Global ETD Search

11	Die deelwoord in Afrikaans : perspektiewe vanuit ŉ kognitiewe gebruiksgebaseerde beskrywingsraamwerk / Anna Petronella Butler Butler, Anna Petronella January 2014 (has links) During an annotation project of 60 000 Afrikaans tokens by CTexT (North-West University), the developers had to answer difficult questions with regard to the annotation of the participle specifically. One of the main reasons for this difficulty is that the different sources that offer descriptions of the participle in Afrikaans are conflicting in such descriptions and, depending on which source is consulted, would provide different annotations. In order to clarify the uncertainty of how the participle in Afrikaans should be annotated, the available literature was surveyed to determine the exact nature of the participle in Afrikaans. The descriptions of the participle in Afrikaans were further situated in the context of how participles are described in English and Dutch. The conclusion that was reached is that the participle form of the verb in Afrikaans should be distinguished from the periphrastic construction form of the verb that appears in the past and the passive constructions. Furthermore, this study determined to what extent a cognitive usage-based descriptive framework could contribute towards a better understanding of the participle in Afrikaans. The first conclusion that was reached is that a characterisation of the participle within this framework enables one to make conceptual sense of the morphological structure of the participle. The study shows how the morphological structure of the participle is responsible for the fact that the verbal character of the participle stays intact while the participle functions as another word class. Another conclusion that was reached regarding the characterisation of the past and passive constructions from a cognitive usage-based descriptive framework is that the framework makes it possible to distinguish conceptually between the periphrastic form of the verb and the participle form of the verb. Lastly, the study determined to what extent new insights into the participle in Afrikaans could lead to alternative lemmatisation and part-of-speech-tagging of participles in the NCHLT-corpus. The conclusion that was reached is that participles are primarily lemmatised satisfactorily. Proposals that are made in order to improve the lemmatisation protocol, include: (i) distinguishing in the protocol between periphrastic forms of the verb and the participle form of the verb; (ii) repeating the guideline for the lemmatisation of compound verbs that was provided for verb lemmatisation under the lemmatisation guidelines for participles; (iii) adding more lexicalised adjectives to the existing list in the protocol; and (iv) suggesting a guideline that would allow one to consistently distinguish between participles that could function as adverbs as well as participles that could function as prepositions. The conclusion that was reached after the analysis of the part-of-speech protocol is that the part-of-speech tag set in Afrikaans does not allow for the specific attributes and values of participles to be taken into account. Participles in the Afrikaans tag set are tagged strictly according to the function of the word. Although such an approach is very practical, it results in a linguistically poorer part-of-speech tag that ignores the verbal character of the participle. An alternative strategy is therefore suggested for the part-of-speech tagging of participles in which the attributes and values of the verb tag are adapted. / MA (Linguistics and Literary Theory), North-West University, Potchefstroom Campus, 2014 Afrikaans Participle Present participle Past participle Cognitive grammar Lemmatisation Part-of-speech tagging Participle form of the verb Deelwoord Onvoltooide deelwoord Voltooide deelwoord Partisipium Kognitiewe grammatika Lemmatisering Woordsoortetikettering Deelwoordvorm van die werkwoord
12	Die deelwoord in Afrikaans : perspektiewe vanuit ŉ kognitiewe gebruiksgebaseerde beskrywingsraamwerk / Anna Petronella Butler Butler, Anna Petronella January 2014 (has links) During an annotation project of 60 000 Afrikaans tokens by CTexT (North-West University), the developers had to answer difficult questions with regard to the annotation of the participle specifically. One of the main reasons for this difficulty is that the different sources that offer descriptions of the participle in Afrikaans are conflicting in such descriptions and, depending on which source is consulted, would provide different annotations. In order to clarify the uncertainty of how the participle in Afrikaans should be annotated, the available literature was surveyed to determine the exact nature of the participle in Afrikaans. The descriptions of the participle in Afrikaans were further situated in the context of how participles are described in English and Dutch. The conclusion that was reached is that the participle form of the verb in Afrikaans should be distinguished from the periphrastic construction form of the verb