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本論文分析中文使用者如何選擇同意行為中相關之同意類別、同意程度、和語用策略。此外，本研究也檢視性別對人們同意使用的影響力。本論文採用言談分析(conversational analysis)作為研究框架。除此之外，本研究以言語行為理論(speech act theory)，合作原則(Cooperative Principles)及禮貌原則理論(Politeness Principles)作為理論基礎。 本篇論文調查八個雙人面對面的日常會話，其中同性別的會話共四份（包含男生和男生的會話兩份，以及女生和女生的會話兩份），跨性別之間的會話共四份。在這八段會話當中，總共找到152筆語料。在分析的過程中，先將同意的語料做分類，進而分析同意的類別、程度、語用策略的使用、社會因素(性別)，以及這四者之間的互動。 研究結果顯示，（一）同意類別方面，人們使用同意核心（Head act alone）和同意修飾語（Supportive moves alone）的頻率皆高於同意核心和修飾語的併用；（二）六個同意支類別方面，同意表徵（Agreement marker）使用頻率顯著高於其他五個同意支類別；（三）同意的強度方面，無條件同意（Agreement without contingency）的使用率顯著高於有條件同意（Agreement with contingency）；（四）無條件同意的支類別方面，強化同意（Upgrading agreement）的使用率顯著高於持平同意（Preserving agreement）；（五）語用策略方面，篇章修辭策略（Textual rhetoric strategies）的使用率顯著高於人際修辭策略（Interpersonal rhetoric strategies）；（六）篇章修辭策略的支類別方面，強調策略（Emphasis）和闡述策略（Elaboration）是最常被使用的；（七）修飾語的支類別和篇章修辭策略的互動方面，研究結果發現一項語用策略分工：強調策略通常使用於受同意的命題內容（Agreed propositional content），而闡述策略通常使用於新增的命題內容（Extra propositional content）；（八）人際修辭策略方面，研究結果也發現一項語用策略分工：讓步策略（Concession）通常使用於同意核心，而支持策略（Supporting）通常使用於同意修飾語；（九）最後，研究結果顯示性別會影響人們的同意使用情形。特別是女性容易在同意類別、同意強度和語用策略的使用上，受到聽話者的性別的影響。 / This thesis investigates people’s choice among categories of agreement construction, degrees of agreement, and pragmatic strategies in agreement. Also, the influence of gender is examined. Conversational analysis (CA) is taken as the framework of this thesis. Besides, speech act theory (Austin, 1962; Searle, 1975), Cooperative Principle (Grice, 1975), and Politeness Principles (Brown and Levinson, 1978, 1987; Leech, 1983) are theoretical foundations of this study. 8 face-to-face conversations, including 4 same-gender groups and 4 cross-gender groups, which yield 152 tokens of agreement, were investigated. Related data are classified and analyzed by categories of agreement, degrees of agreement, and pragmatic strategies in agreement, social factor—gender in this study, and the interaction among the four. The results of quantitative analyses confirm the following findings. (1) For categories of agreement, people apply both head act alone and supportive move alone more frequently than head act with supportive moves. (2) For the six subcategories of agreement, agreement marker overrides the other five. (3) For degrees of agreement, agreement without contingency emerges much more frequently than agreement with contingency. (4) For the subtypes of agreement without contingency, upgrading agreement is used significantly more than preserving agreement. (5) For pragmatic strategies, textual rhetoric strategies are applied much more frequently than interpersonal rhetoric strategies. (6) In textual rhetoric strategies, emphasis and elaboration are adopted most of the time. (7) For the interaction of subtypes of supportive moves and textual rhetoric strategies, a division of pragmatic labor emerges: emphasis often occurs in agreed propositional content, while elaboration often occurs in extra propositional content. (8) For interpersonal rhetoric strategies, a division of pragmatic labor is also located: concession often appears in head act alone, whereas supporting often appears in supportive moves alone. Lastly, (9) Gender is an influential factor in the use of agreement. Women are the one who tend to be influenced by hearer’s gender in their choice of categories of agreement, degree of agreement, and pragmatic strategies in agreement.

Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English/Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.

