This essay examines the grammar variation of English as a common tongue of two characters from the TV series, Game of Thrones. Scenes from season 1-7 of the series where the characters Irri and Grey Worm spoke the common tongue, English, were transcribed and examined using the concepts of interlanguage (IL) and English as a lingua franca (ELF) as analytic frameworks. The two research questions for this essay are ‘What is grammatical variation of English as a common tongue spoken by two characters, Irri and Grey Worm in the TV series, Game of Thrones?’ and ‘What dramatic effects are perceived with the characters' grammatical variation in the series?’. The results showed that while both characters have features explained by both the IL and ELF frameworks, IL was a more appropriate concept for understanding the data overall. Nevertheless, Irri proved to use more ELF features than Grey Worm in the collected data in which there were more variations by Grey Worm than by Irri. In addition, three dramatic effects of the characters’ grammar variation emerged, namely emotional effect, cultural effect, and development effect. Based on the results, this essay concluded that the characters of Irri and Grey Worm had grammar variations that featured in both IL and ELF, with the majority of them being IL.

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This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of sustained, explicit instruction. Operationalized as a composite construct in the theory of communicative competence, pragmatic awareness includes knowledge of pragmalinguistic forms and sociopragmatic features, with sequential action events representing the former and relationship status categories the latter. Research questions for each study focus on gains learners revealed on a video-based pragmatic awareness assessment instrument delivered in pretest-posttest format. Data collection occurred from fall semester 2013 to spring semester 2015 in one single-sex junior/senior high school and two co-educational universities, one with a first-year focus group and the other with a second-year group, with participates across the contexts enrolled in 1 of 12 intact classes ranging in size from 23 to 33. At each site, data collection included response behaviors for comparison counterfactual groups. Data for the primary analyses of each study were subjected to a one-way ANCOVA. Results revealed a significant difference between the treatment group performances compared to a counterfactual group from each institution: Study 1, F(1,152) = 5.86, p = 0.02; Study 2, F(34, 115.28) = 5.71, p = 0.02; and Study 3, F(3, 77.30) = 8.04, p < 0.00. Relationship strength between the factor levels and the dependent variable, as measured in partial eta squared, accounted for 4%, 14%, and 16% of the variance, respectively. In Study 3 a Bayesian confirmatory analysis revealed that the least explicit treatment, one involving only a focus on pragmalinguistic input, showed the greatest gains. Implications for the three studies are: (a) pragmalinguistic and sociopragmatic categories reveal difficulty hierarchies, with particular sequential action events and relationship status categories consistently more challenging than others; (b) learners display differential awareness of pragmalinguistic and sociopragmatic sub-constructs, with the former registered as more difficult; and (c) explicit instruction on a limited number of pragmalinguistic categories might result in spillover learning effects to other, untaught categories. / Applied Linguistics

Cohesion and coherence are important features for effective writing. Studies in contrastive rhetoric and text linguistics suggest that cohesion and coherence may vary across languages and cultures. This study examined cohesion and coherence features of Chinese ESL writings, explored the similarities and the differences between Chinese and English, and investigated the role of language transfer and interference in Chinese ESL writings. Four Chinese graduate students each composed two expository essays in English and two in Chinese and their writing sessions were videotaped. Essays were scrutinized for cohesion and coherence features, and along with transcripts, interviews and observations, they were examined for evidence of transfers and interferences. Findings indicate that the Chinese language depends more on lexical ties and similarities of structures whereas English employs more connectors. References in Chinese often take the form of lexical repetition and sometimes zero anaphora while English uses more pronouns and deictics. In addition, more ellipses are utilized in Chinese. Coherence features show that Chinese essays are more implicit and general while English writings emphasize explicitness with thesis statements and topic sentences. Chinese writings are writer-centered, and demand more of the reader to make sense of the text. Interferences and transfers were identified. Students were unable to use a variety of connectors that English offers in their own writings and often connections were missing and sometimes misleading. They occasionally failed to mark sentence boundaries; their essays often lacked a clearly defined thesis; and topic sentences were rarely used. The discussion was general, implicit, and writer-centered. / Ed. D.

