Lenka Mundevová Translation of Colloquial Language Devices in Fiction: A Century of Maupassant's Ivrogne in Czech Translation Abstract The dissertation compares the stylization of the dialogues in the French original of Maupassant's short story Ivrogne (The Drunkard), written in 1884, with five Czech translations published between 1902 and 1997. The comparative analysis is focused on the devices of colloquial language, including dialect, which appear frequently in the dialogues of the story and prove to be extraordinarily useful when interpreting Maupassant's text. The analysis of the excerpted material is preceded by the description of the basic characteristics of colloquial French and Czech, followed by the description of their stratifications. The mutual relation of the colloquial language varieties is an important prerequisite for the evaluation of the translations of colloquial language devices and their appropriateness in the individual Czech versions of Ivrogne. The paper also deals with the development of Czech aesthetic translation standards and their relation to the standard of local fiction, outlining the important tendencies of Czech fiction translation applied when colloquial devices were conveyed from French to Czech during the specified timeframe. The individual language devices used in the...

This is a small quantitative study with focus on colloquial English words with an Old Norse origin. The essay aims to study the history of the Viking invasion and its impact on the English language and to answer the question to what extent Old Norse has influenced modern English vocabulary. Also, the quantitative study aims to answer how well elderly British people are familiar with colloquial English words with Old Norse origins and their denotative meaning and also whether there is a difference in knowledge depending on where in Britain one lives. A quantitative questionnaire was designed to research elderly British people’s knowledge of fifteen different colloquial words with Old Norse origins and to see whether the respondents recognized the words and if they knew the words. This questionnaire was then sent to managers working for AgeUK. The managers in their turn distributed the questionnaire to elderly people in their municipality. The results indicate that the elderly people living in parts of Britain that were part of the Danelaw have a better understanding of the words researched. The research has also shown that different spellings of the words exist and that the denotative meaning of the words might differ depending on from where in Britain one originates.

This thesis examines selected poems of Egyptian writer Ṣalāḥ Ǧāhīn. The study includes the author's approach to portraying the ideological, political, cultural, and socio-economic aspects of patriotism and translations of his poems. A part of this study is devoted to the problem of colloquial poetry within modern Arabic literature. Key words: Ṣalāḥ Ǧāhīn, colloquial language, poetry, zaǧal

The present study replicated the research framework of a previous study (Biber, Gray, & Poonpon, 2011) that identifies the grammatical complexity of L1 professional academic prose as strongly favoring a dense use of phrasal nominal modifiers such as prepositional phrases as postmodifiers, attributive adjectives, and nouns as premodifiers which characterize its unique structurally compressed discourse style. The main purpose of the present study was to explore syntactic similarities and differences between L1 professional and L2 student academic writing in terms of their reliance on phrasal/nominal compression features to determine characteristics of the grammatical complexity of advanced ESL academic writing. To this end, the distributional patterns of use for 25 specific grammatical complexity features of structural elaboration and compression were investigated in a corpus of 128 short academic essays collected from 16 advanced ESL learners and 16 L1 university students (as comparison data).The results showed a heavier reliance of both the advanced ESL and L1 student academic writing on phrasal nominal modifiers (attributive adjectives and prepositional phrases as postmodifiers) of structural compression than on clausal elaboration features, which lent empirical support to Biber, Gray, and Poonpon’s (2011) findings. In addition to the phrasal compression features, both the advanced ESL and L1 student academic writing were also characterized by a prominent use of specific colloquial grammatical devices such as adverbs as adverbials. Compared to the advanced ESL writing, the L1 student academic writing showed a significantly more preference for one particular colloquial feature: ZERO relative clauses where relative pronouns replacing relativized objects are omitted. This combined reliance on both phrasal compression devices and colloquial features in both the advanced ESL and L1 student academic writing distinguished their grammatical complexities from that of L1 professional academic prose and signaled a possibility for recognizing them as a transitional developmental stage from more casual to more academic writing.

