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Dissertations / Theses on the topic 'English language, dictionaries, russian'
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Meso, Tlou Phestus. "Language dynamism in English-Northern Sotho/Northern Sotho-English bilingual dictionaries : a case of translation equivalence." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1511.
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Thesis (M. A. (Translation and Linguistics)) -- University of Limpopo, 2016This study reveals that language dynamisms affect the compilation of Northern Sotho – English bilingual dictionaries. In this regard, the study shows that the role of translation equivalence cannot be taken for granted. To fully grasp what translation equivalence entails, the study compared formal equivalence with dynamic equivalence. Although there are merits in adopting foreign terms and concepts, the study investigates the problem lexicographers and terminologists of English–Northern Sotho or Northern Sotho–English bilingual dictionaries encounter and suggests possible solutions. Different strategies and procedures for dealing with non-equivalence between the source and target languages are also discussed. Lastly, the study recommends that language dynamism is inevitable if Northern Sotho is to thrive as one of the functional languages in the world. The consequences of shunning dynamism are dire as this might lead to language death.
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Kobayashi, Chiho. "The use of pocket electronic dictionaries as compared with printed dictionaries by Japanese learners of English." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155615693.
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Styblo, Miroslav Janda Laura A. "English loanwords in modern Russian language." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1081.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Slavic, Eurasian and East European Studies Russian and East European Studies." Discipline: Russian and East European Studies; Department/School: Russian and East European Studies.
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Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.
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The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.
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Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.
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This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.
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黃奇芳 and Ki-fong Wong. "A study of Sidney Lau's 'a practical Cantonese-English dictionary'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B30257232.
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Mandalios, Jane. "Pedagogic imperialism in English language teaching : the case of bilingual dictionaries." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438364.
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Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.
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In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues.
This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published.
In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context.
Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
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Mothiba, Tebogo Innocent. "The application of reversibility principle in Northern Sotho-english Bilingual dictionaries : a lexicographic analysis." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1140.
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Thesis (M.A. (Translation Studies)) --University of Limpopo, 2012This study focuses on aspects that form part of the reasons of not having complete bidirectional bilingual dictionaries and to find solutions to those problems. The following dictionaries have been evaluated in this study: Oxford Pukuntšu ya Sekolo School Dictionary (2010), Pharos Popular Northern Sotho Dictionary (2007 & 2009) and Sesotho sa Leboa/English Pukuntšu Dictionary (2006). Most African bilingual dictionaries which are supposed to be bidirectional are not because reversibility is not applied thoroughly. This study focuses on checking how Northern Sotho-English bilingual dictionaries apply the reversibility principle. When evaluating bilingual dictionaries it comes to light that there are a lot of errors that lexicographers commit and these errors negatively affect the process of compiling complete user-friendly bidirectional dictionaries. Having user-friendly bidirectional bilingual dictionaries is very important because dictionaries help different language speakers to learn each other’s language.
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Ustinova, Irina P. "Impact of English on modern Russian TV advertising." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Chavalala, Bulu James. "Lemmatisation of derivative nouns in Xitsonga-English bilingual dictionaries." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2373.
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Makwela, Matlaleng Maria. "The role of usage examples in Northern Sotho-English / English-Northern Sotho bilingual dictionaries." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2372.
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Todd, Elizabeth Christel. "The Use of Dictionaries, Glosses, and Annotations to Facilitate Vocabulary Comprehension for L2 Learners of Russian." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4115.
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Technology is changing education. Just 30 years ago, instructors were using slow, inefficient technology such as projectors and reels of film, whereas today they have instant access to video from anywhere in the world. This capability has the potential to change the way that language is being taught and learned. Instead of students relying solely on their teacher and textbook for linguistic input, they have access to the Internet which holds a seemingly endless amount of information. This study was inspired by the belief that it is possible to maximize the potential benefit from that availability by implementing the theory that people learn language best when they have access to comprehensible input (Buri, 2012; Crossley, Allen, & McNamara, 2012; Krashen, 1985; Shintani, 2012; Zarei & Rashvand 2011). It also implements the belief of some second-language acquisitions theorists that subtitled video provides language learners with more comprehensible input than non-subtitled video alone (Borrás & Lafayette, 1994; Chun & Plass, 1996; Danan, 2004; Di Carlo, 1994). Thus, this study used interactive subtitled video to investigate the effects of three word definition types on participants' vocabulary comprehension and involved the selection of 120 Russian (L2)words of equal difficulty that were randomly sorted into one of four groups -- three treatments and a control group. Each treatment group contained 30 Russian words with a different type of definition in English (L1): dictionary definitions, which provided the viewers with the definition they would find in the bilingual dictionary; glosses which provided the viewers with the exact meaning of the word only as it pertains to the given context; and annotations which provided an explanation to clarify a word's use in different contexts or its non-traditional uses. Participants totaled 53 men and women ages 18-30 from 4 countries, US, Canada, Germany, and Sweden, who were advanced L2 learners of Russian. To control for the possible effects of a pretest, some of the subjects took a vocabulary pretest, and then all subjects watched a film in Russian with Russian subtitles, which was immediately followed by a vocabulary posttest. Results showed that annotations were most conducive to vocabulary gains, followed by glosses, dictionary definitions, and no definition, respectively. Although this was not the case for all participants, this outcome did hold for the majority, and several possible reasons for this outcome are discussed.
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Kanazashi, Takashi. "User's guides in English-Japanese dictionaries for learners, with particular reference to grammatical information." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368369.
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張美玲 and Mei-ling Lisa Cheung. "An evaluation framework for internet lexicography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944553.
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Diab, T. A. A. "The role of dictionaries in ESP, with particular reference to student nurses at the University of Jordan." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234504.
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Benson, Philip. "The lexicography of English in the world : the treatment of China in four British dictionaries." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388605.
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Uždalevič, Aelita. "The influence of the English language over Lithuanian and Russian lexis." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_115332-34899.
