Univ., Diss., 2005--Marburg

Les recherches sur les processus d’acquisition et de développement de compétences de lecture et d’écriture s’accordent sur l’idée qu’ils s’opèrent par le contact et l’exposition continue du jeune lecteur à des textes et genres discursifs normées. Cette théorie trouve un écho particulier lorsqu’il s’agit de récits de fiction qui reposent sur une structure générique et textuelle à la fois conventionnelle et récurrente dont le traitement serait facilité par l’activation d’un « déjà là ». Il serait intéressant de savoir d’où vient « ce déjà là ». La réponse à cette question nous amène à interroger les caractéristiques de l’action didactique conjointe en nous focalisant sur trois formes de médiation : la culture éducative scolaire et non scolaire des élèves, les médiations textuelles et celles assurée par les enseignants. Ce choix trouve sa justification dans le contexte de notre recherche qui concerne des classes de 6ème et de 4ème au Sénégal, où l’acquisition de la lecture et de l’écriture se fait à l’école et en français langue officielle, langue d’enseignement au demeurant, mais aussi et surtout, langue seconde. Pour analyser les effets conjugués ces médiations, nous nous appuyons sur un corpus constitué de deux types de données. Il s’agit d’une part, d’enregistrements vidéo de séances d’enseignement-apprentissage organisées autour d’activités scolaires ouvertement orientées vers le développement de compétences narratives chez les élèves. D’autre part, nous disposons des productions écrites des élèves prélevées avant et après la séquence didactique portant sur l’enseignement du récit. Dans une approche plurielle, nous avons cherché à comprendre la manière dont la co-action entre le professeur et les élèves autour de textes modèles explique les performances de ces derniers lorsqu’ils sont placés en situation de production autonome. Notre démarche a permis de montrer que l’efficacité de l’agir enseignant dans ces conditions relève de trois paramètres. A l’enseignement systématique des savoirs, qui se mesure à leur niveau de concentration dans la conduite des activités scolaires, il faut associer la maturité didactique des élèves, leur participation à l’action didactique conjointe et l’étayage de leurs actions à travers des stratégies centrées sur les connaissances procédurales et pragmatiques. / The researches on the process of acquisition and development of reading and writing skills agree on the idea that these are implemented by the pupils’ continuous contact and exposure to texts and discursive genres. This theory finds a particular echo when it comes to narrative fiction based on a conventional and recurring generic and textual structure, whose treatment of which should be facilitated by the activation of prior learning. It would be interesting to know where this prior knowledge comes from. The answer to this question brings us to examine the characteristics of the joint didactic action. Thus we focus on three forms of mediation: the pupils’ educational culture in and outside school, the textual and the teacher mediation. This choice finds its justification in the context of our research which concerns first and forth year students of a Senegalese secondary school. In this context, the acquisition of the reading and the writing is made in school and in French; official language, teaching language, but also and especially, second language. In order to analyze the combined effects of these semiotic mediations we use a corpus constituted by two types of data. On the one hand, we have at our disposal video recordings of sessions of learning organized around didactical activities openly directed to the development of narrative competences in the pupils. On the other hand, we have collected written productions of these students before and after the didactical sequence concerning the teaching of narrative fiction. Through a multifaceted approach, we describe how the co-action between the professor and the pupils around model texts explains the performances of the latter ones when they are placed in situation of autonomous production. Our approach allowed us to demonstrate that we can explain the effectiveness of the teaching act by the correlation of three variables. Firstly, a systematic teaching of an object of knowledge measured by their level of concentration in the action learning. Secondly, we have the organization system of the participation of the students, prepared in advance to play their role in the co-construction of the knowledge. Finally, we underline the importance of the shoring up of their actions through strategies centred on the procedural and pragmatic knowledge.

Diss. Uppsala universitet, 2006.

