L'objet de la présente étude est un dispositif didactique mis en œuvre avec des étudiants anglophones en français langue étrangère, dans une université australienne. Elle examine l'impact que peuvent avoir l'aspect instrumenté et l'aspect collaboratif lors d'un travail de révision collaborative assistée par ordinateur. Elle envisage également en quoi une telle activité peut être vectrice d'apprentissage. Le corpus analysé se compose de cinq sessions de travail enregistrées (actions d'écran) et transcrites. Ayant conceptualisé cette activité comme une succession de résolutions de problème, nous avons retenu la séquence de résolution de problème comme unité d'analyse. La méthodologie retenue est hybride. Elle fait appel à l'analyse qualitative de certaines séquences et à une analyse quantitative s'appuyant sur les questionnements d'une base de données construite à partir d'une typologie définissant les paramètres propres aux séquences observées. Nous montrons comment les dynamiques interactives reposent sur l'élaboration d'un espace commun de résolution impliquant une négociation tripartite entre scripteur, co-réviseur et Correcteur. L'activité des partenaires oscille entre deux pôles. Le premier consiste à traiter les uns après les autres les soulignements parsemant le texte, les opérations cognitives sous-jacentes étant alors intimement liées aux aspects instrumentés. Le deuxième pôle consiste à relire le texte en dehors de ce que signale le logiciel et à porter son attention sur les questions de formulation, de syntaxe, de cohérence et de cohésion. La dynamique d'une session résulte de la distribution et de la prégnance de phénomènes appartenant à ces deux axes, la capacité des signalements du Correcteur à circonscrire l'activité de révision et les processus de relecture dépendant en partie du degré d'expertise rédactionnelle des partenaires. Certains signalements et propositions du Correcteur sont générateurs de débats, d'interrogations et d'échanges de point de vue, ce qui permet aux membres des dyades de mobiliser certaines connaissances, potentiellement de les affiner, voire d'en acquérir d'autres. Les partenaires à travers l'aspect collaboratif se trouvent également exposés à de nouvelles façons de gérer l'activité, d'utiliser les divers outils à leur disposition et de ce sur quoi peut se porter l'attention lors d'un travail de révision. Autant de phénomènes qui relèvent de ce que nous avons appelé la régulation assistée, laquelle semble emblématique du potentiel acquisitionnel de ce type d'activité. / The study examines the impact of both the collaborative and instrumented dimensions in a revision task where students, native speakers of English from an Australian university, were asked to revise a text they had written. The students were asked to work on an electronic version of their text with the help of a partner, a grammar assistant software, and an electronic bilingual dictionary. The study also examines whether such an activity can be conducive to learning and improve revision skills. Each of the five sessions' screen action was recorded as well as the partners' interactions which were subsequently transcribed. The revision activity in these sessions was conceptualised as a series of problem resolution sequences, the concept of problem resolution sequence chosen as the basic unit of analysis. A hybrid methodology was followed, using both quantitative and qualitative analysis. Certain sequences were analysed in details while the quantitative approach relied on the questioning of a data base built using parameters defining characteristics of resolution sequences. We show how for each sequence a joint problem space is created as the result of negotiations between writer, co-revisor and grammar assistant software input. The revision activities observed follow two distinct trends. On the one hand, students' attention focusses on items the assistant software has underlined on the text. In this case, underlying cognitive processes are intricately linked with the instrumented aspect of the activity. On the other, rereading and revision strategies focus on formulation of ideas, sentence construction, eliminating redundant information, cohesion and coherence issues. Distribution of revision processes along these two axis determines a session dynamics, the capacity of the grammar assistant to overall determine revision processes depending to a certain extent on the level of expertise of the partners. In some sequences, grammar assistant's underlines or explanations generate debates and questions among partners who are necessarily drawn to evaluate the assistant's assessment, express their opinion and argue their case. They thus mobilise grammatical knowledge, potentially refine it, or acquire new rules. The collaborative aspect of the activity also allows partners to be exposed to new revision strategies as well as new ways to use the various software tools at their disposal when attempting to solve problems. Their views on what revising a text means may change in the process. All these phenomena pertain to what we have described as assisted regulation procedures and as such seem to point to the learning and teaching to revise potential of such an activity.

