Global ETD Search

11	Slips or errors? : A study of the grammatical mistakes in Swedish pupils' written production of English Jonsson, Elina January 2015 (has links) Grammar is an important aspect of language learning and is thus of concern in language teaching as well. This study sets out to investigate the kinds of grammatical mistakes Swedish secondary school pupils make in their written production of English and the possible causes behind these different mistakes. Forty essays from pupils in year nine have been used to study the phenomenon of frequently occurring mistakes and their causes, and the salient mistakes have been quantatively and qualitatively accounted for in the study. Common mistakes found in the material were subject-verb concord mistakes, mistakes involving plural nouns, incorrect article usage as well as problems using prepositions correctly. Interlingual transfer, i.e. negative transfer from the pupils’ L1, proved to be one significant factor causing mistakes in the material. However, other causes could be traced as well, such as intralingual transfer for example. Consequently, the findings of this study point in the direction of areas which need specific attention in English L2 learning in Swedish classrooms. Thus, the study contributes with valuable insights for English teacher and teacher trainees to consider in their future practice. Second language acquisition (SLA) grammar mistakes slips errors interlingual transfer intralingual transfer negative transfer L1 L2 Contrastive Analysis Error Analysis Specific Languages Studier av enskilda språk
12	Thanks! You look rather dashing yourself. : A contrastive pragmatics investigation of Singaporean and American compliment responses Melin, Susanna January 2014 (has links) Set within the framework of the newly established field of variational pragmatics (Schneider and Barron, 2008), this study investigates pragmatic variation between two different regional varieties of English, namely American English and Singaporean English. Specifically, the speech act of compliment responses is compared. The data were collected through written discourse completion tasks (DCT) and responses were analysed and coded using an adapted version of Holmes’ (1988) categorization system for compliment responses (CRs). The CRs come from a total of 40 participants and a total of 320 compliment responses were analysed. The DCT was supplemented by an introspective-recall with six participants. The findings demonstrate that the preferred strategy for both groups is in the order of accept, evade and reject. Even so, the Singaporeans use more reject strategies and less accept strategies than the Americans do. Further, the Americans employ more combination strategies than the Singaporeans. The Singaporeans however, employ more non-verbal and paralinguistic cues than the Americans. The results also show differences in the two varieties’ attitudes to and perceptions of compliment responses. In addition, the study suggests that compliments in Singapore might be undergoing a change. The findings are particularly important for pedagogical purposes. Variational pragmatics Compliment responses CRs Cross-cultural communication Intralingual pragmatics Singaporean English American English General Language Studies and Linguistics
13	Organizational Crisis Communication Translated in the Networked Society McIntosh, Heather 15 May 2018 (has links) Between approximately September 1, 2012 and February 1, 2014, the popular Canadian fashion retailer Lululemon Athletica Inc. faced an organizational crisis due to quality management problems. Beginning with manufacturing complications, the quality issues expressed themselves through various crisis symptoms (e.g., financial issues, legal issues, and senior leadership turmoil). The organization enacted crisis communication strategies to mitigate reputational risk and to inform the public and its stakeholders about the crisis. The news media also reported on the crisis extensively, which contributed to the public and stakeholders’ perceptions of the company and crisis. This dissertation draws on theories of narrative, translation, communication and media, and crisis communication to develop a theoretical foundation to guide the goals of this study. It is based on theories that conceptualize textual journalism as a process of both intralingual and interdiscursive translation that results in new narratives for the purpose of news media content creation. A qualitative content analysis informed by principles of critical discourse analysis is conducted to examine the narration of the crisis as depicted in the company’s textual communication about the crisis (e.g., press releases, annual reports), and the depiction of the crisis as narrated in textual media reports about the organization’s crisis. The two information streams are first analyzed individually to extract the main themes and sub-themes presented. Based on these analyses, a comparison of the two different information streams and their respective crisis narratives is conducted. The project investigates the ways in which the media translated information about the crisis to create their own narratives of the crisis. The findings of this dissertation show the process through which translation occurs, namely the linguistic and discursive variance between these two information streams. An analysis of the patterns in the linguistic and discursive variance between these two information streams indicates how the different social contexts in which each information stream is embedded may have impacted how the translation/journalism process occurs. Canadian media Crisis communication Interdiscursive translation Intralingual translation Journalism Lululemon Athletica Narrative Narrative theory Organizational crisis communication Textual journalism Translation Translation theory
