<p> Was Jesus multilingual? Which languages did he speak? What does the linguistic composition and sociolinguistic situation of first-century Palestine look like? On what occasions were Hebrew, Aramaic, Greek, and Latin spoken in that ancient community? These questions have biblical scholars searching for answers since the sixteenth century, proposing different opinions on the issues related to these questions. Answers to these questions significantly influence our understanding of the various sociolinguistic elements and facets of early Christianity, the early church, and the text of the New Testament. But those answers depend upon our depiction of the multifarious sociolinguistic dynamics that compose the speech community of ancient Palestine, which include its historical linguistic shifts under different military regimes, its geographical linguistic landscape, the social functions of the languages in its linguistic repertoire, and the specific types of social contexts where those languages were used. Using a sociolinguistic model, this study attempts to paint a portrait of the sociolinguistic situation of ancient Palestine, consequently providing answers to these questions.</p> / Thesis / Doctor of Philosophy (PhD)

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L1 attrition - which in the context of this study is defined as the decline of any native language skill (or portion thereof) in a healthy bilingual speaker (Ecke, 2004) - has been studied extensively for several decades. However, only few studies have examined the native speech of immigrants who use their L1 for professional purposes, such as language instructors (Isurin, 2007; Major, 1992; Porte, 1999, 2003). Furthermore, no research has been conducted comparing the L1 speech of such individuals with that of individuals who do not use their L1 for professional purposes. This study analyzed and compared L1 speech samples from two populations of German immigrants in the U.S., German Instructors and Other Professionals, and from a monolingual control group in Germany. It was hypothesized that German instructors may be less vulnerable to L1 attrition due to more frequent L1 use, a higher motivation to maintain the L1, and greater identification with the native language and culture. Data elicited through verbal fluency tasks, a film retelling task, a semi-structured interview, and a sociolinguistic questionnaire revealed significant differences between the control group and the two bilingual groups which point to L1 attrition (primarily as an access problem) in the bilingual speakers. The data also revealed significant differences between the German Instructors and the Other Professionals, suggesting that the severity of L1 attrition is not the same for all populations. In addition, a comparison of the two bilingual groups with regard to sociolinguistic variables, and correlations between linguistic measures and sociolinguistic variables also yielded interesting findings which have implications for L1 attrition research as well as L1 maintenance.

The Diploma Thesis "Austriacisms in the work of Christine Nöstlinger and their position in Austrian German in present time" deals with austriacisms from the theoretical and practical point of view. It focuses on the conception of austriacisms from different points of view according to linguistic experts, the analysis of the terms from the novel of Nöstlinger and most importantly on the practical sociolinguistic research. The results of this research have shown that the hypothesis was proven. The hypothesis lies in the fact that the informants know autriacisms and that they actively use them. Austriacisms are a consistent and living part of the present colloquial German language. These expressions are not considered to be an archaism and the informants are proud that this variety of the German language has enriched the standard language. The usage of austriacisms is considered to be a part of the Austrian history and culture. Key words: austriacism, lexicology, sociolinguistics, Austrian literature, sociolinguistic research Powered by TCPDF (www.tcpdf.org)

Arradon est une commune littorale du sud de la Bretagne, située aux portes de Vannes. Le breton a été la langue de la quasi totalité de sa population jusqu’au XXe siècle. Les témoignages recueillis auprès de quelques bretonnants locaux montrent la vitalité de sa pratique jusqu’à la seconde guerre mondiale ; récits de vie, recueil de littérature orale (contes, chansons, comptines ...) et plus rares exemples d’utilisation à l’écrit l’attestent. Dès la fin de la première guerre mondiale cependant, se produit une rupture dans la transmission de la langue. Dès lors le clivage linguistique, auparavant sociologique, devient aussi générationnel. Le breton est connoté négativement : corrélé dès le début du siècle avec la pauvreté car les élites économiques sont francophones et avec l’ignorance car le français est la seule langue admise à l’école, il semble désormais lié au passé et à une civilisation paysanne traditionnelle qui disparaît Après la seconde guerre mondiale, seules les personnes âgées parlent breton et le bond démographique de la commune à partir de 1965 accentue encore cette marginalisation. À la fin du XXe siècle, le breton suscite un regain d’intérêt mais la distance entre le parler local et la norme standard ne favorise