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An applied research into the linguistic theory of collocation : English-Arabic dictionary of selected collocations and figurative expressions with an Arabic indexRouhani, Jameela M. M. January 1995 (has links)
No description available.
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Approaches to using word collocation in information retrievalVechtomova, Olga January 2001 (has links)
No description available.
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The Role Of Lexical Cohesion In L2 Reading ComprehensionBayraktar, Hasan 01 May 2011 (has links) (PDF)
This study aimed at discovering the role of lexical cohesive links in L2 reading comprehension. For this purpose, the researcher carried out lexical cohesion analysis of two TOEFL reading tests consisting of six texts. First, prior to the reading comprehension tests, the students were administered &ldquo / a vocabulary familiarity task&rdquo / . Second, the TOEFL reading tests were administered to fifty upper-intermediate and advanced level EFL students at Middle East Technical University, Ankara, Turkey. Third, after each test, a post-reading &ldquo / Lexical links recognition task&rdquo / was given. Finally, the data were analyzed comparing reader performance on each item, both within and across the groups. The researcher analyzed the reading test results besides the results of the accompanying lexical cohesive links tasks to see if there is a &ldquo / significant relationship&rdquo / between the three factors: vocabulary knowledge, reading comprehension level and recognition of lexical cohesive links. The results have indicated that awareness of lexical cohesive links noticeably contributes to reading test scores in L2 and that recognition-level vocabulary knowledge alone may not guarantee better reading comprehension scores. Finally, it is suggested that reading and writing teachers can develop some pedagogic exercises to teach lexical cohesive devices and in this way improve students&rsquo / knowledge of lexical cohesive sub-types, thus enhancing their reading performance.
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A Corpus-based Investigation of Lexical Cohesion in EN and IT Non-translated Texts and in IT Translated TextsGiannossa, Leonardo 26 June 2012 (has links)
No description available.
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Žánrově podmíněné variace kohezních prostředků v japonštině / Genre-Conditioned Variation of Cohesive Devices in JapaneseČernáčková, Júlia January 2017 (has links)
e Abstract (in English): The aim of the present thesis is to investigate the differences in cohesive devices use in selected Japanese texts of different genes. The English conception of cohesion (based on Halliday and Hasan's "Cohesion in English") is applied to Japanese with several slight modifications and the following devices and their sub-types are examined: reference, substitution, ellipsis, conjunction and lexical cohesion. Using three texts of different genres- book review, newspaper article and a fictional narrative- the assumption of genre-conditioned variation of cohesive devices employment is scrutinized and the distinctions and similitudes are described. The first, general theory part of the thesis presents the basic concepts related to cohesion. In the second part, both English and Japanese perspectives on cohesion are presented. Subsequently, the English (Halliday and Hasan's) concept is evaluated as a more pertinent one and applied in the Japanese textual environment. Subsequent parts of the paper present research questions as well as supporting arguments to the examined underlying assumption and provide an overview of methodology applied in analysis of the selected texts. In the final part, the results concerning cohesion articulation in various genres in Japanese obtained from the analysed...
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[en] MULTIMODALITY IN BIOLOGY TEXTBOOKS / [pt] A MULTIMODALIDADE EM LIVROS DE BIOLOGIAPATRICIA ALMEIDA DE REZENDE 23 December 2004 (has links)
[pt] Os livros didáticos modernos constituem-se num objeto de
estudo valioso
para o lingüista por serem elaborados a partir de múltiplas
modalidades semióticas
e porque, em geral, são gêneros disciplina-específicos.
Entretanto, no que tange à
disciplina de Biologia, ainda há poucos estudos que
exploram a interação entre as
modalidades verbal e visual nos livros de Ensino Médio e,
até o momento,
nenhum trabalho de natureza contrastiva foi realizado no
Brasil sobre esse
aspecto. Na presente análise, investigam-se os tipos de
representação visual e o
modo de estabelecimento da relação entre figuras e o texto
verbal associado em
dois livros didáticos de Biologia do Ensino Médio, um
brasileiro e outro norteamericano.
Este estudo baseia-se principalmente nos pressupostos
teóricos de
Kress e van Leeuwen (1996, 2001) e inspira-se nos trabalhos
de Myers (1997) e
Nascimento (2002). Implícita nesses pressupostos está a
abordagem sistêmicofuncional
de Halliday e Hasan (1976) e de Halliday (1994). Os
resultados desta
pesquisa revelam que, dentre outros mecanismos, a coesão
lexical exerce
importante papel na interação entre o componente verbal das
figuras, o texto
principal e as legendas em ambos os livros analisados.
Dentre as diferenças
encontradas nos dois livros, destacam-se as representações
visuais distintas
referentes a um mesmo tópico, o modo de referenciação às
figuras no texto, a
função das legendas e a proporção de utilização de termos
técnicos na coesão
intermodal. Esses resultados mostram que existem variações
no gênero livro
didático de Biologia quanto ao modo de utilização dos
mecanismos de interação
entre figuras e texto verbal, que podem estar relacionadas
com os propósitos dos
autores. Isso pode ter importantes implicações para o
ensino da Biologia e de
Inglês para fins específicos, pois auxilia na
conscientização de educadores e
alunos sobre a necessidade de se levar em consideração os
meios de interação
entre as linguagens visual e verbal na interpretação e
produção dos textos
multimodais próprios de cada comunidade discursiva. / [en] Modern textbooks are valuable as a research object in
applied linguistics
because they usually present their content through multiple
semiotic modalities
and because in general they are discipline-specific genres.
