No description available.

No description available.

Ist das Swahili eine Tempus- oder eine Aspektsprache? Bei einer genaueren Betrachtung des Swahili-Verbalsystems wird man feststellen, dass es sowohl Tempus- als auch Aspektmorpheme gibt, aber auch Morpheme, die sich weder als Tempus noch als Aspekt klassifizieren lassen. Ein eindeutiger Tempusmarker ist das Präteritum -li-. Das Präsens -na- und das Perfekt -me- haben sowohl aspektuelle als auch temporale Merkmale. Das Habitualispräfix -hu- oder das Suffix -aga könnten als aspektuelle Kategorien bezeichnet werden. Daneben gibt es modale Kategorien, die durch die Infixe -nge- und -ngali- sowie das Subjunktivsuffix -e ausgedrückt werden. Und es gibt die Morpheme -ka- und -ki-, die sich weder als Tempus noch als Aspekt bezeichnen lassen, sondem textlinguistische Funktionen ausdrücken, wie ich im folgenden zeigen werde.

My thesis investigates the universality of the Matrix Language Frame model developed by Myers-Scotton (2002). The work tests the model by using bilingual data which display code-switching between French and the low variety of Lingala. The main concern of the work is to test the constraints that are posited in terms of principles of the model and which claim that the Matrix Language dictates the morphosyntactic frame of a bilingual Complementizer Phrase (CP). In the light of the findings of this study, it was shown that the ML model failed to account for a number of situations; and such was the case of the Morpheme Order Principle and double morphology, specifically with the outsider late system morphemes.

The aim of this paper is to investigate the semantic and syntactic properties of the -­ee suffix in English. The -­ee suffix was borrowed from the French ‑­é suffix during the late Middle Ages, when French started to exert its linguistic influence on English. Previous research suggests that the -­ee suffix in English exhibits the semantic properties of sentience, episodicity and passivity. Syntactically, the function of the ­-ee suffix in English may suggest ergativity. Furthermore, it has been suggested that contextual anchoring is involved in the use of the -­ee suffix. I explored these characteristics of the ­-ee suffix by testing non‑­standardised ­-ee suffixed nouns with the mentioned semantic and syntactic properties. The process of differentiating non‑­standardised from standardised -­ee suffixed nouns was done with the help of a well­-established dictionary and the Internet. The results showed that sentience and episodicity applied to most -­ee suffixed nouns. In addition, passivity was an important feature in the -­ee nominalisation of transitive stem verbs. When the meaning of ­-ee suffixed nouns was complex, contextual anchoring served to facilitate the understanding of the meaning of the noun. Syntactically, the relationship between the ‑ee suffix and ergativity was weak. Thus, it can be concluded that the use of the ‑ee suffix is controlled by several semantic properties simultaneously, whereas the syntactic properties are relatively unimportant. / Den här uppsatsen undersöker -ee-suffixets semantiska och syntaktiska egenskaper i engelska. Suffixet lånades från det franska suffixet -é under senmedeltiden, när det franska språket började påverka engelska. Tidigare forskning hävdar att det engelska -ee-suffixet påvisar semantiska egenskaper såsom animacitet, episodicitet och passivitet. Syntaktiskt sett kan suffixet även tyda på ergativitet. Användning av suffixet är i viss mån förknippad med förankringen i kontexten. Ickestandardiserade -ee -avledda substantiv identifierades och deras semantiska och syntaktiska egenskaper undersöktes. Urvalet av icke-standardiserade och standiserade substantiv utfördes med hjälp av ett väletablerat lexikon och Internet. Resultatet visade att de flesta -ee-avledda substantiven uppvisar episodicitet och majoriteten även animacitet. Passivitet är ett viktigt kännetecken av suffixet när det gäller substantiveringen av transitiva verb. Betydelserna av vissa mer svårtydda eeavledda substantiv förankras ibland i kontexten med exempelvis förekomsten av er-/-or-avledda motsvarigheter. Syntaktiskt sett är ergativitet inte ett tydligt särdrag av -ee-suffixet. Sammanfattningsvis kan det hävdas att -ee-suffixets användning styrs framför allt av samverkan mellan flera olika semantiska aspekter, medan den syntaktiska egenskapen, ergativitet, är relativt oväsentlig.

