Thesis--University of Neuchâtel.

The purpose of the thesis is to examine a selection of papyri from the large corpus of Euripides, Sophocles and Aristophanes. The study of the texts has been divided into three major chapters where each one of the selected papyri is first reproduced and then discussed. The transcription follows the original publication whereas any possible textual improvement is included in the commentary. The commentary also contains a general description of the papyrus (date, layout and content) as well reference to special characteristics. The structure of the commentary is not identical for marginalia and hypomnemata: the former are examined in relation to their position round the main text and are treated both as individual notes and as a group conveying the annotator's aims. The latter are examined lemma by lemma with more emphasis upon their origins and later appearances in scholia and lexica. After the study of the papyri follows an essay which summarizes the results and tries to incorporate them into the wider context of the history of the text of each author and the scholarly attention that this received by the Alexandrian scholars or later grammarians. The main effort is to place each papyrus into one of the various stages that scholarly exegesis passed especially in late antiquity. Special treatment has been given to P.Wurzburg 1, the importance of which made it necessary that it occupies a chapter by itself. The last chapter of the thesis deals with the issue of glosses, namely their origin and use in the margins of papyri. The focus is again on the history of early collections of tragic and comic vocabulary and their appearance in the margins or hypomnemata. The parallel circulation of hypomnemata and glossaries often compiled by the same people and some special features of the glosses in our material led to the conclusion that most glosses at least in the earlier periods were copied from hypomnemata. The thesis ends with a presentation of all conclusions from the previous chapters in relation to the history of scholarship and book production in late antiquity

This study investigated the effects of output stimulus tasks and glosses on L2 incidental vocabulary learning. Two meta-analytic studies were conducted. The first was intended to provide a systematic statistical synthesis of the effects of output stimulus tasks on L2 incidental vocabulary learning. A total of 12 studies were included in this meta-analysis. Results showed that language learners gained more benefit from using output stimulus tasks to learn vocabulary than those who only read a text. Results also supported the involvement load hypothesis that language learners who perform a task with a higher extent of involvement load gain more L2 vocabulary. As opposed to studies with the low level of design quality, studies with high and medium levels of design quality were more likely to detect statistically significant differences among groups with different output stimulus tasks. Moreover, results suggested that time on task had a positive impact on L2 vocabulary learning. Learners who read a combination of expository and narrative texts outperformed those who only read either an expository or a narrative text in the vocabulary posttest. Learners who read a text with text-target word ratios of less than or equal to 2 percent did not learn significantly more vocabulary than those who read a text with a ratio of 2 percent to 5 percent. The second meta-analysis study used meta-analytic techniques to explore the effects of L1 textual and image-based glosses on second language (L2) incidental vocabulary learning while reading. Results revealed that language learners who were provided with textual glosses gained more vocabulary than those who had no access to glosses. Results suggested that text-target word ratios played an important role in second language vocabulary learning. Language learners who read a passage with a text-target word ratio of ≤2 percent outperformed those who read a passage with a text-target word ratio between 2 percent and 5 percent. No statistically significant difference was found between the groups that were provided with multiple-choice and single glosses. Compared to paper-and-pencil environments, computer-assisted settings did not significantly enhance L2 vocabulary learning. Language learners who read narrative reading materials did not significantly outperform those who were exposed to expository texts with regard to incidental vocabulary learning. No significant difference in L2 vocabulary learning was observed between groups who were given L1 textual glosses and those who had access to L1 textual image-based glosses.

