Esta pesquisa aborda a trajetória da gravadora Festa, criada na década de 1950, no Rio de Janeiro, pelo jornalista paulista Irineu Garcia (1920-1984), que teve como sócio nos dois primeiros anos o livreiro e editor carioca Carlos Ribeiro (1908-1993). A título de recorte, a dissertação trata do período compreendido entre 1955 e 1971, quando o selo fonográfico, sob a coordenação de Garcia, gravou dezenas de discos de literatura (poesia, prosa, teatro), música erudita e popular. A partir de extensa pesquisa em arquivos públicos e particulares, bem como em periódicos publicados entre os anos de 1940 e 1990, além da realização de diversas entrevistas, o trabalho busca organizar a história da gravadora de forma panorâmica, com o intuito, inclusive, de possibilitar outras investigações de aspectos pontuais sobre este objeto. Procurou-se também inserir a narrativa dentro do contexto histórico daquele momento, quando emergia uma indústria cultural no país. Por fim, reuniu-se em um anexo capas, contracapas e/ou informações acerca de 97 produções fonográficas realizadas pela gravadora no período contemplado pelo estudo. / The present research recovers the trajectory of the Festa record company, launched in Rio de Janeiro during the 1950s by São Paulo-born journalist Irineu Garcia (1920-1984) and the editor and bookseller carioca Carlos Ribeiro (1908-1993), his business partner during the first couple of years. It focuses on the period between 1955 and 1971 when the phonographic label, under Garcia\'s leadership, recorded dozens of literature discs (poetry, prose, theater), popular and classical music. After extensive data recollection from public and private archives as well as from publications released from 1940 to 1980 and many interviews, the present work broadly organizes the history of Festa with the intention of providing for other research works that could take on specific aspects of the object. It also places the narrative in the historical context of the emergence of a cultural industry in the country. Finally, the research includes an Annex with covers, back covers and general information on 97 phonographic productions by the record company in the studied time frame.

This submission for the degree of Doctor of Philosophy focuses on works for large instrumental ensemble in conjunction with the voice. Instrumental ensemble and vocal mediums such as the orchestral art song, the song cycle and the opera in one act, provide platforms to explore the expressiveness of the lyrical dramatic voice and the dialectic tension between composing for the solo voice with a range of instrumental ensemble forces. The portfolio of compositions includes the orchestral song, The Woman Who Refused to Dance; the orchestral song trilogy, Spirit Songs; and the opera in one act, Queen Nanny of the Maroons. Issues of composition technique, vocal expression and operatic narrative are examined and in addition the three named works explore notions of post-colonial heroic representation of subjects that might not usually attract ideological recognition in Western European art music contexts. Methods for developing inclusive, post-modern musical language for the mixed instrumental and vocal ensemble are explored; including the employment of spoken word expression and the integration of popular music idioms within contemporary Western European art music contexts. In the writing of lyrics for the songs and libretto for the opera, increased responsibility is assumed in the completion of vocal works in addition to musical consideration to find the effects on the works when the roles of composer and writer are combined. With the opera in one act for solo voice, forming the major contribution to the portfolio, critical components that lead to effective music drama are assessed.