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The study analyses the influence of the English language over Lithuanian and Russian lexis and explores the main tendencies. The aim of the research is to describe English borrowings in Lithuanian and Russian mass media in the last two decades. The objectives of my analysis are: to describe main factors (linguistic and extra linguistic) which influence the influx of the English borrowings; to reveal usage tendencies of the loanwords in the Russian and Lithuanian languages, and present examples of modern borrowings; to classify English borrowings semantically and structurally. The research methods used in this study are: descriptive method and content analysis. The results of the research have shown that both languages experience the influence of the English language while borrowing lexical units of different significance as a result of industrial and technological changes, new technological developments, changing attitudes, cultural transmission and other social determinants. Due to the fact, words borrowed from English represent nearly all semantic areas. Moreover, in Russian and Lithuanian languages, loanwords are subjected to various exposures to adapt them to the possibilities of a language system and the needs of those who use these languages: they acquire suffixes and/or endings of Lithuanian and Russian; they become a basis for further word-construction. In relation to this it can be stated that at the expense of borrowings, and on their basis, in the result of... [to full text]Tyrinėjant medžiagą ir analizuojant pavyzdžius buvo įrodyta, jog abi kalbos patiria Anglų kalbos įtaką skolinant leksinius unitus. Be to, Anglų kalbos skoliniai plačiai naudojami Lietuvių ir Rusų kalbos žiniasklaidoje. Pastebėtas naujų reikšmių vystymasis dėl Anglų kalbos įtakos ir vartotojų poreikius. Tai pat tas faktas, kad skoliniai ne iš karto įtraukiami į literatūrinę kalbą yra akcentuojamas, nors jie plačiai naudojami šnekamojoje kalboje. Semantišku požiūrių naujausius Rusų ir Lietuvių kalbos skolinius galima padalinti į keletą semantinių grupių, kuriuos visiškai atspindi tas sferas, kuriuose yra didelis žmonių susidomėjimas, ir tas sferas kuriuose vyksta visuomeniniai pakeitimai. Didžiąją dalis skoliniu Rusų ir Lietuvių kalbose priklauso ekonomikai (deliveris, брокер), technikai (failas, роуминг), muzikai (singlas, римейк), kosmetikai (tattoo, типсы), paslaugoms (single room, шоппинг), kompiuteriui (hakeris, кликнуть) ir politikai (impičmentas, спикер). Be to, galima rasti nemažai skolinių susijusiu su drabužiais (bodis, сникерсы), valgiu (miusliai, спреды), teatrais (kastingas, блокбастер), žmonėmis (breikeris, киллер) ir sportu (geimas, шейкдаун). Kai kurie skoliniai Lietuvių kalboje priklauso kultūrai (pubas) ir statybai (deckas), tuo metu kai Rusu kalboje dalis skoliniu susijusi su antgamtiniais dalykais (суперме). Abi kalbos pasirenka tos skolinius nes Anglų kalbos įtaka labai didelė, ir visos svarbiausios kasdieninio gyvenimo srytis pripildyti neologizmais... [toliau žr. visą tekstą]
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Whittaker, Edward William Daniel. "Statistical language modelling for automatic speech recognition of Russian and English." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621936.
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Cho, Mi-ock Jeong. "A critical analysis of Korean-English dictionaries for productive use by Korean EFL learners." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368408.
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Wang, Mei. "A critical evaluation of bilingual Chinese/English dictionaries for elementary and intermediate Mandarin learners at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19925.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The number of Chinese-learners in South Africa has increased rapidly in recent years, but the quality of the dictionaries that are available for their use has not improved much. The more students study Chinese, the more it becomes necessary to create suitable dictionaries to facilitate their studies. In the hope of meeting this need, this study selects two written dictionaries commonly used by students at Stellenbosch University in South Africa, namely the Oxford Beginner's Chinese Dictionary and the Concise English-Chinese Chinese-English Dictionary, to analyze, comment on and compare in terms of structure and equivalence. Using the results of this analysis, this study offers suggestions for improving the quality of future Mandarin learner’s dictionaries. This study takes into consideration the situation faced by students when learning Chinese abroad, especially in South Africa, the development of pedagogical lexicography in Chinese-learner’s dictionaries in China and abroad, the relationship between online dictionaries and written dictionaries, and some special characteristics of the Chinese language, all of which factors greatly influence the making of a dictionary. Theoretically and methodically, this study is based on Function Theory as presented by Sven Tarp. According to Function Theory, before writing a dictionary, lexicographers must analyze specific types of users in specific types of situations. This study attempts to follow Tarp’s suggestion by analyzing a small group of dictionary users with the help of a survey conducted by the author in an attempt to get a general idea of how Mandarin learners at Stellenbosch University use dictionaries. The main focus of this study is the frame structure, microstructure, macrostructure and dictionary equivalence in two dictionaries--Concise and Beginner’s. After carefully analyzing these aspects of the dictionaries, the author identifies the sections of these dictionaries which successfully present information in a way that will be most beneficial for their intended audiences. The study goes on to pinpoint less-successful sections of the two dictionaries and provides suggestions for improvement. In sum, this study focuses on using the principle of Function Theory to determine what features should be included in Mandarin learner’s dictionaries to make them more suitable for elementary and intermediate learners of Mandarin at Stellenbosch University, in South Africa, and, by extension, in other parts of the world.
AFRIKAANSE OPSOMMING: Die afgelope paar jaar het die aantal studente van Sjinees in Suid-Afrika aansienlik toegeneem, maar die standaard van beskikbare woordeboeke het nie veel verbeter nie. Hoe meer studente Sjinees bestudeer hoe noodsaakliker is dit om gepaste woordeboeke te ontwikkel om hulle in hulle studie te help. Om aan hierdie behoefte te voldoen, kies hierdie studie twee woordeboeke wat gereeld deur studente aan die Universiteit van Stellenbosch benut word, naamlik die Oxford Beginner’s Chinese Dictionary en die Concise English-Chinese Chinese-English Dictionary, om hulle te ontleed, kommentaar te lewer en hulle met mekaar in terme van struktuur en ekwivalensie te vergelyk. Met behulp van gevolgtrekkings uit hierdie ontleding word voorstelle gemaak oor hoe om die standaard van toekomstige woordeboeke te verbeter. Die studie neem die situasie in ag waarmee studente wat in die buiteland Sjinees studeer, veral in Suid Afrika, te doen kry, die ontwikkeling van pedagogiese leksikografie in woordeboeke in Sjina sowel as die buiteland, die verhouding tussen aanlynwoordeboeke en gedrukte woordeboeke en sekere spesiale eienskappe van die Sjinese taal - alles faktore wat die opstel van woordeboeke beïnvloed. Teoreties en metodologies is hierdie studie op die funksieteorie, soos aangebied deur Sven Tarp, gebaseer. Volgens die funksieteorie moet leksikograwe voor die opstel van 'n woordeboek spesifieke tipes gebruikers in spesifieke situasies analiseer. Hierdie studie poog om Tarp se voorstelle te volg deur 'n klein groep woordeboekgebruikers, met behulp van 'n ondersoek, uitgevoer deur die outeur, te analiseer om sodoende 'n algemene idee te formuleer van hoe Mandarynse studente aan die Universiteit van Stellenbosch woordeboeke benut. Die hooffokus van hierdie studie is die raamwerk, mikrostruktuur, makrostruktuur en ekwivalensie in die twee gekose woordeboeke – Concise en Beginner’s. Nadat hierdie aspekte van die woordeboeke noukeurig ontleed is, identifiseer die outeur die dele wat inligting op die voordeligste manier vir die bestemde gebruiker aanbied. Ook identifiseer hierdie studie die minder suksesvolle dele en stel moontlike verbeteringe voor. Samevattend fokus hierdie studie daarop om die beginsel van die funksieteorie te benut deur vas te stel watter eienskappe in woordeboeke ingesluit moet word om hulle meer geskik te maak vir elementêre en intermediêre Mandarynse studente aan die Universiteit van Stellenbosch in Suid-Afrika, sowel as in ander dele van die wêreld.
