Dissertations / Theses: 'English language – Pronoun'

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Odd, Jakobsson. "Pronoun translation between English and Icelandic." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339069.

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A problem in machine translation is how to handle pronouns since languages use these differently, for example, in anaphoric reference. This essay examines what happens to the English third person pronouns he, she, and it when translated into Icelandic. Parallel corpora were prepared by tokenisation and subsequently the machine translation method word alignment was applied on the corpus. The results show that when a pronoun is used to refer to something outside the sentence (extra-sentential), this gives rise to major problems. Another problem encountered was the differences in the deictic strength between pronouns in English and Icelandic. One conclusion that can be drawn is that more research is needed as more reliable ways of handling pronouns are needed in translations.
Ett problem inom maskinöversättning är hur man ska hantera pronomen då språk använder dessa olika, exempelvis vid anaforisk referens. I den här uppsatsen undersöks vad som händer med engelska tredje persons pronomen he, she, och it när de har översatts till isländska. Parallella korpusar gjordes iordning genom tokenisering och därefter användes maskinöversättningsmetoden ordlänkning på korpusen. Resultaten visar att när pronomen används för att referera till något utanför satsen (extrasententiell) är det ett stort problem. Ett annat problem som påträffades gällde skillnader i deiktisk styrka mellan pronomen i engelska och isländska. En slutsats som kan dras är att mer forskning behövs då det behövs mer tillförlitliga sätt att hantera pronomen i översättningar.

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Watson, Robin Montgomery. "Epicene Pronoun Use in Modern American English." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2358.

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Traditional prescriptive grammar for English states that the epicene or gender neutral pronoun for third person singular use is he. Research into speaker perceptions has clearly demonstrated that he is not perceived as neutral. Research has also shown traditionally proscribed epicene pronouns such as he or she and singular they to be commonly used, despite the long-standing proscriptions against them. The author examines the endurance of such proscribed options through the lens of markedness theory, considering the impact of cultural values on speakers' epicene pronoun choices. Gender in language is also considered, as well as Kuryłowicz‘s 4th Law of Analogy as a means for understanding patterns of language change. Second person pronoun change is considered as a model for understanding third person pronoun changes currently underway in Modern American English. The author conducts and reports on a corpus study designed to assess the current usage of three epicene pronouns in Modern American English, namely he or she and its variant she or he; one; and singular they. The results of the study are considered in terms of medium, spoken or written, and register, colloquial, standard, or formal. The study suggests that they is generally the preferred epicene pronoun, particularly in spoken language, but that one is the preferred epicene pronoun for formal writing.

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Zhang, Min. "A contrastive study of demonstratives in English and Chinese." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774752.

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This dissertation is a contrastive study of the semantics, pragmatics, and discourse functions of demonstratives in English and Chinese.It is shown that there is a metaphorical relationship between the basic semantic properties of demonstratives and their various uses in the two languages. The proximal demonstrative tends to be used for spatial, temporal, or emotional closeness, or for a foregrounded referent, whereas the distal demonstrative is usually used for spatial, temporal, or emotional remoteness, or for a backgrounded referent. However, details of the metaphorical extensions in the two languages may vary. Functional differences between demonstrative pronouns and neuter pronouns in English and Chinese are also discussed. It is shown that demonstrative pronouns tend to code a higher degree of topic discontinuity or topic change, and neuter pronouns a greater degree of topic continuity in the two languages.In addition to contributing to an understanding of the basic factors governing the uses of demonstratives in English and Chinese, which could be used as a basis for further cross linguistic study, this research should also have some pedagogical value for teaching both English and Chinese as foreign languages.
Department of English

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Huang, Jianqiao Caroline, and 黃劍橋. "Is the overt pronoun constraint learnable?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212621.

