Submitted in partial fulfillment for the requirements of the Degree of Doctor of Philosophy in the Department of Afrikaans in the Faculty of Arts at the University of Zululand, South Africa, 1999. / Engl: = The aim of this dissertation was to give an overview of work done on the grammatical expression of time in Afrikaans, and to show that the Cognitive Rhetoric, as a relatively new field of study, offers analytical tools that can account for problems being encountered with time expression which cannot be successfully dealt with through traditional methods of analysis and description. A descriptive framework was developed based on the cognitive approach of mental spaces, which has as basic principle the view that the semantic structure of a language is a reflection of a person's conscious experience of a physical, social and linguistic world, which allows for time to be metaphorically viewed as space. Thus time can be viewed as a container in which past, present and future are locked up in still smaller containers. These containers function as mental spaces, which are partial renderings of logical, coherent situations or potential realities in which time moves as a mover or a manipulator. An important tenet of the analytical framework which has been developed, is that a mental space for the present tense is regarded as man's primary field of experience, and as the cognitive point of departure from where he metaphorically projects to a past tense mental space or a future tense mental space. Within a particular mental space there is contained a sequence of events which are marked for the same tense; when a shift in time occurs, a new mental space is opened for the new time frame. The mental spaces approach has been utilized to show how time is used as a background-organizing mechanism for the analysis and description of tense in everyday discourse as well as a fictional narrative text. Afrik: = Die doelwit van hierdie dissertasie was om deur middel van bronverkenning 'n oorsig te bied van werk wat in Afrikaans gedoen is oor tydsvergestalting, en om aan te dui dat die Kognitiewe Retoriek, as opkomende studiegebied, ontledingsmeganismes bied vir probleme met tydsmarkering wat nie deur tradisionele metodes van ontleding en beskrywing opgelos kan word nie. 'n Ontledingsraamwerk gebaseer op die kognitiewe dinkruimbenadering is ontwikkel wat voorsiening maak vir die beginsel dat die semantiese struktuur van 'n taal 'n mens se bewussyn van 'n fisiese, sosiale en taalkundige wereld reflekteer, sodat tyd metafories as ruimte herbedink word. Hiervolgens word tyd as ln houer gesien waarbinne tydskonsepte soos hede, verlede en toekoms as kleiner houers opgesluit le*. Hierdie houers funksioneer as dinkruime, wat gedeeltelike weergawes is van logiese, samehangende situasies of potensiele werklikhede waarbinne tyd as 'n beweger en *n manipuleerder optree. *n Basiese vertrekpunt van die ontledingsraamwerk wat ontwikkel is, behels dat 'n dinkruim vir die teenwoordigetyd as die prim ere belewingsruim van die mens beskou word, en as die kognitiewe vertrekpunt vanwaar hy metafories projekteer na *n verledetyddinkruim of 'n toekomstigetyddinkruim. Binne 'n bepaalde dinkruim is daar 'n sekwensie van gebeurerame wat vir dieselfde tyd gemerk is; sodra *n tydskuif plaasvind, word 'n nuwe dinkruim oopgemaak vir die nuwe tydraam. Die dinkruimbenadering is benut om aan te toon hoe tyd as agtergrond-organiserende meganisme gebruik word om tyd in alledaagse diskoers asook in narratiewe tekste te ontleed. / University of Zululand and RGN.

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There are many existing models of automata working on two-dimensional inputs (pictures), though very little work has been done on the subject of learning of these automata. In this thesis, we introduce a new model called two-dimensional limited context restarting automaton. Our model works similarly as the two-dimensional restarting tiling automaton, yet we show that it is equally powerful as the two-dimensional sgraffito automaton. We propose an algorithm for learning of such automata from positive and negative samples of pictures. The algorithm is implemented and subsequently tested with several basic picture languages. Powered by TCPDF (www.tcpdf.org)

