Dissertations / Theses: 'English language – Foreign words and phrases'

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Frischkorn, Bradford Michael. "Integration of the American English lexicon: A study of borrowing in contemporary spoken Japanese." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1107.

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Heung, Lok-yi, and 香樂怡. "Loan word compression in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007573.

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Rung-ruang, Apichai. "English loanwords in Thai and optimality theory." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1389690.

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This study focuses on English loanwords in Thai, particularly the treatment of consonants in different environments, namely onset/coda simplification, laryngeal features, medial consonants, and liquid alternation, within the framework of Optimality Theory (OT: Prince and Smolensky 1993/2004). The major objectives are: (1) to examine the way English loanwords are adapted to a new environment, (2) to investigate how conflict between faithfulness and markedness constraints is resolved and in what ways through OT grammars, and (3) finally to be a contribution to the literature of loan phonology in OT since there has not been much literature on English loanwords in Thai within the recent theoretical framework of Optimality TheoryThe data are drawn from an English-Thai dictionary (Sethaputa 1995), an on-line English-Thai dictionary, an English loanword dictionary (Komutthamwiboon 2003), and earlier studies of English loans in Thai by Udomwong (1981), Nacaskul (1989), Raksaphet (2000), and Kenstowicz and Atiwong (2004).The study has found that Thais replace unlicensed consonants with either auditory similar segments or shared natural class segments, as in /v/ in the English and [w] in word borrowing due to auditory similarity, /g/ in the English source replaced by [k] because of shared place of articulation. Vowel insertion is found if the English source begins with /sC/ as in /skaen/ scan -> [stkc cn]. Since Thai allows consonant clusters, a second segment of the clusters is always retained if it fits the Thai phonotactics, as in /gruup/ `group' -4 [kruip]. In coda, consonant clusters must be simplified. Consonant clusters in the English source are divided into five main subgroups. Sometimes Thais retain a segment adjacent to a vowel and delete the edge, as in /lcnzi lens -4 [len].However, a postvocalic lateral [1] followed by a segment are replaced by either a nasal [n] or a glide [w]. In terms of repair strategies, the lowest ranked faithfulness constraints indicate what motivates Thais to have consonant adaptation. MAX-I0, DEP-I0, IDENT-I0 (place) reveal that segmental deletion, insertion, and replacement on the place of articulation are employed to deal with marked structures, respectively. The two lines of approaches (Positional Faithfulness, Positional Markedness) have been examined with respect to segments bearing aspiration or voicing. The findings have shown that both approaches can be employed to achieve the same result. In medial consonants, ambisyllabic consonants in the English source undergo syllable adaptation and behave like geminates in word borrowings in Thai. Most cases show that ambisyllabic/geminate consonants in loanwords are unaspirated. A few cases are aspirated.The study has revealed that there is still more room for improvement in 0T. The standard OT allowing only a single output in the surface form is challenged. Some English loanwords have multiple outputs. For instance, /aesfoolt/ `asphalt' can be pronounced either [26tf6n] or [26tf6w]. Another example is the word /k h riim / `cream' can be pronounced as [k h riim], [khliim], and [khiim]. To account for these phenomena requires a sociolinguistic explanation.
Department of English

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Horikawa, Naoko. "English Loan Words in Japanese: Exploring Comprehension and Register." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/913.

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English loan words (ELWs) have become a considerable part of the contemporary Japanese vocabulary. Meanwhile, it has been shown that there are individual differences in the rate of ELW comprehension. Among the factors for low comprehension is age; people over 60 years old have been shown to comprehend fewer ELWs than the overall age group. As Japan is expected to soon enter the era of an aging society, the issue of ELW comprehension is likely to present serious social and personal problems. The purpose of this study was to identify the current state of frequently used ELWs in contemporary written Japanese, with particular attention to their frequencies, linguistic features, and comprehension rates by people over 60 years old. In order to identify the mediums that are likely to be problematic, three registers were examined: government white papers, books, and internet texts. The study found that the three registers differ in their overall frequencies of ELWs and distributions of the semantic categories, while the distributions of the types of borrowing are similar. It also found that ELWs in certain semantic categories have lower comprehension rates than other categories. Registers that regularly contain low-comprehension ELWs are likely to pose problems for readers over 60 years old.

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Lau, Martin, and 劉文德. "Lexical borrowing in Hong Kong: a study of the Englishization of Chinese and the nativization of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B30269040.

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Yeung, Hong-ting, and 楊康婷. "A study of loan words in Chinese language in Hong Kong =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30433083.

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Chan, Oi-ki, and 陳靄棋. "Developments in the representation of English loanwords in Hong Kong written Cantonese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46701291.

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Nangambi, Noria Ntshengedzeni. "Tshenguluso ya ndeme ya nyaluwo ya luambo lwa Tshivenda yo tutuwedzwayo nga mupindulelo wa maipfi." Thesis, University of Limpopo, 2012. http://hdl.handle.net/10386/2378.

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Thesis (M.A.) --University of Limpopo, 2012
The study dealt with enrichment of Tshivenḓa language through adoption of words from other languages such as English, Afrikaans, Sotho, Tsonga, Zulu and many more. The study discovered that no language can remain static forever and this applies to Tshivenḓa as well. Every successive generation makes its own small contribution to language change and when sufficient time has elapsed the impact of these changes becomes more obvious. It however cautions that borrowing of words should not be overdone as this may lead to the disappearance of Tshivenḓa as we know it.

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Kuya, Aimi. "Diffusion of western loanwords in contemporary Japanese : a sociolinguistic approach to lexical variation." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:99db8ff0-9ba9-4859-8f4a-2890544021de.

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The present research attempts to develop a general model of the diffusion of Western loanwords in contemporary Japanese within the variationist framework. It describes and predicts, based on empirical evidence from apparent- and real-time data, the elaborate process of changes in favor of loanwords as opposed to their existing native equivalents. First, people's self-reporting shows a consistent tendency for a younger generation to show a stronger preference for loanwords than an elder one. This indicates changes in favor of loanwords are in progress in apparent time (Chapter 4). Second, the above-mentioned age gradient is attested to by corpus-based data. It also reveals that the occurrence of loanwords is accounted for multi-dimensionally by a wider range of language-external factors such as generation, education, register and style (Chapter 5). Third, an in-depth study of the individual loanword keesu (< case) reveals that not only external factors but also internal ones, e.g., usage and collocation of the word, have impacts on its occurrence (Chapter 6). Fourth, an investigation of the loanword sapooto (< support) shows that a stylistic variable comes into play in its diffusion in interaction with an educational variable. The loanword is disfavored when the speech setting shifts to formal in particular by the most educated speakers (Chapter 7). Fifth, a real-time approach to loanword adoption verified that individuals can change their language attitude or behavior throughout their lifetime. It highlights importance of longitudinal observation of the phenomenon in making a more accurate prediction of change (Chapter 8). The present research confirms that the occurrence of loan variants is bound by various social and linguistic contexts. The above empirical findings contribute to the field of variationist study by opening up the possibility of analyzing linguistic variation in Japanese at the lexical level.