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Studies on implicit learning have provided evidence for L2 acquisition of syntactic features, yet limited effort has been made to gauge the applicability of the implicit learning paradigm on syntactic structures that are posited by nativists as innate and need not to be learned. This thesis investigates the implicit learning of the Overt Pronoun Constraint(OPC), a claimed UG-derived constraint (White, 2003a,b; Hawkins, 2008)that prevents overt pronouns from taking quantified NPs as antecedents in null-argument languages(Montalbetti, 1983), and seeks alternative explanations to such knowledge from the usage-based perspective in SLA. In Experiment 1, participants’L1 prior knowledge of the binding constraint of the overt pronoun he in Mandarin Chinese and English was investigated respectively. Results show that Chinese participants accepted the bound variable interpretation of the pronoun他 (he) when the matrix subject (the subject of the main clause) was 有人someone, suggesting that the OPC may not be fully applicable in Chinese, and that the OPC may not be a universal phenomenon in all null-argument languages as claimed by nativists (e.g. Kanno, 1997). In terms of English participants, they rejected bound variable interpretations more often when the matrix subject of the sentence was a quantified NP than when it was a referring NP, indicating some biases of the interpretation towards the reference of the overt pronoun. Potential explanations for these cross-linguistic differences include the popularized use of singular they in English (Bhat, 2004) to refer to gender-ambiguous antecedents, and the degree of consistency in definiteness between the matrix subject and the pronoun as the sub-clause subject. In Experiment 2, Chinese L1 speakers were exposed to a semi-artificial language system that combined the binding constraint of the Japanese pronoun “kare” with Chinese to see whether they could acquire the OPC implicitly. The learning was measured by a timed Grammatical Judgment Test (GJT), and awareness was assessed by confidence ratings, source attributions and verbal reports. Results show that learning effect (both implicit and explicit) was observed in the Chinese group. In Experiment 3, Chinese participants were exposed to a semi-artificial language system that combined the overt pronoun binding constraint with their L2 English, and no learning effect was observed in this group, indicating that implicit learning could be affected by participants’L2 proficiency. In Experiment 4, the implicit learning of the pronoun constraint by English native speakers was investigated and L1 transfer effect was found in this experiment. To sum up, results show that the interpretation bias of the overt pronoun might be learned implicitly, although the learning process could be affected by participants’ prior linguistic knowledge. It also suggests that this bias might be learned without the assumption of UG existence, which show support for the usage-based approach in SLA.
published_or_final_version
English
Master
Master of Philosophy

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Guerriero, A. M. Sonia (Antonia Michela Sonia). "The acquisition of deictic feminine third-person pronouns /." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21216.

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This thesis investigated how a third-born female child acquired the deictic meaning of feminine third-person pronouns in English. The child began producing feminine third-person pronouns at 24 months of age and made few production errors. In contrast, she made systematic comprehension errors between 24 and 36 months of age and did not master the correct comprehension until 40 months of age. Analysis of the child's person errors indicated that she held the proper name interpretation that the feminine third-person pronoun her referred to herself. In production, however, the child rarely called herself with feminine third-person pronouns because she had already mastered the correct use of first-person pronouns in self-reference. The issues of why the child made systematic person errors for such a long period of time and how she corrected the errors are discussed with regard to Oshima-Takane's (1985, 1998) pronoun-learning model.

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Archer, Erika. "Attitudes and practices regarding the generic masculine pronouns in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19739850.

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Oshima-Takane, Yuriko. "The learning of pronouns /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=71959.

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This thesis investigates how children learn the first and the second person pronouns in English. In the first phase two cross sectional studies, which examined production and comprehension in children between 16 months and 36 months of ages, were conducted to determine what types of hypotheses children entertain about the semantic rules of the pronouns. In the second phase an intervention experiment was conducted to determine whether children benefit from observing speech not addressed to them for discovering the correct rules. This hypothesis was evaluated by comparing the effects of two different intervention programs: One providing children with opportunities to observe the shifting reference of personal pronouns in speech addressed to others and the other not providing such opportunities. The results suggest that even children under two years old can learn the correct rules of personal pronouns from speech not addressed to them.

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Shi, Yili. "Referring expressions in Chinese and English discourse." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117097.