"September 2008". / Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / Bibliography: p. 189-196. / The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances. / Mode of access: World Wide Web. / xi, 238 p. ill

The thesis concentrates on Latin influence on North Germanic languages, especially on Norwegian. First part deals with this topic from sociolinguistic point of view: relationship between Latin and domestic languages in Middle Ages, discerning contexts, where Latin was used, emphasizing the role of church, schools and literature. Second part concentrates on concrete examples of Latin influence, persisting to the modern times, especially loanwords, prefixes and suffixes, irregular declension, idioms. Original research concentrates on Norwegian letters from Middle Age, in Diplomatarium Norwegicum. Research about numbers of Latin letters and letters in domestic language, according to topic and time, in comparison with similar informations from Denmark and Sweden.

Le français est la troisième langue enseignée au Yémen après l'arabe et l'anglais. Cette vitalité du français nécessite la création de supports didactiques, afin d'aider à son apprentissage. L'objet de la thèse est de mettre en évidence les zones du français, qui sont sources de difficultés pour les étudiants tant sur le plan de la morphologie que sur celui de la syntaxe, de les classer et de les décrire. L'étude des erreurs s'appuiera sur deux corpus de travaux écrits effectués, l'un par trente étudiants de quatrième année de licence du département de français de l'université de Dhamar, l'autre par quinze enseignants de lycée diplômés du même département. Cette étude a pour finalité d'initier une réflexion, au sein des départements de français des universités yéménites, sur les stratégies et les objectifs de l'enseignement du français en tant que langue, dans un milieu plurilingue non francophone. Elle vise également à offrir des ressources didactiques en matière d'étude de la langue aux enseignants, en tentant de mettant en évidence des priorités. / French is the third language taught in Yemen after Arabic and English. This vitality of French requires the creation of didactic supports, in order to help in its learning. The purpose of the thesis is to highlight the areas of French, which are sources of difficulty for students, in terms of morphology and syntax, to classify and to describe them. The study of errors is based on two corpus of written work, one which has been done by thirty students in the fourth year of the license of the French Department of Thamar University, the other one by fifteen high school teachers, graduated in the same department. This study aims to introduce a reflection, in the French departments of the Yemenite universities, about strategies and objectives of the teaching of French as a language, in a non-French-speaking multilingual environment. It also aims to provide didactic resources for the study of the language to the teachers, trying to highlighting the priorities.

O trabalho apresenta uma análise da atual linguagem ligada à alimentação falada por imigrantes italianos em Pedrinhas Paulista, pequena comunidade italiana fundada nos anos \'50, localizada no interior do Estado de São Paulo. Utiliza, para tanto, depoimentos colhidos na própria comunidade em 2002 e em 2005. Os trechos destacados para a pesquisa foram transcritos obedecendo as normas para transcrição do projeto NURC. Que língua seria mais usada pelos imigrantes quando se trata de referências alimentares: o italiano ou o português? Os italianos mantiveram a tradição da sua gastronomia? Mantiveram o léxico original das suas preparações? Absorveram, em parte ou não, os hábitos alimentares locais e sua terminologia na língua local? Os imigrantes criaram uma interlíngua italiano-dialeto-português? Essas e outras questões serão levantadas e analisadas no decorrer do trabalho / The present study is an analysis of the language spoken by Italian immigrants living in Pedrinhas Paulista. This small community was founded in the 50\'s, and is located in rural Sao Paulo state. The analysis utilizes depositions from the community in 2002 and in 2005. Deposition excerpts chosen for the study were transcribed observing the NURC Project norms. Which language was spoken by the immigrants when discussing nutritional matters: Italian or Portuguese? Did the Italians maintain their gastronomic traditions? Did they change their recipes? Did they acquire local eating habits and their local terminology? If so, did they do it partially or completely? Did the Italian immigrants create an Italian-dialect-Portuguese interlanguage? These and other questions will be raised during the present study