Magister Artium - MA / Vocabulary knowledge is an indicator of language competence. There is a positive relationship between literacy levels and the medium of instruction. Research has shown that reading comprehension is largely dependent on the reader’s vocabulary knowledge in the language in which the text is written (Kieffer & Lesaux, 2007; Nation, 2001; Sutarsyah, Nation, and Kennedy, 1994). The lack of vocabulary knowledge is normally one of the major challenges for many university students struggling with their academic work, especially those for whom the language of tuition is not a first language. African (and Afrikaans mothertongue) students are unable to access information in their home languages because of the lack of terminology and texts in African languages (Edward and Ngwaru, 2011). There is research in South Africa showing that vocabulary is a challenge for university students, especially at first-year level (Butler & van Dyk, 2004, Manik, 2015: 236, Nkomo & Madiba, 2011). Vocabulary, being such a problem, ultimately affects the academic performance of many students. Although some universities have provided multilingual online glossaries (and other resources) in an effort to accommodate multilingual students struggling with comprehension in the medium of instruction, these modes of delivering glossaries are associated with a few problems. Consulting traditional glossaries/dictionaries disrupts the reading process and affects the flow of ideas. It is also possible that the reader will forget the term in question (or its context) right after consulting the dictionary/glossary, therefore readers have to look-up the same term in the dictionary/glossary several times to ensure that they match it with its definition accurately. In some dictionaries/glossary lists, readers will not find the desired term, or the term they find will not provide an adequate definition – which ends up frustrating the reader. Sometimes the list of definitions for one term that readers find in dictionaries/glossary lists is difficult to comprehend. Instead of providing clarity, the definitions can confuse readers even further. The comprehension of some definitions provided in dictionaries/glossary lists depend on prior understanding of several other terms.

This thesis offers a reappraisal of the Sabine glosses through the analysis of thirty-nine words, all glossed explicitly as Sabine in ancient sources ranging from the first century BCE to the sixth century CE. The study of the Sabine glosses found in ancient grammarians and antiquarians goes back to the beginnings of Italic scholarship. Over time, two positions on the Sabine glosses have crystallised: (a) the Sabine glosses are evidence of a personal obsession of the Republican author Varro, in whose work many Sabine glosses survive, and (b) the Sabine glosses are true remnants of a single language of which little or no epigraphic evidence has survived. By using the neogrammarian observation that sound-change is regular and exceptionless, it is possible to ascertain whether or not the Sabine glosses are likely to be from the same language. This thesis finds that the sound-changes undergone by the Sabine glosses show no broad agreement. The developments are characteristic of different languages – Latin, Faliscan and various Sabellic languages – and many changes are mutually exclusive. This consequently throws doubt on the assertion that the Sabine glosses are all taken from one language. Instead, the glosses should be seen as part of a discourse of the relationships between Romans, Sabines and Sabellic-speaking peoples. During the Republic, Sabines were central to Roman myth, historiography and political rhetoric. As the Sabines were a distinct people in the Roman foundation myths, but were largely Romanised in the Republican present, they became a convenient bridge between Rome and the Sabellic-speaking peoples of Central and Southern Italy, to whom Greek and Roman writers ascribed myths tracing origin back to the Sabines. This continued into the Empire, when emperors such as Claudius and Vespasian utilised their (supposed) Sabine heritage to gain ideological capital. In light of this, the phenomenon of Sabine glosses cannot be seen as one man’s interest, but as a means of reflecting on Rome’s relations with Sabellic-speaking Italy.

Technology is changing education. Just 30 years ago, instructors were using slow, inefficient technology such as projectors and reels of film, whereas today they have instant access to video from anywhere in the world. This capability has the potential to change the way that language is being taught and learned. Instead of students relying solely on their teacher and textbook for linguistic input, they have access to the Internet which holds a seemingly endless amount of information. This study was inspired by the belief that it is possible to maximize the potential benefit from that availability by implementing the theory that people learn language best when they have access to comprehensible input (Buri, 2012; Crossley, Allen, & McNamara, 2012; Krashen, 1985; Shintani, 2012; Zarei & Rashvand 2011). It also implements the belief of some second-language acquisitions theorists that subtitled video provides language learners with more comprehensible input than non-subtitled video alone (Borrás & Lafayette, 1994; Chun & Plass, 1996; Danan, 2004; Di Carlo, 1994). Thus, this study used interactive subtitled video to investigate the effects of three word definition types on participants' vocabulary comprehension and involved the selection of 120 Russian (L2)words of equal difficulty that were randomly sorted into one of four groups -- three treatments and a control group. Each treatment group contained 30 Russian words with a different type of definition in English (L1): dictionary definitions, which provided the viewers with the definition they would find in the bilingual dictionary; glosses which provided the viewers with the exact meaning of the word only as it pertains to the given context; and annotations which provided an explanation to clarify a word's use in different contexts or its non-traditional uses. Participants totaled 53 men and women ages 18-30 from 4 countries, US, Canada, Germany, and Sweden, who were advanced L2 learners of Russian. To control for the possible effects of a pretest, some of the subjects took a vocabulary pretest, and then all subjects watched a film in Russian with Russian subtitles, which was immediately followed by a vocabulary posttest. Results showed that annotations were most conducive to vocabulary gains, followed by glosses, dictionary definitions, and no definition, respectively. Although this was not the case for all participants, this outcome did hold for the majority, and several possible reasons for this outcome are discussed.