This essay deals with the start of children’s first language acquisition and will measure thesyntactic development of children through counting the MLU (mean length of utterance). Achild, 12 months old, will be studied through transcripts, video and audio over the course of ayear. The material used for this essay can be found on the online corpus CHILDES which is alarge database of transcripts of child language. The graphs and charts in this study willdemonstrate the MLU value from 12 to 24 months of one child. It also shows the amount ofdifferent word classes being produced on a monthly basis. Further, in the results a low valueof the MLU is provided which can be associated with various explanations. Cases ofbacksliding also occur in the graph. On the discourse of different word classes’ presence,during the given time frame, the chart shows a high usage of nouns and verbs thatproportionally increases with age, which is common at the given stage.

In this study, an experiment was conducted to compare the three teaching methods: the inferring word-meaning method, the morpheme-based teaching method, and the word-based teaching method. The results showed that students taught by the inferring word-meaning method outperformed both the students taught by the morpheme-based method and the word-based method in terms of word retention. The possible reason is that the inferring word-meaning section enabled students to pay attention to and spend more time on each word. On the other hand, the disadvantage of the inferring word-meaning method is that it might not be an efficient way to teach a large amount of new vocabulary because it requires sufficient time for students to get involved with the context and the discussion of guessing words. Another drawback is that textbooks are seldom designed for the purpose of inferring word-meaning from context, which means that the teacher has to spend a substantial amount of time editing the dialogues or reading material from the textbook in order to give students more information to help them guess the meaning of each target word. For the morpheme-based teaching method and the word-based teaching method, there were no statistically significant differences observed. Students from both test groups achieved the same percentage of word retention.

本文的研究問題有三：一是了解現今華語綜合性教材語素教學的內容與編排方式；二是提出關於本文分析之華語綜合性教材以語素為基礎的詞彙教學建議；三是教師面對不同教材時，應該如何因應與落實以語素為基礎的詞彙教學。 本文首先從海峽兩岸的專家、學者們對於詞彙教學領域的相關研究和詞彙教學的現狀著手，發現詞彙教學理論研究成果與教學應用脫節，因此如何有效利用漢語詞彙語義特徵和結構特徵進行詞彙教學，值得深入研究。本文將焦點集中於語素教學的理論與教學實施原則，分析在臺灣與中國使用率極高的兩套華語綜合性教材---《新版實用視聽華語》和《新實用漢語課本》，以了解目前教材中語素教學內容的現況。 分析結果發現，兩套教材皆呈現語素教學設計，但是《新版實用視聽華語》的語素分析出現瑕疵，且缺乏詞彙結構分析；而《新實用漢語課本》不論是語素分析或詞彙結構分析，都能以學習者已知的詞彙為基礎而設計。本文參考前人的研究和教材的分析，提出對於這兩套教材中以語素為基礎的詞彙教學建議。最後，本文綜合語素教學研究、教材分析和教學應用，提出一套更完整的語素教學實施原則，以利於教師面對不同教材時得以參考依循。 關鍵字：語素、語素教學、詞彙教學、新版實用視聽華語、新實用漢語課本 / There are three research aspects in this paper: (1) To understand the content and structure of two main current Mandarin pedagogical materials in the context of morpheme-based vocabulary teaching. (2) To provide some teaching suggestions for the design of morpheme-based vocabulary teaching of those two materials. (3) To propose vocabulary teaching strategies on employing morpheme-based vocabulary teaching when teachers are facing different textbooks. In vocabulary teaching, this paper makes an overview of research literature by cross strait scholars, and finds that there is a missing link between theory study and teaching application. It’s promising to explore semantic and morphology of Chinese vocabulary to facilitate vocabulary teaching; thus, morpheme-based vocabulary teaching is proposed. We evaluate two most popular textbooks Practical Audio-visual Chinese 2nd edition and New Practical Chinese Reader to get a picture of how morpheme-based vocabulary teaching is presented. Both textbooks do have morpheme-based vocabulary teaching design. Practical Audio-visual Chinese 2nd edition is faulty in morpheme analysis, and short of analysis of morphology of Chinese vocabulary. New Practical Chinese Reader deserves praising by editing the content of morpheme-based vocabulary teaching at the basis of learned vocabulary, and it excels in the analysis of both morpheme and morphology. Referring to previous studies in this area, we propose recommendations for morpheme-based vocabulary teaching with these two materials. To assist teachers in dealing with various textbooks, we provide practical teaching operation principles, through a comprehensive study of morpheme-based vocabulary teaching, textbook analysis, and teaching application research. Wish this study will help Mandarin teachers teach vocabulary more efficiently. Keywords: morpheme, morpheme teaching, vocabulary teaching, Practical Audio-visual Chinese 2nd Edition, New Practical Chinese Reader