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Chan, Ka-yin, and 陳嘉賢. "Loan Words in advertisements in Japanese women's magazines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31953785.

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Mousli, Mohammad M. "Insertion of English acronyms & single words/terms in Arabic translation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/743.

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Insertion of source text (henceforth: ST) acronyms and single words/terms (henceforth: item/s) into target text (henceforth: TT) is relatively, so far, a neglected issue in translation studies. In the case of translating a text from English into Modern Standard Arabic (henceforth MSA) in Australia, we are dealing with the issue of inserting an item of a source text (English source text, henceforth EST) into a target text (Arabic target text, henceforth ArTT). The ArTT has newly introduced items in their Roman Letters (henceforth R.I), The ArTT has newly introduced items in their Roman letters (henceforth R.I), transliterated and/or translated with or without being accompanied by their EST counterparts in R.I.

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Li, Suogui. "A cognitive approach to foreign-inspired Chinese terms." Thesis, View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/26322.

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This thesis has aimed to set out the classification and word production of foreign-inspired Chinese terms (FICT) within the language system of modern Chinese. FICT refers to a group of vocabulary items in Chinese as a recipient language, where formation is motivated by foreign entities or concepts and designated by some foreign words, but no established foreign elements are in fact transferred from the donor language. The thesis establishes a group of terms identified as a particular category of Chinese borrowings according to the motivation of word production, concerning human bodily perception and cognition experience of foreign entities or concepts. Chinese borrowing is categorized as four types: phonic loans, semantic loans, loan blends and FICT, based on the motivation of sound, form and meaning of foreign words, and sensory perception and cognition of foreign entities and concepts. Cognitive semantics, adopted as an approach in the thesis, is a study of mind and its relationship with embodied experience and culture. Employing language as a key methodological tool for uncovering conceptual organization and structure, this study explores the methods of FICT word production, such as sensory perceptual and metaphorical production in terms of principles of cognitive semantics within the Chinese language system. The various types of Chinese borrowings are analysed in terms of the theory of categorization, and FICT in particular are examined under the semantic model proposed here. It is hoped that the thesis is able to open a new approach to the investigation of Chinese loan words and the process of FICT word production within cognitive semantics.

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Tong, Kit-nam. "The occasional use of English words and phrases in Hong Kong style Chinese ten years before and after its reunification with China." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40675488.

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湯潔楠 and Kit-nam Tong. "The occasional use of English words and phrases in Hong Kong style Chinese ten years before and after its reunification withChina." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40675488.

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Ármannsson, Bjarki. "Grapheme-to-phoneme transcription of English words in Icelandic text." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446924.

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Foreign words, such as names, locations or sometimes entire phrases, are a problem for any system that is meant to convert graphemes to phonemes (g2p; i.e.converting written text into phonetic transcription). In this thesis, we investigate both rule-based and neural methods of phonetically transcribing English words found in Icelandic text, taking into account the rules and constraints of how foreign phonemes can be mapped into Icelandic phonology. We implement a rule-based system by compiling grammars into finite-state transducers. In deciding on which rules to include, and evaluating their coverage, we use a list of the most frequently-found English words in a corpus of Icelandic text. The output of the rule-based system is then manually evaluated and corrected (when needed) and subsequently used as data to train a simple bidirectional LSTM g2p model. We train models both with and without length and stress labels included in the gold annotated data. Although the scores for neither model are close to the state-of-the-art for either Icelandic or English, both our rule-based system and LSTM model show promising initial results and improve on the baseline of simply using an Icelandic g2p model, rule-based or neural, on English words. We find that the greater flexibility of the LSTM model seems to give it an advantage over our rule-based system when it comes to modeling certain phenomena. Most notable is the LSTM’s ability to more accurately transcribe relations between graphemes and phonemes for English vowel sounds. Given there does not exist much previous work on g2p transcription specifically handling English words within the Icelandic phonological constraints and it remains an unsolved task, our findings present a foundation for the development of further research, and contribute to improving g2p systems for Icelandic as a whole.

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Maby, Mark. "How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.

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This study investigated whether English second language learners learn the senses of polysemous vocabulary items in an order from a core sense to more extended senses. Polysemous words have one form but many interrelated meanings. It was hypothesised that such an order could be explained by way of the theory of prototypicality.
48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translations of the sense of over and for variation in the correct translations. A MANOVA analysis showed that core senses were translated significantly more correctly than extended senses. A negative correlation was shown between variation in translation and correctness of translation. Following Krzeszowski, T. (1990), the study confirms that the theory of prototypicality offers an effective way of explaining language transfer.

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Holland, Lillian Christine. "A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3123.

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Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.

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Samperi-Mangan, Jacqueline. "Languages in contact : error analysis of Italian childrens' compositions in a multilingual context." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60594.

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Children of Italian immigrants in Montreal are in contact with many languages and kinds of speech. French and English are used publicly, formal Italian is studied in heritage classes, a dialect of the family's region of origin is used at home, and a kind of koine is frequently used in interactions with other Italian immigrants. The contact of these languages produces various kinds of interferences. These lead a child to make errors when he tries to use the Standard Italian code. In this research, children's compositions are examined for errors which in turn are analysed and classified. The causes of these errors are investigated and statistics are presented to indicate the frequency of errors or the power of various causes.
An effort is made to show all the different errors and interferences that occur, and to discover a pattern of their causes. The data put forth might eventually serve as a base for further studies on the pedagogical prevention or correction of errors in the teaching of Standard Italian as adapted to the specific situation in Montreal.

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Graham, Florence. "Turkish loanwords in seventeenth- and eighteenth-century Bosnian and Bulgarian Franciscan texts." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:2e237b05-c803-4278-a93a-ccc519ea4eac.