that appears in the past and the passive constructions. Furthermore, this study determined to what extent a cognitive usage-based descriptive framework could contribute towards a better understanding of the participle in Afrikaans. The first conclusion that was reached is that a characterisation of the participle within this framework enables one to make conceptual sense of the morphological structure of the participle. The study shows how the morphological structure of the participle is responsible for the fact that the verbal character of the participle stays intact while the participle functions as another word class. Another conclusion that was reached regarding the characterisation of the past and passive constructions from a cognitive usage-based descriptive framework is that the framework makes it possible to distinguish conceptually between the periphrastic form of the verb and the participle form of the verb. Lastly, the study determined to what extent new insights into the participle in Afrikaans could lead to alternative lemmatisation and part-of-speech-tagging of participles in the NCHLT-corpus. The conclusion that was reached is that participles are primarily lemmatised satisfactorily. Proposals that are made in order to improve the lemmatisation protocol, include: (i) distinguishing in the protocol between periphrastic forms of the verb and the participle form of the verb; (ii) repeating the guideline for the lemmatisation of compound verbs that was provided for verb lemmatisation under the lemmatisation guidelines for participles; (iii) adding more lexicalised adjectives to the existing list in the protocol; and (iv) suggesting a guideline that would allow one to consistently distinguish between participles that could function as adverbs as well as participles that could function as prepositions. The conclusion that was reached after the analysis of the part-of-speech protocol is that the part-of-speech tag set in Afrikaans does not allow for the specific attributes and values of participles to be taken into account. Participles in the Afrikaans tag set are tagged strictly according to the function of the word. Although such an approach is very practical, it results in a linguistically poorer part-of-speech tag that ignores the verbal character of the participle. An alternative strategy is therefore suggested for the part-of-speech tagging of participles in which the attributes and values of the verb tag are adapted. / MA (Linguistics and Literary Theory), North-West University, Potchefstroom Campus, 2014 Afrikaans Participle Present participle Past participle Cognitive grammar Lemmatisation Part-of-speech tagging Participle form of the verb Deelwoord Onvoltooide deelwoord Voltooide deelwoord Partisipium Kognitiewe grammatika Lemmatisering Woordsoortetikettering Deelwoordvorm van die werkwoord
13	Favoriser le transfert de connaissances grammaticales en situation d'écriture : mise à l'essai d'une séquence didactique auprès d'élèves de troisième secondaire Arseneau, Rosianne 01 1900 (has links) Cette recherche-action vise à déterminer par quels moyens les enseignants de français peuvent contribuer à favoriser le transfert de connaissances grammaticales en situation d’écriture chez leurs élèves de niveau secondaire. Nous avons d’abord constaté que, chez les élèves du secondaire en général, les accords sont plus facilement réussis en contexte d’exercice qu’en contexte de production écrite. Sur la base de propositions didactiques pertinentes concernant l’orthographe grammaticale et/ou le transfert de connaissances, propositions fondées notamment sur une approche inductive, centrée sur le questionnement de l’élève et sur l’analyse de phrases, nous avons conçu et élaboré une séquence didactique portant sur l’accord du participe passé employé avec être ou avec un verbe attributif. Dans un deuxième temps, nous l’avons mise à l’essai auprès d’un groupe d’élèves de troisième secondaire, puis nous en avons vérifié les effets à l’aide d’un prétest et d’un posttest composés respectivement d’un questionnaire, d’un exercice et d’une production écrite. Les résultats révélés par l’analyse des données démontrent l’efficacité de la série de cours. En effet, le taux moyen de réussite des accords en contexte d’exercice passe de 53% à 75%, alors que, pour les productions écrites, il est de 48% avant la série de cours contre 82% après. Les questionnaires recueillis nous portent à attribuer en partie cette forte augmentation du taux de réussite des accords en contexte de production écrite au bon déroulement du processus de transfert grâce au travail effectué en cours de séquence sur les connaissances conditionnelles. / This action research aims to determine by which means French teachers can contribute to help their secondary students in transferring their grammatical knowledge in writing situations. We first noticed that, for secondary students in general, agreements are more likely to be successful in exercise context than in writing context. Based on didactical propositions of researchers interested in grammatical spelling and/or