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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 31 to 38 of 38 (0.049 seconds)Spelling suggestions: "subject:"codemixing"" "subject:"demixing""
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Bilingvismus ruskojazyčných imigrantů v České republice / Bilingualism of Russian speaking immigrants in the Czech RepublicGolubyeva, Yuliya January 2013 (has links)
(in English): This diploma thesis is focused on the Russian-speaking immigrants living in the Czech Republic, specifically on a group of those originating in Ukraine. It deals mainly with their speech behaviour during speeches in the language of the target country of their emigration, i.e., the Czech language, on the background of sociological, cultural and economic aspects. The thesis is divided into three basic chapters. The first chapter provides a brief description of the Russian-speaking emigration with the emphasis on the Ukrainian emigration. The main waves of the Ukrainian emigration from the end of 19th century to the present are described in this chapter. The target group of the study is the Ukrainian emigration after the fall of the communist regime in 1989 which is mainly concerned about the immigration of Czech compatriots and of labour emigration. Basic research strategies and the methodology of the study are described in the second chapter. Mainly qualitative research methods as well as quantitative methods were used in the thesis and the results of the quantitative method serve primarily to ensure the validity of the study during the linguistic analysis of individual respondents. The last chapter focuses on the research itself, it describes its process and results which stem from...
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An exploratory study of the teaching and learning of secondary science through English in Hong Kong : classroom interactions and perceptions of teachers and studentsPun, Jack Kwok Hung January 2017 (has links)
Previous studies have shown that teachers and students using English as the medium of instruction (EMI) in science classrooms encounter many language challenges with teaching and learning processes. Problems include the limited English communication skills of science teachers, the lack of EMI training for science teachers, the students' different language abilities and science teachers' beliefs that they are not responsible for addressing students' language needs in science. Teachers' lack of language awareness has led to poor teaching practices and limited interactions in the classrooms. This lack of language awareness, in turn, suggests that there are limited opportunities for students to learn English as a second language in the science classroom. This study extends the research on EMI classroom interactions in Hong Kong (Lo and Macaro, 2012) to the previously unexamined context of senior secondary science classrooms. A total of 19 teachers and 545 students from grades 10 and 11 EMI science class were recruited in Hong Kong from 'early-full EMI' schools (full EMI instruction from grades 7 to 12) and 'late-partial EMI' schools (Chinese medium from grades 7 to 9 and partial EMI instruction from grades 10 to 12). The project used multiple sources of qualitative data (i.e. semi-structured interviews and 33 videotaped classroom observations) to explore the similarities and differences in classroom interactions during the first and second years of the senior science curriculum (grades 10 and 11) in the two types of EMI schools. This project also investigated these science teachers' and students' perceptions of EMI teaching and learning processes, their preference of instructional language and their beliefs about teaching and learning in the EMI environment. Interviews also probed teachers' language awareness, teachers' and students' belief about EMI, students' self-concepts in science (students' perceptions or beliefs about their ability to do well in science, see Wilkins, 2004)) and their perceptions of language challenges and coping strategies in EMI classrooms. The results from the observational data show similar interactional patterns in both early-full and late-partial EMI science classrooms when measured as percentages of interaction time, distribution of time between teacher and student talk and frequency of pedagogical functions. However, the nature of the interactions is different. In late-partial EMI schools, overall, there are more (but shorter) student initiations and responses, more use of higher-order questions from the teachers but less direct feedback to students. Both teachers and students tend to use their L1 more. In both types of schools, there was less interaction time and a lower maximum length of student turns and more L1 use in grade 11 than in grade 10. The discourse analysis of the four biology lesson transcripts also shows that both early-full and late-partial EMI students predominantly produced incomplete sentences consisting of short, technical nouns or noun phrases referring to scientific items. Science teachers rarely made any attempts to correct their students' language mistakes, nor did they encourage students to produce a complete sentence. This lack of teacher feedback on students' L2 language production perhaps reflects the fact that EMI science teachers rarely provide comprehensible input to facilitate students' L2 language learning. These findings suggest the important role of the teacher's modified input in teacher-student interaction in developing students' content knowledge and language skills. The adoption of EMI appears to lead to the development of students' comprehension of content knowledge more than development of their language production skills. As a result of their language shortfalls, the students' L2 productive skills remain under-developed despite English instruction. This lack of language support by teachers appears to indicate a gap between the aims of the EMI policy and its implementation. The interview and questionnaire data show that the science teachers from both the early-full and late-partial EMI schools held many of the same views about their EMI teaching experiences, but they differed in their attitudes towards the value of English language skills and their language awareness. The early-full EMI teachers believed English language skills were important and these early-full teachers have a higher language awareness than the late-partial EMI science teachers. Students from both types of schools also held similar views about their EMI learning, indicating that they welcome the adoption of EMI instruction. However, while the late-partial EMI students see EMI as an opportunity to improve their English, those in the early-full EMI schools believe that EMI discouraged them from learning. By providing an evidence-based, pedagogically focused analysis of teacher and student classroom interactions and their perceptions, this research sheds light on ways to improve the quality of instructional practices in different EMI classrooms in Hong Kong and in similar contexts around the world.