Die Autoren des jüngst erschienenen Deutsch–Lehrbuchs Einverstanden leiten den Abschnitt zur Pluralbildung mit folgender Entschuldigung ein: "Leider gibt es viele Ausnahmen von den Regeln für die Pluralbildung im Deutschen. Deshalb tust du gut daran, die deutschen Substantive immer mit bestimmtem Artikel und der Pluralform zu lernen." Diese Ansicht ist in der schwedischen Germanistik gut verankert und wird deutlich, wenn man sowohl ältere als auch neuere Lehrbücher und Grammatiken liest. Die Zahl der Pluralformen variiert und es gibt viele unterschiedliche Vorgehensweisen, sie zu präsentieren. Das macht es verständlich, dass die deutsche Nominalflexion als "kompliziert" angesehen wird. Auch deutsche Linguisten sind über die Anzahl deutscher Pluralallomorphe uneins. Die Diskussion erstreckte und erstreckt sich von einer vollständigen Ablehnung eines regelbasierten Pluralsystems bis hin zu Ideen, der deutsche Plural sei erlernbar und zwar ausgehend von einer festen Anzahl von Regeln. Schwedische Deutsch–Grammatikbücher für die Grundschule und das Gymnasium stellen das Pluralsystem vollständig dar, d.h. nach Regeln und Ausnahmen, was für eine wissenschaftliche Grammatik auch geboten ist. In den in diesem Aufsatz untersuchten Lehrbüchern wird allerdings nicht nur auf diese Grammatiken verwiesen, sondern man versucht ebenfalls, die Pluralbildung auf linguistische Weise zu erklären. Dass schwedische Schüler deshalb oder trotzdem mit dem deutschen Plural kämpfen, ist nicht verwunderlich. Mit dieser Problematik beschäftigt sich dieser Aufsatz.

Eichstätt-Ingolstadt, Univ., Diss., 2009.

Robert Kane asserts that some decisions and actions which are made by an agent are undetermined. These undetermined decisions are what allow an agent to have free will and ultimate responsibility for her decisions and actions. Kane appeals to probabilistic causation in order to argue that these undetermined decisions are not arbitrary or random. I argue that Woodward’s interventionist approach to causation can be used by Kane to make his theory of free will more plausible by illustrating how the agent causes her decision. Woodward’s account can link an agent’s reasons with her decision, activity in her self-network with her decision, and can render undetermined decisions plural rational, plural voluntary, and plural voluntarily controlled.

My project explores ways in which legitimacy is granted within the literary field. This is done through an analysis of literary anthologies, university course syllabi, publishing trends, literary prizes, and levels and sources of critical attention. The project seeks to determine the extent to which the works of Afro-descendant Spanish American and Belizean writers are reflected in the hegemonic Spanish American and Anglophone Caribbean literary canons. I examine the works of Cristina Rodríguez Cabral (Uruguay), Shirley Campbell Barr, and Delia McDonald Woolery (Costa Rica), and Zee Edgell, and Zoila Ellis (Belize). The project records the varying degrees of legitimation these writers have received and the factors that have had an impact on their recognition. It also shows that literary interculturality is possible in Spanish America and the Anglophone Caribbean through the aesthetics some writers employ and the activities of legitimizing agencies. Further I propose a plurality of canons based on the concept of plural public spheres/counterpublics as outlined by Nancy Fraser and Michael Warner. My analysis of Belizean works emphasizes ways in which a national literary canon can be considered a counterpublic within a regional literary corpus. The concept of counterpublics I use to present the works analyzed is a model other scholars can employ in their examination of other minority literatures.

Inaug.-Diss.--Leipzig. / Vita.

