The dissertation tries to explain why most of the Bapedi people do not feel free to speak their language when they are among other communities. It explains why the speakers of the so-called ‘inferior’ dialects of the Limpopo Province have an inferiority complex while the speakers of the ‘superior’ dialects are confident when speaking their dialects. The standardisation of the Northern Sotho Language Board and the missionary activities within the Bapedi communities led to the creation of 'superior' and ‘inferior’ dialects. A detailed discussion is presented of the social rural and urban varieties, which found in Bapedi culture. Some of these varieties are kept secret and therefore are unknown to the public; and others, which are not secretive in nature. The use of language and the impact of language contact between languages is discussed. / African Languages / M.A. (African Languages)

Cette thèse présente les résultats d’une recherche sur la dynamique des langues d’une part et l’expansion et la variation du français d’autre part dans la ville de Conakry. Dans ce contexte urbain et plurilingue, il est intéressant de voir la place qu’occupe chaque langue dans le paysage linguistique guinéen. D’autant plus que la question sur le rôle des langues dans le développent socio-économique de la Guinée en particulier et des pays africains en général se pose avec acuité dans les prises de décision politique. Dans une perspective sociolinguistique, les langues en présence sont observées sous un angle dynamique. Ce qui fait apparaître des variations dans les pratiques langagières des Conakrykas. Une analyse des représentations socio-langagières et identitaires des locuteurs a permis d’expliquer les raisons pour lesquelles le français tend progressivement à occuper le rôle de langue véhiculaire dans la ville de Conakry. Une analyse des particularités linguistiques du français parlé par les locuteurs, a permis de mettre en exergue la nécessité de prendre en compte les caractéristiques des langues guinéennes dans les choix pédagogiques de l’enseignement du français en Guinée. En définitive, l’objectif de cette recherche est de comprendre dynamique du français à Conakry, tant sur le plan sociolinguistique que sur le plan linguistique. / This thesis presents the results of a research on the dynamism of languages on one hand, and the expansions and variations of the French language in the city of Conakry on the other hand. In this urban and multilingual context, it is interesting to see the place of each language in the Guinean linguistic landscape. Especially because the question of the role of languages in the socio-economic development of Guinea in particular and the African countries in general rises with acuity in the political decision-making. In a sociolinguistic perspective, the languages in presence are observed under a dynamic angle. Which shows variations in languages practices of Conakry’s people. An analysis of sociolinguistic and identity representation of the speakers has enabled to explain the reason why the French language is progressively about to be the vehicular language in the city of Conakry. An analysis of the linguistics particularity of the French language spoken allowed to (bring) out the necessity of taking into account the features of the Guinean languages in the educational choices of the French teaching in Guinea. Eventually, the objective of this research is to understand the dynamism of the French language in Conakry both on the sociolinguistic and linguistic aspect.

TITLE Czech-German (Austrian) language relations - possibilities for language interference SUMMARY This diploma thesis examines the language interference between the Czech and the German in the field of gastronomy. This phenomenon is reflected in the composition of grammar, pronunciation and vocabulary. The last area has been selected for a research. I decided to analyze 180 menu cards in the nine states of Austria. In those menu cards I tried to discover 13 in advance chosen words, which have been used in the Central-European language area according to Newerkla. Appearance of those 13 words in menu cards proves mutual language influence between the Czech and the German in each state of Austria. The research, I conducted, shows that the most influenced states are Vienna, Lower and Upper Austria. Probably the main reason for the result is that in these areas the most intensive political and economic cooperation between Czechs and Austrians took place.