pas le lien entre anciens et nouveaux locuteurs, entre pratique populaire souvent confinée à l’oralité et pratique scolaire influencée par l’écrit. La mise en perspective historique et la confrontation de différents regards sur cette mutation linguistique permettent d’en analyser les causes et les processus, et aussi d’étendre la réflexion à la place des langues à l’heure de la mondialisation. / Arradon is a commune on the shore of south Brittany, located close to Vannes. Breton has been the language of quite its whole population right up the 20th century. Accounts from some native Breton speakers show how lively was its practice until the 2nd world war : in the daily life, through the oral culture (tales, songs, rhymes etc.) and more rarely in written uses. However, since the end of the 1st world war a break happened in the transmission of the language. Therefore the linguistic divide which was sociological became a divide between generations. Breton language had negative connotations : at the beginning of the century, associated with powerty because economic elites were French speakers and with ignorance because French was the only language allowed at school ; later, it seemed tied up to the past and the vanishing traditional rural civilization. After the 2nd world war, only old people can speak Breton and the demographic jump of the commune since 1965 increased their different being. At the end of the XXth century, Breton is getting more consideration in the public sphere but the gap between the local dialect and the standard makes difficult the links between popular practice often enclosed to oral uses and scholar practice influenced by the written norm. Historic context and comparison of different points of view on this linguistic major change let highlight its causes and process, and also think wider about the place of languages at globalization time.

Nos recherches ont porté sur l'étude des différences de prononciation pouvant exister pour certains phonèmes arabes, dans deux parler, urbain et bédouin, en fonction des intervenants évoluant au sein d'un espace social particulier, la diwaniyya, au Koweït. La diwaniyya est un espace réservé propre à la structure sociale koweïtienne. Elle regroupe une salle principale aménagée pour la réception des invités. L'atmosphère qui y règne est semblable à celle des clubs sociaux, cercles culturels et littéraires et salons politiques. Notre problématique, ancrée dans le champ sociolinguistique, explore l'impact d'une variable extralinguistique, ici un lieu de rencontre qui est la diwaniyya, sur les productions langagières des sujets qui la fréquentent et sur les éventuelles influences qu'exercent les sujets les uns sur les autres au sein de cette structure sociale. Nous nous posons également la question de savoir comment se manifeste concrètement cette influence et si le chef de la diwaniyya, au centre du réseau social, exerce une emprise sur ses frères et ses amis, en agissant sur leur façon de parler. Nous avons principalement eu recours aux travaux de Labov ainsi que ceux de Milroy et de Gordon. Nous représentons les relations existant entre les personnes constituant le réseau en nous inspirant des schémas établis par Milroy et Gordon et de la notion de réseau "dense" et de réseau "lâche". L'intérêt de ce travail de recherche est donc d'analyser la réalisation de phénomènes choisis selon les locuteurs et de quelle façon celle-ci peut varier en fonction des membres appartenant à un groupe social donné. En outre, le paramètre à l'origine bédouine ou urbaine des locuteurs est prise en compte et analysée dans le cadre d'une étude phonétique et phonologique, en vue d’expliquer certaines variations des phénomènes cités. / Our research focuses on the study of differences occuring in the pronunciation of certain Arab phonemes in Urban and Bedouin dialects, depending on the speakersand operating within a particular social space, the diwaniyya in Kuwait. The diwaniyya is particular to the Kuwaiti social structure. This space includes a main hall equipped for the reception of guests. The atmosphere that prevails is similar to that social clubs, cultural and literacy circles and political salons. Our problematic is rooted in the field of sociolinguistics. It explores the impact of extra linguistic variables - i.e. the diwaniyya as a meeting place - on the language productions of the speakers as well as the possible influences of each others' within this social structure. We also analyze the way this influence occurs concretely and wether the chief of the diwaniyya, as the center of the social network, exercices control over his brothers and friends, thus influencing their way of speaking. We mainly had recourse to the work of Labov and those of Milroy and Gordon. We represent the relationships between the persons in the network with established diagrams inspired by Milroy and Gordon and the concept of "dense" and "loose" networks. The interest of this research is to analyze the realization of chosen phonemes according to the speakers and the way this realization can vary according to members belonging to a particular social group. In addition, the parameter of the Bedouin or urabn origin of speakers has to be taken into account and analyzed in the frame of a phonetical and phonological study, in order to explain the variations of some of the phonemes.