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從優選理論之觀點研究國語變調、台語變調及國、台語夾碼時的變調 / An Optimality Theoretic Approach to Tone Sandhi in Mandarin, in Taiwanese, and in Mandarin-Taiwanese Code-Mixing林蕙珊, Lin, Hui-Shan Unknown Date (has links)
本篇論文旨在從優選理論（Optimality Theory）之框架背景來探討國、台語夾碼（Mandarin-Taiwanese Code-Mixing）時的連讀變調現象。由於此現象之探討涉及國語及台語之變調，本篇論文亦從優選理論之觀點來探討國語三聲變調（Mandarin Tone Sandhi）以及台語的變調（Taiwanese Tone Sandhi）。
在國語三聲變調方面，由於傳統派生（derivational）模式在處理國語三聲變調時，仍遺留了些許的問題。例如，無法以一致的方式來處理non-PP和PP的變調現象。本文主要針對這個問題，重新以優選理論的角度提出解決之道。文中分別提出了一組韻律制約（Prosodic Constraint）及一組聲調制約（Tonal Constraint）；根據這兩組制約，傳統派生模式所遺留下的缺失則得以獲得妥善的處理。
在台語變調方面，台語變調在傳統派生模式的探討中亦遺留下些許問題。例如，無法以一致的方式來處理non-adjunct和adjunct以及non-clitic和clitic的變調問題。本文根據優選理論，重新分析台語變調。文中分別提出了一組韻律制約及一組聲調制約；根據此兩組制約，則可以成功的免除傳統派生分析模式下的缺失。
國、台語夾碼時的變調是未曾被探討過的問題。本文先就國、台語夾碼時的變調，提出一個派生模式的分析。不過，以派生模式來處理國、台語夾碼變調時，遺留下必須限定國語變調規則和台語變調規則的運作次序這項缺點。因此，本文根據優選理論，重新分析了這個變調現象，並提出了一組聲調制約；這組聲調制約，配合國語及台語的韻律制約，得以成功的處理傳統派生模式所遺留下的問題。 / The present thesis is mainly devoted to the research issue of tone sandhi in Mandarin-Taiwanese code-mixing using an Optimality Theoretic (OT) Approach. Since the study of this code-mixed tone sandhi necessarily involves the tone sandhi rules of Mandarin and of Taiwanese, the tone sandhi phenomena in Mandarin and in Taiwanese are carefully discussed under OT as well.
Tone sandhi in Mandarin has been widely studied by many Chinese linguistics under the derivational approach. This thesis argues that the previous analyses to Mandarin tone sandhi are inadequate and that an Optimality Theoretic approach is needed to account for tone sandhi in Mandarin. The inadequacy of the previous analyses comes from the common failure of offering a uniform solution to account for non-PP and PP word stings in Mandarin. Based on the Optimality Theory, this thesis proposes two sets of constraints to account for Mandarin tone sandhi; one is the prosodic constraints set and the other is the tonal constraints set. This thesis proves that these two constraints can successfully get rid of the problem left by the derivational tradition.