發生在1987～1996期間的台語文學論爭，是台語文學運動追求文學語言的表現，也就是台灣受外來政權統治，本土語言文化要求獨立自主的表現。日治時期，有過鄉土文學及台灣話文論爭、但因皇民化運動壓制而受挫。接著，國民黨在台灣推行華語的「國語政策」，壓制各族群語言，各族群語言瀕臨滅亡的危機。由於台灣社會民主化，促使台語文學運動再度興起。台語文學論爭就在這種時空背景下產生。 台語文學論爭有二個很重要的核心議題。一就是中國本位與台灣本位價值觀點的衝突。二就是以台語做為文學語言的訴求。因為這二個議題的辯論，而引發台語文字化、母語教育、語言政策等相關議題的發展。因為台語文學論爭，打破獨尊華語的權威，其他族群的語言文化運動也受到鼓舞。台語文學論爭不但追求自己的生存空間，也激起客家族群及原住民族追求本身語言文化的主體性。雖然台灣本土認同興起，但面到英語國際化的壓力，如何取得均衡，也是一個嚴肅的議題。 本論文在探討台語文學論爭除了追溯到歷史淵源，也涉及相關發展，及延伸到對未來發展的意義。在理論應用上也藉由高低文字的理論來詮釋台語文學運動，包括台語文學定位問題、台語文學論爭及相關發展的議題。另外本論文將戰後曾被殖民過的國家，他們的語言發展，跟台語文學運動做一個比較。我們希望這一本論文，能夠做為未來台灣語言發展的參考。 / The Taigi literature debates between 1987 and 1996 were the result of the Taigi literature movement’s efforts to pursue the status of literary language for Taigi. They were also the result of native languages and cultures in Taiwan attempting to attain subjectivity under foreign domination. The Taiwanese homeland literature and language debates occurred in the Japanese colonial period; however, they were hindered by the oppression of the Japanization movement. The suppression of native languages continued under the KMT regime, which implemented Mandarin as the state-mandated language under the ‘National Language Policy’. As a result, many ethnic languages in Taiwan suffer from serious language attrition. Owing to the democratization of Taiwanese society, the Taigi literature movement arose again and this led to the re-occurrence of the Taigi literature debates. There are two important core issues in the Taigi literature debates. One is the value conflict between Chinese viewpoints and Taiwanese viewpoints. The other is the appeal of Taigi as a literary language. As a result of debates arising about these two issues, related developments like debates over Taigi script standardization, vernacular education and language policy also arose. The fact that the Taigi literature debates challenged the authority of the ‘Mandarin Only’ policy also stimulated the language and culture movements of other ethnic groups in Taiwan. The Taigi literature debates not only pursued a living space for Taigi, but also encouraged Hakka and aboriginal ethnic groups to pursue the subjectivity of their own language and culture. Although Taiwan local consciousness arose, it encountered competition from the English language through globalization. Thus the question of how to obtain balanced development between localization and globalization has become a major issue for native languages in Taiwan. This thesis explores not only the historical origins of the Taigi literature debates but also development related to the debates as well as their influence on the future development of Taigi literature. This thesis applies the theory of diglossia and digrphia in explicating the Taigi literature movement, including the orientation of Taigi literature, Taigi literature debates and related developments. In addition, this thesis also refers to the language development of a number of former colonies and compares their experiences with Taiwan. We hope that this research can contribute to the development of Taiwanese language in the future.

The aim of this study is to compare and contrast the use of hyperbole or exaggeration in spoken Czech and English language. The research is based on comparative approach to two samples accounting for 100 hyperbolic instances in Czech and 100 instances of hyperbole in English. The Czech sample has been randomly excerpted from the oral part of the Czech National Corpus ORAL2008, whereas the English sample has been randomly excerpted from the "spoken context-govern" and "spoken demographic" sections of The British National Corpus. The two samples are subject to analysis. Firstly, the formal realization of hyperbole is examined. Secondly, the occurrences are classified semantically (quantitative versus qualitative hyperbole) and, thirdly, the lexico-semantics is examined (hyperbolic source domains). By this, the present study tests the hypothesis of universal hyperbolic source domains by examining the situation in Czech and English. Finally, the occurrence of conventionalized instances of hyperbole as opposed to creative instances of hyperbolic nonce-usages is examined. Last but not least, it is the aim of this study to provide the overall frequency figures of hyperbole in both languages.

The present Master's thesis analyses language means in printed media with a particular focus on national daily newspapers from the second trimester of 1993. That year, there was an important linguistic conference on standardised Czech and language culture. The analysis examines especially language means that deviate from the standardised norm of the language. The theoretical part discusses key concepts, such as norm and codification or national language and its varieties. The understanding of these terms is critical for the analytical part of the thesis where language means used in printed media are being analysed using quantitative content analysis. The aim of this analysis is to describe their motivation of use and function. The results are then compared with the proceedings of the 1993 conference on standardised Czech and language culture held in Olomouc. The thesis provides a clear view on how the occurrence of non-standardised language means in media influences academic discussion on standardised Czech.

