En examinant les difficultés représentatives rencontrées par les étudiants chinois au cours de leur apprentissage du français langue étrangère (FLE), la présente thèse a pour objectif d’inventorier et analyser leurs erreurs récurrentes à l'écrit, à différents niveaux, en vue de proposer des procédés ou des suggestions qui pourraient éventuellement améliorer l’enseignement du FLE en Chine. La thèse est divisée en sept chapitres reposant sur l’analyse des erreurs à partir d'un point de grammaire précis - la voix passive, et puis, au niveau micro, sur différents aspects : perceptuo - mémoriels, métalinguistique et sémantico - pragmatiques, avec un bilan général à la fin. À l’issue de cette analyse, nous avons pu constater que les difficultés que les étudiants chinois rencontrent au cours de leur apprentissage sont dues principalement à l’écart entre le français et le chinois, leur langue maternelle, dont l'influence est partout sous-jacent. La présente recherche s’oriente vers la linguistique structurale et une analyse contrastive. En examinant cas par cas les différentes imperfections repérées dans notre corpus spécialement constitué à cette fin, nous essayons de découvrir les causes qui les sous-tendent. La deuxième étape est réservée à une étude de stratégie didactique. En nous appuyant sur le résultat de l'analyse précédente, nous procédons à une description statistique de notre matériel pour connaître la répartition des différentes catégories d’erreurs. En partant de cette image statistique, nous pouvons esquisser enfin des recommandations didactiques plus adéquates. / By examining the typical difficulties faced by Chinese students in their learning of French as foreign language (FLE in French), this thesis aims to list, categorize, and analyze their recurring errors at different levels in writing, in order to propose some proper suggestions that could possibly help improve the teaching of French as foreign language in China. The thesis is divided into seven chapters based on error analysis from a specific grammar point - the passive voice, and then, the thesis, at the micro level, on different aspects: perceptuo - memorial, meta-linguistics and semantic - pragmatic, analyzes the various types of written errors Chinese students make in their French learning, with a general assessment at the end. With previous analysis, the thesis concludes that the main causes of the difficulties Chinese students encounter in the French learning lie in the differences between French language and their mother tongue while the influence of the mother tongue is ubiquitous. It is with the reference of structural linguistics and contrastive linguistics in our analyzing process of the error cases, one by one from the materials specially gathered for this purpose, that the research has found the main causes that underlie the errors. And it is by using a statistical analysis of the corpus collected, that the research has also found the distribution of different categories of the errors, so that it provides a objective basis for the further improvement of French teaching in China.

This thesis discusses the first language acquisition of three morphosyntactic mechanisms of transitivity alternation in arctic Quebec Inuktitut. Data derive from naturalistic longitudinal spontaneous speech samples collected over a nine-month period from four Inuit children aged 2;0 through 2;10 at outset. Both basic and advanced forms of passive structures are shown to be used productively by Inuktitut-speaking children at an early age relative to English-speaking children, but consistent in age with speakers of non-Indo-European languages reported on in the literature; potential explanations of this difference include frequency of caregiver input and details of language structure. Morphological causatives appear slightly later in the acquisition sequence, and their first instances reflect use of unanalyzed routines. Lexical causatives are present from the earliest ages studied. Evidence of a period of overgeneralization of lexical causatives in one subject at the same time as the morphological causative shows signs of being productively acquired suggests that the seeming overgeneralization may reflect nothing more than as yet unstable use of the morphological causative. Noun incorporation structures are shown to be used productively by Inuktitut-speaking children at an early age relative to Mohawk-speaking children; potential explanations of this difference include details of language structure and relative language use in the environments of the learners. Findings are considered in light of current debates in the literature concerning continuity versus maturation of grammatical structure, and concerning the functional categories available to the child at early stages of acquisition. Data presented argue against maturation, and suggest that all functional categories can be accessed by the Inuktitut-speaking child early in the acquisition process.