This study describes the social practices involved in the situated activity of report writing in an engineering automotive discourse community in South Africa. In particular, the study focuses on the subjectivity of predominantly English Second Language (ESL) engineers writing reports by determining what literacy means to them and what meanings they give to dominant literacy practices in report writing, especially feedback in text production. In the South African engineering workplace, because of the diversity and complexity of language and identity issues, the appropriation of the required literacy skills tends to be multifaceted. This context is made more complex as English is the business language upon which engineering is based with engineering competence often related to English proficiency. Therefore, the study is located within the understanding that literacy is always situated within specific discoursal practices whose ideologies, beliefs, power relations, values and identities are manifested rhetorically. The basis for this critical theory of literacy is the assertion that literacy is a social practice which involves not only observable units of behaviour but values, attitudes, feelings and social relationships. As the institution’s socio-cultural context in the form of embedded historical and institutional forces impact on writer identity and writing practices or ways of doing report writing, notions of writing as a transparent and autonomous system are also challenged. As critical ethnography is concerned with multiple perspectives, it was selected as the preferred methodology and critical realism to derive definitions of truth and validity. Critical ethnography explores cultural orientations of local practice contexts and incorporates multiple understandings providing a holistic understanding of the complexity of writing practices. As human experience can only be known under particular descriptions, usually in terms of available discourses such as language, writing and rhetoric, the dominant practices emerging in response to the report acceptance event are explored, especially that of supervisor feedback practices as they causally impact on report-writing practices during the practice of report acceptance. Although critical realism does not necessarily demonstrate successful causal explanations, it does look for substantial relations within wider contexts to illuminate part-whole relationships. Therefore, an attempt is made to find representativeness or fit with situated engineering literacy practices and wider and changing literacy contexts, especially the impact of Higher Education and world Englishes as well as the expanding influence of technological and digital systems on report-writing practices.

This study investigated the efficacy of dynamic written corrective feedback (DWCF) on intermediate-high students' writing accuracy when compared to a traditional grammar instruction approach. DWCF is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy. The central principle of DWCF is that feedback should be manageable, meaningful, timely, and constant. The research question was raised based on the positive effects of DWCF found in advanced-low and advanced-mid proficiency level students (Evans et al., in press; Evans, Hartshorn, & Strong-Krause, 2009; Hartshorn, 2008; Hartshorn et al., in press). Similar to previous studies, this study attempted to examine the effectiveness of DWCF in terms of proficiency level. It further explored students' perspectives and attitudes towards DWCF. Two groups of ESL students participated in this study: a control group (n=18) that was taught using a traditional grammar instruction method, and a treatment group (n=35) that was taught using a DWCF approach. The findings in this study revealed that both methods improved the intermediate-high students' linguistic accuracy in writing. However, the findings of this study suggest that the instruction utilizing DWCF is preferable to traditional grammar instruction when it comes to improving intermediate-high students' writing accuracy for two reasons: first, DWCF was slightly more effective than the traditional grammar instruction used, and second, students strongly preferred the instruction using DWCF to traditional grammar instruction. The findings of this study further validate other work suggesting the positive effects found in advanced proficiency levels. This study indicates that ESL learners benefit from manageable, meaningful, timely, and constant error feedback in improving their linguistic accuracy in writing. Furthermore, this study suggests the desirability of applying DWCF to other contexts.

No description available.

Text in Afrikaans / Die Rektoraatsomsendskrywe word binne die Universiteit van Suid-Afrika (Unisa) gebruik as mondstuk vir die Bestuur, maar ook terselfdertyd om inligting van en/of oor Departemente, Afde lings en Institute aan ander Departement, Afde lings en Institute oor te dra. Veral inligting betreffende personeelaangeleenthede, departemente le aange l eenthede, gel eenthede aangebi ed deur 'n Departement, verandering in diensvoorwaardes, die beleid van Unisa, die eksterne publieke van Unisa en die verbetering van die algemene welstand van die personeel word versprei. Die vraag het ontstaan in welke mate hierdie kommunikasiekanaal effektief funksioneer. Daar wil ook vasgestel word hoe belangrik die Rektoraatsomsendskrywes as kommunikasiekanaal beskou word in die totale kommunikasiesisteem van Unisa. 1.3 PROBLEEMFORMULERING Die doel van hierdie studie is om die Rektoraatsomsendskrywe as kommunikasiekanaal binne Unisa te evalueer. 1.4 AANNAMES Die volgende aannames ten opsigte van die huidige status van die Rektoraatsomsendskrywe as kommunikasiekanaal aan Unisa gaan geverifieer en vergelyk word met die riglyne soos wat dit onder punt 3 uiteengesit word. Die Rektoraatsomsendskrywe word beskou as die belangrikste kommunikasiekanaal waardeur die Bestuur vinnig met alle Personeel gelyktydig kan kommunikeer. Die Rektoraatsomsendskrywe funksioneer nie optimaal nie. Personeel verkies Rektoraatsomsendskrywe in ten minste Afrikaans en Engels. Die uitleg van die Rektoraatsomsendskrywe voldoen nie aan die behoeftes van die personeel nie. 3 Te veel Rektoraatsomsendskrywe het gedurende 1995 verskyn, dit wil se oorlading het voorgekom. Die gedrukte formaat Rektoraatsomsendskrywe word verkies bo die Rektoraatsomsendskrywe in elektroniese formaat. Die verspreiding van sekere reekse Rektoraatsomsendskrywe aan sekere teikengroepe het tot gevolg dat inligting wat van toepassing is op alle personeel, slegs aan sekere groepe personeel gestuur word. Daar is nie konsekwentheid in die tipe inligting wat aan die verskillende teikengroepe gestuur word nie. / Communication Science / Unknown

