Thesis (MSc (Computer Science))--University of Stellenbosch, 2005. / Sign Languages such as South African Sign Language, are proper natural languages; they have their own vocabularies, and they make use of their own grammar rules. However, machine translation from a spoken to a signed language creates interesting challenges. These problems are caused as a result of the differences in character between spoken and signed languages. Sign Languages are classified as visual-spatial languages: a signer makes use of the space around him, and gives visual clues from body language, facial expressions and sign movements to help him communicate. It is the absence of these elements in the written form of a spoken language that causes the contextual ambiguities during machine translation. The work described in this thesis is aimed at resolving the ambiguities caused by a translation from written English to South African Sign Language. We designed and implemented a preprocessor that uses areas of linguistics such as anaphora resolution and a data structure called a scene graph to help with the spatial aspect of the translation. The preprocessor also makes use of semantic and syntactic analysis, together with the help of a semantic relational database, to find emotional context from text. This analysis is then used to suggest body language, facial expressions and sign movement attributes, helping us to address the visual aspect of the translation. The results show that the system is flexible enough to be used with different types of text, and will overall improve the quality of a machine translation from English into a Sign Language.

O presente trabalho apresenta os resultados de uma pesquisa de campo realizada com adolescentes. O objetivo foi compreender as estratégias de coesão referencial e as características da fé sintético-convencional nas cartas produzidas na escola. A partir da produção textual de alunos e alunas, a pesquisa revelou que as anáforas pronominais e as elipses foram os recursos de coesão referencial que mais atuaram como elementos linguísticos colaboradores na construção da tessitura textual. No que se refere à fé do/da adolescente, constatou-se com esta pesquisa que de fato eles e elas estão vivendo o estágio 3 da fé, ou seja, a fé sintético-convencional postulada por James Fowler; posto que em todos as cartas produzidas se pode identificar as presenças de pelo menos quatro das cinco características apresentas pelo referido autor como representativas deste estágio da fé característico dos adolescentes. A saber: na adolescência a imagem de Deus torna-se mais pessoal, mais próxima; a identidade dos/das jovens adolescentes é moldada pelos grupos que pertencem (família e comunidade religiosa), adolescentes possuem em si um modelo de fé, herdado da família, dos grupos nos quais estão inseridos, ou seja, é uma fé não analisada; e, a expectativa, nesta fase da vida, está centrada na autoridade externa. A pesquisa revelou, ainda, que os/as adolescentes utilizam a fé que possuem como estratégias de coesão de vida. Sendo assim, eles/elas encontram na fé a esperança e a coragem para vencer desafios, empreendem batalhas para traçarem objetivos e metas confiando sempre na existência do Transcendente, neste caso, representado nos pelas figuras de Deus e/ou de Jesus Cristo, que os impulsionam, sobretudo, a acreditarem no poder da fé a viver de acordo com o que professam. / This work presents the results of a field research carried out with adolescents. The goal was to comprehend the strategies of referential cohesion and the characteristics of the conventional-synthetic faith in letters produced in the school. Based on the textual production of students the research revealed that the pronominal anaphoras and the ellipses were the resources of referential cohesion which were most used as collaborating linguistic elements in the construction of the textual fabric. With regard to the faith of the adolescent, it was observed with this research that, in fact, they are living stage 3 of the faith, that is, the conventional-synthetic faith postulated by James Fowler; being as one can identify in all the letters produced the presence of at least four of the five characteristics presented by the referred author as representative of this stage of the faith characteristic of adolescents. That is: in adolescence the image of God becomes more personal, more intimate; the identity of the adolescent youth is molded by the groups to which they belong (family and religious community). Adolescents have within them a model of faith, inherited from the family, from the groups in which they are involved, in other words, it is a non-analyzed faith and the expectation, in this phase of life, is centered on the external authority. The research also revealed that the adolescents use the faith they have as strategies for life cohesion. Thus they find in the faith the hope and courage to overcome challenges, undertake struggles to draw objectives and goals always trusting in the existence of the Transcendent, in this case, represented by the figures of God and/or Jesus Christ, who drives them, above all, to believe in the power of the faith and to live according to what they profess.

