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1	An Analysis of Clause Usage in Academic Texts Produced by African American, Haitian, and Hispanic Community College Students Brooks, Wendy B. 24 June 2010 (has links) The growth of multicultural and multilingual student populations in community colleges has presented difficulties for instructors who teach academic writing. This study was motivated by the desire to understand the challenges faced by novice writers from diverse ethnolinguistic backgrounds, African-American, Haitian, and Hispanic, in a South Florida community college as they grappled with the register features which defined academic writing. One major challenge has been the tendency to transfer the register feature of clause structure typical of speech into academic texts. An analysis of clause structures using writing samples collected from 45 community-college students, 15 from African-American, Haitian and Hispanic students respectively, showed the degree to which the students relied on their speech by using hypotactic and paratactic clauses instead of the main and embedded clauses characteristic of the written academic register The study has expanded on previous research which had focused on native versus nonnative English speakers (ESL) in English-language programs, by including African American students who are speakers of African American Vernacular English (AAVE) and, therefore, speak English as a second dialect (ESD) as well as Generation 1.5 students (Haitian and Hispanic), who have command of conversational English, come to the U.S. as first or second generation immigrants, and graduated from U.S. high schools, but they lack the written academic skills to perform at the college level. A challenge faced by African American AAVE speakers is that the dialect occurs predominantly in spoken discourse, and students may go to school without any exposure to written discourse in their home language. On the other hand, many Generation 1.5 students such as Haitians and Hispanics speak native languages, which have standardized orthographies, and these students may go to school having been exposed to register features of written discourse in Haitian Creole (or French) and Spanish.
2	A articulaÃÃo hipotÃtica adverbial: uma proposta funcionalista para o ensino / The adverbial hypothetical articulation: a functionalist proposal for teaching Luciano AraÃjo Cavalcante Filho 29 November 2016 (has links) CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este trabalho consiste em uma proposta didÃtica, fundamentada na teoria funcionalista da linguagem, para o ensino das funÃÃes textual-discursivas e proposiÃÃes relacionais inferidas identificadas no uso de clÃusulas hipotÃticas adverbiais em uma turma do 9Â ano de uma escola da rede pÃblica do estado do CearÃ. Para o desenvolvimento das trÃs etapas do trabalho (sondagem, intervenÃÃo e avaliaÃÃo), utilizou-se a metodologia da pesquisa-aÃÃo, a qual visa ao incremento do trabalho de professores e pesquisadores para que possam utilizar suas pesquisas em busca do aprimoramento de seu ensino e, consequentemente, do aprendizado de seus alunos. O objetivo geral deste estudo Ã propor uma abordagem para o ensino das chamadas oraÃÃes adverbiais, como forma de valorizar o relevante papel dessas estruturas oracionais para a geraÃÃo de sentido em situaÃÃes reais de interaÃÃo verbal. Buscou-se, tambÃm, refletir acerca da classificaÃÃo superficial conduzida pelo ensino tradicional para esse tipo de oraÃÃo. De acordo com o Funcionalismo, tal classificaÃÃo recai em um grave equÃvoco, pois vÃrias proposiÃÃes relacionais inferidas podem emergir em situaÃÃes reais de uso de um mesmo conectivo, tais como TEMPO, CAUSA, CONDIÃÃO, etc. Ao final da aplicaÃÃo da proposta, percebeu-se que as atividades de orientaÃÃo funcionalista exerceram uma influÃncia positiva no que se refere ao ensino do uso das oraÃÃes adverbiais e suas funÃÃes textual-discursivas, pois os resultados obtidos na etapa final demonstraram uma melhora bastante significativa na aprendizagem dos alunos. Dessa forma, comprovou-se que a abordagem funcionalista Ã capaz de orientar um ensino mais produtivo e reflexivo, favorecendo o desenvolvimento da competÃncia discursiva dos alunos, por nÃo levar em conta a memorizaÃÃo de conceitos e focalizar as prÃticas de segmentaÃÃo e classificaÃÃo de oraÃÃes adverbiais. Proposta didÃtica Funcionalismo Hipotaxe adverbial ProposiÃÃes relacionais inferidas FunÃÃes textual-discursivas Didactic Proposal Functionalism Hypotactic Adverbial Relational propositions inferred Textual functions-essay LETRAS
3	Temporální vztahy v českých barokních textech / Temporal relationships of Czech Baroque texts MONDŘÍKOVÁ, Petra January 2013 (has links) The presented dissertation addresses the issue of expressing temporary relations (the present and the past) in the texts of the authors of the Baroque period. The excerpt includes 44 works of historic literary output. The topic is based on a semantic definition of temporal relationships in the Baroque language and interferes with the paratactic and hypotactic method of expression. Within the scope of paratactic connection of syntactic units, we analyze phrasal connections (the connection of main clauses and the connection of paratactic subclauses), text and phrasal connections, within the scope of hypotactic concentration mainly the relationship of the main and subordinate adverbial clauses of time. The classification according to various paratactic and subordinating conjunctions is led by the effort to obtain a comprehensive overview of the possible ways to express temporal relationships. The aim of the work is to contribute to an analytical examination of the syntactic language level of the Baroque period and to confirm the hypothesis of intact continuity of the language development between the humanistic, Baroque and National Revival periods.