The Nineteenth Dynasty, which ushered in the Ramesside period in ± 1308 B.C.E. is an important period in which to study the development of the Egyptian language, falling as it does between the time of the Middle Egyptian (ME) idiom and the Late Egyptian (LE) language. Regarding the Egyptian language, Gardiner (1982:1) writes" ... the idiom in which the public records of the Twentieth Dynasty are couched differs widely from that found, for example in the royal decrees of the Sixth Dynasty". There was a gradual change from a "synthetic" language in ME into an "analytical" one in LE and later Coptic. The synthetic tenses are first supplemented and then gradually replaced by "analytic" forms. And this happened during the time of the Nineteenth Dynasty. This thesis addresses the Nineteenth Dynasty texts, with respect to grammar, semantics and syntax (mainly verbal forms). It studies the occurrence of Middle Egyptian synthetic forms and Late Egyptian analytic forms in the Nineteenth Dynasty texts and makes observations on forms which appear to be unique to the Nineteenth Dynasty Egyptian (NDE) too. This study describes and analyses the language, both in a synchronic way - "frozen" in its time (as a type of grammar book), and comparing literary and non-literary uses of the time, - and in a diachronic manner, seeking to show the evolution and development of language forms, their ancestors and their successors. A study of these texts as shown in this thesis demonstrates that the written language of the Nineteenth Dynasty is a unique blend of grammatical and syntactic forms: pure ME forms, LE literary and non-literary forms, as well as forms peculiar to NDE. Thus NDE is "an independent self-sufficient system, which is neither Middle Egyptian nor Late Egyptian of the Twentieth Dynasty." (Groll 1973:70) / Classics & Modern European Languages / D. Litt. et Phil. (Semitic Languages)