The issue of dative alternation construction has long been a debated topic in the linguistics field. This thesis especially focuses on the grammatical weight interpretation. Quirk et al. (1972) stated the end-weight rule, which predicted that people tended to put the NP which is heavier at the final position of a sentence. However, how to define the heaviness of NP is still in debate. Ross (1967) claimed that an NP is heavy if it dominates ¡§a sentence¡¨. Emonds (1976: 112) argued that an NP is called as heavy in the complex NP shift is that the NP dominates an S or PP. On the other hand, Hawkins (1990, 1994) proposed the idea that the heaviness is determined by the number of words dominated by a NP. Therefore, this thesis tries to shed some light on the precise definition of grammatical weight for Chinese native speakers. Secondly, Chang (2001) argued that the echo effect was prominent for Chinese native speakers to determing the dative word order variation. The subjects tended to echo the question pattern when they responded to that question. Hence, this thesis also tries to investigate the phenomenon when the echo effect issue meets with the grammatical weight interpretation. Judgment task, contextual questions task and corpus analysis are adopted in this study. Contextual questions task tries to investigate the subjects¡¦ response to a contextual question which contains dative verbs. The purpose of this contextual questions task is to know when the complexity effect meets with the echo effect, what is more determining. The judgment task tests the participants¡¦ judgment on the grammaticality of sentences which contains dative alternation. The purpose of this questionnaire is to see if the complexity of a NP contributes to the determining of a dative alternation construction. The corpus used is Chinese Word Sketch corpus developed by Academia Sinica. There are 253 sentences in total. I try to consider the length of the constituents and the complexity of constituents in dative alternation. In the first section of the questionnaire, the result shows that the Chinese native speakers are both sensitive to the echo effect and the complexity effect. Besides, the preference for the dative sentence type is also found based on the result. In the second section of the questionnaire, the result indicates that the Chinese native speakers are indeed sensitive to the complexity of a NP. The subjects tend to rate the sentences which contains a more complex NP at the final position of a sentence more acceptable than that at the middle of a sentence. In addition, the preference of the dative sentence type is also found in the result. In the corpus study, the results show that subjects are both sensitive to the complexity of constituents and length of constituents. In conclusion, the Chinese native speakers in this study shows sensitivity to both the complexity effect, length effect and echo effect. Furthermore, in both questionnaires, the preference for the dative sentence type is identified. This preference can be explained through the unmarked property of the dative sentence type in Chinese.

No description available.

The so-called passive in Māori has been the topic of a long-standing debate in the linguistics literature. Its frequency, especially in past tense narratives, makes this construction an atypical passive. It has been suggested that the passive in Māori is used with perfective (Clark 1973) and dynamic (Bauer 1997) events, and when the clause contains an affected direct object (Chung 1978). This thesis finds that all of these suggestions are correct, but, rather than a passive construction, it is ergative, so that Māori has split-ergativity. As predicted under the Transitivity Hypothesis (Hopper & Thompson 1980), the most transitive clauses in Māori have ergative marking, and less transitive clauses are accusatively marked. Transitivity is understood as a property of an entire clause, involving a number of factors, and the most important features of transitivity in Māori are PARTICIPANTS, AFFECTEDNESS OF O, ASPECT and PUNCTUALITY. Clauses that are low in transitivity are uniformly accusative, in both their morphology and syntax. However, highly transitive clauses, which we expect to follow ergative alignment, have some evidence of syntactic accusativity. This mixed behaviour follows directly from the Inverse Grammatical Relations Hypothesis (Manning 1996). Manning claims syntactic constructions like control, binding and imperative addressee are accusatively aligned in all languages, because they are restricted at argument structure. Languages can only be ergative at the level of grammatical relations, where syntactic processes such as relative clauses, question formation and topicalisation are restricted. It then follows that ergativity is only present in Māori at gr-structure in the most highly transitive clauses. We also look at Māori from a diachronic perspective, and see that it differs from its Eastern Polynesian sisters, which are all accusative. Māori is different because the extension of the imperfective pattern did not spread to all transitive clauses, thus preventing a reanalysis of imperfective clauses as active.

This thesis uses an experimental approach to explore optimal gender assignment theory, an approach to gender assignment housed in Optimality Theory (Prince & Smolensky 1993/2004). Optimal gender assignment theory was proposed by Curt Rice (2006) and stipulates that grammatical gender is assigned based on a set of crucially non-ranked gender features constraints and markedness constraints. Thirty-seven participants who were bilingual in English and German received 40 sentences containing English loanwords with the definite article removed and asked to provide the appropriate gender marker and a lexical equivalency. The study found that the constraints employed and developed for optimal gender assignment theory are not applicable to English loanwords in German.