LIMA, Maria Claudete. A não-atribuição de causalidade na Crônica geral da Espanha de 1344. 2009. 473 f. Tese (Doutorado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza-CE, 2009. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-09-25T14:29:45Z No. of bitstreams: 1 2009_TESE_MCLIMA.pdf: 5188441 bytes, checksum: e2cf67965c6e922472be995c5e7ca70e (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-11-14T14:14:33Z (GMT) No. of bitstreams: 1 2009_TESE_MCLIMA.pdf: 5188441 bytes, checksum: e2cf67965c6e922472be995c5e7ca70e (MD5) / Made available in DSpace on 2013-11-14T14:14:33Z (GMT). No. of bitstreams: 1 2009_TESE_MCLIMA.pdf: 5188441 bytes, checksum: e2cf67965c6e922472be995c5e7ca70e (MD5) Previous issue date: 2009 / This work aims to characterize formally, semantically and pragmatically the passive, middle and impersonal constructions, in order to elucidate the nature of relation between these constructions in a archaic Portuguese, a relation observed in researches, such as those of Camacho (2002, 2003, 2006), in modern Portuguese. The present research, thus, claims that the common feature of these constructions is the non-attribution of causality, and that they represent different event conceptualizations. Based on principles, founded on a cognitive-functional approach (GIVÓN, 1993, 1995, 2002, 2005; KEMMER, 1993; CAMACHO, 2002, 2003, 2006; HOPPER & THOMPSON, 1980; POTTIER, 1992; CROFT, 1994, 1998; LANGACKER, 1987, 1991; DELANCEY, 1987; TALMY, 1988, 2000; LAKOFF, 1977), the codification of the non-attribution of causality is analyzed in Crônica Geral de Espanha de 1344, a representative historical text in archaic Portuguese, edited by Cintra (1951). In this analysis, answers are sought for the following questions: (a) in the analyzed corpus, which is the most and the least prototypical verbal recourses available for the expression of the non-attribution of causality? (b) which semantic, pragmatical and formal features characterize the different strategies used for expressing the non-attribution of causality? The central hypothesis considers that analyzed constructions codify the non-attribution of causality at various degrees, according to aspects related to the causality notion, such as perspectivization and salience. A large number of occurrences (1061, in total) were collected and analyzed from the perspective of pragmatical aspects such as topicality and informational status; semantic aspects, such as cognitive salience of Affected and of Causative, animacy, affectation type; and formal aspects, such as order and expression. Moreover, all of such occurrences were graduated regarding the transitivity degree and the Grounding. The results indicate that middle construction is the most prototypical of the non-attribution of causality constructions, because it presents less salient causative and is posited in the least degree of transitivity. Passive, most frequent in the corpus and, often, with omitted causative, was characterized as the least prototypical construction because its causative is commonly evoked and it presents a higher degree of transitivity. Impersonal construction, whose causative is frequently inferable, was characterized as more causative and more transitive than the middle construction, however, less than passive. Therefore, the analyses demonstrated that non-attribution of causality is not an isolated phenomenon, limited to the manifestation of an Agent. It is subject to degrees of escalarization which is attached to temporal and aspectual event contours. Because of experiential notion of causality, linked to the idea movement, perfective events are more causal than imperfective ones / Este trabalho visa caracterizar formal, semântica e pragmaticamente as construções passivas, médias e impessoais, com o fim de elucidar a natureza da relação entre estas construções, no português arcaico, relação essa observada em trabalhos, como os de Camacho (2002, 2003, 2006), para o português atual. Parte do princípio de que o traço comum a essas construções é a não-atribuição de causalidade, e de que estas construções refletem diferentes conceitualizações de um evento. Com base nesses princípios, analisa, numa abordagem cognitivo-funcional (GIVÓN, 1993, 1995, 2002, 2005; KEMMER, 1993; CAMACHO, 2002, 2003; HOPPER & THOMPSON, 1980; POTTIER, 1992; CROFT, 1994, 1998; LANGACKER, 1987, 1991; DELANCEY, 1987; TALMY, 1988, 2000; LAKOFF, 1977), a codificação da função não-atribuição de causalidade na Crônica Geral da Espanha de 1344, prosa histórica representante do português arcaico, editada por Cintra (1951). Nessa análise, busca respostas para os seguintes problemas: (a) dos recursos verbais disponíveis, no corpus analisado, para a expressão da não-atribuição de causalidade, qual a mais e a menos prototípica? (b) que traços semântico-pragmáticos e formais caracterizam as diferentes estratégias? A hipótese central considera que as construções analisadas codificam a não-atribuição da causalidade em variados graus, conforme fatores ligados à noção de causalidade e à transitividade, como a perspectivação e a saliência. Foram coletadas 1061 ocorrências e analisadas quanto a fatores pragmáticos, como a topicalidade e o estatuto informacional; fatores semânticos, como saliência cognitiva do Afetado e do Causativo, traço [animado], tipo de afetação; e fatores formais, como a ordem e a expressão. Além disso, todas foram graduadas quanto ao grau de transitividade e de relevo discursivo. Os resultados apontaram que a média é a mais prototípica das construções de não-atribuição de causalidade, por ser a que apresenta causativo menos saliente e menor grau de transitividade. A passiva, mais freqüente no corpus e, muitas vezes, com Causativo omitido, caracterizou-se como menos prototípica por seu Causativo ser freqüentemente evocado e apresentar maior grau de transitividade. Do mesmo modo, a impessoal, cujo causativo é freqüentemente inferível, manifestou-se como mais causativa e mais transitiva que a média, todavia menos que a passiva. A análise demonstrou, enfim, que o fenômeno da não-atribuição de causalidade não é um fenômeno isolado, limitado à manifestação ou não de um Agente. Submete-se a graus e acha-se ligado, especialmente, ao contorno têmporo-aspectual do evento. Devido à noção experiencial de causalidade, ligada à idéia de movimento, eventos perfectivos são mais causais que eventos imperfectivos