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This dissertation analyses when, how and why Turkish loanwords became incorporated into Bosnian and Bulgarian, as seen in the writings of the seventeenth- and eighteenth-century Bosnian and Bulgarian Franciscans. I analyse Bosnian works (religious and secular) by Matija Divkovic, Ivan Bandulavic, Pavo Posilovic Mošunjanin, Mihovil Radnic, Stjepan Margitic Markovac, Lovro Braculjevic, Filip Lastric, Nikola Marcinkušic Lašvanin, Marko Dobretic, Bono Benic, and Grgo Ilijic-Varešanin. As a Bulgarian counterpart, I analyse three eighteenth-century Bulgarian Franciscan manuscripts and the works of Petar Bogdan Bakšic and Filip Stanislavov. The dissertation consists of eight chapters. The first chapter gives background information on Turkish presence in Bosnia and Bulgaria, the history of the Franciscans in Bosnia and Bulgaria, short biographies of each of the writers whose works are analysed, phonology and orthography. The second chapter focuses on the complications regarding establishing earliest attestations for turkisms in Bosnian and Bulgarian. The third chapter discusses the nominal morphology of turkisms in Bosnian and Bulgarian. This chapter analyses why turkisms developed the gender that they did when borrowed from a language that does not have gender as a category. Chapter four addresses the verbal morphology of turkisms in Bosnian and Bulgarian. Verbal prefixes are discussed in detail, as are Turkish voiced suffixes in Bulgarian. The fifth chapter analyses adjectives and adverbs, with focus on gender and number agreement. The sixth chapter addresses the use of Turkish conjunctions. The seventh chapter looks at the motivation, semantics and setting of turkisms in Bosnian and Bulgarian. The conclusion addresses how morphology, semantics, motivation and setting of turkisms relate to their chronology in Bosnian and Bulgarian and how these areas differ from language to language.

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Wynne, Hilary Suzanne Zinsmeyer. "The phonological encoding of complex morphosyntactic structures in native and non-native English speakers." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:39fd5b76-2099-4f42-a428-e4c2df39685d.

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Theories of phonological word formation (e.g. Selkirk 1980, 1986; Nespor & Vogel 1986; Lahiri & Plank 2010) assume that prosodic units are not isomorphic with syntactic units. However, the prosodic status of compounds remain uncertain, at least in so far as language planning and phonological encoding is concerned. Theories are not transparent about the prosodic status of compounds: although a noun-noun compound in English consists of two lexical words (and therefore two prosodic words), it can also act as a single prosodic item by exhibiting main stress on the first unit and carrying inflection. Thus the question remains controversial - should these items be treated as a single prosodic unit, similar to a monomorphemic word, or as two distinct units for the purpose of post-lexical representation? Recursive word formation may suggest that compounds are a single unit. Psycholinguistic evidence measuring speech onset latency in native speakers of Dutch and Portuguese also shows compounds being treated as single prosodic units (Wheeldon & Lahiri 1997, 2002; Vigario, 2010). Although recent studies have produced evidence for the prosodification of compounds in native speakers, little is known about the process in non-native speakers. Our research questions are as follows: what is the post-lexical planning unit in English, and how do non-native fluent speakers of English plan these units for the purpose of phonological encoding? To investigate our hypotheses, we focus on the phonological encoding of compounds with and without encliticisation, for native and non-native speakers of English. In a series of delayed priming tasks, we found overwhelming evidence that reaction times reflected the total number of prosodic units in the target sentence. In online tasks, however, speech latencies only reflected the size of the first prosodic unit. Taken together,these results suggest that, despite containing two lexical and prosodic words, English compounds are planned as single prosodic units, exhibiting encliticisation and reaction times similar to those of monomorphemic words. As shown by the results in this study, this naming paradigm has proved extremely beneficial for eliciting data about the structure of prosodic units in speech production. Not only was it successful for native speakers of Dutch, European Portuguese, and English, we also found that it was easily implemented into a study of post-lexical encoding in non-native speakers of English.

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Kou, Meng Chu. "A consciousness-raising approach to error correction : a case study of the acquisition of the placement of prepositional phrases by Macao secondary school students." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456359.

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Beaumont, Jean-Charles. "Emprunt et processus de pluriel en arabe marocain : innovation lexicale et facteurs sociolinguistiques d'intégration." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65482.

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Tifooni, Saba. "A crosslinguistic investigation into the foreign language learning of (non) equivalent emotion words : the case of Kuwaiti learners of English." Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/24955/.

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Séguis, Brigita. "The Polish-Russian mixed code in the Polish community in Lithuania." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:0439ac1c-5401-448b-b747-07126274b589.

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The aim of this thesis is to investigate the patterns of language alternation in the Polish community in Lithuania, which can be described as an indigenous ethnic group that has been living on the territory of modern-day Lithuania since the fourteenth century (Potašenko 2007). Following two language ideologies, Russification during Soviet times and Lithuanisation post-independence, the Lithuanian Poles developed complex linguistic repertoires, consisting of the regional and standard variety of Polish, Russian and Lithuanian. One of the most significant consequences of the prolonged language contact has been the emergence of frequent and regular language alternation between the regional variety of Polish and Russian, which constitutes the focal point of the present study. As the existing research suggests, the linguistic phenomena arising as a result of language contact can be situated along a continuum, which starts with code-switching, then gradually moves towards code-mixing and finally evolves into a conventionalised fused lect (Auer 1999). 'Classic' code-switching is characterised by the locally meaningful juxtaposition of the two languages, code-mixing can be described as a type of interaction where the switched mode of speaking becomes the norm while a fused lect is an even further development of bilingual speech, which presupposes loss of variation and an increase of linguistic structure. The data for the present study come from a corpus of spontaneous conversations involving members of the Polish community. The recordings were collected in the city of Vilnius and feature 25 respondents in their twenties. The data analysis reveals that all three types of language alternation feature in the present corpus; however, code-mixing is clearly the preferred type. It immediately manifests itself in the frequent insertion of Russian single switches and larger constituents into the Polish base. As a result of its wide spread and frequency, language alternation has lost its immediate local meaning and the pattern of frequent Polish-Russian mixing has become the accepted mode of speaking within the Polish speech community.

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Strömberg, Anette. "Foreign Language Learning : A study among Swedish children at school on how they learn English words and which learner strategies they use." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-927.