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Ella, Edgard Maillard. "A theoretical model for a Fang-French-English Specialized multi-volume school dictionary." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/423.
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Litvinova, Maria <1993>. "Russian English-language teachers moving to China: value-orientation analysis of motivation." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/22043.
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This paper examines the motives of skilled Russians that guided them in their decision to migrate to China. To examine this issue, we collected 20 semi-structured interviews and analyzed them with the help of thematic content analysis. The received data on the respondents’ motivation were interpreted through the lens of Schwartz’s basic human values. The analysis revealed how people talk about their motivation and experiences and what meaning they give to them. As a result, common themes that emerged from the respondents’ narratives on their migration decisions were described and constructed. The themes include “traveling”, “looking for changes”, “finance”, “challenge”, “self-development”, “joke/game”, “adventure/venture”. The findings supported our idea that self-development is the leading motivation among skilled Russian migrants, while economic motive is described as secondary. This work could be a good starting point for getting a new insight into migration flows from Russia to China and further investigation of adaptation, Russian community in China, and reverse adaptation in Russia during the period of COVID-19 outbreak.
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Lombardero, Caparrós Alberto. "The Historiography of English Language Teaching in Spain: A Corpus of Grammars and Dictionaries (1769-1900)." Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/318808.
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Aquesta tesi doctoral estudia la historiografia de l'ensenyament de la llengua anglesa a nivell nacional. En concret, ho fa des d'un punt de vista de la producció de gramàtiques i diccionaris publicats a Espanya entre 1769 i 1900. El primer capítol tracta sobre els diferents postulats teòrics referents a la historiografia de l'ensenyament de llengües estrangeres així com de la metodologia emprada i els objectius d'aquesta tesi. El segon capítol ofereix una visió global de l'evolució de gramàtiques i diccionaris a Europa, des de la invenció de la imprempta fins a la meitat del segle XVIII. El tema principal d'aquest capítol parla de la gramàtiques i diccionaris anglesos dirigits als espanyols. El tercer capítol es centra en el període objecte d'estudi d'aquesta tesi, entre 1769 i 1900, des de una triple perspectiva: els aspectes socio-culturals i polítics, la legislació educativa i una anàlisi dels diferents mètodes seguits a Espanya per l'aprenentatge i ensenyament de llengües estrangeres. El quart capítol ofereix, per primer cop, un corpus de totes les gramàtiques i diccionaris anglesos publicats a Espanya entre 1769 i 1900. A més a més també inclou dos repositoris per tal d'aconseguir una visió més àmplia de l'ensenyament de l'idioma anglès a Espanya: un corpus de gramàtiques i diccionaris publicats fora d'Espanya i dirigits a la població espanyola i un corpus de manuals anglesos, excepte gramàtiques i diccionaris, publicats a Espanya o a l'estranger i escrits per espanyols. El cinquè capítol s'endinsa en la història de les gramàtiques i diccionaris publicats a Espanya mitjançant un exhaustiu estudi sincrònic de dos gramàtiques i diccionaris representatius del corpus. Finalment, el sisè capítol, conté les conclusions i les futures línees de recerca derivades d'aquesta tesi.La presente tesis doctoral estudia la historiografía de la enseñanza del inglés a nivel nacional. En concreto, desde la perspectiva de la producción de gramáticas y diccionarios publicados en España entre 1769 y 1900. El primer capítulo trata sobre los diferentes postulados teóricos referentes a la historiografía de la enseñanza de lenguas extranjeras así como de la metodología y los objetivos seguidos en esta tesis. El segundo capítulo ofrece una visión general de la evolución de las gramática y diccionarios publicados en Europa, desde la invención de la imprenta hasta mediados del siglo XVIII, con especial atención a las gramáticas y diccionarios ingleses dirigidos a españoles. El tercer capítulo se centra en el período objeto de estudio en esta tesis, entre 1769 y 1900, desde una triple perspectiva: los aspectos socio-culturales y políticos, la legislación educativa y un análisis de los diferentes métodos seguidos en España para el aprendizaje de lenguas extranjeras. Dicho capítulo incluye también dos repositorios más para conseguir una visión más amplia de la enseñanza del inglés en España: un corpus de gramáticas y diccionarios publicados fuera de España dirigidos a los españoles y un corpus de manuales ingleses escritos por españoles, excepto gramáticas y diccionarios, publicados en España o en el extranjero. El quinto capítulo se sumerge en la historia de la producción de gramáticas y diccionarios publicados en España mediante un exhaustivo estudio sincrónico de dos gramáticas y diccionarios representativos. Finalmente, el sexto capítulo, trata sobre las conclusiones finales y de las futuras líneas de investigación derivadas de esta tesis.
This doctoral thesis surveys the historiography of English Language Teaching (ELT) at a national level. In particular, from the standpoint of grammar and dictionary production in Spain since its origins back in 1769 until 1900. Chapter one deals with the varied theoretical approaches to a historiography of foreign language teaching as well as the methodology and objectives of this thesis. Chapter two provides a global overview of the evolution of grammars and dictionaries from the invention of printing to the mid-eighteenth century in Europe. Special attention is paid to English grammars and dictionaries aimed at the Spanish people. Chapter three focuses on the specific periodobject of study in this thesis, between 1769 and 1900, from a threefold perspective: sociocultural and political aspects, educational legislation, and an analysis of the different foreign language teaching methods followed in Spain. Chapter four represents a novelty since it provides, for the first time, a corpus of all the English grammars and dictionaries published in Spain between 1769 and 1900. Furthermore, it also includes two further corpora in order to get a broader picture of ELT in Spain: a corpus of grammars and dictionaries published outside Spain and aimed at the Spanish peolple and a corpus of English manuals other than grammars and dictionaries published in Spain or abroad and written by Spaniards. Chapter five delves into the the history of grammar and dictionary production in Spain by carrying out a thorough synchronic study of two representative grammars and dictionaries respectively. Eventually, chapter six deals with the final conclusions as well as the future lines of research derived from this thesis.
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Vagianou, Maria. "Cartoon humour in children's dictionaries and its effect on English language learning in Greek primary education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323988.
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Birdwood-Hedger, Maya Irina. "Domestication and foreignization in English translations of Anna Karenina the English language or the Russian reality?" Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988591766/04.
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Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.
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Kradinova, Larisa. ""What's Preached" vs. "What's Practiced": Language Views and Family Language Practices in Russian-English Bilingual Families." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193718.
