This study provides new insights into the historical language contact between Classical Armenian and West Middle Iranian, specifically Parthian. Next to an up-to-date account of known lexical, morphological, and phraseological Iranian loans in Armenian, the discussion focuses on one major and three minor syntactic patterns which, it is argued, are the result of pattern replication. The major pattern, the Classical Armenian periphrastic perfect, has previously been the focus of numerous papers owing to its unusual construction: while intransitive verbs construe with nominative subjects and an optional form of the copula in subject agreement, transitive verbs exhibit genitive agents, accusative objects and an optional copula in a invariable 3.sg form. Based on a discussion of morphosyntactic alignment patterns in general, and of Armenian and West Middle Iranian in particular, it is shown that previous accounts cannot satisfactorily explain the syntax of the perfect. In a new approach, it is argued that Armenian exhibits tripartite morphosyntactic alignment as the result of 'copying' and adapting the ergative alignment pattern of the West Middle Iranian past tense. This analysis is supported both by the historical morphology of the perfect participle and by a corpus analysis of five major works of Armenian 5^th-century historiography. The minor patterns - ezāfe-like nominal relative clauses, subject resumption and switch-reference marking using the anaphoric pronoun Arm. ink'n, and the quotative use of Arm. (e)t'ē - are equally linked to parallel constructions in West Middle Iranian, which may have served as syntactic models for their Armenian counterparts. The final part of the study discusses the Armenian-Iranian relationship from a language contact point of view and, making use of historical, epigraphic, and literary sources, proposes that a superstrate shift of the Parthian-speaking ruling class of Armenia to Armenian as their primary language best explains the amount of Parthian linguistic material and patterns in Armenian.