In this study an attempt is made to describe the morphological apects of Tshiguvhu. In chapter 1, it is indicated that historically, there was extensive early contact between Vhaguvhu and Balobedu and Tlokwa. In ,chapters 2 and 3, nouns and pronouns are analysed morphologically. Some similarities and differences between Tshiguvhu and Tshivenda are highlighted. These differences are ascribed to influences from Lobedu and Tlokwa. In chapters 4 and 5, the form of the verb and the use of verb forms in various tenses, where applicable, are described morphologically. Some verb roots and extensions have been influenced by Northern Sotho dialects whereas some have not. In chapter 6, the morphology of adverbs, interrogatives, conjunctions, ideophones and interjections are briefly described. In conclusion, it is indicated that Tshiguvhu is a dialect of Venda because of its cultural and historical bonds with Venda, although linguistically it shares some features with certain Northern Sotho dialects. / African Languages / M.A. (African Languages)

Cette présente recherche se situe dans le cadre des études contrastives. Elle recouvre, dans une perspective d’analyse, en matière de traduction d’une oeuvre littéraire du thaï au français, en particulier sur l’utilisation des temps verbaux. Puisque des différences importantes existent entre ces deux langues qui ne sont pas linguistiquement proches, il y a souvent des difficultés dans la traduction de l’expression du temps d’une langue à l’autre. En la matière, la principale différenciation réside dans le fait que le thaï, langue sans morphologie, possédant des mots invariables, exprime le temps par l’adjonction de morphèmes. De plus, le thaï utilise le système temporel primaire avec trois temps principaux : présent, passé et futur. Au contraire, pour le français, langue flexionnelle, le verbe transporte avec lui la marque de temps, et dès lors, chaque forme verbale indique un temps grammatical : une forme verbale fait référence au moment où se déroule le procès. L’expression de temps en français se sert des temps divisés en des époques de sous-divisions, dont le système temporel secondaire. Le thaï utilise des moyens très différents pour se référer aux moments du déroulement des événements par rapport au système du français. Alors, les objectifs de cette recherche sont d’étudier les systèmes qui commandent l’usage des temps verbaux de chaque langue afin de chercher des formes équivalentes. Nous espérons que cette recherche constituera un bon point de départ pour des études de linguistique comparée thaï – français / The present research is situated in the domain of contrastive studies. It covers, in an analytical perspective, the translation of a literary work from Thai to French and in particular the use of verb tenses. Since these two languages are not linguistically close and are significantly different, difficulties arise when translating the expression of tenses from one language to the other. The main difference comes from the fact that Thai language, which does not have any inflectional morphology and possesses invariable words, expresses tenses by addition of morphemes. Furthermore, Thai uses the primary tense system of three main moments : past, present and future. On the contrary, in French, which is an inflectional language, the verb carries the tense mark, and as such, every verbal form indicates a grammatical tense : a verbal form indicates the moment at which the process occurs. To express tenses, French uses tenses which are divided into periods which include the secondary temporal system. Compared to the French tense system, Thai language uses different ways of expressing the moments at which an event occurs. Therefore, the objectif of this reserach is to study the system which commands the usage of verbal tenses of each language in order to find equivalent forms. We hope that this research will provide a good starting point for comparative linguistics studies between Thai and French