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51	Are you okey? : En essä om simultan flerspråkighet ur elevens och lärarens perspektiv på fritidshem och skola Grimm, Sofia January 2017 (has links) Ämnet för denna vetenskapliga essän är simultan flerspråkighet, det vill säga individer som växer upp med två eller fler modersmål från födseln. Essän har sin utgångspunkt i en berättelse. Berättelsen gestaltar en svår situation från mitt arbete som fritidshemslärare där ett pedagogiskt dilemma uppstår. I del ett undersöker jag vad språkforskning säger om simultan flerspråkighet och språkutveckling. Del två handlar om flerspråkighet ur ett pedagogisk perspektiv. Där berörs hur känslor är sammanflätade med språk samt hur det påverkar fritidshemsläraren och lärarens roll och ansvar för flerspråkighet i en skola med enspråkig norm. I del tre undersöker jag flerspråkighet ur ett språkfilosofisk perspektiv och fördjupar min analys med hjälp av ett resonemang om erfarenhet, kunskap och språkbruk. Det framkommer att simultan flerspråkighet kan innebära en viss försening av språket under de första åren men sedan är till fördel för elevens språkutveckling. Barn kan vara mer känslomässigt förenade med ett av sina två språk i vissa situationer. Slutligen framgår det att i en skola där enspråkighet är en norm bär pedagoger ett stort ansvar i att välkomna flerspråkighet. / The subject for this scientific essay is simultaneous multilingualism. This is where an individual learns to speak two languages from birth. The essay has its beginning with a story. The story is based on experiences at my work as a Leisure time teacher where a pedagogical dilemma occurs. In part one I examine what linguistic research says about simultaneous multilingualism and language development. Part two is about multilingualism from an educational perspective, and how emotions are intertwined with language. This paper analyzes the leisure-time teacher and the teacher's role and responsibility for multilingualism in a school with a monolingual norm. In part three I examine multilingualism from a philosophical perspective and immersed myself in the view of experience, knowledge, and use of language. It appears that simultaneous multilingualism could mean a certain delay in language development for the first few years but in the end is beneficial to the pupils language development. Children may be more emotionally connected to one of the two languages in certain situations. Finally it appears that in a school where monolingualism is the norm the educators carry a great responsibility to welcome multilingualism. simultaneous multilingualism simultaneous bilingualism multilingualism recreation center language philosophy bilingual monolingual standard linguistic research school Ludwig Wittgenstein Simultan flerspråkighet simultan tvåspråkighet flerspråkighet fritidshem tvåspråkighet språkfilosofi enspråkig norm skola språkforskning Ludwig Wittgenstein Specific Languages Studier av enskilda språk
52	„Le vrai citoyen du monde“: Zu Yvan Golls Exildichtung Jean sans Terre Kocyba, Kristina-Monika 13 August 2019 (has links) No description available. info:eu-repo/classification/ddc/290 ddc:290 info:eu-repo/classification/ddc/940 ddc:940
53	Grammatical and pragmatic use of referential expressions in picture-based narratives of bilingual and monolingual children in Russian and German Topaj, Nathalie 14 August 2020 (has links) Die Dissertation befasst sich mit der Verwendung referentieller Ausdrücke im narrativen Diskurs monolingualer und bilingualer Kinder im Russischen und Deutschen. Insgesamt wurden 188 Erzählungen untersucht, elizitiert durch Bildergeschichten von 60 bilingualen und 68 monolingualen Kindern in 3 Altersgruppen (4-, 5- und 6-Jährige). Das Hauptziel der Studie war herauszufinden, wie russisch-deutsch bilinguale Kinder und monolinguale Kinder der jeweiligen Sprachen mit der Wahl der referentiellen Ausdrücke im narrativen Diskurs umgehen und ob ihre Leistung und Entwicklung in Bezug auf die grammatische und pragmatische Verwendung referentieller Ausdrücke für die Einführung, Weiterführung und Wiedereinführung von Referenten ähnlich sind. Die Ergebnisse weisen darauf hin, dass Kinder bereits im