transfer of knowledge, notably propositions consisting in an inductive approach, centered on student questioning and sentence analysis, we conceived and developed a didactical sequence about the agreement of past participle used with être or with an attributive verb. Then, we implemented it in a third grade secondary student group, and we observed its effects by pretesting and posttesting, using questionnaires, exercises and written productions. Results revealed by data analysis show the efficiency of the lessons built. Students succeeded a lot more often in making agreement of past participle used with être or with an attributive verb after the implement of the didactical sequence than before. The mean rate of successful agreement in exercises came from 53% to 75%, while agreement in written production is 48% successful before, against 82% after. The questionnaires collected incline us to believe that this augmentation of successful agreement rate in written productions is related to the right progress of the transfer process due to work done during lessons on conditional knowledge. Transfert Connaissances Orthographe grammaticale Élèves du secondaire Situation d'écriture Recherche-action Didactique du français Propositions didactiques Transfer Knowledge Grammatical spelling Secondary students Writing situation Action research Didactics of French Didactical propositions
14	Favoriser le transfert de connaissances grammaticales en situation d'écriture : mise à l'essai d'une séquence didactique auprès d'élèves de troisième secondaire Arseneau, Rosianne 01 1900 (has links) Cette recherche-action vise à déterminer par quels moyens les enseignants de français peuvent contribuer à favoriser le transfert de connaissances grammaticales en situation d’écriture chez leurs élèves de niveau secondaire. Nous avons d’abord constaté que, chez les élèves du secondaire en général, les accords sont plus facilement réussis en contexte d’exercice qu’en contexte de production écrite. Sur la base de propositions didactiques pertinentes concernant l’orthographe grammaticale et/ou le transfert de connaissances, propositions fondées notamment sur une approche inductive, centrée sur le questionnement de l’élève et sur l’analyse de phrases, nous avons conçu et élaboré une séquence didactique portant sur l’accord du participe passé employé avec être ou avec un verbe attributif. Dans un deuxième temps, nous l’avons mise à l’essai auprès d’un groupe d’élèves de troisième secondaire, puis nous en avons vérifié les effets à l’aide d’un prétest et d’un posttest composés respectivement d’un questionnaire, d’un exercice et d’une production écrite. Les résultats révélés par l’analyse des données démontrent l’efficacité de la série de cours. En effet, le taux moyen de réussite des accords en contexte d’exercice passe de 53% à 75%, alors que, pour les productions écrites, il est de 48% avant la série de cours contre 82% après. Les questionnaires recueillis nous portent à attribuer en partie cette forte augmentation du taux de réussite des accords en contexte de production écrite au bon déroulement du processus de transfert grâce au travail effectué en cours de séquence sur les connaissances conditionnelles. / This action research aims to determine by which means French teachers can contribute to help their secondary students in transferring their grammatical knowledge in writing situations. We first noticed that, for secondary students in general, agreements are more likely to be successful in exercise context than in writing context. Based on didactical propositions of researchers interested in grammatical spelling and/or transfer of knowledge, notably propositions consisting in an inductive approach, centered on student questioning and sentence analysis, we conceived and developed a didactical sequence about the agreement of past participle used with être or with an attributive verb. Then, we implemented it in a third grade secondary student group, and we observed its effects by pretesting and posttesting, using questionnaires, exercises and written productions. Results revealed by data analysis show the efficiency of the lessons built. Students succeeded a lot more often in making agreement of past participle used with être or with an attributive verb after the implement of the didactical sequence than before. The mean rate of successful agreement in exercises came from 53% to 75%, while agreement in written production is 48% successful before, against 82% after. The questionnaires collected incline us to believe that this augmentation of successful agreement rate in written productions is related to the right progress of the transfer process due to work done during lessons on conditional knowledge. Transfert Connaissances Orthographe grammaticale Élèves du secondaire Situation d'écriture Recherche-action Didactique du français Propositions didactiques Transfer Knowledge Grammatical spelling Secondary students Writing situation Action research Didactics of French Didactical propositions