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Ekron, Anna Cecilia. "Vocabulary : it's all about words working together : an interactive multimedia program to improve senior phase English first additional language learners’ functional vocabulary through an increased understanding of everyday authentic texts and classical and contemporary poetry." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1829.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008.
The continuing decline in Matriculation pass rates is a matter of concern for government, educators, parents and students in South African schools. According to official statistics, only 8% of South Africans are mother-tongue English speakers, yet English is the chief language of learning and teaching in South African schools. Researchers relate the poor pass rate to inadequate proficiency in English of both English First Additional Language learners and some of their teachers. Research has further revealed a significant positive correlation between reading comprehension and academic achievement. Consensus exists among researchers about the necessity of a basic vocabulary (variously estimated at 2000 to 3000 words and more) for developing the necessary reading comprehension. Theories and approaches regarding the development of vocabulary, however, are sometimes diametrically opposed to one another. Among the most conflicting theories are those which advocate the acquisition of vocabulary by guessing the meanings of words from the context as opposed to those favouring conscious and deliberate vocabulary teaching, which may include lists of words. The current study briefly investigates underlying problems, theories, methods and approaches to enhancing learners’ vocabularies. Conclusions are applied to the development of an interactive, multimedia program for improving learners’ functional vocabularies. The content of the program is based on authentic texts and simulations of situations which call for language interaction. This is supplemented with extracts from classical literary works and poetry and entertaining verses which present possibilities for use in vocabulary building.

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Abdula, Rajabo Alfredo Mugabo [UNESP]. "Marcas de influência do echúwabo no português de Moçambique: a questão dos verbos nas redes sociais." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/115688.

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Made available in DSpace on 2015-03-03T11:52:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-04-22Bitstream added on 2015-03-03T12:07:37Z : No. of bitstreams: 1 000805871.pdf: 1265221 bytes, checksum: 597c24d7f51aac92703e54574c1958e2 (MD5)
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Moçambique é um país multilíngue e a maioria das línguas pertence ao grupo linguístico bantu. Por causa do multilinguismo, a maioria da população fala duas ou mais línguas, o que tem favorecido à influência uma das outras. Essa influência nos dias de hoje não é apenas vista na oralidade, mas na escrita principalmente nas redes sociais como o facebook, onde muitos jovens se encontram diariamente para interagirem. Foi nesse intuito que a presente pesquisa foi feita, para analisar a influência do echúwabo – uma língua falada na província da Zambézia, para o português. Para o efeito foram traçados os seguintes objetivos: a) analisar os verbos do echúwabo que entram para o português nas conversas do facebook feitas na cidade de Quelimane; b) verificar o modo como esses verbos entram nas conversas feitas em português; e, c) identificar os fatores que favorecem esse tipo de ocorrências no facebook. Para que isso fosse concretizado foram usadas como variáveis sociolinguísticas 1) a faixa etária, 2) a ocupação, 3) o gênero e 4) o nível de escolaridade. No final constatou-se que a faixa etária do falante teve influência na produção dos dois tipos de verbos, pelo fato de ter-se verificado que os mais novos, que compreendem a idade entre os 16 e 25 anos tiveram menos casos de verbos do português que os da segunda idade – de 30 a 39 anos de idade, e os mais velhos tiveram menos casos de verbos do echúwabo; a ocupação do falante teve influência na produção dos dois tipos de verbos, pelo fato de se ter verificado que os estudantes tiveram mais casos de verbos do português que os funcionários e, para o caso dos verbos do echúwabo, os estudantes tiverem menos casos que os funcionários; o gênero do falante teve influências na produção dos dois tipos de verbos, pelo fato de ter-se verificado que os homens apresentam mais casos de verbos do português que as mulheres e, as mulheres tiveram mais casos de verbos ...
Mozambique is a multilingual country and most of the languages belong to the Bantu language group. Because of multilingualism, the majority of the population speaks two or more languages , which has favored the influence one each other. This influence these days is not only seen in orality, but written mainly on social networks like facebook, where many young people meet daily to interact. It was in this order that the present research was conducted to analyze the influence of Echúwabo - a language spoken in the province of Zambezia, for the Portuguese. For this purpose the following objectives were set: a) analyze the verbs echúwabo entering into Portuguese in facebook conversations made in the city of Quelimane, b) determine how these verbs enter the conversations made in Portuguese, and c) identify the factors that encourage this type of occurrences on facebook. For this to be achieved were used as sociolinguistic variables 1) age, 2) the occupation, 3) gender and 4) the level of education. In the end it was found that the age of the speaker influenced the production of two types of verbs, because it has been found that the newest, comprising the age between 16 and 25 had fewer cases of Portuguese verbs that the second age - 30-39 years of age and older had fewer cases of verbs Echúwabo; occupation of the speaker influenced the production of two types of verbs, because it was found that students had more cases of Portuguese verbs than employees and, in the case of verbs of Echúwabo, students have fewer cases compared to employees, the gender of the speaker had influences in the production of two types of verbs, because it has been found that men have more cases of verbs Portuguese than women, and women had more cases of verbs Echúwabo than men, the education level of the speaker influenced the production of two types of verbs , because it has been found that the people with secondary level had more cases of Portuguese verbs when ...

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Abdula, Rajabo Alfredo Mugabo. "Marcas de influência do echúwabo no português de Moçambique : a questão dos verbos nas redes sociais /." Araraquara, 2014. http://hdl.handle.net/11449/115688.

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Orientador: Cristina Martins Fargetti
Banca: Rosane de Andrade Berlinck
Banca: Margarida Maria Taddoni Petter
Resumo: Moçambique é um país multilíngue e a maioria das línguas pertence ao grupo linguístico bantu. Por causa do multilinguismo, a maioria da população fala duas ou mais línguas, o que tem favorecido à influência uma das outras. Essa influência nos dias de hoje não é apenas vista na oralidade, mas na escrita principalmente nas redes sociais como o facebook, onde muitos jovens se encontram diariamente para interagirem. Foi nesse intuito que a presente pesquisa foi feita, para analisar a influência do echúwabo - uma língua falada na província da Zambézia, para o português. Para o efeito foram traçados os seguintes objetivos: a) analisar os verbos do echúwabo que entram para o português nas conversas do facebook feitas na cidade de Quelimane; b) verificar o modo como esses verbos entram nas conversas feitas em português; e, c) identificar os fatores que favorecem esse tipo de ocorrências no facebook. Para que isso fosse concretizado foram usadas como variáveis sociolinguísticas 1) a faixa etária, 2) a ocupação, 3) o gênero e 4) o nível de escolaridade. No final constatou-se que a faixa etária do falante teve influência na produção dos dois tipos de verbos, pelo fato de ter-se verificado que os mais novos, que compreendem a idade entre os 16 e 25 anos tiveram menos casos de verbos do português que os da segunda idade - de 30 a 39 anos de idade, e os mais velhos tiveram menos casos de verbos do echúwabo; a ocupação do falante teve influência na produção dos dois tipos de verbos, pelo fato de se ter verificado que os estudantes tiveram mais casos de verbos do português que os funcionários e, para o caso dos verbos do echúwabo, os estudantes tiverem menos casos que os funcionários; o gênero do falante teve influências na produção dos dois tipos de verbos, pelo fato de ter-se verificado que os homens apresentam mais casos de verbos do português que as mulheres e, as mulheres tiveram mais casos de verbos ...
Abstract: Mozambique is a multilingual country and most of the languages belong to the Bantu language group. Because of multilingualism, the majority of the population speaks two or more languages , which has favored the influence one each other. This influence these days is not only seen in orality, but written mainly on social networks like facebook, where many young people meet daily to interact. It was in this order that the present research was conducted to analyze the influence of Echúwabo - a language spoken in the province of Zambezia, for the Portuguese. For this purpose the following objectives were set: a) analyze the verbs echúwabo entering into Portuguese in facebook conversations made in the city of Quelimane, b) determine how these verbs enter the conversations made in Portuguese, and c) identify the factors that encourage this type of occurrences on facebook. For this to be achieved were used as sociolinguistic variables 1) age, 2) the occupation, 3) gender and 4) the level of education. In the end it was found that the age of the speaker influenced the production of two types of verbs, because it has been found that the newest, comprising the age between 16 and 25 had fewer cases of Portuguese verbs that the second age - 30-39 years of age and older had fewer cases of verbs Echúwabo; occupation of the speaker influenced the production of two types of verbs, because it was found that students had more cases of Portuguese verbs than employees and, in the case of verbs of Echúwabo, students have fewer cases compared to employees, the gender of the speaker had influences in the production of two types of verbs, because it has been found that men have more cases of verbs Portuguese than women, and women had more cases of verbs Echúwabo than men, the education level of the speaker influenced the production of two types of verbs , because it has been found that the people with secondary level had more cases of Portuguese verbs when ...
Mestre