This study offers a reinterpretation of the direct tradition of medieval Platonism on the basis of new evidence from the Meno and the Phaedo translated into Latin by Henry Aristippus between 1154 and 1160. In particular, it provides an edition of interlinear and marginal annotations and glosses of the Meno and the Phaedo: the manuscript tradition is particularly useful for understanding which aspects of these two Platonic dialogues were particularly studied during the Middle Ages, as it preserves the considerations of various readers on Platonic philosophy. In the most fortunate cases, it is precisely the manuscript tradition that offers new perspectives that can be used to redesign the networks of reception of the two Platonic texts examined in this study in the centuries following their translation, with particular reference to the 13th and 14th centuries. The research was carried out on unpublished material and manuscript testimonies, with the help of two strategies. First, the medieval sources were submetted to a doxographic analysis, through a bottom-up approach consisting in the identification of the terms ‘Plato’, ‘Meno’, ‘Phaedo’ (or ‘Fedrone’ according to medieval usage). This allowed to understand in which contexts and in relation to which themes the references to the three terms appeared and to provide a list of authors who, between the 13th and the 14th century, had the opportunity to read the Meno and/or the Phaedo in Henry Aristippus’ translation. The second strategy, which we could perhaps describe as ‘inside-out’, was applied in the editing phase of the interlinear and marginal annotations and glosses of the two translations. As an especially important paratextual element, the ‘marginal’ writing proves to be particularly useful for deriving the constituent elements of the two dialogues (inside) that were commented, re-written, re-elaborated and interpreted in the margins of the two texts (outside). By employing both strategies, it is possible to reveal the core concepts of Platonic philosophy that, to a greater or lesser extent, caught the attention of medieval readers of the Latin Meno and the Phaedo.

This study investigated the effects of multiple textual encounters of words and textual encounters of words supplemented with pictorial glosses upon the ability of a learner of French to infer additional word senses—senses of target words that were not previously encountered. Twenty-nine participants were randomly divided into two groups, Groups A and B, and were subjected to two treatments, one in which the subjects encountered target words textually twice (Repeated Textual Encounters, RTE) and one in which the subjects encountered target words once textually and once pictorially (Pictorial Encounter, PE). Before the administration of the two vocabulary-learning treatments the participants completed a vocabulary pretest on the target words to establish a baseline of knowledge. At the conclusion of the vocabulary pretest, Group A read a French fairy tale encountering half of the target words using the RTE treatment while encountering the other half of the target words using the PE treatment. Although Group B read the same French fairy tale, they did not receive the same treatment for the same words. Specifically, the target words that those in Group A encountered using the RTE treatment were encountered by those in Group B using the PE treatment, and vise versa for the other treatment. Immediately following the treatments the participants completed a vocabulary recall test wherein the participants demonstrated their ability to infer additional senses of the target words in addition to recall original senses of target words as encountered in the text. Vocabulary gains were used as data to determine the participants' ability to infer additional word senses and recall original word senses. Results from t tests indicate that both treatments have a significant impact upon the learner's ability to infer additional word senses as well as recall original senses. Furthermore, results from analysis on the data gathered for individual words show that the treatments had a significant effect on learners inferring and recalling the senses of certain words over others. Results did not determine, however, which treatment was more effective than the other for learners to infer additional senses of words or to recall original word senses.