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Although numerous studies have been done on language ideologies, bilingualism and effects of second language socialization on bilinguals' conceptualization in both languages, these three areas of research are almost never brought together in one study. This study is an attempt to investigate language views of adult Russian-English bilinguals and whether there are patterned differences in conceptualization of these views depending on the language chosen for discussion. The study also inspects whether the articulated language views are accurate predictors of actual literacy practices in Russian-English bilingual families and parental choices of maintaining/not-maintaining Russian in their children. Since the frames of reference are so different in Russia/Ukraine (where the participants came from) and the United States, the language views articulated by bilingual participants are compared to those expressed by Russian/ Ukrainians and Americans to see how the participants' views are influenced by the process of second language socialization.
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Brand, J. E. (Johanna Elizabeth). "Lexicographic inconsistency in the central list of major dictionary/groot woordeboek." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51817.
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Thesis (MPhil)--Stellenbosch University, 2000.ENGLISH ABSTRACT: Bilingual dictionaries should have a decoding as well as an encoding function. Decoding dictionaries want to assist the user in interpreting the language, while encoding dictionaries want to help the user with the usage of the language. The present role of a bilingual or translation dictionary has to change from that of supplying only translation equivalents to one of supplying a more comprehensive data presentation. This should also include additional semantic and pragmatic information. The main aim of a bilingual dictionary should not only be the establishment of a relation of semantic equivalence between source and target language, but also reaching communicative equivalence in the process. This means that the user must be able to find the applicable equivalent of the source language item in the target language. One of the best ways for a lexicographer to test the communicative aptness of a given translation equivalent, is by means of the reversibility principle. It means that lexical item A, included as translation equivalent of lemma B in the X-section of a bidirectional translation dictionary, has to be included as a lemma in the Y-section ofthe dictionary with at least the lexical item B, the relevant lemma from the X-section, as one of its translation equivalents. Each lexical item included as a translation equivalent in the Y-section has to be included as the lemma in the X-section of the dictionary with at least the respective lemma from the Ysection as a translation equivalent. This thesis tries to show how, if not adhered to the above principles, an inferior product can be the result of many hours of painstaking work. The main problematic areas are inter alia those of labels, spelling inconsistencies and an absence of translation equivalents. However, some of the less obvious problematic areas are also touched upon.
AFRIKAANSE OPSOMMING: Tweetalige woordeboeke behoort 'n dekoderende sowel as 'n enkoderende funksie te hê. Dekoderende woordeboeke moet die gebruiker help om die taal te interpreteer, terwyl enkoderende woordeboeke die gebruiker moet help met die gebruik van 'n woodeboek. Die huidige rol van 'n tweetalige ofvertalende woordeboek moet verander van een wat slegs vertalingsekwivalente verskaf, na een met meer omvattende data. 'n Tweetalige woordeboek behoort nie slegs die gebruiker van vertalingsekwivalente te voorsien nie, maar behoort ook addisionele semantiese en pragmatiese inligting in te sluit. Een van die beste maniere vir 'n leksikograaf om die kommunikatiewe geskiktheid van 'n gegewe vertalingsekwivalent te toets, is deur middel van die omkeerbaarheidsbeginsel. Hiermee word bedoel dat leksikale item A, wat ingesluit is as 'n vertalingsekwivalent van lemma B in the X-seksie van 'n tweerigtingwoordeboek, ook ingesluit moet word as 'n lemma in die Y-seksie van die woordeboek met ten minste the leksikale item B, die relevante lemma van die X-seksie, as een van sy vertalingsekwivalente. Hierdie tesis gaan aandui hoe, wanneer daar nie aan hierdie vereistes voldoen word nie, 'n minderwaardige produk die resultaat is van baie ure se harde werk. Die hoofareas onder bespreking is onder meer etikette, Spellingonreëlmatighede en die afwesigheid van vertalingsekwivalente. Daar word egter ook aandag geskenk aan probleme wat nie op so 'n groot skaal voor kom nie.
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Nthambeleni, Mashudu. "A critical analysis of the role of translation in lexicography with reference to English-Tshivenda bilingual dictionaries." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1765.
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Thesis (Ph.D.) --University of Limpopo, 2016.Lack of properly translated Tshivenḓa-English dictionaries is a great challenge to dictionary users. In an attempt to address this challenge or problem, linguistic approach has been employed in this study, which was conducted in Vhembe District in the Limpopo Province, South Africa. This study critically analyses the role of translation in lexicography with special reference to selected Tshivenḓa-/English bilingual dictionaries. The selected dictionaries are: Tshikota’s (2006) Tshivenḓa/English Ṱhalusamaipfi Dictionary and Van Warmelo’s (1989) Venḓa Dictionary. The aim of this study was to examine the role of translation in lexicography with special reference to Tshivenḓa-English dictionaries. This study utilised a qualitative technique to collect the data and interviews were conducted with lexicographers, university lecturers, language practitioners, Tshivenḓa grade 12 educators and court interpreters. Data were analysed based on different answers from different questions posed to different respondents. The study showed that people who compile dictionaries and do translation, do not have proper background in translation. In addition, some of the people are not fluent in both the source and the target languages. It is recommended that in order to produce user-friendly dictionaries, compilers and translators should get a proper training in translation. In addition, translators should be fluent in both the source and target languages. Finally, school books (including prescribed and content books), should be translated in order to provide effective teaching and learning.
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Crosby, Christiane Fleur. "L1 Influence on L2 Intonation in Russian Speakers of English." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1070.
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This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.
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Panferov, Suzanne Kathryn. "Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography." Columbus, OH : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1028234878.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xiv, 413 p.: ill. Includes abstract and vita. Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 399-413).
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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.
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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.
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Volynsky, Maria. "Encoding of motion events in the two languages of Russian-English bilinguals." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/192587.
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CITE/Language ArtsEd.D.
The purpose of the present study was to examine the encoding of motion in the two languages of Russian-English bilinguals who differed in their ages of arrival in the United States. Three groups of participants took part in the study: 38 L1 Russian speakers, 31 L1 English speakers and 30 Russian-English bilinguals who differed in the ages of arrival in the US (10 early, 10 childhood, and 10 late bilinguals). The participants produced oral narratives elicited with two books, Frog, Where Are You? (Mayer, 1969) and One Frog Too Many (Mayer & Mayer, 1975), with bilingual participants producing narratives in both of their languages. Quantitative and qualitative analyses of the data revealed several differences between L1 Russian and English speakers, including the obligatory encoding of manner of motion in Russian but not in English, where narrators also used generic motion verbs, such as to come or to go. In the context of these differences bilinguals in all three groups were shown to perform in accordance with specific language constraints in both of their languages. At the same time, Russian-English bilinguals used fewer motion verbs in L1 Russian and displayed lower levels of lexical diversity than L1 Russian speakers. The analyses revealed no effects of the age of arrival on the maintenance of L1 Russian, nor of the L1 Russian on the motion talk in L2 English. The findings of the study deepen our understanding of motion encoding in bilingual speakers. They also have important theoretical implications, suggesting that Talmy's dichotomy may be too broad in grouping together languages, such as Russian and English, which display dramatic differences in encoding of motion.