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Sowers, Andrew Michael. "Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3970.

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Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known on how Japanese learners of English produce cognates in context. Recently, studies have argued that cognates can cause a surprisingly high number of syntactic errors in sentence writing activities with Japanese learners (Rogers, Webb, & Nakata, 2014; Masson, 2013). In the present study, I investigated how Japanese learners of English understood and used true cognates (words that have equivalent meanings in both languages) and non-true cognates (words where the Japanese meaning differs in various ways from their English source words). Via quasi-replication, I analyzed participants' sentences to determine the interaction of true and non-true cognates on semantics and syntax. In an experimental study, twenty Japanese exchange students filled out a word knowledge scale of thirty target words (half true cognates and half non-true cognates) and wrote sentences for the words they indicated they knew. These sentences were analyzed quantitatively and qualitatively for both semantic and syntactic errors. Sentences with true cognates were semantically accurate 86% of the time, while those with non-true cognates were accurate only 62.3% of the time, which was a statistically significant difference. When the sentences were analyzed for syntax, there was no statistically significant difference in the number of errors between true and non-true cognates, which contrasts with previous research. Qualitative analysis revealed that the most problematic syntactic issue across both cognate types was using collocations correctly. Among those collocational issues, there were clear differences in the types of errors between true and non-true cognates. True cognate target words were more likely to lead to problems with prepositional collocations, while non-true cognate target words were more likely to lead to problems with verb collocations. These results suggest that for intermediate Japanese learners of English, semantics of non-true cognates should be prioritized in learning, followed by syntax of true and non-true cognates, which should be taught according to the most problematic error types per cognate status.

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Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.
ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).
M.A.
Masters
Department of Modern Languages and Literatures
Arts and Humanities

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Wallin, Gustaf, and Jonathan Jaginder. "Swedish EFL Students' Awareness of Connotations : A quantitative and qualitative study on students' awareness of connotations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44817.

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This study aimed to analyse Swedish EFL students' efficiency on connotations. Connotation isa word's implied meaning which brings neutral, positive, or negative associations in aconversation. In this study, connotations were examined in terms of their appropriateness ifused in different contexts. The purpose of this research was to investigate whether Swedishstudents of an intermediate level showed sufficient skills in comprehending a word'sappropriateness when compared to a native speaker. Furthermore, this study also aimed toanalyse in what ways students engaged in English during their spare time show a correlation tohigher test scores. The results indicate that the Swedish students' combined score on theconnotation test showed less than half of the full score. The results also highlight that thestudents who are engaged in English more frequently compared to those who are not showedhigher test scores.

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Ступіна, С. П. "Денгліш VS англомовні запозичення: базові принципи диференціації." Thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67242.

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За останні декілька десятиліть англійська мова перетворилась на одну з провідних ознак глобалізації, процесу всесвітньої економічної, політичної та культурної інтеграції та уніфікації, а от питання про те, чи вважати такий вплив фактором збагачення німецької мови, чи особливою для неї загрозою, й досі не отримало однозначної відповіді.

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Schröter, Thorsten. "Shun the Pun, Rescue the Rhyme? : The Dubbing and Subtitling of Language Play in Film." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-704.

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Language-play can briefly be described as the wilful manipulation of the peculiarities of a linguistic system in a way that draws attention to these peculiarities themselves, thereby causing a communicative and cognitive effect that goes beyond the conveyance of propositional meaning. Among the various phenomena answering this description are the different kinds of puns, but also more strictly form-based manipulations such as rhymes and alliteration, in addition to a host of other, sometimes even fuzzier, subcategories.

Due to its unusual nature, and especially its frequently strong dependence on the idiosyncrasies of a particular language, language-play can generally be assumed to constitute a significant challenge in a translation context. Furthermore, given its non-negligible effects, the translator is not free to simply ignore the language-play (provided it has been recognized as such in the first place) without having taken an active stance on its treatment. However, the difficulties in finding a suitable target-language solution are possibly exacerbated if the source text is a complex multimedia product such as a film, the translation of which, normally in the form of dubbing or subtitling, is subject to additional constraints.

In view of these intricacies, it has been the aim of this study to analyze and measure how language-play in film has actually been treated in authentic dubbing and subtitle versions. As a prerequisite, the concept of language-play has been elaborated on, and more than a dozen subcategories have been described, developed, and employed. For the purpose of carrying out a meaningful analysis of the dubbing and subtitling of language-play, a corpus has been compiled, comprising 18 family films and 99 of their various target versions, most on DVD, and yielding nearly 800 source-text instances of language-play and thousands of translation solutions.

The results indicate that especially two sets of factors, among the many that are likely to influence a translation, play a prominent role: the type of the language-play, and the identity and working conditions of the translator. By contrast, the mode of translation (dubbing vs. subtitling), the target language, or the general properties of the films, could not be shown to have a sizeable impact.

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Bourguignon, Alexandra. "Les emprunts sémitiques en grec ancien: étude méthodologique et exemples mycéniens." Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209720.