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Noun phrases (NPs) with the same reference may take a number of different forms. For example, in English a particular conference can be referred to as a conference, the conference, that conference, this conference, that, this, or it. This dissertation attempts to account for the use of such referring expressions in Chinese, based on Gundel, Hedberg and Zacharski's (1993) Givenness Hierarchy, and compares the discourse use of Chinese referring expressions with those of English.The Givenness Hierarchy is given below:THE GIVENNESS HIERARCHY:inuniquelytypefocus > activated > familiar > identifiable >referential> identifiable that{it}this{that N}{the N}{indefinite this N}{a N}this NThe Givenness Hierarchy correlates the form of referring expressions with their cognitive statuses, with each status being necessary and sufficient for the appropriate use of a different form or set of forms.The dissertation tests the Givenness Hierarchy to see if it adequately explains the use of referring expressions in Chinese. The data for this study are drawn from spoken and written texts from several different text types (cf. Biber 1986, 1988). The spoken data represent three different speech situations, i.e., face-to-face casual conversations, news broadcasts, and public speeches. The written texts represent different types, including short stories, novels, academic prose, magazine and journal articles, published letters and personal letters. The spoken and written data cover a range of formality and degree of planning.The results of the study show that the Givenness Hierarchy cannot account for the choice of form when two forms meet the sufficient cognitive requirements for appropriate use. More specifically, the Givenness Hierarchy fails to account for choices in Chinese between yi `one' NP and a bare NP when type identifiable is a necessary and sufficient condition for the appropriate use of both, or between nei `that' NP and a bare NP when uniquely identifiable is a necessary and sufficient condition for the appropriate use of both.It is proposed that within the individual categories of the Givenness Hierarchy, further distinction of the degree of discourse salience must be made in order to account for the distribution of Chinese NP forms in discourse. For example, the study shows that nei `that' encodes a uniquely identifiable referent and is used to increase referential salience, while a bare NP encodes a referent of neutral referential salience. Following Givon's (1984) line of research, the use of the numeral yi `one' is to code pragmatically important referents in discourse vs. the use of a bare NP to indicate referentially unimportant referents.To interpret the distribution of referring expressions in Chinese discourse, a number of properties of different expressions have been identified and characterized. The distal demonstrative determiner nei `that' has an associative anaphoric use, encoding an entity whose referent is uniquely identifiable based on what Hawkins (1978, 1991) calls P-sets, association sets. This function of nei as an associative anaphor demonstrates that its deictic function has become weak. In this regard, nei is beginning to function like the English definite article the.The distal demonstrative determiner nei has a recognitional use in talk-ininteraction, to use Schegloff's (1996) terms, negotiating shared knowledge and personal experiences.The demonstrative determiners zhe/na 'this/that' are studied in terms of word order variation. When in postverbal position, they function as definite markers, precluding indefinite interpretation of the postverbal NP. In preverbal position, they tend to increase referential salience of the subject/topic NP.The demonstrative pronouns are compared with the neuter pronoun to `it' and zero when referring to inanimates. The neuter to and zero tend to continue a topic, while demonstrative pronouns are likely to signal topic shift. This distinctive feature is shared by both English and Chinese.In sum, this dissertation contributes to our understanding of the use of referring expressions in both Chinese and English, which should be of interest both to linguists and to language teachers.
Department of English

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Elrod, Elizabeth J. "Give us a Gender Neutral Pronoun, Yo!: The Need for and Creation of a Gender Neutral, Singular, Third Person, Personal Pronoun." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/200.

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This essay outlines the problems associated with the history and current absence of a gender-neutral third-person singular personal pronoun in the English language. The combination of the social and grammatical consequences of this language gap results in pronoun choices that are either politically incorrect or verbose. Experts’ attempts to fill this language gap have failed to take root on any widespread basis; but, interestingly, middle school children in Baltimore, Maryland created and started using “yo” as their own gender-neutral third-person singular personal pronoun. Stotko and Troyer’s (2007) study on this development sheds some light on exactly how students use “yo” as a third-person pronoun and proposes some theories regarding the origin of this change in language. This spontaneously produced gender-neutral pronoun has gained as much recognition as many gender-neutral third-person singular personal pronouns proposed by linguistic experts, perhaps as a result of children’s unique understanding of and ability to create language. This recent development indicates that common English speakers will likely spontaneously generate a solution to the current pronoun gap, although this will probably take some time to occur.