Temple University--Theses
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Khamitov, E. "Typology of the tense-category in the English and Russian languages." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/51718.
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People of different nationalities have their own culture and language with their peculiarities. Consequently, the forms by which we express time can be found in the tense-category in grammar of almost every language.
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Cantmo, Kristoffer. "Comparison of two Learner’s Dictionaries regarding Delexical verbs." Thesis, Halmstad University, School of Humanities (HUM), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4419.
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Yanygina, Yanygina Galina. "Conceptualisation of Other-Directed Discontent in Russian, Compared to English and Spanish." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671098.
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Other-directed emotions, both positive (e.g. love, pity, admiration) and negative (e.g. hatred, anger, disgust), play an important role in communication due to their social nature and involvement of another party. Emotive discourse regulates social encounters and triggers response in participants of such encounters. When learning a new language, one needs to be able to interpret correctly emotive discourse and, ideally, to articulate adequately one's own emotions. Therefore, it is important to know what emotion concepts exist in a given language and if they differ in any way from the speaker's first language. From the sociolinguistic point of view, other-directed discontent is extremely culture-dependent: there are strict rules of what, how and when can or should be expressed and consequently interpreted by an illocutor and reacted upon. Moreover, according to the Russian National Corpus frequency chart, emotion terms of discontent are the most frequent ones among the other-directed emotions in Russian: obida “offence/resentment” is extremely salient, only surpassed by the lexemes denoting "love", "hope", "happiness", “joy” and "fear". The present study seeks to fill the gap in studies on the conceptualisation of other-directed discontent in Russian, compared to English and Spanish. For this purpose, relevant research papers, lexicographical sources and corpora studies have been employed.
The results show that power relations are crucial for the lexical choice when expressing other-directed discontent in Russian, i.e. emotion words are chosen according to the social status of both the experiencer and the causer. Moreover, there are different classifications of discontent-related words in Russian: 'rational' vs. irrational, 'expressive' vs. 'inexpressive', 'high', i.e. connected to the 'soul', and 'low', i.e. connected to the body.
The comparative analysis of Russian, English and Spanish other-directed discontent has revealed both similarities and differences in the respective versions of the concept. All three languages have 'low vs. high intensity', 'external vs. internal' and 'significant vs. insignificant' dichotomies. Also metaphorical conceptualisation is similar, mostly as 'a substance in a container', although the theme of 'elements' prevails in Russian, 'hot fluid in a container' in English and 'possessed object' in Spanish. Etymology plays a certain
role in conceptualisation in all three languages, especially in English (e.g. anger) and Russian (e.g. obida). In addition, differences in synonymic groups and recurrent antonyms (mir “peace” in Russian, paciencia “patience” in Spanish, and pleasure in English) reflect differences in respective naïve pictures of the world. On the morphosyntactic level, specific traits of Russian are 1) fusion with active verbs caused by conceptualisation of emotions as actions, and 2) derivation being the main means of lexical replenishment and the main salience indicator of a term.
In reference to the discursive representation of other-directed discontent, the outline of the social component in the conceptual structure and the qualitative Russian, English and Spanish corpora studies resulted in the reconstruction of the subtextual discourse. The discourse is motivated by 'archaic', rural morality in Russian, which constructs the world as a common house, by patriarchal morality in Spanish, which propagates action as a sign of power, and by the rule of law in English, postulating anger as a valid means of self-assertion.Les emocions dirigides cap als altres, tant les positives (per exemple, amor, pietat, admiració) com les negatives (per exemple odi, ràbia, fàstic), juguen un paper important a la comunicació a causa de la seva naturalesa social i l'involucrament d'un altre. El discurs emotiu regula encontres socials i provoca resposta en els participants d'aquests encontres. A l'hora d'aprendre un nou idioma, és necessari poder interpretar correctament el discurs emotiu i articular adequadament les seves emocions. Així doncs, és important per un parlant saber quins conceptes d'emocions existeixen a l'dioma en qüestió i si són diferents dels conceptes de la seva primera llengua. Des del punt de vista sociolingüístic, el descontentament dirigit cap als altres (tradicionalment anomenat anger en anglès i en la recerca internacional) és extremadament dependent de la cultura: hi ha regles estrictes sobre com, quan i què es pot expressar. A més, segons el Corpus Nacional Rus, les paraules del descontentament són les més freqüents entre les emocions dirigides cap als altres, només superades pels lexemes amb significat “amor”, “esperança”, “felicitat”, “alegria” i “por”. El treball present té com a objectiu estudiar la conceptualització del descontentament dirigit cap als altres en rus, comparat amb l'anglès i el castellà. Amb aquesta finalitat, s'han utilitzat articles de recerca rellevants, recursos lexicogràfics i estudis de corpus. Els resultats demostren que les relacions de poder són crucials per a l'elecció lèxica a l ´hora d'expressar el descontentament en rus. Això vol dir que les paraules emocionals s'escullen segons l'estatus social de l'experimentador del descontentament i del causador del descontentament. A més, hi ha classificacions diferents de les paraules del descontentament en rus: racionals o irracionals, expressives o inexpressives, 'altes' (relacionades amb l'ànima) i 'baixes' (relacionades amb el cos). L'anàlisi comparatiu del descontentament en rus, anglès i castellà ha revelat tant similituds com diferències en les seves respectives versions. En totes tres llengües apareixen dicotomies 'baixa o alta intensitat', 'extern-intern', 'significatiu-insignificatiu'. La conceptualització metafòrica del descontentament també és similar. Majoritàriament està conceptualitzat com a 'substància dins d'un recipient', tot i que el tema dels 'elements' predomina en rus, 'el líquid calent dins d'un recipient' en anglès i 'l'objecte en possessió' en castellà. L'etimologia juga un cert paper a la conceptualització en tots tres idiomes, especialment en anglès (per exemple anger) i en rus (per exemple obida). També, les diferències en grups sinonímics i en antònims recurrents (mir “pau” en rus, paciencia “paciència” en castellà, i pleasure “plaer” en anglès) reflecteixen diferències en els 'imatges naïfs del mon' en els tres idiomes. A nivell morfosintàctic, els trets específics del rus són 1) la fusió del lèxic emocional amb els verbs actius, causada per la conceptualització dels emocions com a accions, i 2) la derivació, sent el mitjà principal de l'enriquiment lèxic i l'indicador principal de la prominència d'un terme. En referència a la representació discursiva del descontentament dirigit cap als altres, la descripció del component social dins de l'estructura conceptual i l'estudi qualitatiu del corpus rus, anglès i castellà han donat com a resultat la reconstrucció del discurs subtextual. El discurs rus és motivat per la moral arcaica i rural i construeix el món com una casa comuna. El discurs castellà és motivat per la moral patriarcal, fent èmfasi en l'acció com a signe de poder. El discurs anglès és influenciat per l'imperi de la llei i postula anger com a mitjà vàlid d'autoafirmació.