Alter von 4 Jahren ein gut ausgebildetes Repertoire an referentiellen Ausdrücken haben und ein gutes Verständnis für deren pragmatische Verwendung sowie für die Unterscheidung zwischen den Informationsstatus von Referenten new (neu), given (gegeben) und accessible (zugänglich) zeigen. Die Verwendung von referentiellen Ausdrücken entwickelt sich bei monolingualen und bilingualen Kindern in der analysierten Altersspanne signifikant, insbesondere in Bezug auf ihre Wahl für die Einführung und Wiedereinführung von Referenten. Trotz teilweise signifikanter Unterschiede in den Altersgruppen monolingualer und bilingualer Kinder zeigen alle Stichproben ähnliche Ergebnisse spätestens im Alter von 6 Jahren, d.h. dass bilinguale Kinder in der Lage sind, im Laufe des Spracherwerbsprozesses bis zu diesem Alter die Referenzsysteme ihrer beiden Sprachen entsprechend zu reorganisieren und referentielle Ausdrücke zielsprachlich zu verwenden. Gleichzeitig verwenden bilinguale Kinder ähnliche referentielle Strategien und zeigen teilweise parallele Entwicklungsmuster in beiden Sprachen. Solche Parallelen sind zum Teil auch zwischen den monolingualen Stichproben im Russischen und Deutschen zu beobachten. / This dissertation deals with the use of referential expressions in the narrative discourse of monolingual and bilingual children in Russian and German. A total of 188 narratives, elicited with picture stories from 60 bilingual and 68 monolingual children in 3 age groups (4, 5, and 6 years of age) were examined. The main aim of the study was to find out how Russian-German bilingual children and monolingual children of the respective languages deal with the choice of referential expressions in narrative discourse and whether their performance and development in terms of grammatical and pragmatic use of referential expressions for introducing, maintaining and reintroducing referents is similar. The results indicate that children already have a well-developed repertoire of referential expressions at age 4 and demonstrate a good understanding of the pragmatic use of referential expressions and of the distinction between different information statuses of referents, defined as new, given, and accessible. The use of referential expressions develops significantly in monolingual and bilingual children in the analyzed age range, especially with regard to the choice of referential expressions for the introduction and reintroduction of referents. Despite partly significant differences within age groups in monolingual and bilingual children, all samples show similar results by age 6 at the latest, i.e., bilingual children are able to reorganize the reference systems of their two languages accordingly during the language acquisition process up to this age and to use referential expressions in a manner that corresponds to the target language. At the same time, bilingual children use similar referential strategies and show partly parallel developmental patterns in their two languages. Such parallels are also observed between monolingual samples in Russian and German to some extent. narrativer Diskurs Referenz Informationsstatus bilingualer Spracherwerb bilinguale Kinder monolinguale Kinder Russisch Deutsch narrative discourse reference information status bilingual language acquisition bilingual children monolingual children Russian German 410 Linguistik ER 925 ddc:410
54	I complementi preposizionali dei verbi francesi e italiani. Problemi teorici e studi contrastivi / Les compléments prépositionnels des verbes français et italiens. Problèmes théoriques et études contrastives / Prepositional Complements of French and Italian Verbs theoretical Problems and Contrastive Studies BRAMATI, ALBERTO GIORDANO 24 April 2008 (has links) La tesi è divisa in tre parti: la prima parte offre un panorama delle principali teorie della valenza sviluppate in Francia e in Italia, con particolare attenzione allo statuto sintattico dei complementi preposizionali (argomenti o aggiuntivi); la seconda parte presenta lo studio contrastivo di 103 verbi francesi tratti dal "Dictionnaire de la Complémentation Verbale" di Salkoff-Valli (in preparazione); la terza parte presenta lo studio contrastivo di due gruppi