Vid ett laborativt arbete i undervisningen får eleverna möjlighet att samtala med varandra och dela med sig av tidigare erfarenheter, vilket har en positiv effekt på elevernas lärande. Att skriva i undervisningen har också visat sig ha en stor effekt på elevernas lärande, då de får utveckla och strukturera om sina tankar. Syftet med denna studie har varit att undersöka hur elevernas kunskap inom kemisk bindning utvecklas, samt hur elevernas språk utvecklas vid kursmoment med laborativt inslag och laborationsrapportskrivning. För att undersöka detta har kommunikationen hos fyra elever, som gick första året på gymnasiet och läste kemi, spelats in och sedan transkriberats, när eleverna genomförde och efteråt presenterade en laboration. Det här materialet tillsammans med elevernas laborationsrapporter blev sedan analyserade dels med PEA, dels med fokus på ämnesspråk och vardagsspråk. Resultatet visar att under alla delar i kursmomenten finns det ett fokus på laborationsrapporten och hur den ska skrivas där eleverna får möjlighet att utveckla sina kunskaper inom kemisk bindning samt utveckla sitt ämnesspråk. / Laboratory work in science education gives students opportunity to have a conversation and share knowledge with other classmates, which have a positive effect on students learning. To be able to communicate by writing in science education, has also been proven to have an enhanced the learning process by helping students to organized and challenged their thoughts. Therefore, this study objective is to explore how students’ knowledge about chemical bonding and their scientific language develops with laboratory work and laboratory report writing. To explore this, the communication of four students in their first year of high school, studying chemistry were recorded and later transcribed, while they performed and afterwards presented a lab. This material together with the students’ final laboratory report has been analyzed with regards to PEA and the language used by students. The study indicates that the use of laboratory report writing has helped students to develop their knowledge about chemical bonding, but also their scientific language.

Este trabalho tem como foco a análise da função da oralidade e do registro coloquial em treze contos do ciclo El Laberinto mágico, do escritor espanhol Max Aub, que se ocupam da vida nos campos de concentração franceses criados ao final da Guerra Civil Espanhola para internar a massa de vencidos que então cruzou os Pirineus. O corpus é composto pelos seguintes textos: Vernet, 1940, Una historia cualquiera, Historia de Vidal, Los creyentes, Un traidor, Manuel el de la Font, El limpiabotas del Padre Eterno, Yo no invento nada, Ruptura, El cementerio de Djelfa, Manuscrito cuervo: historia de Jacobo, Playa en invierno e Ese olor. A análise pauta-se no exame dos seguintes elementos: léxico, sintaxe, formas de tratamento, registros de fala, presença de frases feitas, uso de provérbios e nível sociocultural e lingüístico do narrador e dos personagens. / This paper focuses on the analysis of the function of orality and the colloquial register observed in thirteen short stories written by the Spanish writer Max Aub, in the cycle El Laberinto mágico. These short stories are about life in the concentration camps the French created in France at the end of the Spanish Civil War in order to hold the defeated and broken men and women that crossed the Pyrenees and then became inmates of such camps. The corpus encompasses the following stories: Vernet, 1940, Una historia cualquiera, Historia de Vidal, Los creyentes, Un traidor, Manuel el de la Font, El limpiabotas del Padre Eterno, Yo no invento nada, Ruptura, El cementerio de Djelfa, Manuscrito cuervo: historia de Jacobo, Playa en invierno and Ese olor. The analysis is based on the study of the following elements: lexicon, syntax, forms of address, records of spoken language, occurrence of idioms, use of proverbs, as well as the socio-cultural and linguistic level of the narrator and the characters.

<p>The main purpose of this study is to establish a socio-pragmatic categorization of politeness and impoliteness activities in informal interactions. In doing this, we describe the communicative strategies related to (im) politeness phenomena and how they are used to produce certain <i>social effects</i> in face-to-face interaction through the ongoing negotiation of participants’ <i>face </i>(Goffman, 1967). This study is based on informal conversations extracted from a <i>corpus </i>of spoken Spanish gathered in the metropolitan area of Valencia, Spain (Briz and Val.Es.Co. Group, 2002). Focusing on methodology, this study combines a qualitative method inspired in CA with a DA interpretative approach that analyzes communicative acts (Allwood 1995; Bravo, e. p.1). <i>Face</i> contents such as <i>autonomy </i>and<i> affiliative face, role face, group</i> and <i>individual face, </i>are a resource for analyzing what happens during interaction along with the resulting interpersonal effects. The integration of the analysis of context, which includes the co-text, the situational context and the socio-cultural context (cultural settings and shared assumptions), is equally important in this study. The empirical analysis of both the conversations and a questionnaire on impoliteness bring us to propose a series of categories of (im) politeness. The categories are as follow: Strategic Politeness (within this category we find <i>attenuating politeness </i>and<i> reparatory politeness</i>), Enhancing Politeness, Group Politeness, Ritual Politeness (here we differentiate between meeting situations and visit situations) and Discursive Politeness (we divide this category into <i>conventional </i>and <i>thematic</i>). Concerning Impoliteness, we find situations in informal conversation in which impoliteness is expected (<i>normative impoliteness</i>) and when threatening acts (reproaches, criticism, etc.) do not imply directly, <i>per se</i>, a negative personal effect. We next find two types of impoliteness: one produced by threats to the <i>face </i>of the speaker which are neither mitigated nor amended and the other caused by a break from the normal rules of politeness. </p>