In the past few decades, the investigation of grammatical change using electronic corpora has made headway internationally. Although linguists previously believed that grammatical changes progress too slowly to observe, this method enables linguists to investigate even recent, or ongoing, changes. However, no comprehensive study of recent and ongoing grammatical changes in Afrikaans has appeared yet. Also, when comments about ongoing changes are made, it is usually based on anecdotal evidence, with a focus on English influence. In this study, the method of short-term diachronic comparable corpus linguistics is used to investigate grammatical changes in written Standard Afrikaans from 1911 to 2010. Four corpora were collected to this end, representing language use from 1911-1920, 1941-1950, 1971-1980 and 2001-2010. Additionally, quantitative grammaticography is used to take into account possible effects of prescriptive sources. Two research questions are adressed in this study: the first inquires into the nature and extent of grammatical changes in selected grammatical categories in written Standard Afrikaans from 1911 to 2010; the second wants to clarify the differences and similarities between internal and external language change, and in the light thereof establish to which extent external change, and specifically English influence, is relevant for grammatical changes in Standard Afrikaans during the past century. The theoretical framework within which language use and change is investigated in this study is cognitive linguistics, specifically emergent grammar and the exemplar model. Changes that become apparent from the data are described and explained in terms of processes of change and forces of change, and linked to the principles of cognitive linguistics. Three broad grammatical categories are investigated: temporal reference, pronouns and the genitive. Even though there is an extent of stability in each of the categories, there are also several bigger and smaller changes that give an overview of the nature of grammatical change in written Standard Afrikaans in the past century. These changes can be divided into different categories. The first type of change has to do with formalisation and colloquialisation – in broad strokes, there are signs of formalisation between the first two periods, during which the standard variety was being established, causing some features associated with formality to increase (e.g. passive constructions). However, at the end of the century there are signs of colloquialisation between the last two periods, where some formal features decrease (e.g. the formal second person pronoun u "you"), and some informal features increase (e.g. nou "now" as discourse marker). The second type of change is analogy, causing greater regularity and/or uniformity in a paradigm. For instance, obsolescent preterite forms (had "had", wis "knew") were replaced by regular forms (het/het gehad, het geweet). The last of the Dutch genitive was also replaced by the Afrikaans genitive with se "'s" and van "of". The third type of change is driven by speakers' desire to be expressive. Some of the pronouns specialise increasingly, meaning that they are used less and less for functions other than their main function, and other options are used less and less for that function. Examples of this is the third person pronoun dit "it", the shortened forms jul "you/your" and hul "they/their", and the indefinite pronouns almal "everybody", alles "everything" and elkeen "each one". A next type of change is actually a combination of different processes and forces: grammaticalisation. There are several instances of grammaticalisation: the use of gaan "go" for future reference, the use of dis "it's" rather than dit is "it is", the use of mens "human" rather than 'n mens "a human" as generic pronoun, the use of indefinite pronouns with enig- "any" like enigiets "anything", enigiemand "anybody", enigeen "anyone", and the use of the genitive particle se "'s". The last type of change is externally motivated change. Contrary to the view the Afrikaans literature in general promotes, there is only one instance of confirmed English influence in the data of this study: the increasing use of -self with reflexive pronouns, rather than the bare object form. However, there are instances of extra-linguistic influence, like standardisation that caused large scale variation reduction between the first and the second period, and the influence of feminism that can be seen in decreasing linguistic sexism, particularly with regard to generic pronouns. The conclusion in the end is that the process of internally motivated change and contact-induced change is not different – an innovation can originate from another language (overt transfer), or an internal innovation can be promoted through bi- or multilingualism (covert transfer); however, the same principles, processes and forces of change are at play, irrespective of how many languages are involved.

In the past few decades, the investigation of grammatical change using electronic corpora has made headway internationally. Although linguists previously believed that grammatical changes progress too slowly to observe, this method enables linguists to investigate even recent, or ongoing, changes. However, no comprehensive study of recent and ongoing grammatical changes in Afrikaans has appeared yet. Also, when comments about ongoing changes are made, it is usually based on anecdotal evidence, with a focus on English influence. In this study, the method of short-term diachronic comparable corpus linguistics is used to investigate grammatical changes in written Standard Afrikaans from 1911 to 2010. Four corpora were collected to this end, representing language use from 1911-1920, 1941-1950, 1971-1980 and 2001-2010. Additionally, quantitative grammaticography is used to take into account possible effects of prescriptive sources. Two research questions are adressed in this study: the first inquires into the nature and extent of grammatical changes in selected grammatical categories in written Standard Afrikaans from 1911 to 2010; the second wants to clarify the differences and similarities between internal and external language change, and in the light thereof establish to which extent external change, and specifically English influence, is relevant for grammatical changes in Standard Afrikaans during the past century. The theoretical framework within which language use and change is investigated in this study is cognitive linguistics, specifically emergent grammar and the exemplar model. Changes that become apparent from the data are described and explained in terms of processes of change and forces of change, and linked to the principles of cognitive linguistics. Three broad grammatical categories are investigated: temporal reference, pronouns and the genitive. Even though there is an extent of stability in each of the categories, there are also several bigger and smaller changes that give an overview of the nature of grammatical change in written Standard Afrikaans in the past century. These changes can be divided into different categories. The first type of change has to do with formalisation and colloquialisation – in broad strokes, there are signs of formalisation between the first two periods, during which the standard variety was being established, causing some features associated with formality to increase (e.g. passive constructions). However, at the end of the century there are signs of colloquialisation between the last two periods, where some formal features decrease (e.g. the formal second person pronoun u "you"), and some informal features increase (e.g. nou "now" as discourse marker). The second type of change is analogy, causing greater regularity and/or uniformity in a paradigm. For instance, obsolescent preterite forms (had "had", wis "knew") were replaced by regular forms (het/het gehad, het geweet). The last of the Dutch genitive was also replaced by the Afrikaans genitive with se "'s" and van "of". The third type of change is driven by speakers' desire to be expressive. Some of the pronouns specialise increasingly, meaning that they are used less and less for functions other than their main function, and other options are used less and less for that function. Examples of this is the third person pronoun dit "it", the shortened forms jul "you/your" and hul "they/their", and the indefinite pronouns almal "everybody", alles "everything" and elkeen "each one". A next type of change is actually a combination of different processes and forces: grammaticalisation. There are several instances of grammaticalisation: the use of gaan "go" for future reference, the use of dis "it's" rather than dit is "it is", the use of mens "human" rather than 'n mens "a human" as generic pronoun, the use of indefinite pronouns with enig- "any" like enigiets "anything", enigiemand "anybody", enigeen "anyone", and the use of the genitive particle se "'s". The last type of change is externally motivated change. Contrary to the view the Afrikaans literature in general promotes, there is only one instance of confirmed English influence in the data of this study: the increasing use of -self with reflexive pronouns, rather than the bare object form. However, there are instances of extra-linguistic influence, like standardisation that caused large scale variation reduction between the first and the second period, and the influence of feminism that can be seen in decreasing linguistic sexism, particularly with regard to generic pronouns. The conclusion in the end is that the process of internally motivated change and contact-induced change is not different – an innovation can originate from another language (overt transfer), or an internal innovation can be promoted through bi- or multilingualism (covert transfer); however, the same principles, processes and forces of change are at play, irrespective of how many languages are involved.