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Nesi, Hilary. "The use and abuse of EFL dictionaries : how learners of English as a foreign language read and interpret dictionary entries." Thesis, Swansea University, 1994. https://cronfa.swan.ac.uk/Record/cronfa42801.
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This thesis begins with a review of research into dictionary use. A number of experimental design problems are discussed, in particular the unreliability of questionnaire responses, and the need for detailed accounts of individual dictionary consultations whilst sampling in numbers sufficient to represent specified populations. The experiments reported in subsequent chapters investigate issues raised in the review. The first two studies find that dictionary use during a reading comprehension test affected completion speed but not test scores. The apparent failure of dictionary use to improve comprehension is attributed to the test itself, the dictionaries, and the users' choice of look-up words. The ability of users to interpret dictionary entries is investigated in three further studies which use computers to gather data on large numbers of individual consultations. The findings indicate that there is little difference between three major EFL dictionaries in terms of speed of consultation and overall productive success. They also indicate that Malaysian ESL subjects, who have higher vocabulary scores, are slower in their reading and less successful in their interpretation of entries than Portuguese EFL subjects. Finally, the findings suggest that overall productive success is unaffected by the presence or absence of examples. The experimental findings lead to the conclusion that dictionary consultation is a process in which users match pre-existing beliefs about word meaning and behaviour against segments in the dictionary entry. Such segments are often selected because they are familiar-sounding and conceptually accessible, but may contain only incomplete or non-essential information. Where pre-existing beliefs and dictionary information conflict, dictionary information is sometimes overridden. Thus word knowledge acquired from a single consultation is often insufficient to ensure productive success. Although it is probably inevitable that word knowledge will be acquired slowly, through multiple encounters, modifications to the dictionary entry and the training of users might help to avoid serious misinterpretation of dictionary information.
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Alekseyenko, Nataliya Vitalyevna. "A corpus-based study of theme and thematic progression in English and Russian non-translated texts and in Russian translated texts." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373497827.
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Luzhkova, Elena. "Semantic categorization of body parts among English and Russian monolinguals and bilinguals." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297596.
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Semantic typology and categorization are important fields of research in linguistics. The aim of our work is to inspect these fields in regard to bilingualism. In this thesis we examine semantic categorization of body parts among four different groups of people: monolingual English speakers, monolingual Russian speakers, bilingual Russian speakers answering in English and bilingual Russian speakers answering in Russian. The hierarchies, ambiguities in naming patterns and homology were in the center of this study. The groups were also compared to each other in order to observe the effects of the first language learned (L1) and the second language learned (L2) on bilinguals. The results showed that Russian L1 bilinguals answering the Russian questionnaire displayed the same results as the Russian monolinguals, indicating a lack of influence from the L2. The Russian L1 bilinguals answering the English questionnaire used a semantic categorization most similar to their L1 and also demonstrated a broadening of the semantic categories related to neither the L1 nor the L2.
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Sokolova, Natalia. "Investigation of final language assessment for pre-service teachers of English in the Russian educational context : a case study." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25486.
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This research explores the final assessment of language competence of future foreign language (FL) teachers (university graduates) in the Russian educational context. Foreign Language teacher training has always been an essential part of Russian education and its importance increased in the 1990s. Later however, with significant educational reforms at primary and secondary school level, teacher training became an area of least attention and interest from the Ministry of Education of Russia and local education authorities. This research is based on the belief that no school reforms are possible without investing in teachers and, therefore, in initial and in-service teacher education, with assessment being one of its key dimensions. The study aims to describe optimal methods of assessing language competence of novice teachers of English as a FL in Russia. For this purpose, the following objectives have been achieved: - a description of current notions of FL teacher language competence, based on analyses of previous theoretical and empirical research; - design of exam evaluation tools – 3 questionnaires and an interview framework, and their use in data collection from various stakeholders in a Russian state pedagogical university; - identification of strengths and weaknesses of the current Final language assessment; - description of possible alternative options for the Final Language Examination and discussion of their impact on different stakeholders. The research follows a mixed-methods design with both qualitative and quantitative data collected and discussed. The study involves various stakeholders at different levels and from different backgrounds – university students, Final Exam takers; Exam designers and administrators, and also teachers of English who provided their valuable vision of the current Final Language Examination and its possible alternatives. The data obtained through surveys and interviews allows for tentative conclusions on the current Language Examination’s appropriacy and relevance, and provides ground for a multi-faceted analysis of the Exam’s strong points and weaknesses, and for development of alternative assessment tasks. The research concludes by viewing possible changes in the Exam as likely and less likely to happen in the near future, based on analysis of the Russian higher education context.
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Smith, Karen Louise. "The translation of advertising texts : a study of English-language printed advertisments and their translations in Russian." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3044/.
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Since the end of Communism, adverts for Western products have been flooding onto the Russian market. These have undergone translation, with strategies ranging from complete transference of the source text into the target culture, to the creation of new texts based on advertisers' briefs. The choice of strategy, it appears, is dependent on the power balance between the agents of translation, including not only translators, but advertisers, designers, governments, text receivers and on the cultural, historical and economic situation in which the translation takes place. This thesis suggests advertisement translation be considered in terms of power, culture and history. A postcolonial framework is used to set out changes in translation strategy, emphasize the role of power differentials and make predictions for practice. Seeing translated adverts as `contact zones' where different cultures meet, the empirical research centres on the absorption of the `dominant's' culture into that of the `subjugated', and focuses on the interaction of `foreign' and `native' elements in these translated adverts. A parallel corpus of contemporary English adverts, their translated Russian pairs, and a control corpus of native Russian adverts provides the research data. A taxonomy of rhetorical figures employed in advertising headlines is constructed and their translation investigated, highlighting rhetorical trends, and instances where translators have been hindered by advertisers. The visibility of the linguistic Other is examined with reference to loanwords, loan meanings, calques and word formation; and two case studies relating to colour terms and names. Finally, the power relations between companies, customers and intermediaries are discussed in light of their portrayal in the translated adverts. The results show that the `post-colonial' contact zone is a mixture of `colonizer' and `colonized'; and demonstrate the necessity of giving translators the power their expert status deserves if translated adverts are to persuade the target audience.
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Chow, So-wah Amy, and 周素華. "The use of dictionaries by F.6 students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29665206.