The sequence commentary emerged as a new branch of medieval commentary literature in the twelfth century. The sequence itself, sung in the Roman Mass, was a hugely influential genre—several thousands of sequence texts are known today—but the fact that the Middle Ages also produced commentaries on this liturgical poetry has been hitherto practically unknown and very few commentary texts have been edited. The present work is the first attempt at a broader presentation of the sequence commentary genre. It makes available in modern editions seven previously unedited expositions on the sequence Ad celebres rex for the feast of St Michael. Introductions to each edition discuss the motifs interpreted, the commentary technique used and the sources drawn upon. Manuscript interrelations and textual problems are also treated here. Editions of four prologues introducing collections of commentaries are also included. These texts, though not specifically tied to the commentaries on Ad celebres rex, are presented here since they provide useful evidence of the interpretative frameworks chosen by the commentators. The complex textual transmissions of these texts have required three different editorial methods, which are discussed in a separate chapter. A general introduction surveys the sequence commentary material found to date. From these textual witnesses—nearly a hundred manuscripts listed in an appendix—we may conclude that the genre flourished mainly in the fourteenth and fifteenth centuries. Most manuscripts present large collections of commentaries on sequences for the whole liturgical year, generally preceded by a prologue and sometimes accompanied by a corresponding group of hymn commentaries.

La thèse « Ovide dans la General estoria d’Alphonse X » a pour objectif l’étude de la réception du poète latin dans l’histoire universelle conçue au sein de l’atelier dirigé par Alphonse X pendant le dernier quart du XIIIe siècle (ca. 1270-1284). Ladite œuvre prétendait relater l’histoire de l’homme depuis la Genèse jusqu’au règne du roi Alphonse lui-même. La source fondamentale de la General estoria est la Bible. S’ajoutent à la matière biblique diverses notices païennes ou « gentilles » (étrangères au peuple hébreu). Dans les deux premières parties de la General estoria, les sources fondamentales pour les récits gentils sont les Métamorphoses et les Héroïdes d’Ovide. Cet usage est complété par un emploi fragmentaire des Fastes, des Remèdes à l’amour, de l'Art d’aimer et des Pontiques. Nous avons porté notre attention aussi bien sur la méthode de traduction de l’œuvre d’Ovide que sur les techniques de compilation de la General estoria. Ainsi, cette thèse est structurée de la façon suivante : 1) une introduction où nous décrivons les règles qui caractérisent la lecture d’Ovide au Moyen Âge (ch. 1) ; 2) une étude des éléments contextuels du texte latin en trois sections : une étude des accessus, des gloses et des commentaires qui accompagnaient le texte latin dans l’étape médiévale (ch. 2) ; une analyse des œuvres mythographiques qui s’insèrent dans la compilation (ch. 3) ; enfin, la description des caractéristiques qui définissent l’utilisation des œuvres d’Ovide moins employées: les Fastes, l'Art d’aimer, les Pontiques et les Remèdes à l’amour (ch. 4). Finalement, dans le deuxième bloc de la thèse (ch. 5), nous avons fait une analyse exhaustive et détaillée des fragments empruntés aux œuvres d’Ovide dans la General estoria. / The aim of the dissertation “Ovid in Alfonso X’s General estoria” is to study the translation of the Latin poet in the universal history conceived within the workshop directed by Alfonso X during the last quarter of the 13th century (ca. 1270-1284). The aforementioned work intended to recount the history of man from Genesis up to the reign of King Alfonso himself. The main source of the General estoria is the Bible. Various pagan or “Gentile” (non-Jewish) notes are added to the biblical material. In the first two parts of the General estoria, the basic sources for the Gentile stories are Ovid’s Metamorphoses and Heroides. This usage is complimented by fragments of the Fasti, the Remedia Amori, the Ars Amatoria and the Epistulae ex Ponto. The study is also centred on the translation method of Ovid’s work as well as on the compilation techniques of the General estoria. Thus, the present dissertation is structured as follows: 1) an Introduction where the rules that characterize the reading of Ovid in the Middle Ages are described (ch. 1); 2) a study of the contextual elements of the Latin text in three sections: a study of the accessus, the glosses and commentaries that accompanied the Latin text in the medieval stage (ch. 2); an analysis of the mythographic works inserted in the compilation (ch. 3); finally; the description of the characteristics which define the employing of Ovid’s less used works: the Fasti, the Remedia Amori, the Ars Amatoria and the Epistulae ex Ponto (ch. 4). In the end, the second part of the dissertation (ch. 5) develops an exhaustive and detailed analysis of the fragments taken from Ovid’s works in the General estoria.