preposizionali francesi di particolare interesse traduttivo: "de N" con valore di causa e "contre N". / This Thesis is divided into three parts : the first one gives an overview of the main valency theories, which have been developed in France and Italy, particularly paying attention to the problem of prepositional complements ambiguity (objects or modifiers of the verb) ; second part proposes a contrastive study of 103 French verbs, taken from Dictionnaire de la Complémentation verbale of Salkoff-Valli (in progress); third part proposes a contrastive study of two French prepositional phrases "de N" indicating a cause, and "contre N", object or specific modifier of the verb , very interesting topic under the point of view of the translation into Italian. L-FIL-LET/12: LINGUISTICA ITALIANA
55	台灣地區國語二聲的聲調變異之語音學研究：閩南語/國語雙語語者和國語單語語者之比較 / The Tonal Variation of Mandarin Tone 2 in Taiwan: A Phonetic Study on Taiwanese-Taiwan Mandarin Bilinguals and Taiwan Mandarin Monolinguals 許書瑜, Hsu, Shu-Yu Unknown Date (has links) 國語二聲在文獻上多被描述為一調值35的高升調。然而近來不少學者發現台灣地區的國語二聲在閩南語/國語雙語語者族群中有變異的現象：一是323的降升調，二是接近31的低降調。文獻顯示這可能與語言背景(Lo, 2004)和地區(H. J. Hsu,2004)有關。然而對於國語單語語者的研究並不多。此外，性別、母音、聲調環境和句中位置也有可能影響聲調的變異。因此，本研究旨在調查台灣地區的聲調變異現象，藉由語音學實驗的方式，探究國語二聲的變異和語言背景（閩語/國語雙語語者或國語單語語者）的關係。並進一步探討其與社會因素：地區（北、中、南）、性別和語言學因素：母音、聲調環境和句中位置的關係。受試者以17-27歲的年輕族群為主。結果發現台灣地區的年輕人普遍以平調（中平調或低平調）(level)作為二聲變異的主要變體，另一較少數的變體則為低升調(low-rising)，低降調在本研究中並不明顯。這些二聲變體有可能是受到整體調域向下縮窄的影響。而閩語/國語雙語語者的確發出較多的聲調變異，特別是低升調，這可能是受到閩語聲調系統的影響。地區、性別，以及母音、聲調環境和句中位置都會影響二聲變異。本研究進一步證實二聲的聲調變異在台灣年輕族群中的發展，支持了台灣地區國語的調域縮窄的現況。 / Mandarin Tone 2 is canonically described as a high rising tone. However, recently, T2 in Taiwan was found to have other contour types: the dipping contour (323) and falling (31) variants (Fon, 1997; H. J. Hsu, 2004), with the former being considered as a normal rising tone, but the later totally losing the rising feature. Those were all found in Taiwanese (Tw)-Taiwan Mandarin(TM) bilinguals. The reasons causing this tonal variation is supposed to be relating to the language backgrounds and other social and linguistic factors from previous studies. However, no study has confirmed those correlated factors, especially the comparison between Tw-TM bilinguals and TM monolinguals. This study thus aims to discover what the T2 variation is and where it occurs. By sampling 24 subjects, aged 17-27, with half Tw-TM bilinguals and half TM monolinguals, we conducted three experiments to test the T2 in different contexts. Results showed that instead of the falling variant, more speakers produced a level variant and a small amount of low-rising variant. Besides, the bilinguals did produce more T2 variations than the monolinguals. The results indicated that language background does affect the T2 variation among young speakers in Taiwan. Moreover, the high percentage of the Level variant support the finding of a narrower tonal range of TM, compared to the standard Mandarin. Other factors, such as genders, regions, vowels, tonal environments and sentence positions were also found to have influence on T2 variations. 聲調聲調變異台灣地區國語雙語語者單語語者語言背景語音學聲學語音學 tone tonal variation Taiwan Mandarin bilingual monolingual language background phonetics acoustic phonetics
56	Language as a contributing factor to the academic performance of Southern Sesotho Physics learners Charamba, Erasmos 05 1900 (has links) Language is a crucial means of gaining comprehension of Physics content as well as providing correct answers to Physics questions and explanations of Physics phenomena. Therefore language determines the academic achievement of Physics learners. Consequently, language diversity plays a pivotal role in the outcomes of education in a multicultural society such as South Africa. The research reports on the role played by language in the academic performance of learners whose language of instruction is different from their home language. A mixed method approach was used in which the participants were assigned to either the control or experimental group. Intervention was provided to the experimental group in form of Physics lessons in the learners’ home language. The mixed method approach was used to elicit responses from a sample of 40 learners on the role of