4	Entstehung und Entwicklung der „Elberfelder Bibel“ (Neues Testament) von der Erstübersetzung bis heute: eine Untersuchung des übersetzungsansatzes und eine kritische Würdigung / The origin and development of the "Elberfelder Bibel" (New Testament) from the first version to the present: an examination of the translation approach and a critical appraisal Riedel, Thomas 03 1900 (has links) Text in German with summaries in German and English / Includes bibliographical references (leaves 191-195) / Die Elberfelder Bibel prägt bis heute die deutsche Brüderbewegung und ist auch darüber vielen Christen bekannt. 1855 erschien erstmals das Neue Testament, 1871 die gesamte Bibel. Von 1960 bis 1984 wurde eine umfassende Revision durchgeführt. Ihre Sprache gilt als schwierig, gleichzeitig wird sie als sehr genaue Übersetzung wahrgenommen. Bis heute gibt es keine umfassende Forschungsarbeit über die Elberfelder Bibel, obwohl sie mehr als 160 nach ihrer Ersterscheinung immer noch gelesen und neu herausgegeben wird. Die vorliegende Arbeit möchte Ziele und Übersetzungsansatz der Erstübersetzung offen legen. Danach wird die praktische Umsetzung dieses Ansatzes anhand von drei ausgewählten Kapiteln des Neuen Testamentes untersucht. Dabei wird auch der Einfluss der Revision ab 1960 geprüft. Eine Einordnung in die aktuelle Übersetzungsdiskussion und Vorschläge für die Weiterentwicklung dieser Übersetzung runden die Arbeit ab. / The Elberfelder Bibel has had a big impact on the Brethren movement and beyond until today. In 1855, the New Testament was published for the first time, followed by the whole bible in 1871. From 1960 until 1984, a broad revision has been conducted. The Elberfeld Bibel is said to be linguistically difficult; at the same time it is considered as a very accurate translation. Until today, no comprehensive research paper has been written about this translation, which by now is more than 160 years old. This paper deals with the goals and the translation approach of the initial translation. Furthermore, the practical implementation of this approach is examined by means of three particular chapters of the New Testatment. In addition, the impact of revisions starting from 1960 is going to be explored. Its placement in the current discussion on translation and suggestions for further development of this translation will complete the paper. / New Testament / M.Th. (New Testament) Bibelübersetzung Brockhaus, Carl Darby, John Nelson Einheitsübersetzung Elberfelder Bibel Hypotaktischer Satzbau Lutherbibel Partizip Satzbau Syntax Textkritik TR Transparenz Übersetzungsansatz Von Poseck, Julius Anton Zielgruppenbibel Bible translation Brockhaus, Carl Darby, John Nelson Elberfelder Bibel Hypotactic syntax Lutherbibel Participle Syntax Textual criticism Textus Receptus Transparency Translation approach Von Poseck, Julius Anton Target group Bible 220.531 Bible. Elberfelder. 1855 -- Influence Bible. German -- Versions Brockhaus, Carl, 1822-1899 Brethren (Brethren churches) Darby, J. N. (John Nelson), 1800-1882 Poseck, J. A. von

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