The aim of this work is to analyse functions of French articles as a part of the text in comparison with the means of Czech language. The theoretical part defines determinants as a word class in French language as well as its function in conjunction with nominal group, ways of linking in the text and structure of the text. All of this is based on the works of French and Czech authors concerned in the question of articles. The comparative part was done on the text accessible in both languages. The texts were analysed in the same way and then they studied all the questions from the theoretical part i.e. functions of the article in the text and its language means in Czech. The results were put into two tables. First table presents Czech equivalents of nominal group. Second table presents Czech equivalents of the way of linking in the text.

pesquisa teve por objetivo observar, analisar e intervir na aprendizagem dos pronomes en e y a partir da leitura do gênero notícia por alunos de francês língua estrangeira, brasileiros, no nível B1 de aprendizagem. Partimos do estudo sobre os materiais que tratam de tais pronomes: gramáticas de francês língua materna, gramáticas de francês língua estrangeira, estudos linguísticos, métodos para o ensino-aprendizagem do FLE. Diante da heterogeneidade de apresentação dos pronomes en e y - complexa em alguns livros, superficial ou falsamente simples em outros -, decidimos verificar na prática como os alunos de FLE lidavam com esses itens. Os dados de nossa pesquisa prática foram obtidos junto a grupos de alunos de nível B1 (QECR) de uma escola de idiomas por meio da aplicação de testes de leitura e reconhecimento de anáforas pronominais, especialmente do en e do y. A dinâmica proposta de leitura que adotamos tomou por base teórica os estudos de FAYOL (1992, 2003), GAONACH (2000), GIASSON (1990, 1995), GOIGOUX (1992, 2003, 2005) e PIETRARÓIA (1997, 2001). Com a análise dos dados, foi-nos possível conceber ações didáticas que visaram à tomada de consciência por parte do aluno de FLE da importância de reconhecer e interpretar, durante a leitura, os pronomes anafóricos e, em especial, o en e o y, cujos equivalentes não existem em português. A dinâmica proposta consistiu em atividades para antes, durante e depois da leitura de cada notícia selecionada, e dentre elas destacamos os exercícios para ativação de processos ascendentes de compreensão, de forma a torná-los mais transparentes e conscientes, ao mesmo tempo em que valorizávamos a questão da coerência e da coesão na construção textual. Os resultados, muito satisfatórios, permitem afirmar que um trabalho explícito e voltado para a complexidade dos pronomes en e y é, não somente necessário ao ensino-aprendizagem do FLE, como permite leituras e aprendizagens mais completas e produtivas / The purpose of this research was to observe, analyze and intervene in the learning of en and y pronouns from the reading of news by Brazilian students learning French as a foreign language on B1 level. The research begun with the study of materials dealing with such pronouns: French grammars as native language, French grammars as foreign language, linguistic studies, FLE teaching and learning methods. Facing the heterogeneity on the presentation of en and y pronouns, complex on some books, superficial or falsely simple in others, we have decided to verify in practice how FLE students were dealing with such items. Data from our practical research were obtained from groups of B1 level students (CEFR) from a language school, applying reading and pronominal anaphora recognition tests, especially on en and y. The reading proposal dynamic adopted had as theoretical basis FAYOL (1992, 2003), GAONACH (2000), GIASSON (1990, 1995), GOIGOUX (1992, 2003, 2005) and PIETRARÓIA (1997, 2001) studies. Having the data analyzed, it was possible to create didactic actions aiming FLE students awareness on the importance of recognizing and interpreting anaphoric pronouns during the reading, specially en and y, whose equivalent does not exist in Portuguese. The proposed dynamic consisted in activities before, during and after the reading of each news selected, emphasizing the exercises for the activation of ascending process of comprehension in order to make them more transparent and conscious, valuing the coherence and cohesion in text construction at the same time. The results were very satisfactory and allowed us to affirm that an explicit work, facing the complexity of en and y pronouns, is not only necessary to FLE teaching and learning, but also make reading and learning even more complete and productive