Tone sandhi in Taiwanese is also widely studied by many Chinese linguistics under the derivational approach. This thesis argues that the previous analyses to Taiwanese tone sandhi are inadequate and that an Optimality Theoretic approach is needed to account for tone sandhi in Taiwanese. The inadequacy of the previous analyses comes from the fact that Taiwanese word strings with non-adjunct and adjunct structures as well as with non-clitic and clitic structures fail to be accounted for using a uniform solution. Based on the Optimality Theory, this thesis proposes two sets of constraints to account for Taiwanese tone sandhi; one is the prosodic constraints set and the other is the tonal constraints set. This thesis proves that these two constraints can successfully get rid of the problem left by the derivational tradition.
Tone sandhi in Mandarin-Taiwanese code-mixing is a phenomenon that is very interesting but has not been studied before. This thesis thus offers a derivational analysis to this tone sandhi phenomenon first, where it is found that (1) in Mandarin-Taiwanese code-mixing, a Mandarin base tone can trigger Taiwanese tone sandhi and a Taiwanese low tone can trigger Mandarin tone sandhi, (2) in Mandarin-Taiwanese code-mixing, the Mandarin tone sandhi rule is sensitive to all and only the Mandarin tone sandhi domain and the Taiwanese tone sandhi rule is sensitive to all and only the Taiwanese tone sandhi domain, and (3) in Mandarin-Taiwanese code-mixing, the Taiwanese tone sandhi rule must apply before the Mandarin tone sandhi rule to derive the tonal output. However, since the demand for an extrinsic rule order between the tone sandhi rules of Mandarin and Taiwanese is inadequate, the tone sandhi phenomenon is reanalyzed under the framework of the Optimality Theory. A set of tonal constraints is proposed. According to the tonal constraints set, the inadequacy left by the derivational approach is successfully avoided.
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Language variation and change in a Soshanguve high schoolNkosi, Dolphina Mmatsela 03 1900 (has links)
This study takes place within a school situated on the north eastern side of Soshanguve, a township to the north of the capital city, Pretoria, also called Tshwane. The school draws most of its learners from an area that started as an informal settlement. Certain parts of this settlement are now well structured and it is gradually becoming a formal settlement. The children who form part of this study are those whose parents have migrated from neighbouring provinces such as Limpopo, North West and Mpumalanga, as well as from neighbouring countries such as Zimbabwe and Mozambique. Owing to this migration, the community around this school is multilingual. Multilingualism has led to phonic, grammatical, semantic and stylistic language interference. This interference has caused language change, which in turn has led to variations that affect the standard form of Sesotho sa Lebowa, the first language of the school.
The school selected for this study has achieved very average matriculation results since its establishment in 1994. Although the school generally achieves a 100% pass rate in the subject Sesotho sa Lebowa, marks are generally low despite the fact that the learners are supposedly first language speakers of Sesotho sa Lebowa. The aim of this study is to investigate the reasons for the poor quality of these results. Matriculation results over the past four years attest to the fact that something needs to be done in order to reverse the negative trend of these results. / Linguistics and Modern Languages / M.A. (Sociolinguistics)
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Factors influencing performance in the learning of IsiZulu at Ekurhuleni South District secondary schoolsMkhombo, S. M. (Sibongile Margaret) January 2011 (has links)
The background in this study is that over the years analysis of grade 12 results in Ekurhuleni South District indicates that most secondary schools obtain 100% pass rate but not quality results isiZulu home language. IsiZulu home language quality results often range from 20% to 40%.
The research findings point at two casual factors: (1) inside the classroom and (2) outside the classroom. Inside the classroom refers to quality of educators teaching isiZulu home language and outside the classroom refers to what is supposedly isiZulu home language’ yet a close analysis of the kind spoken in the township Zulu homes is in fact pidgin Zulu. In terms of quality evaluation this so called isiZulu home language can never pass quality assurance.
