English have had a historical stronghold in Sweden, with both having been preferred in previous curriculums. This study shows that both continue to have a stronghold in Swedish schools, but in a different way. Through a questionnaire, teachers in Sweden were asked to answer how they introduce and work with accents in their own teaching.The teachers that responded to the questionnaire introduce and work with accents to a high degree. It becomes evident that while American and British English are still very much prevalent, other accents are prevalent as well. While the majority of the respondents believed that all accents are equally important to teach, some still upheld the notion that English accents from countries where English is the native language are more important to incorporate in their teaching as these are more commonly heard. Additionally, a majority of the respondents also believed that a student’s grade should not be affected by the accent they use. However, this was dependent on whether or not the accent sounded too Swedish or not and not what English accent the students choose to use or approximate. Thus, the overall results show that the teachers who responded to the questionnaire believe in the importance of introducing accents and teaching accents as well as introducing a wide variety of accents.