Cette thèse porte sur les particularités de la reprise anaphorique des pronoms indéfinis et des noms épicènes qui ont pour référents des individus humains indéfinis. Nous allons essayer de distinguer les différents facteurs (morphosyntaxiques, sémantiques et pragmatiques), qui influent sur le choix du pronom anaphorique. Ce choix ne sera pas toujours objectif. Il ne sera pas obligatoirement conforme aux règles d’accord syntaxique, puisqu’il dépendra de la décision de l’énonciateur concernant la pertinence du sexe ou du nombre d’individus faisant l’objet du discours. Ainsi, il est prouvé que le pronom personnel de la troisième personne du pluriel they est le meilleur candidat que ce soit dans les contextes où l’énonciateur et ses co-énonciateurs ignorent le sexe et/ou le nombre des personnes évoquées, dans les contextes génériques ou bien dans les contextes où l’énonciateur ne souhaite pas être précis sur l’identité de la personne dont il ou elle parle. Les pronoms personnels de la troisième personne du singulier he / she ne sont pas préférés dans ces contextes puisqu’ils rendent le référent plus défini qu’il l’est dans le discours en ajoutant des propriétés telles que le sexe et le nombre. Le choix que l’on fait pour se référer ou se coréférer sous-entend la prise d’un point de vue vis-à-vis des référents ou vis-à-vis des interlocuteurs. L’étude de plusieurs corpus, écrits comme oraux (BNC, COCA, SOAP, CHILDES, le corpus littéraire, le corpus de presse et d’émissions de télévision), nous a dévoilé que les locuteurs anglophones savent en quelque sorte manipuler le système pronominal conventionnel afin de rendre explicite ou de mettre en avant certains éléments ou bien d’en sous-spécifier ou d’en taire d’autres. / This dissertation investigates the peculiarities of pronominal reference to indefinite pronouns and epicene nouns that refer to indefinite human beings. It brings to light morphosyntactic, semantic and pragmatic factors which influence the choice of the anaphoric pronoun. This choice is not always objective, and does not necessarily match the rules of syntactic agreement. It tends to depend on the speaker’s decisions about the relevance of the sex and/or the number of individuals that are the topic of discussion. Thus, the third person plural pronoun they proves to be the best candidate when the referent’s sex and/or number is unknown by both the speaker and the hearer, as well as in generic contexts or when the speaker wishes to remain vague about the identity of the person he or she is referring to. The third person singular pronouns he / she do not fit in these contexts, since they render the referent more definite than it actually is in the discourse by adding such properties as sex and number. The choices that we make when referring or coreferring reveal our attitudes towards either referents or addressees. The study of both written and oral corpora (BNC, COCA, SOAP, CHILDES, literary, press and talk show corpora) reveals how English speakers are able to manipulate the conventional pronominal system so as to render explicit or highlight certain attributes and to underspecify others.