Estudos na área de Sociolinguística têm mostrado a complexidade da arquitetura do italiano contemporâneo, composta tanto de variedades linguísticas comuns a todas as línguas naturais, relacionadas às dimensões diamésica, diastrática, diafásica e diatópica, quanto de dialetos e interlínguas. Essa intricada realidade, no entanto, parece não chegar até os aprendizes de italiano, sobretudo, fora da Itália, que, frequentemente, têm a impressão de que essa língua é monolítica e estável. Isso, em geral, se reflete em seu desempenho enquanto falantes, pois, uma vez que acreditam que a língua italiana é imutável e única, não serão capazes de reconhecer as variedades e registros linguísticos produzidos por falantes nativos. Tendo em vista a importância do livro didático como fonte de input linguístico em sala de aula e como norteador da atividade docente e discente, selecionamos os dois livros didáticos mais usados no estado de São Paulo para o ensino do italiano no momento em que se iniciou a pesquisa, e analisamos como e em que medida tais obras expõem o aprendiz às variedades linguísticas do italiano para que desenvolvam competência sociolinguística e, portanto, sensibilidade sobretudo receptiva quanto à realidade linguística italiana. Para isso, analisamos os diálogos, os livros do aluno e os guias do professor das coleções didáticas Linea Diretta e Rete! com base em 67 critérios escolhidos por poderem identificar diferentes variedades do italiano. Os resultados relacionados ao livro Linea diretta permitem dizer que essa coleção aborda implicitamente alguns dos fenômenos considerados, mas que não os explora explicitamente. Por outro lado, Rete! praticamente não insere fenômenos marcados sociolinguisticamente em seus diálogos, mas trata as questões fonológicas das variedades regionais. Desse modo, foi possível constatar que o tratamento das variedades sociolinguísticas mostrou-se insuficiente e, em alguns casos, inexistente em ambos os livros didáticos, fazendo-nos concluir que o aprendiz, cujo input linguístico derive de seus conteúdos, dificilmente desenvolverá uma competência sociolinguística que lhe propicie reconhecer e compreender adequadamente enunciados produzidos em diferentes contextos comunicativos. / Studies in Sociolinguistics have shown the complexity of contemporary Italian arquitecture, composed of both linguistic varieties, common to all natural languages and related to diamesic, diastratic, diaphasic and diatopic dimension, and the dialects and interlanguages. Nonetheless, this intricate reality doesn\'t seem to reach learners of Italian, especially outside Italy, which often have the impression that this language is monolithic and that it doesn\'t change. In general, this reflect on their performance as speakers of the language they learn, therefore, since they believe that the Italian language is unique and unchangeable, they will not be able to recognize linguistic varieties produced by native speakers. Considering the importance of the textbook as a source of linguistic input in the classroom and as a guide for teacher\'s and learner\'s activity, we selected, in the period in which our research began, the two most used textbooks for Italian teaching in the State of São Paulo, and analyzed how and to what extent these works expose the learner to linguistic varieties of Italian, in order to develop sociolinguistic competence and mainly receptive sensibility to Italian linguistic reality. We analyzed the dialogues, the student books and teacher\'s guides of the teaching collections Linea Diretta and Rete! based on 67 criteria chosen by selecting phenomena that could identify different varieties of Italian. The results related to the textbook Linea diretta let say that this collection implicitly addresses some of the considered phenomena, but doesn\'t explore them explicitly. On the other side, Rete! practically doesn\'t insert in its dialogues sociolinguistically marked phenomena, but treats phonological issues of regional varieties. So, it was found that the treatment of sociolinguistic varieties proved to be scanty and, in some cases, not existent in both textbooks. This caused the conclusion that learners, whose linguistic input derives from its content, can hardly develop a sociolinguistic competence that can allow them to recognize and understand properly utterances produced in different communicative contexts.

Made available in DSpace on 2016-04-28T19:34:40Z (GMT). No. of bitstreams: 1 Adriano Mesquita.pdf: 747715 bytes, checksum: 83d0691bf9046a66a115f5abc0087703 (MD5) Previous issue date: 2009-09-28 / Secretaria da Educação do Estado de São Paulo / The contained analytical theories in this study refers to the conversational strategies and to the expressive aspects of which the speakers take advantage of, so that the communication act can be an action that occurs with property and guarantees, therefore, the interaction. The basic intention of this work is to analyze as the social environment intervenes with the linguistic attitude of the speaker, characterizing, thus, specific uses and language of social group. Although the object of our analysis is based on a secondhand corpus, that is , a novel and, therefore, a (re)creation of speaks and characteristically fictitious dialogues, we believe that this material takes care our yearnings of study, considering that , as we can observe during the reading of the work, the (re)constructions delineated during the narrative are easily verifiable in the voices of speakers of similar social status to the presented ones in the narrative. In this way, the analysis of the linguistic behavior of the characters and the resources that the orality propitiates to them make possible to line up the fictional work and the representation of the reality presented by the writer. Our analysis, therefore, will be based on the confrontation of the linguistics uses, on the conditions of production of these uses and on the social reality of the speakers. Because of this, we will use the presented theories, in order to understand the conversational aspects, the expressive resources of the linguistics uses, the procedure of interaction between the speakers, together with the social papers and the concept of hierarchy and status used by the inhabitants of the Barra do Catimbó / Os fundamentos analíticos contidos neste estudo referem-se às estratégias conversacionais e aos aspectos expressivos de que os falantes se valem, para que o ato de comunicação seja uma ação que ocorra com propriedade e garanta, portanto, a interação. O intuito fundamental deste trabalho é o de analisar como o meio social interfere na atitude linguística do falante, caracterizando, assim, usos e linguagem específicos de grupo social. Apesar de o objeto de nossa análise ser um corpus de segunda mão, ou seja, tratar-se de um romance e, por isso, uma recriação de falas e de diálogos caracteristicamente fictícios, acreditamos que esse material atende aos nossos anseios de estudo, uma vez que, como podemos observar durante a leitura da obra, as (re)construções delineadas durante a narrativa são verossimilhantes e facilmente constatáveis nas vozes de falantes de status sociais similares aos apresentados na narrativa. Desse modo, a análise do comportamento linguístico das personagens e os recursos que a oralidade lhes propicia possibilitam alinhar a obra ficcional e a representação da realidade apresentada pelo escritor. Nossa análise, portanto, basear-se-á na confrontação dos usos linguísticos, nas condições de produção desses usos e na realidade social dos falantes. Para isso, empregaremos as teorias aqui apresentadas, a fim de entender os aspectos conversacionais, os recursos expressivos dos usos linguísticos, o procedimento de interação entre os falantes, juntamente com os papéis sociais e o conceito de hierarquia e de status empregados pelos moradores da Barra do Catimbó