São mais de cento e trinta anos de imigração tirolesa no Brasil. Ainda não sabemos exatamente qual o número real de imigrantes tiroleses que, saídos principalmente da região trentina no final do século XIX, desembarcaram em terras brasileiras com suas esperanças e o sonho de far lAmérica. Sabemos, entretanto, que sua influência cultural deixou contribuições importantes na sociedade brasileira, sobretudo nos estados do Sul e Sudeste. O presente trabalho propõe analisar a fala da comunidade tirolesa (trentina) da cidade de Piracicaba, formada por dois bairros: Santana e Santa Olímpia. Juntos, os bairros rurais são a mais significativa colônia tirolesa do estado de São Paulo, cuja variante do português, marcadamente influenciada pelo dialeto trentino (ainda mantido na comunidade e ali chamado tirolés), destaca e diferencia seus moradores no contexto linguístico piracicabano. As análises registram os aspectos principais dessa variante do português e acreditamos que servirão, alfim, para um melhor conhecimento sobre a comunidade tirolesa de Piracicaba, bem como para uma compreensão mais abrangente acerca da diversidade linguística das comunidades de imigração do Brasil. / More than one hundred and thirty years have passed since the tyrolean immigration in Brazil has began and we still do not know the exactly real number of tyrolean immigrants that landed in brazilian territories with their hopes and dreams of \"far lAmerica\", most of them coming from the Trentino region in the late nineteenth century. We know, however, that their cultural influence left important contributions in the brazilian society, especially in the states of the south and southeast. This work proposes to analyze the speech of the tyrolean community (from Trentino) in the city of Piracicaba, comprised of two neighborhoods: Santana and Santa Olimpia. Together, the rural districts are the most significant tyrolean colony of São Paulo state, in which the portuguese language variant highlights and differentiates the people who lives there from the linguistic context of the city of Piracicaba, strongly influenced by the Trentinian dialect ( which remains in those neighborhoods).. The analysis show the main aspects of this variant of the portuguese language and we believe that they will be useful to better understand the tyrolean community of Piracicaba as well to improve the knowledge about the linguistic diversity of communities of immigrants in Brazil.