The study of indirect anaphora leads to rethink the issue of anaphoric processes used in textual productions. The very coherence shall be taken as a principle of interpretation Marcuschi (2005) and, in the interim of this assertion, the indirect anaphoras are considered important in the construction of meanings and textual progression. The indirect anaphoras as noted Marcuschi (2005) have in cognitive processes and strategies to inferentially decisive basis in the activity of textualization. The use of anaphoric processes was also present in the texts constructed by the students in the classes of the course offered at the Youth Apprentice - Senac Sergipe. However, these uses occurred in different ways for young people with different levels of education. It is in this context that we seek the theoretical linguistics textual to discuss issues such as referencing objects of discourse, indirect anaphora, the anchor, the consistency considered important in the discussion of the use of process reference. Work guided by the points of view of Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010, 2011, 2012, 2013) of the light reflected on such theoretical ratio between the greater or lesser use of anaphora and indirect schooling of learners. Before we draw primarily theoretical postulates some considerations on the historical linguistics Textual because we believe that some anaphoric processes are still in line with the theoretical discussions of the first and second phase of LT also opened space to discuss the notions of text, context and subject adopted in our work. Then we discuss the referral as discursive activity to reflect on it from the anaphora, specifically, indirect, beyond the role of anchors in the construction of coherence. In order for us are guided in identifying indirect anaphora in texts of learners adopts the proposed classificatory Marcuschi (2005) which was briefly discussed. Therefore, we point out the methodological steps followed for the analysis of texts and, finally, we analyze the productions of the learners in order to track the extent to which greater or lesser use of indirect anaphora is influenced by education level of the learners. In this context, this research is configured as qualitative, given the discursive analysis of the greater or lesser use of indirect anaphora in the corpus of the work. / O estudo das anáforas indiretas leva a repensar a questão dos processos anafóricos utilizados nas produções textuais. A própria coerência passa a ser tida como um princípio de interpretação Marcuschi (2005) e, no interim dessa assertiva, as anáforas indiretas são consideradas importantes na construção dos sentidos e na progressão textual. As anáforas indiretas como lembra Marcuschi (2005) têm nos processos cognitivos e nas estratégias inferenciais a base decisiva na atividade de textualização. O uso de processos anafóricos também se fez presente nos textos construídos pelos estudantes nas aulas do curso Adolescente Aprendiz ofertado no Senac-Sergipe. No entanto, esses usos aconteceram de distintas maneiras pelos jovens com diferentes graus de escolaridade. É nesse contexto que buscamos o aporte teórico da Linguística textual ao discutirmos questões como a referenciação, os objetos de discurso, a anáfora indireta, a âncora, a coerência considerados elementos importantes na discussão sobre o uso dos processos referencias. Trabalhamos norteados pelos pontos de vistas de Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010; 2011; 2012; 2013), à luz de tais teóricos refletimos sobre a relação entre o maior ou menor uso das anáforas indiretas e o grau de escolaridade dos aprendizes. Diante dos postulados teóricos traçamos primeiramente algumas considerações sobre o percurso histórico da Linguística Textual porque acreditamos que alguns processos anafóricos ainda estão em consonância com as discussões teóricas da primeira e da segunda fase da LT, além disso, abrimos espaço para discutirmos as noções de texto, contexto e sujeito adotadas em nosso trabalho. Em seguida, discutimos sobre a referenciação enquanto atividade discursiva para a partir disso refletirmos sobre as anáforas, especificamente, as indiretas, além do papel das âncoras na construção da coerência. No intuito de nos norteamos na identificação das anáforas indiretas nos textos dos aprendizes adotamos a proposta classificatória de Marcuschi (2005) que foi brevemente discutida. Por conseguinte, apontamos os passos metodológicos seguidos para a análise dos textos e, por fim, analisamos as produções dos aprendizes a fim de verificamos em que medida o maior ou menor uso das anáforas indiretas é influenciado pelo grau de escolaridade dos aprendizes. Nesse contexto, esta pesquisa se configura como qualitativa, haja vista à análise discursiva do maior ou menor uso das anáforas indiretas nos corpus do trabalho.