O objetivo deste trabalho é analisar a aquisição do acento primário do alemão por falantes do Português Brasileiro (PB). Essa análise baseia-se, no campo da aquisição, no modelo gerativista dos Princípios e Parâmetros (Chomsky 1981), bem como na fonologia lexical (Kiparsky 1982, Mohanan 1982, 1985) e na fonologia prosódica (Nespor e Vogel [2007] (1986), Vogel (2009)) como teorias fonológicas. O arcabouço teórico para a análise do acento primário na língua alemã é fornecido pela teoria de acento de Wiese (1995), que preconiza a existência de regras de acento primário em compostos (AB) e não-compostos, como também padrões marcados com atribuição de acento definido lexicalmente (palavras proparoxítonas e oxítonas, compostos do tipo ABC). Além das regras propostas por Wiese (1995), postulo uma regra para a acentuação de compostos do tipo marcado ABC. Para o PB assumo a teoria de acento de Lee (1995,1997). A comparação da atribuição do acento primário em ambas as línguas permitiu-me estabelecer, com base na teoria paramétrica de Hayes (1995), semelhanças e diferenças paramétricas para o acento primário, as quais serviram de base para a tese defendida neste trabalho. Além disso, acrescento um princípio com valores paramétricos não-binários: o Domínio de aplicação da Restrição da Janela de Três Sílabas, cuja reparametrização apresenta-se como indispensável para a aquisição de regras de acentuação primária do alemão por falantes de PB como L2. Enquanto no PB essa restrição é válida para qualquer palavra fonológica (), em alemão, apenas as palavras não-compostas submetem-se a tal restrição. Ademais, propõem-se aqui 9 níveis hierárquicos, os quais constituem uma sequência para a aquisição das regras de atribuição do acento primário no contexto aqui estudado. Um estudo de caso, baseado no modelo pseudo-longitudinal, fornece subsídios para a presente pesquisa. Seis informantes com níveis de proficiência A2, B2 e C2 (segundo a classificação do Quadro Comum Europeu de Referência para Línguas) foram submetidos a um teste de leitura de cinquenta palavras selecionadas de acordo com seu padrão acentual e a posição da sílaba que contém o acento primário. Resultados apontam para um papel importante da L1 na constituição da interlíngua e para o fato de que a refixação de parâmetros, ainda que primordial na aquisição, não é o único fator operante nesse processo. A análise dos dados sinaliza, ainda, que estágios de aquisição do acento primário do alemão por falantes de PB não refletem necessariamente o nível de proficiência de cada indivíduo na língua-alvo. / This study aims at analysing the acquisition of primary stress in German by speakers of Brazilian Portuguese (BP). In terms of acquisition, this analysis is based on the generative model from Principles and Parameters (Chomsky 1981), as well as on the Lexical Phonology (Kiparsky 1982, Monahan 1982, 1985) and Prosodic Phonology (Nespor and Vogel [2007] (1986), Vogel (2009)) as phonological theories. The theoretical framework for the analysis of the primary stress in German is given by Wieses (1995) stress theory which states the existence of primary stress rules in compounds (AB) and non-compounds, as well as marked patterns with stress being lexically defined (words stressed in the third and last syllables, ABC compounds). In addition to the rules proposed by Wiese (1995), I have determined one for the stress of compounds marked as ABC). For BP, I have used the theory of accent by Lee (1995, 1997). The comparison between the attributions of primary stress in both languages has allowed me to establish, according to Hayes (1995) parametric theory, parametric similarities and differences for primary stress, which serve as basis for the thesis I defend in this study. Furthermore, I propose the addition of one principle with non-binary parametric values: the Domain of the Application of the Three-Syllable-Window Restriction, whose reparametrization is essential for speakers of BP acquiring the rules of primary stress of German as L2. Whereas in BP this restriction is valid for any phonological word, in German only the non-compound words are subject to such restriction. Moreover, 9 hierarchical levels are proposed here and they establish a sequence for the acquisition of the primary stress acquisition attribution rules. A case study, based on the pseudo-longitudinal model, provides this research with invaluable aids. Six informants with levels of proficiency A2, B2 and C2 (according to the Common European Framework for Languages) were submitted to a test in which they read fifty words, selected according to their stress patterns and position of the syllable containing the primary stress. Results show that L1 has an important role in the constitution of the interlanguage. They also state that the resetting of parameters is not the only operating factor in this process, even though it is essential in the acquisition. Data analysis indicates that the stages of primary stress acquisition of German by speakers of BP do not necessarily reflect the proficiency level of each individual in the target language.