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Fronk, Amanda Kae. "Determining Dictionary and Usage Guide Agreement with Real-World Usage: A Diachronic Corpus Study of American English." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4093.
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Dictionaries and, to a lesser extent, usage guides provide writers, editors, and users of American English information on how to use the language appropriately. Dictionaries, in particular, hold authority over correct usage of words. However, historically, usage guides and dictionaries were created using the knowledge of a small group of people. Lexicographers like Noah Webster set out to prescribe a proper way of using American English. To make these judgments, they often relied on a combination of study and idiosyncratic intuitions. A similar process took place in creating usage guides. Though these manuals profess to explain how the language is used by American English speakers-or rather by the selected group of speakers deemed "standard" by usage guide editors and lexicographers-ultimately the manuals can only express the perspectives of the editors and lexicographers on this language. Historically, the views of these editors and lexicographers were the best tools available to assess language, but now computer-based corpora allow for studying larger swaths of language usage. This study examines how much dictionaries and usage guides agree with real-world usage found in corpus data. Using the Corpus of Historical American English, a set of dictionaries and usage guides published throughout the last two hundred years were analyzed to see how much agreement they had with corpus data in noting the addition of denominal verbs (i.e., verbs formed by the conversion of nouns as in 'They taped together the box.') in American English usage. It was found that the majority of the time dictionaries noted new denominal verbs before corpus data reflected accepted usage of these verbs. However, about a quarter of the time dictionaries noted new denominal verbs concurrently with the corpus data. These results suggest that dictionaries-and the subjective opinions of the lexicographers that created them-are more aligned with real-world usage than would be expected. Because of sparse listings, results for usage guide agreement was inconclusive.
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Bystrova-McIntyre, Tatyana. "Cohesion in Translation: A Corpus Study of Human-translated, Machine-translated, and Non-translated Texts (Russian into English)." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353451112.
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Pritchard, Sonia. "A Cross-language Study of the Production and Perception of Palatalized Consonants." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22882.
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The goal of this dissertation was to investigate experimentally the phonetic qualities of the palatalized consonants of Standard Bulgarian. The term ‘palatalized’ refers to consonants (e.g., [tʲ, dʲ]) which are articulated with a secondary palatal gesture superimposed on the primary gesture associated with their plain counterparts (e.g., [t, d]). An acoustic study investigated the claim (Horálek, 1950; Choi, 1998; Ignateva-Tsoneva, 2008) that the palatalized consonants of Standard Bulgarian have undergone depalatalization, which was defined as the decomposition of a secondary palatal [ ʲ ] gesture into a palatal glide [j]. A cross-language comparison was performed. Russian (e.g., [tʲulʲ], ‘silk net’) and British English (e.g., [tju:lip], ‘tulip’) data served as a baseline against which the Bulgarian data (e.g., [tʲul], ‘silk net’) was evaluated. Subjects’ productions of words were recorded for acoustic analyses. The F1, F2 and F3 frequencies of the critical segments were analyzed with a Smoothing Spline ANOVA (Gu, 2002). The analyses indicated that Bulgarian palatalized consonants were identical to those of the Russian palatalized consonants, but different from the consonant-palatal glide sequences of British English. It was concluded that Bulgarian palatalized consonants have not undergone depalatalization. A perception study employed two variations of the gating task (Grosjean, 1980): audio-only and audio-visual. The results of the audio-only experiment indicated that Bulgarian and Russian listeners needed only the information associated with the palatalization portion of the consonant to identify it as palatalized. Bulgarian subjects did not need the transitions with the following vowel (Tilkov, 1983) to identify a consonant as palatalized. The Russian subjects of Richey’s (2000) experiment did not need the formant transitions either to identify the secondary palatal gesture. These findings provide further evidence that the palatalized consonants of the Standard Bulgarian have not undergone depalatalization. The purpose of the audio-visual experiment was to investigate if Bulgarian and Russian listeners use visual information to identify palatalized consonants. The results from this experiment were not as clear cut as those from the audio-only experiment. Factors such as insufficient visual information at earlier gates, as well as attentional load are being considered as possible confounds. In addition, an improved methodology for an audio-visual perception study is outlined. Experimental evidence from the acoustic and perception studies points to similarities in the phonetic shape of the palatalized consonants of Bulgarian and Russian. However, the phonological distribution of these segments is very different in the respective languages. I argue against a one-to-one mapping between the phonetic and phonological representations of the Bulgarian palatalized consonants. Based on distributional evidence, I propose that at the level of phonology they consist of a sequence of /CjV/.
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Antonova, Unlu Elena. "The Acquisition Of The Copula Be In Present Simple Tense In English By Native Speakers Of Russian." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611964/index.pdf.
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This thesis investigates the acquisition of the copula be in present Simple Tense in English by native speakers of Russian. The aim of the study is to determine whether or not Russian students with different levels of English proficiency encounter any problems while using the copula be in Present Simple Tense in English. The study also identifies the domains related to the use of the copula be that appear to be most problematic for native speakers of Russian. To carry out the current research two diagnostic tests measuring receptive and productive skills related to the use of the copula be in Present Simple Tense in English were developed. The data were collected from three groups of Russian students who were in the first, fourth and eighth years of learning English. The data in each of the domains related to the use of the copula be in Present Simple Tense in English were classified under four main categories: (i) correct use, (ii) omission, (iii) misinformation, (iv) addition. Both, quantitative and qualitative analyses were used in the study. The results of the study indicated that all the native speakers of Russian who participated in the study had difficulties with the acquisition of the copula be in Present Simple Tense in English. The findings of the study revealed that along with the developmental mistakes/errors (i.e., omissions of the copula be and misuse of the forms of the copula be), which seem to disappear with the lasting exposure to English, there are other mistakes/errors in the performance of the native speakers of Russian which are persistent. Negative transfer at the morphological level and incomplete understanding and application of the rule are suggested as the underlying reasons for the persistent mistakes/errors made by the Russian learners.
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Aleeva, Daria. "Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/507.