早期口語習得研究假設被動句的賓語通過“論元移位“ (A-movement) 移到主語位置。Huang (1999)和 Tang (2000, 2001) 認為粤語被動句和漢語被動句類似，都通過空運算元移位形成，即空運算元通過“非論元移位“(A’-movement) 從內嵌 VP的賓語位置移到時態短語(TP)指定語的位置。經過謂語化後，這個空語類受主語約束。 / 漢語被動句習得研究顯示兒童較遲獲得長被動句 (Chang, 1986; Xu and Yang, 2008; Liu and Ning, 2009)。粤語表被動的「畀」存在一詞多義形式，除了表示被動，還有表示給予的「畀」，表示與格的「畀」，以及表示允許的「畀」。Wong (2004) 發現表被動的「畀」最難習得。 / 本研究從普遍語法 (UG)的角度來考察粤語「畀」字被動句的獲得情況，旨在探討聾童如何習得粤語「畀」字被動句，他們是否經歷與健聽兒童相似的習得過程。同時，進一步研究聾童是否掌握粤語「畀」字被動句內部的語法關係，包括基本的句法語序，內嵌使役結構的有終結性“telic“，以及空運算元和主句主語的約束關係。本研究採用了三種實驗方法：圖片選擇、圖片描述，以及圖片判斷。參與此項研究的被試有 18名 7;03至 12;06之間的聾童，40名 3;03至 7;05之間的健聽兒童，以及作為控制組的 20名健聽成人。 / 圖片選擇和圖片描述實驗的結果表明聾童和健聽兒童在粤語「畀」字被動句的發展中經歷了相似的習得過程。他們表達含光杆動詞的被動句沒有什麼困難。光杆動詞，比如“踢“，若自身帶有“終結體“(+telic) 的特徵，在粤語被動句中是合語法的。但是，當需要使用動補複合動詞 (RVC) 來表達一個事件的有終結性特徵時，聾童與健聽兒童的表現則不同。聾童很難以這種有終結性的特徵解讀這個內嵌的使役結構。取而代之，他們保留用光杆動詞結構來表達單單一個動作或一個結果。亦有不少聾童使用兩個連接的短語，以前一個表達動作，後一個表達結果。圖片判斷實驗的結果顯示，隨著“語言接收年齡“(receptive language age) 的提高，聾童對可加強被動義的標記「親」(-can1)意識也逐漸提高。在「畀」字句中，含被動義的標記「親」用於限制: (a) 句子在表允許和表被動的歧義，使句子解讀為被動義; (b) 主句主語和內嵌賓語的約束關係。 / 為深入瞭解聾童「畀」字被動句的獲得，本研究同時考察了他們能否區別「畀」字的一詞多義形式及其相應的句法結構，包括表給予的「畀」和表允許的「畀」。研究結果顯示「畀」字被動句帶有兩個小句，且含空運算元移位，這給聾童被動句的習得造成了極大的困難。儘管表允許的「畀」也帶有兩個小句，含賓語控制結構，相對而言仍比被動句容易習得。表給予的「畀」為單句，我們假設應發展得較早，但是在本研究中卻發現比表允許的「畀」更遲習得。事實上，聾童在產出粤語 IDOC (即 [N bei2 DO IO], DO 代表直接賓語而 IO代表間接賓語) 語序時有困難，可是卻會採用漢語語法的語序 DOC (即 [N bei2 IO DO])。我們認為這可能是漢語書面語的輸入對聾童更為“可接收 （accessible）所致；相比之下，由於聽力受損，他們通過聽覺接收的粤語口語輸入卻受到了限制。 / Earlier acquisition studies of passives in spoken languages assume A-movement of the object to the subject position. Huang (1999) and Tang (2000, 2001) claim that Cantonese passives, similar to Mandarin passives, involve null operator movement from the object position of the embedded VP via A’movement to the specifier position of the intermediate TP. This null category is then bound by a base-generated subject through predication. / Acquisition studies of Mandarin passives show that children acquire long passives late (Chang, 1986; Xu and Yang, 2008; Liu and Ning, 2009). As for Cantonese, Wong (2004) found that passive bei2 is most difficult among the different polysemous bei2, namely transfer bei2 ‘give’, dative bei2, and permissive bei2 ‘let’. / In the current study, we approach the acquisition of Cantonese passive bei2 from a UG perspective. We aim to see how deaf children acquire passive bei2, whether they go through a similar acquisition process as their typical hearing counterparts. We also want to see if they have developed knowledge about the grammatical relations involved with passive bei2, namely the basic syntactic order, the telicity encoded in the embedded causative structure, and the binding relationship between the null operator and the matrix subject. Three experimental procedures were developed: a picture selection task, a picture description task and a picture verification task. 18 deaf children (7;03-12;06), 40 younger hearing children (3;03-7;05) and 20 hearing adults as controls participated in this study. / The results in the picture selection and the picture description task show that the deaf children and the hearing children went through a similar acquisition process in the development of passive bei2. They did not seem to encounter difficulty in producing passives bei2 involving a bare verb which is inherently +telic such as ‘kick’, which is acceptable in Cantonese. However, when coming to using a resultative verb compound (RVC) to encode the +telic aspect of the eventuality, the deaf subjects’ performance differed from the hearing subjects in demonstrating difficulty in encoding a telic causative event structure. Instead, they maintained a bare verb structure to encode either an activity or a result. A number of deaf children also used two conjoined phrases, with the first encoding an activity and the second a result. The results of the picture verification task show that as a function of receptive language age, the deaf children in our study were sensitive to the presence of the adversative marker -can1, which is used to restrict (a) the interpretation of an ambiguous permissive/passive sentence to a passive reading, and (b) the binding relation between the matrix subject and the embedded object involved. / To deepen our understanding of deaf children’s acquisition of