14	Talets och undertextens olika nyanser : En undersökning av strykningar utav modalitet och uttryck för värderingar i adaptionen från tal till undertext / The different nuances of speech and subtitles : An analysis of omissions regarding modality and expressions of valuation in the shift between speech and subtitles Adolfsson, Linnea January 2020 (has links) The communication regarding the new corona-virus raises questions about availability and plain language. In Sweden, approximately 1.5 million people are in need of this communication through written language due to, inter alia, hearing impairment. Although subtitles are considered one of the most read genres today, it has received little focus in Swedish linguistic research, especially when it comes to intralingual subtitles. However, the communication through subtitles is limited and can lead to information loss. In Sweden, SVT as a public service channel has special requirements to maintain good quality in subtitles but nonetheless omissions are a prerequisite. However, this must never affect the loss of important information. Modality is considered within the Systemic-Functional Linguistics as linguistic tools to create opportunities to shift communication in different degrees and directions. A similar shift in degree can occur in expressions of valuation and opinions. Therefore, modality and valuation are interesting and important to study in a well-known TV- show that communicates, informs and debates about a social-crisis like the Corona-virus. This paper examines modality and expressions of valuation in the adaption from speech to subtitles in the Swedish news-program Agenda (SVT) reporting on the Corona-virus in Sweden and the world. Through the subtitling-shift model created by Sahlin (2001), I examine the omissions of modality and the expressions of valuation. The results show that the communication in subtitles have a weaker emphasis of conflicting opinions, are more objectively constructed and that there is a shift in nuances. Subtitling Intralingual Subtitling Agenda SVT Corona-pandemic SystemicFunctional Linguistics Modality Valuation Equivalence Availability Information loss Undertexter Intralingval undertext Agenda SVT Corona-pandemin Systemisk- funktionell lingvistik modalitet värderingar ekvivalens tillgänglighet informationsbortfall General Language Studies and Linguistics
15	Baḥt fī al-ṣuʻūbāt al-tīyah tawājahhān ṭalāb al-lugat al-ʻArabīyat bi-al-ṣaff al-khāmis al-thānawī fī jumhūrīya Maurīshīwas / An investigation into the difficulties faced by students of Arabic language at school certificate level in the Republic of Mauritius Nazīr, ʻAbdu al-Ṣammad 03 January 2013 (has links) Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies & Arabic / D.Litt. et Phil. (Arabic) Difficulties Problems Students School certificate level Doha Academy Applied linguistics Contrastive analysis Quantitative research Syntax Morphology Translation Error analysis Sampling Questionnaire Interviews Linguistic Interference Transfer of experience Intralingual errors Generalization Hypercorrection Developmental 492.707126982
16	La Littérature comme réécriture. Poétique des "Exercices de style" de Raymond Queneau/Literature as rewriting. The Poetics of Raymond Queneau's "Exercises in style" Goto, Kanako 10 April 2008 (has links) (Résumé en français) "Exercices de style" est-elle une oeuvre simplement comique et acrobatique ? Sa réception positive mais plutôt superficielle auprès du public semble avoir dissimulé ses aspects plus profonds et plus problématiques. A nos yeux, en revanche, les 99 "Exercices" d'écriture sont tout à fait aptes à éclairer les problèmes essentiels de la création littéraire et de la transmission de l'énoncé qu'est la communication verbale. La structure multi-dimensionnelle du livre, où les "Exercices" s'enchaînent, se complètent et se répondent, nous rend sensibles non seulement aux réseaux intratextuels qu'entretiennent les "Exercices", mais également aux liens intertextuels qui lient cetains d'entre eux et les discours littéraires et non littéraires préexistants. D'autres "Exercices" témoignent du regard autoréflexif de l'écrivain, ceux qui peuvent être considérés comme autoparodie. Par ailleurs, la virtuosité des variations stylistiques exige parfois du lecteur une attention particulière - face à quelques variations hermétiques et presque inintelligibles, on devra recourir à d'autres composants du livre qui serviront de "traductions". La terme "traduction" devra être compris non seulement dans le sens de la transmission de messages entre différentes langues, mais aussi dans le sens de la transposition d'un signifiant dans d'autres signifiants, ou bien de la "réécriture" d'un énoncé, tout en restant dans la même langue. Si le principe des "Exercices de style" est de renouveler à l'infini des exercices d'écrire, ou plutôt de réécrire LE texte original - "qui est d'ailleurs inexistant" -, nous pouvons poser, semble-t-il, que la Littérature est basée sur le même procédé de tâtonnements,auquel le lecteur est enctraîné à participer. (Abstract in English) Is "Exercises in style" just a