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-21T12:53:50Z No. of bitstreams: 1 Tese - Lays Santana de Bastos Melo.pdf: 5885281 bytes, checksum: 686f5e6f6645f01a710c812f4b99d83b (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-08-21T17:20:25Z (GMT) No. of bitstreams: 1 Tese - Lays Santana de Bastos Melo.pdf: 5885281 bytes, checksum: 686f5e6f6645f01a710c812f4b99d83b (MD5) / Made available in DSpace on 2018-08-21T17:20:25Z (GMT). No. of bitstreams: 1 Tese - Lays Santana de Bastos Melo.pdf: 5885281 bytes, checksum: 686f5e6f6645f01a710c812f4b99d83b (MD5) / RESUMO O objetivo central desta pesquisa foi descrever o desempenho de leitura dos disléxicos, especificamente quanto às habilidades de decodificação e compreensão, investigando as relações com seus respectivos níveis de consciência morfossintática. A pesquisa seguiu o aporte teórico da Psicologia Cognitiva, concordando com a definição oferecida pela Associação Brasileira de Dislexia (2014) segundo a qual este transtorno pode ser definido como uma desordem específica de linguagem de origem constitucional, caracterizada por um problema na decodificação de palavras isoladas, ocasionada pela dificuldade de relacionar fonemas aos grafemas – hipótese do déficit fonológico. Considerando que tal déficit é modular, ou seja, outros processamentos linguísticos podem permanecer funcionalmente intactos, perguntou-se como se caracteriza o desempenho de disléxicos quanto às habilidades morfossintáticas e se elas podem influenciar os escores de leitura. Integram a amostra 14 sujeitos disléxicos, na faixa etária entre 08 e 15 anos, tratados no Centro de Referência em Distúrbios de Aprendizagem e Dislexia da Universidade Federal do Rio de Janeiro. A metodologia englobou a aplicação da Prova de Consciência Sintática - PCS (CAPOVILLA; CAPOVILLA, 2009), do Teste de Competência de Leitura Silenciosa de Palavras e Pseudopalavras - TCLPP (CAPOVILLA; CAPOVILLA, 2010), de uma tarefa de facilitação contextual na leitura (teste de Cloze) (SANTOS, 2005) e de uma tarefa de memória verbal (REGO, 1995), que atuou como medida de controle. Os resultados demonstraram que tanto em relação à faixa etária quanto em relação à série, os sujeitos da pesquisa, em sua maioria, situaram-se acima da média esperada da PCS. Verificou-se também que quanto maiores seus valores, maiores os escores no TCLPP e no Cloze. Observou-se ainda que os escores totais da PCS estão mais relacionados com as habilidades de leitura em contexto (Teste de Cloze) do que com as palavras isoladas (TCLPP) e o desempenho dos sujeitos em memória verbal não influenciou nos resultados obtidos, visto que, de forma geral, se encontraram nos padrões de normalidade. Concluiu-se que, a despeito do déficit de consciência fonológica, as crianças disléxicas possuem um desempenho relativamente adequado em consciência morfossintática, o que implica que os programas de remediação deste grupo não devem incluir unicamente estratégias envolvendo habilidades fonológicas, mas também de consciência morfossintática, visando constituir meio compensatório das suas dificuldades. / ABSTRACT The main objective of this research was to describe the reading performance of dyslexics, specifically regarding the decoding and comprehension skills by investigating the relations with their respective levels of morphosyntactic awareness. The research followed the theory of Cognitive Psychology, according to the definition offered by the Brazilian Association of Dyslexia (2009) that this is a language disorder and it has a constitutional origin, characterized by a problem in decoding single words, caused by the difficulty of linking phonemes to graphemes - hypothesis of phonological deficit. Considering that this is a modular deficit, i.e. other language processing may remain functionally intact, the problem focused on how the performance of dyslexics was in terms of morphosyntactic skills and whether this could influence reading scores. The sample included 14 dyslexic subjects, aged from 08 to 15 years, treated at the Centro de Referência em Distúrbios de Aprendizagem e Dislexia da Universidade Federal do Rio de Janeiro. The methodology involved the application of Prova de Consciência Sintática (Syntactic Awareness Task) - PCS (CAPOVILLA, CAPOVILLA, 2009), Teste de Competência de Leitura Silenciosa de Palavras e Pseudopalavras (Silent Words and Pseudowords Reading Competence) - TCLPP (CAPOVILLA, CAPOVILLA, 2010), a contextual facilitation reading test (Cloze Test) (SANTOS, 2005) and a verbal memory test (REGO, 1995), which served as a control measure. Results showed that both in terms of age as well as of school level subjects, generally, were above the expected PCS average. It was also found that the higher these scores reached, the higher scores were attained in the TCLPP and the Cloze Test. Another important outcome was that the overall PCS scores were mostly related to reading in context abilities (Cloze Test) rather than in isolated word (TCLPP), and subjects performance in verbal memory was not influencial, as results were within normal range. We may conclude, then, that in spite of the phonological deficit, dyslexics children display relatively adequate performance in terms of morphosyntactic awareness, which implies that reabilitation programs should not only include phonologically based strategies, but also focus on morphosyntactic awareness abilities in order to create a compensatory means to deal with their limitations.

This study examines some lexical and morphosyntactic variation found among the Swahili varieties in Zanzibar, Tanzania. It has been reported that there are three varieties in the island, and the new data collected in the villages inside the island suggest that there is a need for closer investigation and finer categorization of the Zanzibar varieties. Furthermore, there has been little discussion about the relationship between the Standard variety and other varieties or variation in the use of these varieties. In this paper, we report on the use of these Zanzibar varieties, namely, the town variety, Kiunguja-Mjini, the Northern varieties Kichaani, Kikibeni, Kitumbatu-Gomani, Kinungwi and Kimatemwe, and the Southern varieties Kijambiani, Kipaje and Kimakunduchi at the level of the lexicon. In addition, we examine the varieties of the Northern province – Kichaani, Kikibeni, Kitumbatu-Gomani, Kinungwi, and those of the Southern province – Kijambiani, Kipaje at the level of the grammar. In this paper, we concentrate on tense/aspect, the copula sentence, relative clause, and imperative. Among the data on these languages, we investigate, in particular, the variation among these varieties on the one hand, and the variation between these varieties and Standard Swahili on the other.