passive bei2, part of the project is to examine if they could identify the other polysemous bei2s, including transfer bei2 and permissive bei2 as they involve different linguistic structures. The results show that passive bei2 which requires a biclausal structure plus null operator movement poses as the most difficult construction to be acquired by deaf children. Although permissive bei2 also invokes a biclausal structure with object control, it is relatively easier than passive bei2. Unexpectedly, transfer bei2 is found to be more difficult than permissive bei2 although the structure is monoclausal and assumed to be developmentally early in typically developed children. In fact, the deaf subjects have experienced difficulty in producing the IDOC order (i.e. [N bei2 DO IO], where DO represents Direct Object and IO represents Indirect Object), a required word order in Cantonese; instead, they resorted to the DOC (i.e. [N bei2 IO DO]) order which reflects the Mandarin grammar. We propose that it is due to the more ‘accessible’ input from printed written Chinese, which follows the Mandarin grammar, as against the less accessible Cantonese input through the auditory mode. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Yiu, Kun Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 232-242). / Abstracts also in Chinese; appendix 1 includes Chinese. / Abstract --- p.ii / Acknowledgement --- p.vi / Table of Contents --- p.viii / List of Figures --- p.xiii / List of Tables --- p.xvi / Abbreviations --- p.xvii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1. --- Introduction --- p.1 / Chapter 1.2. --- Spoken Language Acquisition by Deaf Children --- p.3 / Chapter 1.3. --- Berent’s (2004) Characterization of Bi-modal Bilingual Acquisition --- p.5 / Chapter 1.4. --- The Current Research --- p.7 / Chapter 1.5. --- Organization of the Thesis --- p.10 / Chapter Chapter 2 --- Deafness and Language Acquisition --- p.12 / Chapter 2.1. --- Introduction --- p.12 / Chapter 2.2. --- General Descriptions about the Deaf Situation in HK --- p.12 / Chapter 2.3. --- The Effects of Deafness on Language Acquisition --- p.13 / Chapter 2.4. --- Factors Affecting Language Acquisition of Deaf Children --- p.14 / Chapter 2.5. --- Acquisition of Syntax by Deaf Children: Theoretical Assumptions . --- p.14 / Chapter 2.5.1. --- Acquisition Studies on Syntactic Development of Deaf Children . --- p.15 / Chapter 2.5.2. --- Interim Discussion --- p.17 / Chapter 2.6. --- Problematic Domains in Syntactic Acquisition --- p.18 / Chapter 2.6.1. --- Problems in the I-system --- p.20 / Chapter 2.6.2. --- Problems in the C-system --- p.20 / Chapter 2.6.3. --- Problems in the D-system --- p.21 / Chapter 2.6.4. --- Interim Summary --- p.22 / Chapter 2.6.5. --- Problems in Acquiring Syntactic Movement --- p.23 / Chapter 2.6.6. --- Problems with Interpreting Empty Categories --- p.30 / Chapter 2.7. --- Summary --- p.31 / Chapter Chapter 3 --- Morpho-syntactic Analysis of Passive bei2 Construction and the Polysemous Forms of bei2 --- p.33 / Chapter 3.1. --- Introduction --- p.33 / Chapter 3.2. --- Cantonese Passives --- p.33 / Chapter 3.2.1. --- Types of Passives in Cantonese --- p.35 / Chapter 3.2.2. --- Grammatical Relations in Cantonese bei2 Passives --- p.38 / Chapter 3.2.3. --- Morpho-syntactic Analysis of Cantonese bei2 Construction --- p.39 / Chapter 3.2.4. --- The Movement Approach --- p.40 / Chapter 3.2.5. --- A Complementation Approach to Cantonese Passives --- p.44 / Chapter 3.2.6. --- Telicity and Delimiting Elements of the Embedded Predicate --- p.51 / Chapter 3.2.7. --- Interim Discussion --- p.55 / Chapter 3.3. --- Polyesmous Forms of bei2 ‘give’ in Cantonese --- p.56 / Chapter 3.4. --- Transfer bei2 in Cantonese --- p.57 / Chapter 3.4.1. --- The Inverted Double Object Construction (IDOC) in Cantonese --- p.58 / Chapter 3.4.2. --- Derivation of the Transfer bei2 Construction --- p.59 / Chapter 3.4.3. --- Two Non-Canonical Transfer bei2 Construction in Cantonese --- p.60 / Chapter 3.4.4. --- Animacy Effects --- p.63 / Chapter 3.5. --- Permissive bei2 Construction in Cantonese --- p.64 / Chapter 3.5.1. --- Permissive bei2 as Object Control Sentences --- p.65 / Chapter 3.5.2. --- Selection