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Sheen, Ding-Taou. "The historical development of reciprocal pronouns in middle English with selected early modern English comparisons." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558329.

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In Modern English, EACH OTHER and ONE ANOTHER are morphologically fixed as reciprocal compound pronouns. The reciprocal construction has been developed and used in every period of the English language. The main purpose of this study, nevertheless, was to investigate the ways to express the notion of reciprocity in Middle English and Early Modern English.The morphological analyses of the citations demonstrate that Middle English employed a great variety of head words and phrases than does Modern English in reciprocal structures. EACH, EITHER, EVERY, and ONE most frequently appear as head words of Middle English reciprocal construction, and OTHER usually occurs as a subsequent elements. OTHER, however, may also serve as the head word. Middle English also permits EACH MAN, ILLC MANN, EACH ONE, ILLC ONE, EVERY MAN, EVERY ONE, and THE ONE to function as head phrases. In Early Modem English, Malory employs various structures in his writings, but he prefers EITHER, EITHER OF (US, YOU, THEM) as the head of reciprocal patterns. Shakespeare, nevertheless, more frequently uses ONE as the head word.In Middle English, according to the data, the reciprocal sequence (EACH, EITHER, ONE) / OTHER stands in subject position in twenty examples between c. 1200 - c.1450. Rarely, however, do the pronouns function as a compound subject (subject / complement). The underlying structure of the sentence pattern SOV, nevertheless, is SVO. The need to rhyme, therefore, may cause the change of the word order in the period.(EACH, EITHER, EVERY, ONE, OTHER) may be compounded with the pronoun OTHER in forty examples between c. 1285 - c.1513, but the sequence most frequentlyoccur as direct / indirect object. (EACH, EITHER, EVERY, ONE, OTHER) + OTHER functions as object of preposition in four examples between c.1328 - c.1440.The modem usage of EACH OTHER as a compound object is established in Early Modern English learned, imaginative texts, and the use of ONE ANOTHER as the compound direct object and object of preposition are being established in that period.Since the rules for compounding reciprocal pronouns and for their morpho-syntatic features were not restrictly established before the time of Shakespeare, OTHER could function as an uninflected, separable pronoun in Middle English. In position except modification. the development of OTHER as a nominal occured after Middle English except where the head word is ONE. In Modem English, OTHER must be used as a nominal if the reciprocal pronouns are not compounded.
Department of English

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Fletcher, Lyle L. "Pronouns of Address in the Book of Mormon." Diss., CLICK HERE for online access, 1988. http://patriot.lib.byu.edu/u?/MTAF,34224.

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Ozaki, Shizuko. "Binding and gapping in second language acquisition : evidence from a longitudinal study of Japanese learners of English." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317748.

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The aim of this dissertation was to examine how Japanese learners of English in the United States developed their interpretation of antecedents of reflexive pronouns and their understanding of the direction of verb gapping in English over time. The two properties in question operate differently in English and Japanese, and neither property is normally taught. Therefore, the acquisition of these properties of English by Japanese learners sheds light on the role of Universal Grammar (UG) in second language acquisition (SLA).Fourteen Japanese learners answered three questionnaires, each containing a test assessing reflexives (the Binding Test) and a test assessing verb gapping (the Gapping Test) at three different times, approximately 12 weeks apart from each other. In addition, three groups of 20 native speakers of English provided their results on the same questionnaires.The overall performance of the learners on the Binding Test started out significantly inferior to that of native speakers, and it did not reach the level of native speakers in later sessions. In contrast, the overall performance of the learners on the Gapping Test started out as good as that of native speakers, and it maintained the same level relative to the native performance in later sessions. Furthermore, the overall performance of the learners in later sessions was not significantly better than that in earlier sessions. These findings seem to suggest that increased time spent in an English-speaking environment did not have any effects on the learners' acquisition of the two properties. However, when performance by subset was considered, significant improvement was observed.Examination of individual patterns of responses revealed that the learners showed the patterns consistent to English, Japanese, and even other languages and that some of the learners who previously showed a pattern other than the English pattern successfully demonstrated the English pattern in later sessions. These findings constitute evidence for the view that parameter-resetting is possible in SLA.The dissertation also includes discussion of the test instrument and explanation of the data in the light of recent theoretical predictions. The concluding chapter offers pedagogical implications as well as suggestions for future UG-based SLA research.
Department of English