However, concerning
the discipline of Biology, there are still few studies that
exploit the interaction
between verbal and visual languages in highschool textbooks
and, up to the
moment, no contrastive works on this topic have been
published in Brazil. For
this reason, the goal of the present study is to
investigate the types of visual
representations and the strategies that establish the
interaction between pictures
and verbal text used in two highschool-level Biology
textbooks, a Brazilian and a
North-American one. This study is based mainly on Kress and
van Leeuwen s
(1996, 2001) theory of multimodality and is inspired in
Myers (1997) and
Nascimento s (2002) previous works. This theoretical basis
presupposes Halliday
and Hasan s (1976) and Halliday s (1997) systemic-
functional approach to text.
The results of this investigation reveal that, among other
mechanisms, lexical
cohesion has an important role in the interaction between
the verbal element in
images and the verbal language of the corresponding texts
and captions in both
books. Among the differences found between these two books,
there are the
different visual representations concerning the same topic,
the way pictures are
referred to in the text, the role of the captions and the
proportion of technical
terms used in intermodal cohesion. These results show that
there are intrageneric
variations in the use of such resources that are probably
due to the authors
purposes. The findings may have important implications for
the teaching of
Biology and of English for specific purposes. They may
enhance the awareness
of educators and students about the need of taking the
interaction between visual
and verbal languages into consideration for the appropriate
interpretation of texts
and for the production of multimodal texts specific to each
discursive community.
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"Another thing" : Discourse-organising nouns in advanced learner EnglishTåqvist, Marie January 2016 (has links)
This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker (L1) students and from expert writing in this respect. The study uses corpus linguistic methodology and is set within the frameworks of Halliday’s systemic-functional linguistics and Granger’s Contrastive Interlanguage Analysis. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect. Specifically, the students’ usage was found to be less varied than the expert writing, and to be characterised by more frequent use of semantically vague nouns (e.g., thing and fact) and nouns marking attitude and involvement (e.g., opinion and question). Other central findings include the tendency, on the part of the students, to use DONs less frequently in syntactic structures prototypical of formal academic prose, and to use them more frequently in structures with the potential to express stance, compared to the expert writing. The study also found more frequent use of evaluative modifiers of DONs in the student writing. In sum, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. / This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker students and from expert writing in this respect. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. In short, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect.
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Lexical cohesion register variation in transition : "The merchants of Venice" in afrikaansKruger, Alet 03 1900 (has links)
On the assumption that different registers of translated drama have different functions and that
they therefore present information differently, the aim of the present study is to identify textual
features that distinguish an Afrikaans stage translation from a page translation of Shakespeare's
The Merchant of Venice. The first issue addressed concerns the nature and extent of lexical
cohesion in these two registers. The second issue concerns my contention that the dialogue of a
stage translation is more "involved". (Biber 1988) than that of a page translation. The research was
conducted within the overall Descriptive Translation Studies (DTS) paradigm but the analytical
frameworks by means of which these aims were accomplished were derived from text linguistics
and register variation studies, making this an interdisciplinary study. Aspects of Hoey's ( 1991)
bonding model, in particular, the classification of repetition links, were adapted so as to quantify
lexical cohesion in the translations. Similarly, aspects of Biber's (1988) multi-dimensional
approach to register variation were used to quantify linguistic features that signal involvement.
The main finding of the study is that drama translation register (page or stage translation) does
have a constraining effect on lexical cohesion and involved production. For Act IV of the play an
overall higher density of lexical cohesion strategies was generated by the stage translation. In the
case of the involved production features analysed, the overall finding was that the stage translation
displayed more involvement than the page translation, to a statistically highly significant extent.
The features analysed here cluster together sufficiently to reveal that in comparison with an
Afrikaans page translation of a Shakespeare play, a recent stage translation displays a definite
tendency towards a more oral, more involved and more situated style, reflecting no doubt a
general modern trend towards creating more appropriate and accessible texts / Linguistics / D. Litt. et Phil. (Translation Studies)
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Lexical cohesion register variation in transition : "The merchants of Venice" in afrikaansKruger, Alet 03 1900 (has links)
On the assumption that different registers of translated drama have different functions and that
they therefore present information differently, the aim of the present study is to identify textual
features that distinguish an Afrikaans stage translation from a page translation of Shakespeare's
The Merchant of Venice. The first issue addressed concerns the nature and extent of lexical
cohesion in these two registers. The second issue concerns my contention that the dialogue of a
stage translation is more "involved". (Biber 1988) than that of a page translation. The research was
conducted within the overall Descriptive Translation Studies (DTS) paradigm but the analytical
frameworks by means of which these aims were accomplished were derived from text linguistics
and register variation studies, making this an interdisciplinary study. Aspects of Hoey's ( 1991)
bonding model, in particular, the classification of repetition links, were adapted so as to quantify
lexical cohesion in the translations. Similarly, aspects of Biber's (1988) multi-dimensional
approach to register variation were used to quantify linguistic features that signal involvement.
The main finding of the study is that drama translation register (page or stage translation) does
have a constraining effect on lexical cohesion and involved production. For Act IV of the play an
overall higher density of lexical cohesion strategies was generated by the stage translation. In the
case of the involved production features analysed, the overall finding was that the stage translation
displayed more involvement than the page translation, to a statistically highly significant extent.
The features analysed here cluster together sufficiently to reveal that in comparison with an
Afrikaans page translation of a Shakespeare play, a recent stage translation displays a definite
tendency towards a more oral, more involved and more situated style, reflecting no doubt a
general modern trend towards creating more appropriate and accessible texts / Linguistics and Modern Languages / D. Litt. et Phil. (Translation Studies)
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