of Non-finite Embedded Clause --- p.70 / Chapter 3.6. --- Ambiguity between Permissive and Passive bei2 --- p.71 / Chapter 3.7. --- Summary --- p.73 / Chapter Chapter4 --- Acquiring Bei2 in Cantonese: A Review of Previous Studies . --- p.75 / Chapter 4.1. --- Introduction --- p.75 / Chapter 4.2. --- Acquisition of Cantonese bei2 Passives --- p.75 / Chapter 4.3. --- Acquisition of Passives in Mandarin --- p.77 / Chapter 4.4. --- Issues in the Acquisition of Passives --- p.79 / Chapter 4.4.1. --- Age of Acquisition --- p.79 / Chapter 4.4.2. --- Passives with Actional vs Non-actional Verbs --- p.81 / Chapter 4.4.3. --- Lexical-semantics of the Verb Phrase of Passives --- p.83 / Chapter 4.5. --- Acquisition of Cantonese bei2 Passives by Deaf Children --- p.84 / Chapter 4.6. --- Acquisition of Passives by Deaf Children in Other Languages --- p.87 / Chapter 4.7. --- Acquisition of Other Polysemous Forms --- p.88 / Chapter 4.7.1. --- Acquisition of Permissive bei2 --- p.88 / Chapter 4.7.2. --- Acquisition of Control --- p.88 / Chapter 4.7.3. --- Acquisition of Transfer bei2 --- p.90 / Chapter 4.8. --- Acquisition Predictions --- p.91 / Chapter 4.8.1. --- How do Deaf Children Acquire Passive bei2 in Cantonese? --- p.91 / Chapter 4.8.2. --- What is the Sequence of Acquisition among the three Polysemous bei2? . --- p.91 / Chapter 4.8.3. --- Do Deaf Children Follow a Different Pathway from Hearing Children? --- p.92 / Chapter Chapter 5 --- Methodology --- p.93 / Chapter 5.1. --- Background --- p.93 / Chapter 5.2. --- Subjects --- p.94 / Chapter 5.2.1. --- Deaf Subjects --- p.94 / Chapter 5.2.2. --- Hearing Subjects --- p.101 / Chapter 5.3. --- Experimental Design --- p.102 / Chapter 5.4. --- Picture Selection (PS) - A Comprehension Task --- p.103 / Chapter 5.4.1. --- Design of Test Items --- p.103 / Chapter 5.4.2. --- Verbs Used in the Test Items --- p.104 / Chapter 5.4.3. --- Items for Transfer bei2 --- p.105 / Chapter 5.4.4. --- Items for Permissive bei2 --- p.106 / Chapter 5.4.5. --- Items for Passive bei2 --- p.108 / Chapter 5.4.6. --- Items for Zoeng1 and Active Sentences --- p.108 / Chapter 5.4.7. --- Experimental Procedure --- p.110 / Chapter 5.5. --- Picture Description (PD) - An Elicited Production Task --- p.111 / Chapter 5.5.1. --- Design of Test Items --- p.112 / Chapter 5.5.2. --- Items for Transfer bei2 --- p.113 / Chapter 5.5.3. --- Items for Permissive bei2 --- p.115 / Chapter 5.5.4. --- Items for Passive bei2 --- p.117 / Chapter 5.5.5. --- Active Sentences --- p.120 / Chapter 5.5.6. --- Testing Procedure --- p.121 / Chapter 5.6. --- Picture Verification (PV) - A Judgment Task --- p.123 / Chapter 5.6.1. --- Can1 as the Disambiguating Cue --- p.124 / Chapter 5.6.2. --- Experimental Design --- p.126 / Chapter 5.6.3. --- The Test Items --- p.129 / Chapter 5.7. --- Experimental Procedures --- p.132 / Chapter Chapter 6 --- Results --- p.133 / Chapter 6.1. --- Introduction --- p.133 / Chapter 6.2. --- Performance in Passive bei2 --- p.136 / Chapter 6.2.1. --- Picture Selection (PS) Task --- p.136 / Chapter 6.2.2. --- Picture Description (PD) Task --- p.139 / Chapter 6.2.3. --- Active Sentences (Controls) --- p.139 / Chapter 6.2.4. --- Passive bei2 with an Embedded Bare Verb --- p.141 / Chapter 6.2.5. --- Resultative Passives --- p.148 / Chapter 6.2.6. --- Subjects’ Performance on the Embedded VP --- p.152 / Chapter 6.2.7. --- Reversibility of the NPs --- p.157 / Chapter 6.2.8. --- The Picture Verification (PV) Task --- p.161 / Chapter 6.2.9. --- Is -can1 an Effective Disambiguating Cue? --- p.161 / Chapter 6.2.10. --- Interim Summary --- p.170 / Chapter 6.3. --- Performance on Transfer bei2 and Permissive bei2 --- p.171 / Chapter 6.3.1. --- Picture Selection (PS) Task --- p.171 / Chapter 6.3.2. --- Picture Description (PD) Task --- p.176 / Chapter 6.3.3. --- Acquisition of Transfer bei2 --- p.176 / Chapter 6.3.4. --- Acquisition of Permissive bei2 --- p.183 / Chapter 6.3.5. --- The Three Polysemous Forms in the PD Task --- p.191 / Chapter 6.3.6. --- The Three Polysemous Forms in Both the PS and PD Tasks --- p.193 / Chapter 6.3.7. --- Performance by Level/Group in Both the PS and PD Tasks --- p.196 / Chapter Chapter 7 --- General Discussion and Conclusion --- p.199 / Chapter 7.1. --- Introduction --- p.199 / Chapter 7.2. --- The Acquisition of Passive bei2 Construction in Cantonese --- p.199 / Chapter 7.2.1. --- Knowledge about the Grammatical Relations in Passive bei2 --- p.200 / Chapter 7.2.2. --- Knowledge about the Syntactic Order of Passive bei2 --- p.202 / Chapter 7.2.3. --- Knowledge about the Reversible and Non-Reversible Passives --- p.203 / Chapter 7.2.4. --- Knowledge about a +Telic Embedded Predicate --- p.204 / Chapter 7.2.5. --- Knowledge about Co-indexation and Null Operator Movement . --- p.206 / Chapter 7.3. --- Acquisition of Polysemous Forms of bei2 --- p.207 / Chapter 7.3.1. --- Order of Difficulty --- p.207 / Chapter 7.3.2. --- Acquisition of Transfer bei2 --- p.209 / Chapter 7.3.3. --- Acquisition of Permissive bei2 --- p.211 / Chapter 7.3.4. --- Developmental Pathway of Deaf Children’s Grammatical Knowledge --- p.213 / Chapter 7.4. --- Limitations of the Research --- p.214 / Chapter 7.5. --- Conclusions --- p.217 / Chapter 7.5.1. --- Get to Know the Acquisition Process of Passive bei2s and Other Polysemous Forms --- p.217 / Chapter 7.5.2. --- Age Factor in Research on Language Development of Deaf Children . --- p.218 / Chapter 7.5.3. --- Understanding Language Development of Deaf Children --- p.220 / Chapter 7.5.4. --- Practical Implications --- p.223 / Chapter Appendix 1: --- Test items of the experiment --- p.225 / Chapter Appendix 2: --- Correct Responses in the Picture Selection Task (All hearing adult subjects, N=20) --- p.231 / References --- p.232

Cette thèse de doctorat a pour objet l’identification et l’analyse des marques d’oralité présentes dans la presse italienne sur Internet à partir de l’exemple de corriere.it, version électronique du quotidien italien publié à Milan, Il Corriere della Sera. Notre étude se fonde sur deux corpus recueillis sur le site du quotidien, l’un de janvier à juin 2004, l’autre de mars à août 2011. Dans les 1356 énoncés que nous avons sélectionnés à parité à travers ces deux corpus, nous avons repéré les phénomènes que nous avons identifiés comme « traits d’oralité» précédemment reconnus comme tels par divers grammairiens et chercheurs. Nous avons classé ces traits d’oralité aux différents niveaux de l’analyse linguistique : la textualité, la morphologie, la syntaxe et le lexique, domaines auxquels correspondent respectivement les quatre chapitres de notre thèse. La méthode d’analyse, quantitative et qualitative, est illustrée par de nombreux graphiques qui visualisent le taux de fréquence des phénomènes, mais nous avons pris aussi en considération certains aspects linguistiques moins représentés dans les deux corpus. Dans la conclusion, nous procédons à une synthèse interprétative des principaux résultats obtenus et nous avançons quelques réflexions sur les aspects sociolinguistiques de la répartition des marques d’oralité et de leur place dans l’évolution de la langue. / The focus of this dissertation is to identify and analyze the traces of orality in the electronic Italian press based on the example of corriere.it, the electronic version of the daily Italian newspaper published in Milan, Il Corriere della Sera. The research project is based on two corpuses assembled from the site of the daily newspaper, one from January through June2004, and the other from March through August 2011. Though the 678 statements selected from each corpus, we highlighted the phenomena which we identified as ‘features of orality”previously recognized as such by various grammarians and scholars. We have classified these features of orality at various levels of linguistic analysis : textuality, morphology, syntax andlexis, fields which correspond to the four chapters of the dissertation respectively. The quantitative and qualitative analytical method is illustrated by numerous graphs whichvisualize the frequency rate of the phenomena, but we also took into consideration certainlinguistic aspects that are sparingly present in the two corpuses. In the conclusion, we drew upan interpretative summary of the main findings and we foregrounded certain reflections on the sociolinguistic aspects of the distribution of the traces of orality and their place in the evolution of languages.