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Gespass, Suzanne Ruth. "Control and use of pronouns in the writing of native American children." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184750.

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Research into the comprehension of pronominal anaphora in reading has lead to contradictory conclusions about the role of pronouns in text and about how and when they are processed by the reader. This study investigated pronoun assignment from the point of view of the writer. Pronouns and other referring expressions were examined in the writing of six native American (Tohono O'odom) children over two years while in third and fourth grade. The young writers appropriately used and controlled the full range of pronouns in regard to person, number, case and gender. In the two hundred ten text analyzed, pronoun frequency was actually greater than the pronoun frequency in professionally authored text. This finding is attributed to an overgeneralization of the language principle of economy identified by Kenneth Goodman which states that pronouns are used whenever possible except where ambiguity would result. Unnecessary repetition of the noun phrase is, thus, avoided. That the young writers conform to the rule provides evidence that they understand and control the pronoun system. Reference establishment, reference miscues, and genre influences were investigated in relation to pronoun choice, strategies for choosing, and patterns of ambiguity. Strategies for avoiding ambiguity included the use of naming and length to disambiguate. Reference ambiguities were rare and occurred primarily in situations where the text merged with the context as when the definite article or demonstrative is used to point to something in the general context of the writing situation such as a picture or reference material. Although related indirectly to genre, the specific conditions of the assignment were found to affect the amount and kind of ambiguity most directly. Developmental effects were examined in relation to sense of audience. Implications are that the direct teaching of pronominal anaphora is not only a necessary but may be counterproductive because of the unnatural focus on something that is already controlled. This study confirms and supports the strength of a whole language classroom where a writing process approach is used.

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Paterson, Laura Louise. "The use and prescription of epicene pronouns : a corpus-based approach to generic he and singular they in British English." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9118.

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In English the personal pronouns are morphologically marked for grammatical number, whilst the third-person singular pronouns are also obligatorily marked for gender. As a result, the use of any singular animate antecedent coindexed with a third-person pronoun forces a choice between he and she, whether or not the biological sex of the intended referent is known. This forced choice of gender, and the corresponding lack of a gender-neutral third-person singular pronoun where gender is not formally marked, is the primary focus of this thesis. I compare and contrast the use of the two main candidates for epicene status, singular they and generic he, which are found consistently opposed in the wider literature. Using corpus-based methods I analyse current epicene usage in written British English, and investigate which epicene pronouns are given to language-acquiring children in their L1 input. I also consider current prescriptions on epicene usage in grammar texts published post-2000 and investigate whether there is any evidence that language-external factors impact upon epicene choice. The synthesis of my findings with the wider literature on epicene pronouns leads me to the conclusion that, despite the restrictions imposed on the written pronoun paradigm evident in grammatical prescriptivism, singular they is the epicene pronoun of British English.

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Ivana, Miškeljin. "Topicalization and Left Dislocation in English and Serbian." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100971&source=NDLTD&language=en.