The runic alphabet in the Viking Age (ca. 800-1100) only consisted of 16 characters. These did not cover the Rune-Swedish phoneme system. One of the runes, the so-called os-rune, was used for at least 8 different phonemes. By tradition it has been used to date Viking Age runic inscriptions in the Scandinavian countries. The present work investigates the phonetic and phonemic value of the os-rune in Rune-Swedish inscriptions on stone, altogether 1,745 instances in 961 inscriptions. On the basis of the analysis, the accepted view of the chronological value of the os-rune is assessed, and is found to be non-valid. The regional variations in the use of the os-rune are also studied, particularly in the context of individual rune-carvers, but also to see if any dialectal variation is discernable. It is found that there is a marked consistency in the use of the os-rune for either rounded or unrounded vowels. Inscriptions, where both uses occur, are concentrated to one small geographical area. There are also areas, where the use of the os-rune for rounded vowels is the rule. / <p>Digitaliserad utgåva 2016, kompletterad med en lista över viktigare rättelser</p> / De vikingatida runinskrifternas kronologi

This dissertation is a survey of the homiletical contributions of James W. Cox with particular emphasis upon his writings and methodology. Chapter 1 is an introductory chapter that explains the significance of this study. Heretofore no scholar has written on Cox as the sole subject of research. Chapter 2 is biographical, tracing Cox's background as far back as possible, then moving forward chronologically, leading up to the beginning of his teaching career at The Southern Baptist Theological Seminary. Attention is given to areas such as Cox's conversion experience, call to ministry, education, family, and occasions for pastorates. Chapter 3 is an overview of Cox's written homiletical contributions. The emphasis of this chapter is upon Cox's major homiletical books and articles. Interaction with other homileticians is provided where appropriate. Chapter 4 surveys Cox's hermeneutics for preaching. The focus of this section concerns Cox's convictions about Scripture and the location of meaning in a text. Chapter 5 examines Cox's homiletical method. The chapter surveys Cox's teaching and methodology concerning the preparation and delivery of sermons. Chapter 6 analyzes Cox's sermons. Eight sermons are critiqued according to guidelines Cox himself sets forth in his writings. Chapter 7 is an overview of how Cox is perceived by his colleagues. The author has excerpted critical comments from scholars who have reviewed Cox's published homiletical writings and has provided comments from five of Cox's colleagues who were interviewed for this chapter. Chapter 8 is a summary and conclusion. The significant homiletical contributions are summarized from each section of the dissertation. The dissertation includes six appendices: (1) Time-Line of Significant Events in Cox's Life; (2) Examples of Sermon Preliminaries; (3) Guiding Principles for the Interpretation of the Bible; (4) "A Meditation" (reproduction of weekly article written when Cox was a teenager); (5) Preaching Engagements; and (6) Miscellaneous Anecdotes and Information. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.