This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university ESL students are the subjects of this research. They were placed in small groups and asked to perform specified classroom tasks designed to generate maximum oral interchange among the participants. The ensuing discussions provided the basis for the data which were collected via tape recording each group's proceedings. The data samples were listened to and coded per an error typology and any correction that took place. The data were then statistically analyzed via SYSTAT. The findings are consistent with the results of other research and indicate that while many errors are not treated, a significant number of them are corrected clearly and accurately. These results lend credence to the idea that second language learners may have much more to learn from each other than they think, and that they do have the potential to play a greater role in their own language learning. Much more research is indicated in order to better understand the multi-faceted phenomenon of second language learner error and its treatment.

本文主要探討中文聲調在口語字彙觸接過程中所扮演的角色。實驗一藉由眼動實驗中的Visual World Paradigm作業，觀察中文聲調影響口語字彙辨識的時序歷程。受試者在聽到指導語和目標字之後，用滑鼠在螢幕上點選聽到的目標字，例如，螢幕上出現的字包含一個目標字：「摸」、一個競爭字(與目標字只有聲調相同：「挖」或是與目標字只有音段相同：「抹」)，以及兩個聲調與音段和目標字完全不同的無關字：「怒」、「菊」。為了觀察目標字、競爭字及無關字在口語字彙處理時的競爭，我們會計算各個字彙的凝視比例。實驗一中由於聲調與目標字相同的競爭字與目標字的第一個音段就開始產生差異，因此未觀察到聲調早期介入的影響。實驗二透過與實驗一相同的實驗程序及方法，操弄目標字和競爭字中聲調和前兩個音段(Cohort)的異同以探測更早期的聲調影響。螢幕呈現包含一個目標字「湯」、一個競爭字(前兩個音段和聲調皆與目標字相同：「胎」，或是只有前兩個音段相同但聲調與目標字不同：「泰」)，以及兩個聲調與音段和目標字完全不同的無關字「剖」、「痕」。結果顯示，聲調在語音訊息前兩個音段時就會產生影響，也就是聲調的影響在語音結束前即有作用。再者，本文發現聲調無法單獨且獨立地對於語音辨識產生影響，此看法與聲調表徵需以“toneme” node獨立地存在於the modified TRACE model的看法不盡相同 (Malins & Joanisse, 2010; Ye & Connine, 1999; Zhao, Guo, Zhou, & Shu, 2011)。 / The present study aims to examine the role of tonal information during Mandarin Chinese spoken character recognition. Two eye-tracking experiments were conducted with the visual world paradigm, which participants heard a Chinese monosyllabic character and used a mouse to click on the corresponding character in a visual array of 4 characters on the screen. Experiment 1 manipulated the relationship between the spoken target characters and written characters on the screen, including a target (e.g., /mɔ1/‘touch’), a tonal competitor (the tone was the same as target except segment: e.g., /wa1/‘dig’) or a segmental competitor (the segmental structure was the same with the target except tone: e.g., /mɔ3/ ‘wipe’), and two unrelated distractors (the segments and tone were different from target: e.g., /nu4/ ‘anger’, and /tɕy2/ ‘chrysanthemum’). The fixation proportions on target, competitors and the unrelated distractors were computed during the unfolding of the auditory target stimuli. The results showed tonal difference was detected before the end of auditory stream. However, no early involvement of tonal information was found, which may due to the tonal competitor and target shared no segment from the first phoneme. In order to examine the earlier tonal processing, Experiment 2 manipulated two types of cohort competitors sharing the initial two segments with the target (e.g., /tʰɑŋ1/ “soup”), a cohort-tone competitor, e.g., /tʰaj1/ “fetus” (both tone and initial two segments are the same with target) and a cohort-only competitor e.g., /tʰaj4/ “peaceful” (initial two segments is the same with the target but with different tone). Result showed that tone affected spoken character recognition while processing the two initial segments. In addition, tone could not affect spoken character processing independently, which might be inconsistent with the assumption that tone is a separate level of representation, called “toneme” node, in the modified TRACE model (Malins & Joanisse, 2010; Ye & Connine, 1999; Zhao et al., 2011).