A proposta desta dissertação é analisar as questões de gênero da língua hebraica, atentando para o problema de representação e uso de termos conhecidos como zarrar unekevá diante das configurações da flexão de gênero. Lexicógrafos, gramáticos e estudiosos do hebraico, em geral, tendem a divergir entre si quando tratam do assunto tanto na conceituação quanto na classificação lexical, além do uso. A partir deste fato, que funciona como mola propulsora de nosso trabalho, organizamos uma pesquisa centrada na questão da possibilidade ou da impossibilidade de representação dos termos zarrar unekevá levantados desde os primeiros textos da Mikrá (texto bíblico) até os dias atuais. Pretendemos, a partir dos conceitos de gênero e da estratificação lingüística do hebraico, localizar esses questionamentos e apresentar alguns apontamentos para a discussão sobre a natureza de nosso tema e seu desenvolvimento através de fatores sociolingüísticos e das decisões levadas a cabo por via de autoridades gramaticais e lexicógrafas. Para isso, coletamos e analisamos dados desde o hebraico bíblico até os dias atuais. Por fim, desejamos, através dos dados atuais da língua hebraica, apresentar nossas reflexões e apontar possíveis tendências no uso dos termos zarrar unekevá, que se tornam mais fascinantes quanto mais são investigados. / The aim of this dissertation is to analyze gender questions in the Hebraic language considering the representation issue and the use of the terms known as zarrar unekevá in relation to the configurations of gender inflection. Lexicographers, grammarians and specialists in Hebrew, in general, tend to diverge when they deal with the matter, not only with regard to the conceptualization but also the lexical classification and use. Having this difficulty of categorization as a starting point for our study, we organized a research centered on the possibility or impossibility of the representation of the terms zarrar unekevá gathered from the first texts of the Mikrá (biblical text) to the current days. Considering gender concepts and the Hebrew linguistic stratification, we intended to locate these questionings and present some notes for the discussion on the nature of our theme and its development through sociolinguistic factors and decisions made by means of expert authority. For our purposes, we collected and analyzed data from the biblical to the present Hebrew. Finally, based on the current data of the Hebraic language, we presented our reflections and pointed out possible tendencies in the use of the terms zarrar unekevá, which become more fascinating the more they are investigated.