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The aim of the dissertation entitled Topicalization andLeft Dislocation in English and Serbian is to describeand offer a generative account of the syntactic andinformation-structural properties of topicalization andleft dislocation in the languages in question, twosuperficially similar preposing structures whichexpress the same propositions, but are not felicitous inthe same context. The analysis is not contrastive in thesense that we are looking for English-Serbiancounterparts or vice versa, but the tertiumcomparationis are the phenomena of topicalizationand left dislocation. The fundamental diagnostics ofdifferentiating between the two variants of leftdislocation identified in Serbian is laid out, viz.Hanging Topic Left Dislocation and Contrastive LeftDislocation. The dissertation also explores howinformational structuring of an utterance determinescontextual choices. The lexicon provides the input tothe computational system which by means of featuresbuilds structure via phases and also gives rise todisplacement. The data related to information structurecome from the numeration. The results of the researchindicate that the notion of a topic should bedeconstructed in a combination of the features [+/-a(nchored), +/-c(ontrastive)], similarly to López(2009), anchored in the sense of Birner & Ward(1998), and contrastive in the pragmatic sense of Titov(2013), whereby [+/-c] is parasitic on [+a].Topicalization in both English and Serbian, andContrastive Left Dislocation in Serbian mark topicsvii[+a, +c], whereas Hanging Topic Left DislocationHTLD in both English and Serbian marks topic [+a, -c]. It is argued that adding pragmatic features inaddition to formal ones relevant to the derivation bythe operation which forms the numeration does notoffend the Inclusiveness Condition either. Theinterpretation of an element marked as a topic is theresult of its featural content and its syntactic position,reflecting the interaction of syntax, prosody andpragmatics. Pragmatic features are valued butuninterpretable in the numeration rendering thesyntactic object containing it active for syntacticoperations. Probe (pragmatic) features triggerAgree(ment), but not displacement. It is an edgefeature that drives movement or Internal Merge. It isargued that topicalization in both English and Serbianis generated by movement. The edge feature on C(Force) licenses the TopP if it is required for theinterpretation and if it is structurally possible, asobserved by Jiménez-Fernández & Miyagawa (2014).Unlike in English, the non-phase head T in Serbiancan inherit an edge feature from C and license theTopP in the Spec,TP in those structures which are saidto be incompatible with topicalization in English. Thehead licensing the left-dislocated element is realizedas comma intonation, as argued by Emonds (2004). Itis argued that Hanging Topic Left Dislocation in bothEnglish and Serbian is derived by base-generation ofthe left-dislocated constituent in its surface position(adjoined to a CP), whereas Contrastive LeftDislocation in Serbian by movement (also to aposition attached to a CP). What moves is theresumptive pronoun, and then co-reference isestablished upon adjoining of the left-dislocatedelement via the operation Match or Match+Agree ofBoeckx (2003), which is the only way not to violatethe Inclusiveness Condition. Although bothTopicalization and Contrastive Left Dislocation markcontrastive topics, they have different discoursedistributions, as confirmed by our corpus, thus thisadjoining of a left-dislocated element is justified. Inthe case of Hanging Topic Left Dislocation, coreferencebetween the left-dislocated element and theresumptive pronoun is established via the operationMatch of Boeckx (2003). If the resumptive pronoun isa clitic, it moves to the second position in its intonational phrase triggered by the phonological requirement. Hanging Topic Left Dislocation in both English and Serbian marks referential topics and it isalso a topic-promoting device in Serbian, as argued onrelying on our corpus.