In our information age, it is of the highest importance that information is easy to understand by as many members of the potential target audience as possible. The present study analyses and compares the readability of 20 newspaper articles, half from the tabloid Daily Mail and the other half from the broadsheet The Daily Telegraph. The methods used to analyse the articles are mathematic readability formulas based on sentence and word length, as well as analyses of the use of the active and the passive voice, type-token ratio, number of clauses per sentence, and linking words. The results do not completely align with each other. Three of the five methods – the readability formulas, the use of the passive voice, and clauses per sentence – suggest that the Daily Mail articles are easier to understand, whereas the type-token ratios imply the opposite, and the linking words results did not show a difference in readability.

We distinguish two types of passive voice in Swedish, namely: s-passive and periphrastic passive, the use of s-pasivum being applied much more frequently. In Czech, periphrastic passive is used as well as reflexive passive, which is traditionally considered as a type of passive voice, although various linguists may not unequivocally agree to classify it as such. Periphrastic passive is rather found in literature and is less frequent while the reflexive passive, being more common, is regarded as neutral passive structure. Swedish fictional literature employs passive voice approximately twice as much as the Czech one. When analyzing the translation options, we distinguish three types of passive structures, since both subtypes of periphrastic passive in Swedish - vara-passive and bli-passive - do differentiate in meaning. The analysis proves that there is a significant tendency to translate passive constructions into active; this is a similarity shared between s-passive and bli-passive.Vara-passive, which, on the contrary, has a rather stative meaning, is translated into verbonominal predicate in most cases. The second most used translation variant of all three types of passive is a periphrastic formulation. This is not a homogenous category, given that it comprises all the translation options that...