The intention of this study is to give a qualitative and quantitative description of the usage of connectors, especially mais, parce que and donc, and of some epistemic modifiers in the spoken French of Swedish advanced learners. The study includes eight advanced learners, six highly advanced learners and eight native speakers from the French learner corpus InterFra, all interviewed by the same native speaker. In total, 22 interviews of learners (39,000 words) and eight interviews of native speakers (23,000 words) were examined. One of the goals was to find typical advanced learner features (interlanguage features) in connector and modifier usage, and also to describe individual variation in the group. We highlight the importance of comparative studies and of taking into account recent studies of spoken French to establish advanced interlanguage features, as normative French grammar fails to account for some spoken usage of connectors. The aim in studying interlanguage features that involve connectors and modifiers is twofold: first, we try to understand the function of certain connectors/modifiers at the semantic, discourse organizing, interactional and speech act levels. Second, we look at the syntactic dependence and integration of discourse sequences introduced by parce que and modifiers like je crois (que). The study of mais (chapters 2 and 3) showed that learners used turn-introducing mais more often than native speakers. Mais was also found to be an important reformulation marker in the learner group. In the study of parce que (chapter 4), we found that the macro-syntactic (paratactic) parce que was frequent in both speaker groupes, but that a function like introducing ”specifications” was more frequent in the learner group, while parce que introducing parenthetic remarks (incises) – commonly used by native speakers of French – was found in only a few cases in the learner corpus. We suggest that this latter usage is a property of the highly advanced user. The study of epistemic phrases like je crois/ je pense/ je trouve (que) (chapter 5) revealed a small quantitative difference in syntactic dependence between the two groupes of speakers: the learners more frequently used independent expressions. From a qualitative point of view, the difference was partly due to the high number of isolated phrases (like je crois oui) and post-positioned phrases in the learner material. Both groups of speakers used modifiers as discourse-structuring devices and as fillers, but their use as fillers was more frequent in the learner group. Finally (chapter 6), by carrying out a prosodic analysis (variation in fundamental frequency) coupled with an analysis of the information structure, we segmented the speech into functional discourse units (les paragraphes oraux). This analysis suggested some characteristics of highly advanced learner usage for the position of the connector donc. One such feature was the incorporation of donc in a constituent of the discourse unit, both from a syntactic and prosodic point of view.

This thesis investigates the developpment of gender agreement in determiners and adjectives in the spontaneous speech of L2 French by five groups of Swedish learners: beginners at the university, secondary school students, university students, teacher candidates and PhD students. Different types of determiners are examined, such as definite and the indefinite articles. Adjectival agreement is studied in different positions in relation to the noun, such as the attributive anteposition, the attributive postposition and the predicative position. The aim is to identify the developmental sequence of gender agreement through a longitudinal study of learners at different levels of acquisition. The analysis is based on spoken language, i.e. 81 interviews belonging to the InterFra-corpus, Stockholm University. Our data also includes 8 oral productions from a control group of native speakers. The study is in three parts: one for the agreement between determiners and nouns, another for the agreement between adjectives and nouns and, finally, a study considering agreement between all three items within the noun phrase, i.e. determiner, noun and adjective (Det-N-Adj). A sequence of acquisition for gender agreement on determiners and adjectives is proposed based on the productions of four learner groups and compared to the six developmental stages suggested by Bartning and Schlyter (2004). Results have showed that there is an acquisition order of gender agreement in different parts of the nominal phrase, according to the type of determiner and the positions of the adjective. A qualitative analysis has shown a random use of gender agreement on determiners and some nouns are used with both genders on the determiner. Also, the type-token ratio is very low at the beginning of the acquisition, which partly explains the high accuracy rate (100 %). The study considering agreement between all three constituents within the noun phrase revealed that advanced learners have higher accuracy rate for gender agreement on adjectives within the noun phrase with the presence of a determiner that marks gender distinction (i.e. a non-elided, singular determiner). Results also showed that the feminine form of the adjectives remains difficult at higher acquisitional levels.