Em todas as disciplinas do currículo escolar são utilizados termos específicos nas aulas. No caso da disciplina de Língua Portuguesa, a terminologia gramatical é utilizada para referir-se à própria língua. Essa terminologia é tradicionalmente denominada Nomenclatura Gramatical Brasileira e conhecida como NGB. Esta pesquisa discute a terminologia gramatical da Língua Portuguesa utilizada na sala de aula do ensino fundamental II e tem como objetivo geral verificar como o aluno, ao chegar no 9.º ano, compreende essa terminologia. Com a finalidade de se chegar ao objetivo geral, por meio de pesquisa de campo, foi aplicado um questionário com termos gramaticais referentes às classes de palavras, a fim de verificar como os estudantes definiriam tais termos, pois são palavras que fazem parte do universo escolar dos alunos, estão inseridas no discurso didático e pedagógico da sala de aula e constam dos livros didáticos utilizados por eles ao longo dos anos escolares. O questionário apresentado trouxe os termos e um espaço em branco para os alunos colocarem o significado de cada um, da maneira como eles os entendem. O trabalho seguiu um percurso semasiológico, ou seja, partiu da designação já estabelecida para o conceito. As definições deles foram analisadas, de forma a averiguar se expressam adequadamente os conceitos observados. Para verificar o que se esperaria dos alunos, foram analisadas as definições presentes nas gramáticas, nos livros didáticos, bem como os conceitos etimológicos dos termos. Como esta pesquisa faz parte de um programa de Mestrado Profissional, ela tem a pretensão de oferecer propostas para o trabalho em sala de aula com essa terminologia, de modo a levar os contributos dos estudos lexicológicos e terminológicos à escola. Os resultados apontam que os alunos têm dificuldade para entender a terminologia gramatical usada nas aulas. Nesse sentido, a pesquisa demonstra a necessidade de se produzir materiais voltados ao ensino e intervenções didáticas que propiciem, de maneira mais eficaz, o entendimento e a apropriação pelos estudantes dos conceitos estudados e utilizados por eles. / In all subjects of the curriculum are used specific terms in class. In the case of discipline of Portuguese Language, grammatical terminology is used to refer to own language.This terminology is traditionally called Brazilian Grammatical Nomenclature, known as NGB. This research discusses the terminology of the Portuguese language used in the classroom of elementary school II and has the general objective to verify how the student to reach the 9th grade, understand this terminology. In order to reach the overall goal, through field research, a questionnaire was applied with grammatical terms referring to the words classes in order to verify how the students would define such terms, because these words are part of the school context and student context. They are inserted in the didactic and pedagogical discourse of the classroom and they are found in textbooks used by them over the years. The questionnaire presented brought the terms and a blank space for the students to put the meaning of each one, the way they understand them. The work followed a semasiological route, therefore from designation already established for the concept. The definitions of students were analyzed to see if express adequately the concepts analyzed. To verify what the would expected of students, additionally, it were analyzed the definitions presents in the grammar books, in textbooks, as well as the etymological concepts of terms. As this research is part of a Professional Master\'s program purports to offer proposals for work in the classroom with this terminology, to take contributions from lexicological and terminological studies to school. The results show that students have trouble understanding the grammatical terminology used in class. In this sense, the research demonstrates the need to produce materials geared to teaching and educational interventions that provide, more effectively, understanding and ownership by the students of the concepts studied and used by them.

Disertacijoje nagrinėjamos gramatinės ir leksinės gramatinės sakinių siejimo priemonės (konektoriai), kurios lietuvių kalbotyroje nėra išsamiai ištirtos. Pasirinkta analizės kryptis – nuo funkcijos prie formos – leido ne tik papildyti iki šiol atliktus konektorių lietuvių kalbos tekstuose tyrimus, bet ir atskleisti tų konektorių panašumus ir skirtumus, vartojimo polinkius. Nustatyta, kad gramatinės sakinių siejimo priemonės tiek mokslinio, tiek publicistinio stiliaus tekstuose akivaizdžiai persveria leksines gramatines. Leksinėmis gramatinėmis sakinių siejimo priemonėmis sakiniai siejami be antecedento, todėl siejant sakinius tekste tokiomis priemonėmis aiškumo, logiškumo dėlei pavartojama ir gramatinių siejimo priemonių. Mokslinio stiliaus tekstuose sakinius dažniau linkstama sieti gramatinėmis priemonėmis, kurios dėl savo funkcijų sakinių ryšius daro griežčiau įformintus. Publicistinio stiliaus tekstuose dažniau vartojamos leksinės gramatinės sakinių siejimo priemonės tekstą daro įvairesnį, netrafaretišką. Mokslinio stiliaus tekstuose dėl aprašomų objektų pateikimo principų sakiniams sieti dažniau vartojama sudėjimo ir priežasties konjunkcija. Publicistinio stiliaus tekstuose kohezijos raiška įvairesnė – vartojama ir sudėjimo, ir priešinamoji, ir priežasties, netgi modalinė konjunkcija. / The object of this dissertation is grammatical and lexico-grammatical means of sentence cohesion. This dissertation is the first study which offers a systematic and thorough description of these means in Lithuanian linguistics. The approach adopted in the dissertation – from function to form. It was found that grammatical means of sentence cohesion are much more common than lexico-grammatical means in both scientific and publicistic texts. Lexico-grammatical means of sentence cohesion connect the sentences without the antecedent, therefore, in order to achieve clarity of argumentation in text, additional grammatical means of cohesion are used alongside the lexico-grammatical means. Grammatical means which connect the subsequent sentence with the antecedent in the preceding sentence are more common in scientific texts than in publicistic texts. This way the cohesive ties are made more explicit. While lexico-grammatical means which make the text more varied and less consistent are more characteristic of publicistic texts than scientific texts. In scientific texts, sentences are linked by means of additive and causal conjunction, which is determined by the nature of the presentation of the subject matter. In publicistic texts, however, cohesive means are more varied – alongside additive and causal conjunction, we can find uses of adversative and modal conjunction as well.