Les langues françaises sont, aujourd’hui, sous le joug de l’universalité tout en étant menacées. Elles s’engagent vers de nouveaux questionnements qui correspondent aux évolutions du monde. En effet, elles permettent de valoriser le lien entre les origines et les mutations des idées au sein de la « francophonie » au fil des générations. Nul doute que la multiplication des influences et l’omniprésence des contacts avec un Autre, dans l’espace de la mondialisation, modifie leur rapport à leurs identités francophones. À partir de là, la complexité de l’identité francophone amène à s’interroger sur la corrélation du rapport entre les langues orales et écrites comprenant les littératures et d’autres expressions musicales ainsi que leur rapport réflexif avec les identités encore instables de leur public francophone. Dans le cadre plus précis de cette thèse, le public-lecteur est constitué par des jeunes francophones canadiens et marocains appartenant à une génération de "l'entredeux"qui a constitué le coeur de la recherche présentée. En outre, l’approche à travers une étude comparée pertinente, ouvre également vers la mise en avant des points de convergence et de divergence entre les participants. Notre recherche suit alors une démarche progressive qui est initiée par l’exploitation d’une étude empirique des références, puis d’une enquête quantitative qui a révélé les identités en transition. Enfin,des entretiens semi-dirigés qualitatifs ont permis l’approfondissement du point de vue du lecteur sur son rapport particulier avec le concept identitaire, les littératures et les langues sous des formes mouvantes permanentes qui sont un écho aux évolutions sociales réelles. / The French languages are now under the yoke of universality while being threatened. They commit to new questions that correspond to the changing world. Indeed, they help to enhance the link between the origins and the transformation of ideas within the "Francophonie" over generations. There is no doubt that the proliferation of influences and the ubiquity of contact with the Other, in the space of globalization, change their relationship with their Francophone identities. From there, the complexity of the Francophone identity raises questions about the correlation of the relationship between oral and written languages including literatures and other musical expressions and their reflexive relationship with the still unstable identities of their public francophone. In the specific context of this thesis, the public-reader is consisted of Canadian and Moroccan young Francophones belonging to a generation of "in-between" that was the heart of the research presented. In addition,the approach through a relevant comparative study also opens to the highlighted points of convergence and divergence between the participants. Our research then follows a gradual process which is initiated by the exploitation of an empirical study of references. Then a quantitative survey revealed the identities in transition. Finally, qualitative semi-structured interviews have helped deepen the perspective of the reader on its special relationship with the concept of identity, literatures and languages under permanent moving forms that are an echo of real social changes.

<p>The thesis explores the form, function and sociolinguistic distribution of explicit apologies in the spoken part of the British National Corpus. The sub-corpus used for the study comprises a spoken text mass of about five million words and represents dialogue produced by more than 1700 speakers, acting in a number of different conversational settings. More than 3000 examples of apologising are included in the analysis.</p><p>Primarily, the form and function of the apologies are examined in relation to the type of offence leading up to the speech act. Aspects such as the sincerity of the apologies and the use of additional remedial strategies other than explicit apologising are also considered. Variations in the distributions of the different types of apologies found are subsequently investigated for the two independent variables speaker social identity (gender, social class and age) and conversational setting (genre, formality and group size). The effect of the speaker-addressee relationship on the apology rate and the types of apologies produced is also examined.</p><p>In this study, the prototypical apology, a speech act used to remedy a real or perceived offence, is only one of a number of uses of the apology form in the corpus. Other common functions of the form include discourse-managing devices such as request cues for repetition and markers of hesitation, as well as disarming devices uttered before expressing disagreement and controversial opinions.</p><p>Among the speaker social variables investigated, age and social class are particularly important in affecting apologetic behaviour. Young and middle-class speakers favour the use of the apology form. No substantial gender differences in apologising are apparent in the corpus. I have also been able to show that large conversational groups result in frequent use of the form. Finally, analysis of the effects of the speaker-addressee relationship on the use of the speech act shows that, contrary to expectations based on Brown & Levinson’s theory of politeness, it is the powerful who tend to apologise to the powerless rather than vice versa.</p><p>The study implies that formulaic politeness is an important linguistic marker of social class and that its use often involves control of the addressee. </p>

The study sheds light on the interrelations between interlanguage pragmatics and the use of a popular acting method, the Stanislavsky System, for second language (L2) acquisition. The theoretical investigation explores various uses of acting in second language education. The empirical enquiry represents an exploratory case-study of two adult EFL learners attending a theatre course in English. Through teacher journals, interviews, and the analysis of the students’ pragmatic performance as captured by a video camera, the researcher hypothesizes that the pragmatic development of the students involved in drama comes from three main sources: the script, the acting exercises, and the necessity to communicate in English during the theatre course. In all three cases, the zone of proximal development in relation to pragmatic competence emerged as a result of a teacher-generated impetus to use L2, numerous opportunities for imitation and repetition, continuous peer-support, and the collaborative spirit created in the classroom.

The study sheds light on the interrelations between interlanguage pragmatics and the use of a popular acting method, the Stanislavsky System, for second language (L2) acquisition. The theoretical investigation explores various uses of acting in second language education. The empirical enquiry represents an exploratory case-study of two adult EFL learners attending a theatre course in English. Through teacher journals, interviews, and the analysis of the students’ pragmatic performance as captured by a video camera, the researcher hypothesizes that the pragmatic development of the students involved in drama comes from three main sources: the script, the acting exercises, and the necessity to communicate in English during the theatre course. In all three cases, the zone of proximal development in relation to pragmatic competence emerged as a result of a teacher-generated impetus to use L2, numerous opportunities for imitation and repetition, continuous peer-support, and the collaborative spirit created in the classroom.