Tomando como objeto o emprego variável da flexão do infinitivo (INF) no português brasileiro (PB), este estudo tem dois interesses centrais: (i) analisar se o emprego da forma flexionada (INFflex) está aumentando nos três contextos sintáticos opcionais originais\" (Bossaglia, 2013a) - orações adverbiais, complementos oracionais de nomes e complementos oracionais de adjetivos - e (ii) investigar se valores sociais positivos, tais como o prestígio geralmente associado à concordância verbal em PB (Mendes & Oushiro, 2015; Naro & Scherre, 1991; Rubio & Gonçalves, 2012; Scherre & Naro, 2014, 2006), estariam sendo atribuídos a INFflex. Para investigar a primeira hipótese, analisa-se quantitativamente o emprego de INFflex em um corpus formado por 1346 teses produzidas por alunos de diferentes unidades da USP entre 1995 e 2014. Quanto à segunda, busca-se, por meio de um estudo de percepção sociolinguística que se desenvolveu com base na técnica de estímulos pareados (Campbell-Kibler, 2008; Labov et al., 2006; Mendes, 2016b; Oushiro, 2015) verificar se falantes são julgados\" como mais inteligentes\", mais escolarizados\" e mais formais\" na presença de INFflex. Os resultados da análise dos dados de produção demonstram que, ao contrário do que se esperava, INFflex não está aumentando na escrita acadêmica. Por outro lado, verificaram-se taxas altas de INFflex com o verbo ser - independentemente do contexto sintático e da pessoa verbal -, em orações adverbiais antepostas à oração principal e com as preposições/locuções prepositivas antes de, ao, após, depois de e por. No que diz respeito à distribuição de INFflex de acordo com a área do conhecimento, verificaram-se maiores proporções de INFflex nas orações adverbiais em teses da área de Humanas. O teste de percepção, por sua vez, revelou que, em contextos sintáticos nos quais o emprego de INFflex é considerado opcional, não houve diferença significativa na forma como as vozes\" foram julgadas; porém, em contextos sintáticos nos quais flexionar o infinitivo é considerado um erro\" do ponto de vista prescritivo, a presença de INFflex levou a percepções de menor inteligência\", menor escolaridade\" e menor formalidade\". Especificamente no caso dos contextos não padrão, verificou-se, ainda, um efeito significativo da variável Idade do participante: as percepções dos participantes mais jovens foram mais neutras\", ao passo que as respostas dos acima de 50 anos foram mais polarizadas: quanto mais velhos, mais negativamente julgaram versões com INFflex e mais positivamente versões com INF0. Tais resultados sugerem que falantes mais jovens percebem com mais naturalidade usos hipercorrigidos de INFflex. / Focusing on the variable use of inected in_nitives (INF) in Brazilian Portuguese (BP), the goal of this study is twofold: (i) to investigate if the use of the inflected variant (INFflex) is increasing in three originally\" optional syntactic contexts (Bossaglia, 2013a : 27) - adverbial clauses, noun complements and adjective complements - and (ii) to investigate if positive social values, such as the prestige usually associated with verbal agreement in BP (Mendes & Oushiro, 2015; Naro & Scherre, 1991; Rubio & Gon_calves, 2012; Scherre & Naro, 2014, 2006), are being assigned to INFflex. To test the first hypothesis, the use of INFflex is analyzed in a corpus of 1.346 theses written by USP graduate students from different areas of knowledge from 1995 to 2014. As for the second hypothesis, a matched-guise experiment was conducted (Campbell-Kibler, 2008; Lambert et al., 1960; Mendes, 2016a; Oushiro, 2015) to test if speakers are perceived as more intelligent\", more educated\" and more formal\" when heard using the INFflex guises. Contradicting the study\'s hypothesis, production data show no increase in the use of INFflex in academic writing. However, high rates of INFflex were attested with the verb be - regardless of the syntactic contexts and grammatical person -, in preposed adverbial clauses and with the prepositions antes de, ao, após, depois de and por. As for the area of knowledge, higher rates of INFflex in adverbial clauses were attested in Human Sciences theses. Perception data show no difference in how the voices were perceived when INFflex was used in adverbial clauses. On the other hand, voices were perceived as less intelligent\", less educated\" and less formal\" when INFflex was used in hypercorrect contexts, as expected. In addition, a significant age effect was found in hypercorrect contexts: the older participants, the more negatively they perceived the INFflex guises and the more positively they perceived the non-inflected (INF0) guises. These results suggest that younger speakers perceive hypercorrect use of INFflex as more natural.