15	Le participe dans les grammaires des langues romanes (XVe-XVIIIe siècles). Histoire comparée d'une classe grammaticale / The participle in the Romance Languages' grammars (15th-18th centuries). A compared history of a grammar category / El participio en las gramáticas de las lenguas románicas (siglos XV-XVIII). Historia comparada de una clase gramatical Diaz Villalba, Alejandro 13 September 2017 (has links) L’étude présente l’histoire de la classe du participe à travers un corpus de grammaires del’espagnol, du français, de l’italien et du portugais parues entre le XVe et le XVIIIe siècle.La démarche comparative s’appuie sur le principe méthodologique de la mise en série d’une centaine d’ouvrages regroupés et confrontés selon des paramètres variables : la chronologie, le thème ou la tradition grammaticale de la langue-objet.La première partie aborde la question de la catégorisation en linguistique et s’interroge sur la nature des formes non finies du verbe, tout particulièrement du participe et de son emploi dans les formes verbales analytiques. La deuxième partie traite de l’histoire du participe sous un angle général. Ainsi, après avoir donné un aperçu des aspects problématiques qui intéressent les grammairiens grecs et latins, l’analyse se centre sur le traitement de la classe dans les grammaires des langues romanes. La troisième partie s’attache à étudier les approches et les concepts dont se servent les grammairiens de la Renaissance pour traiter les temps composés ainsi que la façon dont ils décrivent et (re)catégorisent les formes participiales de ces temps verbaux. / The study investigates the history of the word-class of participle through a close study of a corpus of French, Spanish, Portuguese and Italian grammars which were published between the 15th and 18th centuries. The comparative approach is based on the methodological principle of “series of texts”, by grouping and collating a hundred works according to several variable parameters: the chronology, the theme or the grammatical tradition of the language in question.The first part of the study deals with the linguistic categorization and questions the nature of the non-finite verbal forms, especially the participle and its use in an analytical verbal form. The second part deals with the history of the participle from a more general point of view. Thus, after an overview of the problematic aspects of Greek and Latin grammarians, the analysis focuses on the treatment of the word-class in the grammars of the Romance languages. The third part focuses on the approaches and concepts used by the Renaissance grammarians to deal with compound tenses and on how they described and (re)-categorized the participle forms of these verbal tenses. / El estudio presenta la historia de la clase del participio a través de un corpus de gramáticas de español, francés, italiano y portugués publicadas entre los siglos XV y XVIII. El enfoque comparativo se basa en el principio metodológico de la constitución de series textuales, que nos permite agrupar y cotejar un centenar de textos en función de parámetros variables: la cronología, el tema o la tradición gramatical de la lengua objeto.La primera parte aborda el asunto de la categorización en lingüística e indaga la naturaleza de las formas no finitas del verbo, especialmente la del participio y su utilización en las formas analíticas del verbo. La segunda parte propone una aproximacióna la historia del participio desde una perspectiva más general. Así pues, tras una cala en los aspectos problemáticos relacionados con el participio tratados por los gramáticos griegos y latinos, el análisis se centra en el tratamiento de la clase en las gramáticas de las lenguas romances. La tercera parte investiga sobre los enfoques y los conceptos que emplean los gramáticos del Renacimiento para tratar los tiempos compuestos, y sobre el modo en que describen y (re)categorizan las formas participiales de esos tiempos verbales. Catégorie grammaticale Catégorisation linguistique Classes de mots Formes non finies du verbe Grammaire Grammatisation Histoire comparée des grammaires Histoire des idées linguistiques Historiographie linguistique Linguistique romane Participe Participe passé invariable Participe des temps composés Parties du discours Série textuelle Temps composés Tradition linguistique Verbe auxiliaire Grammatical category Linguistic categorization Word classes Non-Finite verb forms Grammar Grammatization Compared history of grammars History of linguistic ideas Linguistic historiography Romance linguistics Participle Invariable participle Past participle of compound tenses Parts of speech Series of texts Compound tenses Linguistic tradition Auxiliary verbe Categoría gramatical Categorización lingüística Clases de palabras Formas no finitas del verbo Gramática Gramatización Historia comparada de las gramáticas Historia de las ideas lingüísticas Historiografía lingüística Lingüística románica Participio Participio de pasado invariable Participio de los tiempos compuestos Partes de la oración Serie textual Tiempos compuestos Tradición lingüística Verbo auxiliar

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