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The Translation of the Passive Voice in Simultaneous Interpreting Using Czech-German Material Abstract This thesis examines the transfer of passive diathesis from German to Czech in the process of simultaneous interpreting. The aim of the research in the empirical section of my thesis is to describe the main tendencies within the language transfer of the passive diathesis. The analysis is based on the records and transcripts of the European Parliament Plenary sessions. The analysis of the speeches focuses on three aspects 1) preserving or changing of the diathesis 2) expression of the agent 3) interference. The initial passive diathesis is mostly preserved. The target speech in Czech language contains more passive diathesis than common written or spoken Czech. If the agent in the original speech is expressed, in most cases it is preserved in the target speech. In case when the agent in the original speech is not stated and it is expressed only implicitly, in the target speech it is expressed directly. The occurrence of interference can be stated thanks to the overall high level of passive diathesis in the target speech compared with common written or spoken Czech. Most of the choices made by interpreters are examples of a positive language transfer.

The subject of this thesis is the analysis and comparison of explicit and implicit means of reference to the general human agent in English and in Czech. In these languages we may find both explicit and implicit means which are used to refer to the general human agent and which are identical to a certain degree. However, especially among the implicit means we may observe rather different structures in both languages. This thesis analyses two sets of data - the excerpts from two English novels with their Czech translations and two Czech novels with their English translations. The total number of examples excerpted is 200, each example being considered with its translation to the other language. The source language of this study is English for which a set of particular explicit and implicit means which we focus on in this analysis was defined. For this reason, also in the case of the Czech originals the examples were excerpted from the English translations and their Czech original versions were found. The samples obtained from both the sets of data were further compared and the analysed means were divided into three groups - instances where the means in English and in Czech were identical, instances where the means were nonidentical and instances where the reference to the general human agent was...

Research demonstrating the beneficial effects of corrective feedback (CF) for second language (L2) learning (e,g., Li, 2010) has almost invariably resulted from studies in which CF was provided immediately. Yet teachers are often encouraged to delay CF to avoid interrupting learners (Harmer, 2001). This study investigates how differences in the timing of CF on oral production affect L2 learning and learners’ reactions to CF. Theoretically, Immediate CF may facilitate L2 development by allowing learners to immediately compare their errors to accurate models (i.e., recasting, e.g., Doughty, 2001). The effectiveness of Immediate CF has also been linked to skill acquisition theory because some CF (i.e., prompting) is hypothesized to help learners proceduralize their L2 knowledge (Ranta & Lyster, 2007). This thesis introduces additional theoretical explanations to explain the effectiveness of both Immediate and Delayed CF. For example, reactivation and reconsolidation theory (Nader & Einarsson, 2010) holds that long-term mental representations are susceptible to change when they are recalled. Thus, both Immediate and Delayed CF may help learners alter their incorrect mental representations of language features if that CF reminds learners of those incorrect representations and provides them with accurate models. In a laboratory-based study, 90 intermediate-level adult ESL learners were randomly assigned to Immediate, Delayed, and No CF conditions. Learners took three pre-tests to measure their knowledge of the English passive construction: an aural grammaticality judgment test (AGJT), an oral production test (OPT), and a written error correction test (ECT). Next, they received some brief instruction on the passive. Learners then completed three communicative tasks in which the CF conditions were provided. These tasks were followed by immediate and delayed post-tests. Learners’ reactions to CF were elicited with a questionnaire. Mixed-design one-way ANOVAs revealed statistically significant improvement for all conditions over time on all measures, but no statistically significant differences between conditions. The questionnaires revealed that learners prefer Immediate CF, but that Immediate CF may constrain CF noticeability and learners’ independence, while Delayed CF may cause anxiety or embarrassment. In summary, altering the timing of CF did not differentially affect L2 development, but it did elicit different reactions from learners.

科学研究費補助金 研究種目:基盤研究(C) 課題番号:16520276 研究代表者:釘貫 亨 研究期間:2004-2007年度