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Les emprunts sémitiques en grec, au-delà des questions idéologiques qui leur sont liées, posent une série de problèmes méthodologiques. En effet, la plupart des études sur le sujet qui ont été menées jusqu’à aujourd’hui ont omis la mise en contexte historique et n’ont pas suffisamment développé l’analyse du processus d’adaptation menant de l’étymon à l’emprunt, aboutissant ainsi à des incohérences chronologiques et linguistiques.

Le présent ouvrage fournit donc, après un chapitre de définitions relatives à l’emprunt et à l’étymologie et un autre consacré aux différentes études existantes sur les emprunts sémitiques en grec, une présentation générale du contexte historique et économique de la Méditerranée orientale au IIe millénaire a.C. ainsi que des langues en présence, suivie d’un chapitre reprenant les modifications phonétiques, morphologiques, sémantiques et accentuelles qu’un mot peut subir lorsqu’il est emprunté par une autre langue.

Viennent ensuite un chapitre expliquant la méthodologie utilisée pour l’analyse de cas concrets, puis les analyses elles-mêmes. Elles sont au nombre de neuf :trois noms de plantes (κ&973;μ&953;ν&959;ν, « cumin », κ&973;π&949;&953;&961;&959;ν, « souchet », σ&941;λ&953;ν&959;ν ,« céleri »), deux noms de récipients (&7936;σ&940;μ&953;ν&952;&959;&962; « baignoire », φ&953;&940;λ&951; un récipient) et quatre noms de métiers ou institution (βασ&953;λ&949;&973;&962; « chef local, roi », damokoro, un fonctionnaire (?), ζ&940;κ&959;&961;&959;&962; un fonctionnaire du temple, &964;&941;μ&949;ν&959;&962; « portion de territoire réservée à un chef ou à une divinité »). Ces mots offrent un large panorama des difficultés liées à l’étude des emprunts sémitiques en grec et des solutions proposées par l’auteur à la lumière des précédents chapitres.

Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish." Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.

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The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.

It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.

The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II.

The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.

The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.

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Mendes, Kelly Aparecida. "Inglês é fashion: a interferência da cultura americana na cultura brasileira - reflexões sobre língua e cultura." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/14252.

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Made available in DSpace on 2016-04-28T19:33:38Z (GMT). No. of bitstreams: 1 Kelly Aparecida Mendes.pdf: 22000835 bytes, checksum: 06b8903bf1634e1239c499c3a8198883 (MD5) Previous issue date: 2012-11-22
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This essay discusses the theme of the interference of American culture in Brazilian culture, manifested by words of English Language in the clothing trade in the city of São Paulo. It aims to analyze the influence of American language and culture in the Brazilian context focusing on linguistic practices and the relationship between language and culture. The specific objective is to analyze the words of the English language presents on the names of shops of three streets in the clothing trade in the city of São Paulo in what regards grammatical classes and semantic aspects, and the relationship of those words with Brazilian culture. The analysis will be based on theoretical reflections of scholars on cultural identities and relationships between language and culture, which are revealing the influences of cultural contacts promoted by globalization nowadays. In the specific case of this paper, we focus on the hypothesis that there is an influence of American culture in Brazilian culture that motivates the preference for words in the English language to compose the names (brands) of shops, confirmed by the results obtained
Esta dissertação tem como tema a interferência da cultura americana na cultura brasileira, manifesta pela presença de palavras de língua inglesa no comércio de vestuário na cidade de São Paulo. Tem como objetivo geral analisar a influência da língua e da cultura americanas no contexto brasileiro com ênfase nas práticas linguísticas e nas relações entre língua e cultura. O objetivo específico é analisar as palavras de língua inglesa presentes nos nomes de lojas de três ruas do comércio de vestuário da cidade de São Paulo no que tange a classes gramaticais e aspectos semânticos, bem como a relação dessas palavras com a cultura brasileira. A análise terá como base teórica as reflexões de estudiosos sobre as identidades culturais e a relações entre língua e cultura, que são reveladoras das influências dos encontros culturais promovidos pela globalização na atualidade. No caso específico deste trabalho, nos concentramos na hipótese de que há uma influência da cultura americana na cultura brasileira que motiva a preferência por palavras de língua inglesa na composição de nomes (marcas) de lojas, confirmada por meio dos resultados obtidos

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Mkhavele, Khombumuni Julia. "Nkanelo wa ntshikelelo wa xinghezi eka swephemu swin'wana swa Xitsonga." Diss., 2013. http://hdl.handle.net/11602/178.

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Damun, Dakom Alfred. "The rephonologization of Hausa loanwords from English: an optimality theory analysis." Thesis, 2016. http://hdl.handle.net/10539/20802.

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Faculty of Humanities School of Literature, Language and Media University of the Witwatersrand A Master’s Dissertation
This study investigates how Hausa, a West Chadic language (Afro Asiatic phyla) remodells loanwords from English (Indo – European) to suit its pre-existing phonology. Loanword adaptation is quite inevitable due to the fact that languages of the world differ, one from another in many ways: phonological, syntactical, morphological and so on (Inkelas & Zoll, 2003, p. 1). Based on this claim, receptor languages therefore employ ways to rephonologize new words borrowed into their vocabularies to fit, and to conform to native structure demands. Hausa disallows complex onsets, preferably operates open syllables and avoids consonant clustering in word-medial positions as at its best can tolerate no more than a single consonant at a syllable edge (Clements, 2000; Han, 2009). On the contrary, English permits complex onsets as well as closed syllables (Skandera & Burleigh, 2005). Such distinctions in both phonologies motivate for loanword adaptation. Hausa therefore employs repair strategies such as vowel epenthesis, consonant deletions and segmental substitutions and/or replacements (Newman, 2000; Abubakre, 2008; Alqhatani & Musa, 2014) to remodell loanwords. For analytical purposes, this research adopts theoretical tools of Feature Geometry (FG) (Clements & Hume, 1995) and Optimality Theory (OT) (Prince & Smolensky, 2004) to clearly illustrate how loanwords are modified to satisfy Hausa native demands (Kadenge, 2012). Vowel epenthesis in Hausa involves two main strategies: consonantal assimilation and default insertions. During consonantal assimilation, coronal and labial segments spread place features unto the epenthetic segment in the process determining the vowel type and/or quality, while in the case of default insertions, fresh segments are introduced context independently. Concerning segmental substitutions, most notably are English consonants /p/ and /v/ maximally replaced with similar ones, [f] and [b] that exist in Hausa on the basis that former and latter segments share same phonation features

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Lee, Daniel Cheungsing. "A study of Japanese loanword naturalisation by Australian learners of Japanese." Master's thesis, 2003. http://hdl.handle.net/1885/146228.