Submitted by Jean Paulo Indrigo Berro (jean02_02@hotmail.com) on 2018-07-03T00:51:37Z No. of bitstreams: 1 DISSERTAÇÃO DE JEAN INDRIGO_2018.docx: 8922233 bytes, checksum: 69ea39a61860ffb19915675356d34a56 (MD5) / Rejected by Aline Aparecida Matias null (alinematias@fclar.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: 1) O arquivo submetido ao Repositório deve estar em pdf, e não em docx. Agradecemos a compreensão. on 2018-07-03T12:22:38Z (GMT) / Submitted by Jean Paulo Indrigo Berro (jean02_02@hotmail.com) on 2018-07-06T00:47:09Z No. of bitstreams: 1 DISSERTAÇÃO DE JEAN INDRIGO_2018_VERSÃO FINAL PDF.docx: 27721816 bytes, checksum: 428bcb1b48b31285ca1443e675e7bdeb (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-07-10T12:27:43Z (GMT) No. of bitstreams: 1 berro_jpi_me_arafcl.pdf: 27721816 bytes, checksum: 428bcb1b48b31285ca1443e675e7bdeb (MD5) / Made available in DSpace on 2018-07-10T12:27:44Z (GMT). No. of bitstreams: 1 berro_jpi_me_arafcl.pdf: 27721816 bytes, checksum: 428bcb1b48b31285ca1443e675e7bdeb (MD5) Previous issue date: 2018-03-23 / Várias vezes ouvimos falar que o português do Brasil é uma língua homogênea. Mas, um território de 8,5 milhões de quilômetros quadrados, com aproximadamente 200 milhões de pessoas, com grandes índices de analfabetismo e com uma pluralidade cultural - não poderia de modo algum apresentar uma língua homogênea. O presente estudo verifica como determinados falantes pronunciam os ditongos nasais -ões, -ães e –ãos, analisando os segmentos [ɐ̃], [õ], [ɪ̃] e [ʊ̃], que compõem estes ditongos nasais. O foco da pesquisa é através de uma investigação acústica. Verificadas as qualidades acústicas investigadas, a pesquisa faz uma análise comparativa entre as qualidades acústicas e articulatórias. A pesquisa utiliza o programa de análise acústica Praat. Com o auxílio do Praat e seguindo a Teoria Acústica de Produção de Fala de Fant (1960), foram feitas as segmentações apropriadas dos enunciados registrados e, para os segmentos relevantes, foi investigada a estrutura acústica dos formantes com as facilidades fornecidas pelo Praat. O objetivo da pesquisa está voltado para a forma como os falantes pronunciam os ditongos nasais. No estudo, foi levada em consideração a percepção do fator, já que surgiram variações inesperadas. Fonologicamente, a forma de plural dos ditongos nasais em estudo pode ser interpretada como /-awNS/. / Brazilians usually hear that his language is quite homogeneous. However, a large territory of 8,5 millions square kilometers, and with 200 million inhabitants, with a large contingent of his population not alphabetized, plus a cultural plurality, could not by all means be linguistically homogeneous. The present study verifies how some speakers pronounce the nasal diphthongs -ões, -ães e –ãos, with a particular articulatory and acoustic analysis of the diphthongal segments [ɐ̃], [õ], [ɪ̃] e [ʊ̃]. The focus of the research is the acoustic investigation. Once detected the acoustic patterns the work makes a comparative analysis between the acoustic and the articulatory patterns. The Praat Program is use for the acoustic analysis. With the help of Praat and following Fant speech acoustic theory (1960), there has been made the appropriate segmentations of the recorded utterances and for the relevant segments it has been investigated the formant structure with the facilities provided by Praat. The aim of the research is orientated towards how the speakers pronounce the nasal diphthongs. In the study it has been taken into consideration the factor perception, since there emerged unexpected variations. Phonologically the plural form of Portuguese nasal diphthongs may be interpreted as /-awNS/

This dissertation explores Spanish nominal plural formation from a morphophonological perspective. The primary objective is to better understand heritage bilinguals' (HBs') phonological categorization of the morphological element of number in their heritage language. This is done by way of picture-naming elicitation tasks of consonant-final nouns and through comparison with first language, Spanish-dominant speakers and second language learners. In addition to the sociolinguistic factors of linguistic experience and quantity of explicit input, lexical frequency and morphological word class are also assessed. The recorded responses from the 148 participants are coded and submitted to a series of binary logistic regression analyses in IBM SPSS Statistics. It is shown that HBs distinguish between different morphological classes and that this has a prominent role in the pluralization of consonant-final nouns in Spanish. Moreover, the present research details the use of not two but three productive plural markers for HBs in Spanish: -es, -s, Ø. The interface approach adopted in this dissertation is proven to more definitively explain plural formation as it examines the connectedness between phonology, morphology, and the lexicon, thus overcoming previous accounts which focused on the influences of these disciplines in isolation.