<p>This study explored Cameroonian migrants language use and the various language forms they use to manifest their identity. It also dealt with multicultural/multilingual people in an equally multicultural/multilingual society - Cape Town. The study was carried out in the wider and interdisciplinary field of applied linguistics with focus on the specific domain of sociolinguistics.</p>

"1994". / Thesis (PhD)--Macquarie University, School of English and Linguistics, 1995. / Bibliography: leaves 356-373 (pt. 1) / Introduction -- Research in joint book-reading and the discourse of literacy pedagogy -- The study : Part A: Research questions, preliminary analysis and participant selection -- Part B : Data gathering and preparation -- Language, context and semantic variation -- A semantic network for the description of linguistic interaction in joint book-reading -- Reading The three little pigs at home -- Results of the message semantic analysis of the interactive text -- Interpretations -- Joint book-reading in the discourse of literacy pedagogy -- Concluding comments -- Appendices. / The study contributes to the fields of educational linguistics and semantic variation by examining linguistic interaction during joint book-reading between mothers and four-year-old children, and between teachers and Kindergarten classes at the beginning of school. -- Joint book-reading was selected because of its centrality to the metaphor of a partnership between home and school in children's literacy development. The problem for the study was to investigate possible systematic semantic variation in linguistic interaction associated with social class locations of speakers, and relations between any such variants and features of interaction in joint book-reading in Kindergarten. -- A preliminary survey of 427 families in two sociogeographically contrasted sites established that joint book-reading was a common social practice, and gave sufficient indications of variation to justify an intensive socio-semantic study. Two sets of ten mother-child dyads, contrasted for class locations using Bernstein's (1990) theory of class relations, were constructed and recordings of joint book-reading sessions made by mothers. Recordings of interaction in two sets of ten Kindergarten classes in the same socio-geographical areas were made by teachers. -- Vygotsky's theory of semiotic mediation was the general resource used for interpreting children's learning, but it was necessary to resolve problems in the theory in the modelling of contexts for learning, and of mediational means. For this purpose the systemic functional linguistic concept of context of situation, as proposed by Halliday (1978) and expanded by Hasan (in press (a)), was deployed. -- Transcripts of recordings were analysed through a semantic network developed for the study, based on a network proposed by Hasan (1983). -- Semantic variation associated with class locations of families was found across all four metafunctions described within systemic theory, and one variant found to be associated with Kindergarten classroom interaction. The variable semantic features were interpreted as the realization of different principles regulating the individuation of experience, using Bernstein's theories of coding orientation and pedagogic discourse. / Mode of access: World Wide Web. / 2 parts (373, 539 p.) ill

Thesis (M.A.)--Miami University, Dept. of French and Italian, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 34-40).

Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 60-63).

Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study is interested in discourses of displacement in which migrants articulate the experience of seeking improved life chances in a community considerably removed from their place of origin. Not only physical and environmental distance, but also distance related to cultural, linguistic and religious differences distinguish the (im)migrants from the local indigenous population, which is already a culturally and linguistically diverse community. This study investigates how histories of displacement and experiences of alienation or integration may be discursively managed among a group of young Somali males aged between 15 and 35 who entered South Africa in their late teens or early twenties. Specifically, this thesis considers how young Somali men who relocated to a rural Western Cape town and make a living through trading, present themselves in English-language narratives elicited during informal interviews. The study was conducted in Vredenburg, the administrative centre and economic hub of the Saldanha Bay Municipal area on the West Coast of South Africa. The data for the study was collected by means of audio recorded interviews. To supplement this data and gain more perspective on the situatedness of the discourses, the researcher further relied on field notes as well as additional informal conversations with the participants. The data was collected over a period of five months in 2007. To analyse the data, the researcher draws on the theoretical frameworks of Labov's structural analysis of narratives and Wodak and Reisigl's (2001) discourse-historical approach, and Bamberg's (1997) narrative constructivist perspective. The research aims to determine (i) how the narrators construct themselves in their narratives, and (ii) how speakers position themselves towards the content of their narratives, and towards their actual and imagined audiences. This study shows that displacement brings about new contexts characterised by uncertainty, conflict and inequalities, and this influences the way narrators orient themselves. The Somali narrators, in interviews conducted in English with a community outsider, position themselves as displaced and marginalised. During their narratives, the participants used several linguistic strategies to present themselves in various ways to actual or imagined audiences, which lead to negative otherpresentation and positive self-presentation and construction of in-group and out-group membership. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op diskoerse van ontworteling waarin migrante hul ervaring verwoord van ’n soeke na beter lewensgeleenthede in ’n gemeenskap ver verwyderd van hul plek van herkoms. Buiten vir die fisiese en omgewingsafstand, is daar ook afstand daargestel deur kulturele, linguistiese en godsdiensverskille, wat die (im)migrante onderskei van die plaaslike bevolking – op sigself ’n kultureel en linguisties diverse gemeenskap. Hierdie studie doen ondersoek na hoe geskiedenisverhale oor ontworteling en ervarings van vervreemding of integrasie diskursief bestuur kan word binne ’n groep jong Somaliese mans van 15 tot 35 jaar wat Suid-Afrika in hul laat tienerjare of vroeë twintigerjare binnegekom het. Die tesis fokus spesifiek op hoe jong Somaliese mans wat na ’n plattelandse Wes-Kaapse dorp migreer het en ’n handelsbestaan voer, hulself voorstel in Engelstalige narratiewe wat ontlok is tydens informele onderhoude. Die studie is gedoen in Vredenburg, die administratiewe en ekonomiese kern van die Saldanhabaai Munisipale Area aan die Weskus van Suid-Afrika. Die data vir die studie is ingesamel deur middel van klankopnames van onderhoude. Ten einde dié data aan te vul en meer perspektief te verkry ten opsigte van die plasing van die diskoerse, het die navorser verder gesteun op veldnotas sowel as bykomende informele gesprekke met die deelnemers. Die data is oor ’n tydperk van vyf maande in 2007 versamel. In die ontleding van die data maak die navorser gebruik van die teoretiese raamwerke van Labov se strukturele analise van narratiewe en Wodak en Reisigl (2001) se diskoers-historiese benadering, asook Bamberg (1997) se narratief-konstruktivistiese perspektief. Die navorsing het ten doel om vas te stel (i) hoe die vertellers hulself in hul narratiewe konstrueer, en (ii) hoe sprekers hulself posisioneer ten opsigte van die inhoud van hul narratiewe en ten opsigte van hul werklike en denkbeeldige gehore. Hierdie studie toon dat ontworteling nuwe kontekste skep wat gekenmerk word deur onsekerheid, konflik en ongelykhede en ’n invloed het op die wyse waarop vertellers hulself orienteer. Tydens onderhoude met ’n gemeenskapsbuitestaander, uitgevoer in Engels, posisioneer die Somaliese vertellers hulself as ontwortel en gemarginaliseer. In hul narratiewe gebruik hulle verskeie linguistiese strategieë om hulself op verskillende maniere voor te stel aan werklike en denkbeeldige gehore wat lei tot ’n negatiewe voorstelling van die Ander, ’n positiewe voorstelling van die Self en die daarstelling van binne- en buite-groep lidmaatskap.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2008. / This thesis has been written as a research project within a programme that topicalises intercultural communication in fairly broad terms. It provides an analysis of the different constructions in the media of events and people by journalists from different linguistic communities who have regular intercultural contact in the course of reporting on local newsworthy events. The communities here are different media producers, different news publishing institutions who print and circulate current news to audiences in different language communities. Illustratively, attention will go to the particular role players in the media, i.e. news producers (journalists, newspapers, publishing groups), newsmakers (people whose actions are observed and topicalised in the media) and news consumers (the audience, readership) engaged in reporting on a particular, prominently mediated event in 1986, and again in 1996. The event that is now recorded as the Guguletu Seven incident is investigated for the way in which it can highlight cultural linguistic differences in mediating the same event.

Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2006. / The aim of the present study is to identify the functions of codeswitching in intercultural communication occurring in multilingual high school classrooms. The definition of “codeswitching” adopted here is that of Myers-Scotton (1993: 1), who states that the term is used to refer to alternations of linguistic varieties within the same conversation. The present study considers the use of codeswitching between Afrikaans and English by learners and teachers in the classroom. The study was conducted in a multicultural and multilingual high school in the Western Cape in five classrooms of three different subjects. The nature of the multilingual context of the classrooms is diverse and includes learners form various sociolinguistic backgrounds. Being a predominantly English school meant that most learners have English as an L1 and Afrikaans and/or isiXhosa as an L2. The data for the study were collected by the researcher by means of observations and audio recordings of the lessons and by a questionnaire completed by learners and teachers. The data collection was carried out over a period of three weeks and data were analyzed within the framework of Myers-Scotton (1993) Markedness model for codeswitching. According to Myers-Scotton’s (1998: 4) Markedness Model, markedness relates to the choice of one linguistic variety over other possible varieties. Myer-Scotton (1993) classifies codeswitching into four different types namely marked, unmarked, sequential, and exploratory codeswitching. Within these types a number of functions of codeswitching in the classrooms were identified, for example clarification, expansion, and translation. These functions are discussed in relation to the data from the questionnaire.