The researcher recommends that educators of isiZulu home language be put through vigorous quality training in the teaching of isiZulu (HL). / African Languages / M.A. (African Languages)
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Challenging the hegemony of English in post-independence Africa : an evolutionist approachCharamba, Tyanai 02 1900 (has links)
This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)
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Die Lukasevangelien auf Caló. Die Ursachen ihrer Sprachinterferenz und der Anteil des SpanischenDietze, Markus 08 October 2014 (has links) (PDF)
Die Arbeit behandelt die beiden Übersetzungsversionen des Lukasevangeliums ins Caló, die George Borrow 1837 und 1872 anfertigte. Sie hat mehrere Zielstellungen. Der erste Teil geht der Frage nach: Wie kam es zu den beiden Schriften? Er legt dar, welche Einflussfaktoren das authentische Caló im Spanien der 1830er Jahre herausgeprägt haben konnten und welche Einflüsse durch den Übersetzer George Borrow auf die Übersetzungen wirkten. Als extralinguistische Faktoren wird dafür die (Kultur-)Geschichte der Gitanos herangezogen, werden Borrows Biographie sowie seine Sprachkenntnisse untersucht und werden die Aufsätze namhafter Autoren über die Entstehung des Calós diskutiert und gegeneinander abgewogen. So entsteht zum ersten Mal eine komplexe Zusammenfassung der Vorgeschichte des Calós der Evangelien. Der zweite Teil der Arbeit ist einerseits eine Anleitung, die das Caló anhand von Textbeispielen für Hispanisten lesbar macht, und prüft andererseits, ob und wie die Aussage zutrifft, dass Borrows Purifizierungsbestrebungen in der zweiten Übersetzungsversion ein Caló schufen, das einen wesentlich geringeren Anteil an spanischer Sprache hat als in der ersten Version. Die Frage nach der Purifizierung erscheint vor dem Hintergrund der damaligen verklärenden Zigeunermode, der Afición, in Spanien sowie angesichts des Polyglotten Borrow bedeutsam. Um ihr nachzugehen, werden die ersten siebeneinhalb Kapitel beider Übersetzungen mit Hilfe von Textanalyseprogrammen wortartenspezifisch untersucht. Das Ergebnis bestätigt die Annahme bei zehn von sechzehn Wortarten und zeigt auf, dass besonders bei den Autosemantika Purifizierungsversuche unternommen wurden. Wahrscheinlich war aber schon die erste Übersetzungsversion purifiziert.
Die Arbeit liefert einen ersten detaillierten linguistischen Vergleich eines Teiles der beiden Versionen und stellt das Caló der Evangelien in einem sehr umfassenden Kontext vor, wodurch sich eine Vernetzung linguistischer, kulturwissenschaftlicher und literaturwissenschaftlich interessanter Aspekte ergibt.
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Die Lukasevangelien auf Caló. Die Ursachen ihrer Sprachinterferenz und der Anteil des SpanischenDietze, Markus 03 September 2012 (has links)
Die Arbeit behandelt die beiden Übersetzungsversionen des Lukasevangeliums ins Caló, die George Borrow 1837 und 1872 anfertigte. Sie hat mehrere Zielstellungen. Der erste Teil geht der Frage nach: Wie kam es zu den beiden Schriften? Er legt dar, welche Einflussfaktoren das authentische Caló im Spanien der 1830er Jahre herausgeprägt haben konnten und welche Einflüsse durch den Übersetzer George Borrow auf die Übersetzungen wirkten. Als extralinguistische Faktoren wird dafür die (Kultur-)Geschichte der Gitanos herangezogen, werden Borrows Biographie sowie seine Sprachkenntnisse untersucht und werden die Aufsätze namhafter Autoren über die Entstehung des Calós diskutiert und gegeneinander abgewogen. So entsteht zum ersten Mal eine komplexe Zusammenfassung der Vorgeschichte des Calós der Evangelien. Der zweite Teil der Arbeit ist einerseits eine Anleitung, die das Caló anhand von Textbeispielen für Hispanisten lesbar macht, und prüft andererseits, ob und wie die Aussage zutrifft, dass Borrows Purifizierungsbestrebungen in der zweiten Übersetzungsversion ein Caló schufen, das einen wesentlich geringeren Anteil an spanischer Sprache hat als in der ersten Version. Die Frage nach der Purifizierung erscheint vor dem Hintergrund der damaligen verklärenden Zigeunermode, der Afición, in Spanien sowie angesichts des Polyglotten Borrow bedeutsam. Um ihr nachzugehen, werden die ersten siebeneinhalb Kapitel beider Übersetzungen mit Hilfe von Textanalyseprogrammen wortartenspezifisch untersucht. Das Ergebnis bestätigt die Annahme bei zehn von sechzehn Wortarten und zeigt auf, dass besonders bei den Autosemantika Purifizierungsversuche unternommen wurden. Wahrscheinlich war aber schon die erste Übersetzungsversion purifiziert.