Made available in DSpace on 2017-06-01T18:25:07Z (GMT). No. of bitstreams: 1 Rosangela Nieto_Confrontado.pdf: 1227824 bytes, checksum: 65a159afbc04034c290f203d283d8add (MD5) Previous issue date: 2007-04-20 / The present work is the result of the analysis of some mathematical problems of didactic books, and has as objective identify the causes of the interpretation difficulty and intelection of the mathematical problems for the pupils who are initiating the reading, in first years of basic school. Our hypothesis is linguistic factors into the statments of the mathematical problems intervenes in the understanding, as the joint between the phenomon of the language and the construction of this text type. So we study, the enunciative mechanisms and textmake. The methodology of this study consists in the analysis of the text, based in studies of text linguistics, in the level semantic-pragmatic-lexicon in the text construction, in view of complexity of the statements of the mathematical problems. We believe that the text strategies, referencing categories (endofórica, anafórica, catafórica and exofórica) and the dêiticos (time, place and person), they are linguistic factors, in the construction of statement, they make difficult the understanding of the mathematical problems, over all, for the educating that are initiating reading, and show in this period special difficulties with space and secular relations. The research understood, basically, two basic moments: the choice of the mathematical problems, and the analysis of the informations. First, we search a methodological instrument to identify and select, through the corpus, mathematical problems, whose statement construction will be able to induce the educating to the error in resolution of the problem. We select text fragments, randomly, as the nature of the text surface, searching some linguistic factors that interven in the interpretation and understanding of the mathematical problems, without special about the amount of analyzed problems. Lately, we have analysed the research, buy the social-culture aspects whose the educating is inserted. We meant to reflect about the didatical book, that will be easier to the educating understand the statements of the mathematical problems of the first years of basic school / O presente trabalho é o resultado da análise de alguns problemas matemáticos dos livros didáticos e tem como objetivo identificar as causas da dificuldade de interpretação e intelecção dos problemas matemáticos pelos alunos que estão iniciando a leitura, na 1ª série do Ensino Fundamental I. Nossa hipótese é que os fatores lingüísticos relativos aos enunciados dos problemas matemáticos interferem na sua compreensão, conforme a articulação entre os fenômenos da língua e a construção deste tipo textual. Buscamos, então, os estudos dos mecanismos enunciativos e de textualização. A metodologia deste estudo consiste na análise do texto, baseada nos estudos da lingüística textual, relativos ao nível semântico-pragmático-léxico da construção textual, tendo em vista a complexidade dos enunciados dos problemas matemáticos. Acreditamos que as estratégias textuais, as categorias de referenciação (endofórica, anafórica, catafórica e exofórica) e dos dêiticos (tempo, lugar e pessoa), são fatores lingüísticos, que, conforme a articulação na construção do enunciado, dificultam a intelecção e interpretação dos problemas matemáticos, sobretudo, pelos educandos que estão iniciando a leitura e, nesse período, apresentam dificuldades nas relações espaciais e temporais. A pesquisa compreendeu, basicamente, dois momentos fundamentais: a escolha dos problemas matemáticos, e a análise dos dados. Primeiramente buscamos, construir um instrumento metodológico para identificar e selecionar, através do corpus constituído, os problemas matemáticos, cuja construção do enunciado poderá induzir ao erro do educando na resolução do problema. Selecionamos fragmentos textuais, aleatoriamente, conforme a natureza da superfície textual, buscando alguns fatores lingüísticos que interferem na interpretação e intelecção dos problemas matemáticos, sem nos preocuparmos no entanto com a quantidade de problemas analisados. Posteriomente, partimos para a análise dos dados, fundamentada nas relações lingüísticas, e na questão de compreensão textual, considerando os aspectos sócio-culturais em que o educando está inserido. Propomos, pois, ao longo desta pesquisa, embora reconheçamos que não esgotamos o assunto, suscitar uma nova reflexão nos autores dos livros didáticos, na construção dos enunciados dos problemas matemáticos, que no nosso entender, facilitará a intelecção e interpretação dos problemas matemáticos aos alunos de 1ª série do Ensino Fundamental I.

No description available.

This thesis deals with questions of so called associative anaphora, which represents one of means of textual references. Firstly, the term is generally delimitated after a study of specialized literature. Then, the analysis is demonstrated at the French version of the novel by Milan Kundera called "La Plaisanterie" and the sequences found in this book are commented and classified on the basis of given criteria into several subcategories. The emphasis is put on semantic relations between coreferential segments and possible influence of using of determiners on functioning of these relations. In addition, the work aims to focus whether the associative link and lexical stereotypes are connected. The final task of this work is the comparison with Czech original and there is demonstrated by a summary what language means are used in Czech language to express such anaphoric links.

No description available.