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Li, Suogui, University of Western Sydney, College of Arts, and School of Humanities and Languages. "A cognitive approach to foreign-inspired Chinese terms." 2008. http://handle.uws.edu.au:8081/1959.7/26322.

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This thesis has aimed to set out the classification and word production of foreign-inspired Chinese terms (FICT) within the language system of modern Chinese. FICT refers to a group of vocabulary items in Chinese as a recipient language, where formation is motivated by foreign entities or concepts and designated by some foreign words, but no established foreign elements are in fact transferred from the donor language. The thesis establishes a group of terms identified as a particular category of Chinese borrowings according to the motivation of word production, concerning human bodily perception and cognition experience of foreign entities or concepts. Chinese borrowing is categorized as four types: phonic loans, semantic loans, loan blends and FICT, based on the motivation of sound, form and meaning of foreign words, and sensory perception and cognition of foreign entities and concepts. Cognitive semantics, adopted as an approach in the thesis, is a study of mind and its relationship with embodied experience and culture. Employing language as a key methodological tool for uncovering conceptual organization and structure, this study explores the methods of FICT word production, such as sensory perceptual and metaphorical production in terms of principles of cognitive semantics within the Chinese language system. The various types of Chinese borrowings are analysed in terms of the theory of categorization, and FICT in particular are examined under the semantic model proposed here. It is hoped that the thesis is able to open a new approach to the investigation of Chinese loan words and the process of FICT word production within cognitive semantics.
Doctor of Philosophy (PhD)

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Takaoka, Yuko. "A new usage of katakana." Master's thesis, 2005. http://hdl.handle.net/1885/151215.

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Chen, Pao-Yu, and 陳寶玉. "The Study of Focus Words in English Sentences:Taiwanese Learning English as a Foreign Language." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/73731206385119123909.

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碩士
國立臺灣大學
語言學研究所
94
The purpose of this study was to compare the intonation of English focus words acoustically in three positions and in two sentence structures between American native speakers and Taiwanese advanced English learners. The first language of Taiwanese English learners is Mandarin Chinese, known as a tonal language, and the target language they are learning is English, an intonational language. The issues of the acoustical expression of focus words in the two language groups are discussed. A total of 14 speakers participated in the acoustical experiment with 7 being Taiwanese advanced English learners and the other 7 being American native speakers. The Taiwanese advanced English learners are now studying in graduate institutes in National Taiwan University and majored in English as they studied in universities. They had never learned English from native speakers for more than two months before they attended university. The experiment design involved four parameters: positions, sentence structures, different language groups, focus and neutral focus words. The positions of focus words referred to were sentence-initial, -medial, and –final. The sentence structures were statements and questions. Computer-aided acoustical analysis of the pitch of the focused word showed that native speakers tend to vary their pitch patterns with positions the focus words occupy. As focus words in sentence-initial, American native speakers are inclined to have post-focus drop to express focus whereas Taiwanese English learners raise the pitch value of the focus words. In sentence-medial focus words, Americans show no pitch differences from the neutral focus sentences while Taiwanese English learners locally raise the pitch value of the focus words. In the sentence-final focus words, both Americans and Taiwanese English learners show no obvious pitch differences from neutral focus words. Regarding the durational analysis of focus words and stressed syllables in focus words, native speakers elongate the duration of focus words in both statements and questions in any position. However, Taiwanese English learners show no consistent patterns in their durational lengthening in the three positions. Taiwanese English learners tend to lengthen the syllables in the focus words to achieve the task of elongating the focus words. The results show that Taiwanese second language learners do not show a similar tendency in the acoustic expression of focus words with American native speakers. The finding in this thesis indicates that, even being an advanced language learners, Taiwanese advanced English learners cannot acquire the English intonation, which may result from a negative transfer from their native language. This result contributes to the second language learning and further research.

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Pao-Yu, Chen. "The Study of Focus Words in English Sentences: Taiwanese Learning English as a Foreign Language." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0001-1701200613331700.

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Malimabe, Refilwe Morongwa. "The influence of non-standard varieties on the standard Setswana of high school pupils." Thesis, 2014. http://hdl.handle.net/10210/11768.

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45

Kayigema, Lwaboshi Jacques. "Loanword allocation in Kinyarwanda." Diss., 2010. http://hdl.handle.net/10500/3646.

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Kinyarwanda, like many other languages in contact, has adapted foreign words to meet the needs of its daily life vocabulary and activity. In addition to the lexical need filling, Kinyarwanda borrowed foreign words not only out of need for foreign words but also for prestige. This thesis is based on two hypotheses: Kinyarwanda has borrowed foreign words out of need in various areas; loanwords have been allocated to Kinyarwanda noun class system. This work has discussed and analysed how French and English loanwords have been allocated to key areas of influence and the nominal class system of Kinyarwanda. The data were collected from various sources, including publications, conversation, newspapers, Bible literature, school text books, commercial posters, hoardings. The study has analysed loanwords from French/English deceptive cognates in a bilingual context. This is a challenging task for other researchers who will have to deal with the complexity of deceptive cognate loanwords.
African Languages
M.A. (African Languages)

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46

"Tone-stress interaction: a study of English loanwords in Cantonese." 2005. http://library.cuhk.edu.hk/record=b5892388.