Die Arbeit liefert einen ersten detaillierten linguistischen Vergleich eines Teiles der beiden Versionen und stellt das Caló der Evangelien in einem sehr umfassenden Kontext vor, wodurch sich eine Vernetzung linguistischer, kulturwissenschaftlicher und literaturwissenschaftlich interessanter Aspekte ergibt.:o. Vorwort & Danksagung
i. Einleitung
i.i. Begriffsbestimmung
i.ii. Zielsetzung der Arbeit
Teil I: Die Ursachen der Sprachinterferenz in den Lukasevangelien
I.1. Die Geschichte der Gitanos bis ins 19. Jahrhundert
I.1.1. Die prähispanische Phase
I.1.2. Die erste Phase von 1425 bis 1499
I.1.3. Die zweite Phase von 1499 bis 1783
I.1.4. Die dritte Phase im 19. Jahrhundert
I.2. Die Genese des Calós bis ins 19. Jahrhundert
I.2.1. Denkmäler des Calós vor den Evangelien
I.2.2. Die Debatte um die Genese des Calós
I.2.2.1. Caló versus Pidgin-/ Kreolsprachen: Boretzky (1985) und Romero Yantorno
I.2.2.2. Code-Switching, Pogadisierung, Geheimsprachen und Language Intertwining: Bakker & van der Voort (1991)
I.2.2.3. Archaismen, kryptische Formationen, andalusische Merkmale und unabhängige Lexikentwicklung: Bakker (1995)
I.2.2.4. Das katalonische Romaní als Indiz für die zeitliche Einordnung: Boretzky (1992)
I.2.2.5. Das Caló als Alltagssprache und im Vergleich mit anderen Romaní-Dialekten: Boretzky (1998)
I.2.2.6. Von der Alltagssprache zum geheimsprachlichen Vokabular: Bakker (1998)
I.2.2.7. Zusammenfassung der Debatte
I.3. George Henry Borrow
I.3.1. Kurzbiographie
I.3.2. Borrows Romaní-, Spanisch- und Caló-Kenntnisse
Teil II: Der Anteil des Spanischen in den Lukasevangelien
II.1. Texterschließung für Hispanisten
II.1.1. Wörterbücher
II.1.2. Grammatik
II.1.2.1. Caló-Deklinationssuffixe
II.1.2.2. Caló-Hilfsverben
II.1.3. Textausschnitte
II.1.3.1. Textausschnitt 1: Titelseiten und Vorworte Borrows
II.1.3.2. Textausschnitt 2: Lukas 15, 1 - 4 .
II.2. Wortartenspezifische Analyse des Anteils des Spanischen
II.2.1. Vorgehen
II.2.2. Auswertung
II.3. Schluss
Anhänge
Anhang 1: Vergleich des Anteils des Spanischen an den Lukasevangelien 1 - 8,25 auf Caló von 1837 und 1872 in wortartenspezifischen, systematisierten und
kommentierten Wortfrequenzlisten
A.1. Flektierbare Wortarten
A.1.1. Die Artikel
A.1.2. Die Substantive
A.1.3. Die Eigennamen
A.1.4. Die Pronomina
A.1.4.1. Die Personal- und Reflexivpronomina
A.1.4.2. Die Demonstrativpronomina
A.1.4.3. Die Possesivpronomina
A.1.4.4. Die Relativpronomina
A.1.4.5. Die Indefinitpronomina
A.1.5. Die Adjektiva
A.1.6. Die Verba
A.1.7. Die Numeralia
A.2. Unflektierbare Wortarten
A.2.1. Die Adverbien
A.2.2. Die Präpositionen
A.2.3. Die Interrogativa
A.2.4. Die Konjunktionen
A.2.5. Die Interjektionen
Anhang 2: Paralleltexte: Die Lukasevangelien 1 - 8,25 auf Caló von 1837 und von 1872 und das spanische Lukasevangelium 1 - 8,25 übersetzt von Scío
Abbildungsverzeichnis
Quellenverzeichnis
Tabellenverzeichnis
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