Full textAbstract:
This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a number of studies have examined negative transfer from English into Russian, and other studies have compared the performance of heritage language learners (HLLs) to second language learners (SLLs), little research has investigated the phenomenon of negative transfer in the writing of both HLLs and SLLs and compared the two groups. Thus, this study employed an exploratory approach to empirically investigate the differences in language transfer between the two groups of learners. Specifically, the study addressed the following questions: (1) What are the most common types of negative transfer from English that occur in the writing of students of Russian at the Intermediate High - Advanced levels? (2) Are there differences in types and amount of negative transfer used by HLLs vs. SLLs at comparable levels of proficiency? If so, what are the differences? The research was conducted at the Russian Flagship Program at Portland State University. Participants were 13 advanced students of Russian - 6 heritage speakers of Russian and 7 native speakers of English. The study analyzed the written work of students completed during one quarter. Errors were coded into 13 categories that emerged from the data and frequencies were compared between the groups. The results found that none of the errors were more frequent than 5 per 1000 words. The most common categories were semantic extension, commas after an introductory phrase, lexical borrowings, and null subject errors. However, some categories of errors were associated with only one group, SLL or HLL, and some were not. Specifically, the categories of null subject errors, loan translations, conjunction "yesli/li" (if/whether), adjectives for nationality, and negation errors were found only in the writing of second language learners. There were only two categories limited to the group of heritage language learners: conceptual shift and number errors. The categories of semantic extension, comma after an introductory phrase, lexical borrowings, reflexive possessive pronoun "svoj", capitalization, and preposition errors were found in writing of both groups of students. Overall, second language learners made more transfer errors that heritage learners. Ultimately, this study will be of interest to anyone interested in heritage and second language acquisition of Russian, language transfer in learners of Russian, or the teaching of advanced language courses.
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Höfling, Camila [UNESP]. "Traçando um perfil de usuários de dicionários- estudantes de letras com habilitação em língua inglesa: um novo olhar sobre dicionários para aprendizes e a formação de um usuário autônomo." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/103619.
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Os dicionários representam hoje uma ferramenta de importância fundamental no processo de ensino/aprendizagem de Língua Inglesa no Brasil. A reflexão sobre a Lexicografia e a preocupação com a confecção de dicionários para aprendizes - falantes não-nativos de Língua Inglesa - têm crescido ultimamente. Isso nos remete principalmente à questão do papel deste usuário neste cenário. Este trabalho surgiu, então, como uma tentativa de investigar o comportamento do usuário de dicionários, tendo como objetivo descrevê-lo e analisá-lo, por meio de instrumentos que permitissem à pesquisadora observar o usuário em ação, ou seja, utilizando o dicionário. O objetivo central deste estudo foi traçar um perfil de usuários de dicionários em contexto específico de ensino de Língua Inglesa em Nível Superior, ou seja, consideramos para este estudo estudantes universitários que estivessem freqüentando o curso de Licenciatura em Letras e que tivessem escolhido a Língua Inglesa como Habilitação. Isso nos permitiu, portanto, propor diretrizes para a elaboração de dicionários para aprendizes neste contexto específico. Os resultados apontam que os usuários, em geral, não possuem educação lexicográfica, o que faz com que sua consulta aos dicionários seja muitas vezes falha e incompleta. Entretanto, o estudo permite afirmar que tais usuários têm clareza quanto ao que precisam procurar e o que esperam encontrar em um dicionário para aprendizes. Exatamente por isso, a análise desse conjunto de opiniões dos diferentes usuários permite compor um quadro de informações essenciais para se repensar a elaboração de dicionários para aprendizes.
Dictionaries represent a tool of fundamental importance in the English learning-teaching process in Brazil today. The reflection on Lexicography and the concern with the making of dictionaries for non-native speakers of English have grown lately. This sends us mainly to the dictionary user's role in this scenery. This work appeared, then, as an attempt to investigate the behavior of the dictionary user, having as objective to describe and analyze this user with instruments that could allow the researcher to observe the user in action, that is to say, using the dictionary. The main objective of this study was to trace a profile of users of dictionaries in the specific context of English teaching in college, that is, for this study we considered college students who were attending the course of Letters with habilitation in English language. We were allowed, therefore, to propose guidelines for the elaboration of dictionaries for learners in this specific context. The results show that users, in general, do not have lexicographical education, which makes that their consulting to the dictionary be a lot of times ineffective and incomplete. However, the study allows us to affirm that such users know exactly what to look up and what they expect to find in a learner's dictionary. For this reason, the analysis of the opinions of different users allows the composition of essential information to rethink the elaboration of learner's dictionary.
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Höfling, Camila. "Traçando um perfil de usuários de dicionários- estudantes de letras com habilitação em língua inglesa : um novo olhar sobre dicionários para aprendizes e a formação de um usuário autônomo /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/103619.
Full textAbstract:
Orientador: Beatriz Nunes de Oliveira LongoBanca: Ângela Cecília de Souza Rodrigues
Banca: Ademar da Silva
Banca: Dirce Charara Monteiro
Banca: Bento Carlos Dias da Silva
Resumo: Os dicionários representam hoje uma ferramenta de importância fundamental no processo de ensino/aprendizagem de Língua Inglesa no Brasil. A reflexão sobre a Lexicografia e a preocupação com a confecção de dicionários para aprendizes - falantes não-nativos de Língua Inglesa - têm crescido ultimamente. Isso nos remete principalmente à questão do papel deste usuário neste cenário. Este trabalho surgiu, então, como uma tentativa de investigar o comportamento do usuário de dicionários, tendo como objetivo descrevê-lo e analisá-lo, por meio de instrumentos que permitissem à pesquisadora observar o usuário em ação, ou seja, utilizando o dicionário. O objetivo central deste estudo foi traçar um perfil de usuários de dicionários em contexto específico de ensino de Língua Inglesa em Nível Superior, ou seja, consideramos para este estudo estudantes universitários que estivessem freqüentando o curso de Licenciatura em Letras e que tivessem escolhido a Língua Inglesa como Habilitação. Isso nos permitiu, portanto, propor diretrizes para a elaboração de dicionários para aprendizes neste contexto específico. Os resultados apontam que os usuários, em geral, não possuem educação lexicográfica, o que faz com que sua consulta aos dicionários seja muitas vezes falha e incompleta. Entretanto, o estudo permite afirmar que tais usuários têm clareza quanto ao que precisam procurar e o que esperam encontrar em um dicionário para aprendizes. Exatamente por isso, a análise desse conjunto de opiniões dos diferentes usuários permite compor um quadro de informações essenciais para se repensar a elaboração de dicionários para aprendizes.
Abstract: Dictionaries represent a tool of fundamental importance in the English learning-teaching process in Brazil today. The reflection on Lexicography and the concern with the making of dictionaries for non-native speakers of English have grown lately. This sends us mainly to the dictionary user's role in this scenery. This work appeared, then, as an attempt to investigate the behavior of the dictionary user, having as objective to describe and analyze this user with instruments that could allow the researcher to observe the user in action, that is to say, using the dictionary. The main objective of this study was to trace a profile of users of dictionaries in the specific context of English teaching in college, that is, for this study we considered college students who were attending the course of Letters with habilitation in English language. We were allowed, therefore, to propose guidelines for the elaboration of dictionaries for learners in this specific context. The results show that users, in general, do not have lexicographical education, which makes that their consulting to the dictionary be a lot of times ineffective and incomplete. However, the study allows us to affirm that such users know exactly what to look up and what they expect to find in a learner's dictionary. For this reason, the analysis of the opinions of different users allows the composition of essential information to rethink the elaboration of learner's dictionary.
Doutor