This paper deals with structural variation in Sheng at the syntactic level by focusing on its relative constructions. Although numeral linguistic studies of Sheng have been published since the beginning of this century (Githiora 2002, Mbaabu & Nzuka 2003, Ferrari 2004, Ogechi 2005, Bosire 2006, 2008, Shinagawa 2006, 2007, Beck 2015, among others), their grammatical descriptions tend to be rather limited to the domain of morphology and the syntactic uniqueness of Sheng has scarcely been brought within the scope of precise linguistic analysis. This paper thus aims to describe the syntactic variation, or structural fluidity, found in relative constructions in Sheng and clarify the syntactic distribution of multiple relativizers. Based on these facts and analyses, the developmental process of the -enye construction, which is widely used in other Swahili contact varieties as well, will be further investigated especially from the perspectives of intra-Bantu language contact and cross- Bantu typology.

No description available.

La comparaison des enfants qui acquièrent une langue seconde (L2) à des enfants avec trouble spécifique du langage (TSL) a montré des similarités entre les performances morphosyntaxiques des deux groupes. Cette étude vise à mieux comprendre l’acquisition L2 enfantine typique afin de permettre l’identification d’un TSL chez les enfants L2. Une étude longitudinale de taux de propositions enchâssées et d’erreurs ont été a été faite à partir d’échantillons de langage spontané en français de 22 enfants anglophones âgés de 6;9-12;7 et de 19 enfants monolingues francophones avec TSL âgés de 6;5 à 12;11. Les résultats révèlent que les L2 font plus d’enchâssées que les enfants avec SLI, mais les deux groupes ont eu des taux d’erreurs comparables. La discussion porte sur l’implication de ces résultats sur l’identification des TSL chez les enfants L2. / Research on children acquiring a second language (L2 children) and children with SLI has revealed similarities in their morphosyntactic performance. This study seeks to better understand how children acquire an L2 in order to distinguish typical from atypical L2 acquisition. A longitudinal study of clausal embedding and error rates was made based on spontaneous language samples of 22 English-speaking children (aged 6;9-12;7) acquiring French as an L2 and 19 monolingual French-speaking children with SLI (aged 6;5-12;11). The results revealed that L2 children used clausal embedding more often than the children with SLI, but the SLI and L2 had similar error rates. Analyses of the frequency of embedding and errors revealed correlations that were positive in the L2 group and negative in the SLI. The discussion focuses on the implications of these findings for the identification of SLI in L2 children.

<p>The aim of this study was to identify the strategies used to render the literary dialect in A State of Independence into the Swedish translation. In order to systematically study the translation solutions, a number of ‘coupled pairs’ consisting of source text ‘problems’ and target text ‘solutions’ were extracted from the original text and the translation. The ‘coupled pairs’ were then analysed in order to detect regularities in the translation solutions. The study showed that the major strategy used by the translator was the use of ‘eye-dialect’, i.e. non-standard spellings that simulate non-standard speech. Moreover, some passages in the translation had been standardised, whereas eye-dialectal spellings were found in other passages where the original did not contain any non-standard features. Finally, a comparative count of dialectally marked utterances in both texts was made. The count showed that the dialectal markers were in the majority in the translation, which might indicate that the translator has tried to compensate for the lack of equivalent target language features.</p>