« Kem », « sôcôla », « actisô », « sơ mi », « cà ra vát », « cao su », « buýt », « ampli », « xăng », « xi măng », etc.. Ces mots vietnamiens sonnent-ils plus ou moins français ? Une partie du lexique de la langue vietnamienne vient du français qui a marqué le Vietnam de sa présence par la colonisation française durant environ un siècle (XVIIIe-XIXe) en Indochine en général et au Vietnam en particulier. Aujourd’hui, le régime colonial relève d’ouvrages historiques mais ces traces francophones perdurent encore dans les usages linguistiques actuels au Vietnam. Toutefois, ces ressources sociolinguistiques, qui ouvrent un riche potentiel en matière linguistique et culturelle, sont ignorées en didactique du français aux apprenants vietnamiens. Dans le but de vérifier l’importance de ces éléments, notamment à travers leur perception sociale par les Vietnamiens à l’heure actuelle, une enquête sociolinguistique a été réalisée sur le terrain. Les propositions didactiques présentées par la suite permettent de confirmer que la mise en avant de ces ressources francophones ou d’origine francophone au Vietnam constitue un facilitateur d’appropriation du français dans ce pays et ouvre vers une dynamique didactique plurilingue. / « Kem », « sôcôla », « actisô », « sơ mi », « cà ra vát », « cao su », « buýt », « ampli », « xăng », « xi măng », etc.. These Vietnamese words sound more or less French ? A part of vocabulary of the Vietnamese language comes from French which marked Vietnam from its presence by the French colonization for about a century (XVIII-XIX) in Indochina in general and in Vietnam in particular. Today, the colonial regime raise from history books but these French traces persist still in actual linguistic uses in Vietnam. However, these sociolinguistic resources, opening a rich potential for linguistic and cultural material, are ignored in teaching French to Vietnamese learners. In order to verify the importance of these elements, particularly through their social perception by the Vietnamese currently, a sociolinguistic survey was conducted in the field. Didactic proposals then presented permit to confirm that the highlighting of these French or French origin resources in Vietnam is a facilitator of appropriation of French in this country and opens to a dynamic multilingual didactic

Cette recherche a pour objet l'enseignement de l'oral en langue française au Liban, dans deux secteurs éducatifs différents (public et privé), et dans une société plurilingue où les différences sociales, les pratiques langagières et religieuses ne sont pas uniformes. Quels sont les paramètres qui déterminent l 'enseignement / apprentissage de l'oral et ses variations au Liban ? Pour répondre à cette problématique, nous avons construit un corpus complexe constitué de 6 séances d'oral observées dans deux écoles libanaises (publique et privée) soit primaire et collège en France. De plus, nous avons effectué des entretiens semi-directifs avec des enseignantes, des apprenants ainsi qu'avec les directeurs des deux établissements scolaires. Nous avons de même invité les apprenants à remplir des fiches langagières pour faire apparaitre leur religion, leur origine, leur niveau social et culturel ainsi que leur histoire et leurs représentations des langues. Nous avons traduit et transcrit, puis analysé les données recueillies, en mobilisant des outils d'investigation pluriels, fédérés par l'engagement dans une démarche sociolinguistique et didactique de l'oral. Il s'agira de démontrer que multiples sont les facteurs qui influent sur l'enseignement/ apprentissage de l'oral en français au Liban et qu'ils varient d'un contexte à un autre. Notre recherche débouche sur des propositions de formation pour les enseignants libanais, pour qui l'enseignement de l'oral est encore un domaine très nouveau. / This research investigates the teaching of the oral French language in Lebanon, in public and private educational sectors, as well as in the multilingual society where social classes, Ianguage and religious practices are diverse. The thesis problem is the following: What are the parameters that determine the teaching / leaming of the oral language in Lebanon? In order to answer this question,à study composed of 6 oral teaching sessions was done in public and private primary schools in Lebanon. In addition, semi-structured interviews were conducted with teachers, students and school directors; students were also asked to fill out language-cards to determine their religion, origin,social class and cultural levels, as well as their thought about languages. The researcher translated,transcribed and analyzed the data collected using various investigative tools. It demonstrated that many factors influence the teaching / learning of the oral French Ianguage in Lebanon .. In conclusion, the researcher suggested various training for the Lebanese teachers.