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Lai Wing-sze.
Thesis submitted in: August 2004.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 233-237).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgements --- p.iii
Chapter Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Rational and Significance --- p.1
Chapter 1.2 --- Scope of analysis --- p.2
Chapter 1.3 --- Organization --- p.4
Chapter Chapter 2 --- Background --- p.6
Chapter 2.1 --- Comparison of Cantonese and English consonants --- p.6
Chapter 2.2 --- Comparison of Cantonese and English vowels --- p.8
Chapter 2.3 --- Comparison of Cantonese and English syllables --- p.9
Chapter 2.4 --- Comparison of Cantonese and English autosegments --- p.12
Chapter Chapter 3 --- Literature Review --- p.18
Chapter 3.1 --- Tone assignment in Cantonese loanwords --- p.18
Chapter 3.2 --- Relationship between tone and stress --- p.27
Chapter 3.3 --- Research Questions --- p.31
Chapter Chapter 4 --- Methodology --- p.32
Chapter 4.1 --- Data Collection and Classification --- p.32
Chapter 4.2 --- Loanword Verification Task --- p.48
Chapter 4.3 --- Loanword Creation Task --- p.51
Chapter Chapter 5 --- Investigation of Tonal Patterns --- p.55
Chapter 5.1 --- Monosyllabic Loanwords --- p.55
Chapter 5.2 --- Disyllabic Loanwords --- p.59
Chapter 5.3 --- Summary of Tonal Patterns in Monosyllabic and Disyllabic Loanwords --- p.81
Chapter 5.4 --- Loanwords with more than two syllables --- p.81
Chapter Chapter 6 --- Further Evidence on Tonal Patterns --- p.92
Chapter 6.1 --- Results of Loanword Verification Task --- p.92
Chapter 6.2 --- Results of Loanword Creation Task --- p.103
Chapter 6.3 --- Tonal Assignment by New Generation --- p.115
Chapter Chapter 7 --- Constraints and Rankings in Tone Assignment in Loanwords --- p.116
Chapter 7.1 --- OT Concepts and Mechanisms --- p.116
Chapter 7.2 --- Tonal Features --- p.120
Chapter 7.3 --- My Proposed Account --- p.129
Chapter 7.4 --- Constraints and Rankings --- p.132
Chapter 7.5 --- Summary --- p.145
Chapter Chapter 8 --- Conclusion and Implication --- p.147
Appendices --- p.150
Appendix I All collected Loanword Data --- p.150
Appendix II Eliminated Loanword Data --- p.164
Appendix III Kept Loanword Data --- p.168
Appendix IV Initial Loanword Classification --- p.181
Appendix V Loanword Questionnaire A --- p.198
Appendix VI Loanword Questionnaire A Script --- p.201
Appendix VII Loanword Questionnaire B --- p.203
Appendix VIII More Examples of σ→ σ55 --- p.207
Appendix IX More Examples of 'σσ --- p.209
Appendix X More Examples of'σ[ --- p.214
Appendix XI More Examples of ['σ --- p.217
Appendix XII Disyllabic Loanwords with Atypical Tonal Patterns --- p.218
Appendix XIII Disyllabic Loanwords with Other Tonal Influences --- p.220
Appendix XIV Trisyllabic Loanwords with Atypical Tonal Patterns --- p.222
Appendix XV Results of Loanword Creation Task --- p.224
References --- p.233

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Wong, Jock. "Singapore English : a semantic and cultural interpretation." Phd thesis, 2005. http://hdl.handle.net/1885/149597.

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Sithole, Zamani Lawrance. "Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools." Diss., 2019. http://hdl.handle.net/10500/26243.

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This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science.
Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi.
Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik.
Science and Technology Education
M. Ed. (Natural Science Education)

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Deschambault, Ryan. "Descriptive study of middle school ESL students' reading moves and uses of visual inscriptions when inferring the meaning on unknown words in a science passage." Thesis, 2007. http://hdl.handle.net/1828/2690.

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The purpose of this study was to describe the moves used by middle-school ESL students to infer the meaning of unknown words in a science passage, and to describe the use of visual inscriptions in their inferencing process. Data from 10 female ESL students were collected using think-alouds while reading a test passage from a science textbook. In addition participants completed a Survey of Reading Strategies survey and participated in an open-ended interview about reading strategies. The think-aloud transcripts were analysed using an inductive process based on the constant comparison method, and resulted in the development of a taxonomy consisting of two meta-categories, six categories, and 20 sub-categories of inferencing moves. This taxonomy resulted in the identification of five sub-categories of inferencing moves that had not been described in previous lexical inferencing research. Each of these five new sub-categories occurred among the top ten most frequently used moves overall. Further analysis revealed that participants used Regulatory category moves more frequently than Heuristic moves. This suggested that participants in this study expended a Iarger portion of their resources managing the inferencing and the social aspects of the reading task than attending to word, sentence, discourse, or prior knowledge moves. The use of visual inscriptions was reported with low overall frequency, but this sub-category was used in complex ways in conjunction with other Regulatory and Heuristic moves. This suggested that the use of inscriptions was firmly embedded in the lexical inferencing processes of participants when reading science texts. Suggestions for future research include using texts with additional multimodal characteristics, expanding the age range of participants to include younger ages, and including descriptions of moves resulting from the social aspects of the reading tasks. Pedagogical implications include: (1) developing instruction which targets the use of less frequently reported Regulatory and Heuristic moves to expand the inferencing repertoire of learners, and (2) developing instruction which encourages students to draw links between inscriptions and the construction of lexical meaning to aid in the interpretation of complex text. Further it is suggested that textbook designers: (I) develop more calculated design strategies that will assist students in using inscriptions and text in tandem to construct meaning, and (2) use the published results of lexical inferencing to include features that facilitate the identification of words that are anticipated to be problematic for ESL learners.

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Baloyi, Nkhensani Molina. "Nxopaxopo wa switandzhaku swa " globalisation" eka ririmi ra Xitsonga." Diss., 2018. http://hdl.handle.net/11602/1357.

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MA (Xitsonga)
Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko
Eka ndzavisiso lowu hi kanela hi switandzhaku swa globalization eka ririmi ra Vatsonga. Ku tlhela ku langutisiwa swivangelo leswi sivelaka ku hluvuka ka ririmi, hikokwalaho ka globalization. Ku langutisiwa swivangelo swa ku lahleka ka ndhavuko wa Vatsonga na tindlela leti nga tirhisiwaka ku kucetela Vatsonga leswaku va nga tshiki ndhavuko wa vona wu nyamalala. Ndzavisiso wu kongomisiwa eka maambalelo ni mahanyelo ma vantshwa, swakudya, matshungulelo, tidyondzo, matirhiselo ma nawu wa le hubyeni na matshamelo ma ndyangu. Hi tlhela hi valanga tindlela leti nga tirhisiwaka ku tlakusa ririmi ra Xitsonga leswaku ri nga ha tekeriwi ehansi. Eka ndzavisiso lowu hi tirhisa maendlelo ma nxopaxopo wa vundzeni bya hungu kumbe ku kuma vuxokoxoko bya ndzavisiso, leswi vuriwaka “qualitative research”. Ku tlhela ku tirhisiwa maendlelo mo hlengeleta mahungu (data collection) ku suka eka matsalwa mo fana na tiatikili, maphephahungu, xiyanimoya, tijenali na thelevhixini. Hi tlhela hi tirhisa maendlelo ma nhlokohliso wa swivutiso. Ku hlawuriwile vahlokosiwa va ntlhanu ku suka eka muganga wa ka Shihambanyisi lava nga ni vutivi hi tlhelo ra nhlokomhaka leyi ku endliwaka vulavisisi hi yona. Ku tirhisiwa thiyori ya mfuwo, thiyori ya matimu na thiyori ya nxopaxopo wa mbulavulo.
NRF

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Dissertations / Theses on the topic 'English language – Foreign words and phrases'

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