Dans le cadre du programme InterCompréhension Européenne (ICE) développé à l'Université de Reims Champagne-Ardenne, les apprenants intercompreneurs acquièrent des compétences stratégiques transdisciplinaires qui leur permettent d'accéder à la compréhension de textes dans une langue étrangère a priori inconnue. Le déchiffrement de textes communique à l'intercompreneur novice non seulement des compétences lexicales, mais aussi un premier ensemble de compétences grammaticales de base, accumulé en l'absence d'une description de la grammaire fournie par l'enseignant moniteur.Cette recherche pose la question de l'acquisition de la grammaire d'une langue étrangère proche (idéalement apparentée et voisine) par un repérage et une interprétation adéquate des marques morphosyntaxiques, à partir de l'observation d'un corpus de textes authentiques.Notre premier objectif est de démontrer qu'au terme d'un parcours de type ICE suivi avec assiduité, l'intercompreneur novice opère des substitutions semi-automatiques entre, d'une part, les marques grammaticales saillantes du roumain repérées dans les textes grâce aux effets de fréquence et/ou de transparence formelle, et les substituts qu'il estime leur correspondre en français d'autre part. Il capitalise voire acquiert ainsi un savoir grammatical pratique qui devient un facteur d'accélération de la compréhension et de l'apprentissage.Notre second objectif consiste à établir que l'émergence « naturelle » de cette grammaire pratique est tout à fait plausible et qu'elle est vraisemblablement compétitive par rapport à une grammaire proposée dans un contexte d'apprentissage-enseignement classique.Les résultats obtenus, qui sont affectés par la limitation aux phénomènes grammaticaux effectivement observés dans les textes proposés, montrent qu'une grammaire pratique du roumain appréhendé en ICE fournit aux intercompreneurs un savoir qui couvre au moins 50% du savoir conseillé par des objectifs réglementaires conçus pour le roumain comme langue étrangère. / Within the framework of the European InterComprehension program (ICE) developed at the University of Reims Champagne-Ardenne, learners intercomprehenders acquire transdisciplinary strategic competences that allow them to get to the comprehension of texts in an a priori unknown foreign language. The deciphering of texts communicates to the novice intercomprehender not only lexical competences but also a first set of basic grammatical competences, accumulated in the absence of a description of the grammar provided by the teacher monitor.This research deals with the question of the acquisition of the grammar of a similar (ideally related or neighbouring) foreign language, by detecting and adequate interpretation of morphosyntactic marks, based on the observation of a corpus of authentic texts.Our first objective is to demonstrate that at the end of a course of the ICE type regularly attended, the novice intercomprehender makes semi-automatic substitutions between, on one hand, the outstanding grammatical marks of Romanian detected in the texts thanks to frequency and/or formal transparency effects and the substitutes that he/she thinks to be their French equivalents on the other hand. Thus he/she capitalizes or even acquires practical knowledge which becomes a factor that accelerates comprehension and learning.Our second objective is to establish that the “natural” emergence of this practical grammar is quite plausible and that it is probably competitive in comparison with a grammar provided in a classical learning-teaching context.The results obtained, which are affected by the limitation to the grammatical phenomena actually observed in the texts suggested, show that a practical grammar of Romanian apprehended in ICE provides the intercomprehender with knowledge that covers at least 50% of the knowledge recommended by the regulation objectives for Romanian as a foreign language.

Notre étude a commencé par une brève présentation de la langue persane et des parties du discours suivi par la démonstration de l'adjectif persan dans la grammaire contemporaine, notion floue dans les études antérieures. Étant donné que l'adjectif persan n'a pas de marquage flexionnel, cette étude exploratoire a pour but d’identifier des critères pertinents pour distinguer la catégorie adjectivale des autres catégories existantes (notamment nominale et verbale). Le résultat de ce travail nous a conduits à une étude morphosyntaxique et sémantique nous permettant de conclure au fait que l'adjectif persan est une sous-catégorie de la catégorie nominale. / Our study begins with a brief presentation of the Persian language and the parts of speech followed by the demonstration of the Persian adjective in the contemporary grammar and to look for this vague notion in the previous studies. Given that the Persian adjective has no inflected marking, this search aims to identifying distinctive criteria to distinguish the adjectival category from the other existing categories (in particular nominal and verbal). The results of this work conduct us towards a morphosyntactic and semantic study which allowing us to conclude that the Persian adjective is a subcategory of the nominal category.

There is a high degree of morphosyntactic microvariation with respect to the number and position of object markers found across Bantu languages. This paper examines variation in object marking in Swahili, against the backdrop of variation in object marking in Bantu more broadly. Verb forms in Standard Swahili are well-known to typically only permit one pre-stem object marker. However, here we show that there are isolated cases of post-verbal marking of objects from both a synchronic and diachronic perspective. The paper focuses on two case studies. Firstly, ‘Old Swahili’ – that is, the language of classical Swahili poetry – where examples of typologically unusual emphatic object marker doubling are found. Secondly, we show that post-verbal object marking is in fact also found in Standard (Modern) Swahili, namely in second person plural marking, in post-verbal locative markers and with non-verbal predication. However, we also show that the relationship between these forms, the Old Swahili paradigm of object marker doubling, and post-verbal object marking in Bantu more widely – in particular post-verbal plural addressee marking – is complex.