The main focus of this study is on the causes of the problems in English language proficiency of Grade Nine high-school learners in Asmara, Eritrea, with reference to their oral skills, particularly for academic purposes. This study examines the way Grade Nine English teachers in Eritrea do or do not promote the development of Grade Nine learners' oral proficiency. The researcher's focus is on how the teachers structure their teaching approach to English and the way students learn the language in the classroom. The researcher looked at the practices of English language teachers by conducting observations in English classes in two high schools in Eritrea for about a month. The researcher obtained rich data via different methods of data collection with respect to the learners' oral development. The criteria that the researcher adopted for observation were those of the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Allan, Frohlich, and Spada: 1983). In addition to the classroom observation, the researcher also conducted interviews with the teachers. Questionnaires were distributed to learners, after which focus-group discussions with selected students were conducted. The findings of this study are summarized as follows. Firstly, English teachers have teaching techniques which are ineffective in achieving the intended objective. They use the structural approach to language teaching, which is out-dated. Secondly, grammar is the main focus of lessons. Most of the students commented that more oral (speaking) classes should be included in the learning of language to achieve oral/aural proficiency. Teachers must therefore foster a supportive classroom environment and stress the importance of oral classes in language learning. / Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2004.

Kalba – pagrindinis žmonių bendravimo rodiklis. Radijas ir televizija - masiškiausios viešosios informacijos priemonės, todėl labai svarbu, kad iš eterio sklindantis žodis būtų gyvas, taisyklingas, kad tvirtintų įsigalėjusias kalbos normas, o ne jas griautų. Šio magistro darbo tikslas - ištirti įvairių žmonių sakytinėje kalboje vartojamas įvardžiuotines formas ir jų funkcijas. Darbe iškelta hipotezė – sakytinėje kalboje vartojamos įvardžiuotinės formos yra retai ar visai nebevartojamos, dažniausiai skirtos tik sudėtiniams terminams ir pavadinimams apibrėžti. Į ją atsakyta pasiremiant pasirinktomis televizijos ir radijo laidomis ir suformuluotomis išvadomis. Tiriamąją medžiagą sudaro devyniolika laidų: septynios radijo laidos (Pozicija, Prie pietų stalo, Ryto garsai, Žmonės ir idėjos, Dienos tema, Druska) ir dvylika televizijos laidų (Įžvalgos, Ką manai, Kultūros namai, Spaudos klubas, Požiūris, Nepatogūs pokalbiai). Darbe pateikiama išsami įvardžiuotinių formų sakytinėje kalboje vartojimo polinkių analizė, todėl taikomas analitinis aprašomasis bei statistinis metodas. Pastebėta, kad į įvardžiuotines formas sakytinėje kalboje kreipiamas mažas kalbininkų dėmesys, šia tema trūksta platesnių tyrimų ar teorinių metmenų. Šis darbas ir yra noras paskatinti tyrinėti ir didžiuotis lietuvių kalbos įvardžiuotinėmis formomis, taip pat parodyti jų svarbą dabartinėje sakytinėje lietuvių kalboje. Atlikus tyrimą, išryškėjo šios tendencijos: įvardžiuotinės formos sakytinės kalbos... [toliau žr. visą tekstą] / Language is the main indicator of human interaction. Radio and television are the most popular public media, therefore it is very important that the broadcast language would be lively, grammatically correct, that it would strengthen the existing language norms rather than brake them. The aim of this Master thesis is to research the forms and functions of pronominal forms used in spoken language by various groups of language users. The hypothesis formulated in this work is the following: in spoken language pronominal forms are used very rarely or no longer used; most often they are required only to construct complex definitions and names. This hypothesis is discussed in relation to the analysis of selected television and radio programs and in relation to the formulated conclusions. Research material includes nineteen programs, seven of which are radio programs (Pozicija, Prie pietų stalo, Ryto garsai, Žmonės ir idėjos, Dienos tema, Druska) and twelve television programs (Įžvalgos, Ką manai, Kultūros namai, Spaudos klubas, Požiūris, Nepatogūs pokalbiai). Full analysis of habits of use of pronominal forms in spoken language is presented in this thesis, thus analytical-descriptive and statistical methods are applied. It has been noted, that linguists pay little attention to pronominal forms in spoken language, and that there is a lack of wider research and theoretical outline of this field. This thesis also draws an intention to encourage the research and explore... [to full text]