language in the learning and teaching of Physics to learners whose home language is different from the language of learning and teaching. Data was collected from 3 written tests (an English Language Proficiency test, pre- and post- tests) and interview responses. The sample comprised 24 girls and 16 boys aged between 15 and 17 years. Quantitative data was analysed using R- computing while interview responses were analysed using Glᾰser and Laudel’s model. A paired t- test revealed statistically significant difference in the academic performance of the two groups in the post- test in favour of the experimental group which had been afforded intervention. The results of this study show that translanguaging approaches, where languages of input and output are deliberately interchanged, proved to be a valuable pedagogical strategy as learners got the chance to learn in their home language leading to an improvement in their academic performance in Physics. The findings of this research are in line with some previous research which demonstrated that the use of learners’ home language is a social practice that goes beyond the four walls of the classroom. The use of pedagogies that embrace multilingualism is therefore highly recommended in 21st century Physics classes. / Curriculum and Instructional Studies / D. Ed. (Didactics) Home language Language of instruction Academic language Proficiency Multilingualism Translanguaging Physics education Academic achievement Language acquisition Monolingual Assessment Southern Sesotho 530.07126852 Second language acquisition
57	Large-Context Question Answering with Cross-Lingual Transfer Sagen, Markus January 2021 (has links) Models based around the transformer architecture have become one of the most prominent for solving a multitude of natural language processing (NLP)tasks since its introduction in 2017. However, much research related to the transformer model has focused primarily on achieving high performance and many problems remain unsolved. Two of the most prominent currently are the lack of high performing non-English pre-trained models, and the limited number of words most trained models can incorporate for their context. Solving these problems would make NLP models more suitable for real-world applications, improving information retrieval, reading comprehension, and more. All previous research has focused on incorporating long-context for English language models. This thesis investigates the cross-lingual transferability between languages when only training for long-context in English. Training long-context models in English only could make long-context in low-resource languages, such as Swedish, more accessible since it is hard to find such data in most languages and costly to train for each language. This could become an efficient method for creating long-context models in other languages without the need for such data in all languages or pre-training from scratch. We extend the models’ context using the training scheme of the Longformer architecture and fine-tune on a question-answering task in several languages. Our evaluation could not satisfactorily confirm nor deny if transferring long-term context is possible for low-resource languages. We believe that using datasets that require long-context reasoning, such as a multilingual TriviaQAdataset, could demonstrate our hypothesis’s validity. Long-Context Multilingual Model Longformer XLM-R Longformer Long-term Context Extending Context Extend Context Large-Context Long-Context Large Context Long Context Cross-Lingual Multi-Lingual Cross Lingual Multi Lingual QA Question-Answering Question Answering Transformer model Machine Learning Transfer Learning SQuAD Memory Transfer Learning Long-Context Long Context Efficient Monolingual Multilingual QA model Language Model Huggingface BERT RoBERTa XLM-R mBERT Multilingual BERT Efficient Transformers Reformer Linformer Performer Transformer-XL Wikitext-103 TriviaQA HotpotQA WikiHopQA VINNOVA Peltarion AI LM MLM Deep Learning Natural Language Processing NLP Attention Transformers Transfer Learning Datasets Computer and Information Sciences Data- och informationsvetenskap

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