comic and acrobatic book ? The fact that the readers welcomed it so favourably - but rather superficially - seems to have overshadowed its more serious and problematic aspects. In our opinion indeed, Queneau's ninety-nine writing "Exercises" can clearly shed light on the essential problems of literary creation and utterance transmission, i.e. verbal communication. The book presents an intricate structure:the "Exercises" are linked together, echo each other and complement one another. Through this multidimensional structure, we can see the intratextual networks between the "Exercises" as well as their intertextual relations with pre-existent literary and non-literary discourses. Other "Exercises" show the author's autoreflective, autoparodic attitude. Furthermore, the virtuosity of the stylistic variations sometimes requires particular attention from the reader. To understand some abstruse, sometimes almost unintelligible "Exercises", the reader has to resort to other parts of the book, which will serve as "translation" for these enigmatic passages. The word "translation" here means not only transmission of messages from a language to another, but also transposition of a signifier to other signifiers - in other words, "rewriting" of an utterance in the same language. If the principle of "Exercices in style" is to practice writing endlessly, or rather rewriting of THE original text - "which actually does not exist" - , we can reasonably deduce that Literature is based on the same trial and error process the reader will inevitably take part in. intertextualite/intertextuality intratextualite/intratextuality Raymond Queneau reecriture/rewriting litterature francaise/French Literature parodie/parody lecture lineaire/linear reading lecture tabulaire/tabular reading poetique/poetics rhetorique/rhetoric clinamen autoparodie/autoparody
17	Baḥt fī al-ṣuʻūbāt al-tīyah tawājahhān ṭalāb al-lugat al-ʻArabīyat bi-al-ṣaff al-khāmis al-thānawī fī jumhūrīya Maurīshīwas / An investigation into the difficulties faced by students of Arabic language at school certificate level in the Republic of Mauritius Nazīr, ʻAbdu al-Ṣammad 03 January 2013 (has links) Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies and Arabic / D.Litt. et Phil. (Arabic) Difficulties Problems Students School certificate level Doha Academy Applied linguistics Contrastive analysis Quantitative research Syntax Morphology Translation Error analysis Sampling Questionnaire Interviews Linguistic Interference Transfer of experience Intralingual errors Generalization Hypercorrection Developmental 492.707126982
18	Sovětská epocha v denících Jana Zábrany. Komentovaný ruský překlad vybraných částí z : ZÁBRANA, Jan. Celý život 1, 2. Praha: Nakladatelství Torst, 1992. / Soviet epoch in Jan Zabrana's diaries. Commented Russian translation of selected parts from : ZÁBRANA, Jan. Celý život 1, 2. Praha: Nakladatelství Torst, 1992. Shyianok, Krystsina January 2015 (has links) No description available.
19	Sovětská epocha v denících Jana Zábrany. Komentovaný ruský překlad vybraných částí z : ZÁBRANA, Jan. Celý život 1, 2. Praha: Nakladatelství Torst, 1992. / Soviet epoch in Jan Zabrana's diaries. Commented Russian translation of selected parts from : ZÁBRANA, Jan. Celý život 1, 2. Praha: Nakladatelství Torst, 1992. Shyianok, Krystsina January 2016 (has links) The thesis consists of three parts. The first part is a Russian translation of selected excerpts from Jan Zábrana's diaries Celý život. The second part is a commentary on the translation, which includes three chapters: translation analysis of the source text, description of the overall approach to the translation and the translation strategy, a typology of the particular translation problems and ways of solving them.
20	Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen / Untersuchung des Fehlererklärungspotentials der Kontrastiv-, der Identitäts- und der Interlanguagehypothese auf Grundlage einer Analyse linguistischer Fehlleistungen deutscher Muttersprachler beim Erwerb des Englischen / The error analytical applicability of the predominant language acquisition hypotheses / Comparative examination of the error explanation potential of the contrastive, identity and interlanguage hypotheses based on the analysis of linguistic errors made by native speakers of German when acquiring the English language Achten, Michael 24 July 2006 (has links) No description available. 420 Englisch Philosophy Auslassungsfehler Deutsche Englischlernende Erstspracherwerb falsche Freunde Fehler Fehleranalyse Fehlerentstehungsfaktor Fremdsprachendidaktik Hinzufügungsfehler Identitäts-Hypothese Interlanguage-Hypothese Interlinguale Interferenz Intralinguale Interferenz Kommunikationsstrategien Kontrastivhypothese Kontrastmangel Lernstrategien Lexik Linguistik Morphologie Orthographie Spracherwerb Spracherwerbsforschung Spracherwerbshypothesen Substitution Syntax Zielsprache Zweitspracherwerb addition errors contrastive hypothesis didactics of foreign language learning error error analysis error sources false friends first language acquisition German learners of English interlanguage hypothesis interlingual interference intralingual interference L1=L2 hypothesis lack of contrast language acquisition language acquisition hypotheses language acquisition research lexis linguistics morphology omission errors orthography second language acquisition strategies of second language learning substitution syntax target language 17.31 Spracherwerb

Search results