Cilj doktorske disertacije pod nazivom Tematizacija ileva dislokacija u engleskom i srpskom jeziku je daopiše i ponudi generativni prikaz sintaksiĉkih iinformacijsko strukturnih osobina tematizacije i levedislokacije u pomenutim jezicima, dveju naizgledsliĉnih struktura za pomeranje reĉeniĉnog elementa uprednje polje koje izraţavaju iste propozicije, ali neodgovaraju istom kontekstu. Analiza nije kontrastivnau smislu da traţimo englesko srpske ekvivalente iliobratno, već je tertium comparationis pojavatematizacije i leve dislokacije. PonuĊeni su i osnovnidijagnostiĉki testovi za razlikovanje dva oblika levedislokacije identifikovana u srpskom, naime levedislokacije odvojene teme i kontrastne levedislokacije. Disertacija takoĊe istraţuje kakoinformacijsko strukturiranje iskaza odreĊujekontekstualne izbore. Leksikon obezbeĊuje ulaznuinformaciju sistemu sintaksiĉkih operacija koji putemobeleţja gradi strukturu u fazama i takoĊe dovodi dopomeranja. Podaci vezani za informacijsku strukturusu dati u numeraciji. Rezultati istraţivanja ukazuju napotrebu da se pojam teme rašĉlani na kombinacijuobeleţja [+/-a, +/-c], sliĉno Lópezu (2009), anaforiĉnou smislu Birnera & Warda (1998), i kontrastno upragmatiĉkom smislu Titove (2013) pri ĉemu je [+/-c]zavisno od [+a]. Tematizacija i u engleskom i usrpskom jeziku i kontrastna leva dislokacija u srpskomobeleţavaju teme kao [+a, +c], dok leva dislokacijaodvojene teme i u engleskom i u srpskom jezikuobeleţava teme kao [+a, -c]. U radu se dokazuje da ni dodeljivanje pragmatiĉkih obeleţja pored formalnih obeleţja relevantnih za derivaciju putem operacije koja formira numeraciju ne narušava uslov ukljuĉenosti. Interpretacija elementa obeleţenog kao tema je rezultat njegove kombinacije obeleţja i njegove sintaksiĉke pozicije, što odraţava interakciju sintakse, prozodije i pragmatike. Pragmatiĉka obeleţja su vrednovana, ali netumaĉiva u numeraciji ĉineći sintaksiĉki objekat koji ih sadrţi aktivnim za sintaksiĉke operacije. Upravna (pragmatiĉka) obeleţja uzrokuju slaganje, ali ne i pomeranje. Obeleţje ivice je ono što pokreće pomeranje ili interno spajanje. Argumentujemo da je tematizacija i u engleskom i u srpskom jeziku generisana pomeranjem. Obeleţje ivice na upravnom elementu C (Force) dozvoljava TopP ako je to neophodno za interpretaciju i ako je strukturno moguće, kao što su formulisali Jiménez-Fernández & Miyagawa (2014). Za razliku od engleskog, nefazni upravni element T (upravni element obeleţja vremena) u srpskom jeziku moţe da preuzme obeleţje ivice od C i dozvoli TopP u Spec,TP u onim strukturama za koje se smatra da nisu kompatibilne sa tematizacijom u engleskom jeziku. Upravni element koji dozvoljava levu dislokaciju se realizuje kao intonacijska pauza, kao što predlaţe Emonds (2004). Argumetujemo da je leva dislokacija odvojene teme i u engleskom i u srpskom jeziku nastala generisanjem levo dislociranog konstituenta u mestu realizacije (pridruţenom CP projekciji), dok je kontrastna leva dislokacija u srpskom nastala pomeranjem (takoĊe u poziciju pridruţenu CP projekciji). Ono što se zapravo pomera je rezumptivna zamenica i onda se po pridruţivanju levo dislociranog elementa uspostavlja koreferentnost putem operacije uskladi ili uskladi+sloţi Boeckxa (2003), što predstavlja jedini naĉin da se ne naruši uslov ukljuĉenosti. Iako i tematizacija i kontrastna leva dislokacija obeleţavaju kontrastne teme, one imaju razliĉite diskursne distribucije, što je potvrdio naš korpus, stoga je ovo pridruţivanje levo dislociranog elementa opravdano. U sluĉaju leve dislokacije odvojene teme, koreferentnost izmeĊu levo dislociranog elementa i rezumptivne zamenice se uspostavlja putem operacije uskladi (Boeckx 2003). Ako je rezumptivna zamenica klitika, ona se pomera u drugu poziciju u svojoj intonacijskoj frazi, što je uzrokovano fonološkim zahtevom. Leva dislokacija odvojene teme i u englesko i u srpskom jeziku obeleţava referencijske teme i takoĊe je sredstvo unapreĊivanja teme u srpskom, kao što se argumentuje na osnovu našeg korpusa.

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McCourt, Claire A. "Learner use of French second-person pronouns in synchronous electronic communication." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9753/.

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This study analyzes students' use of the French second-person pronouns tu (T) and vous (V) in small-group (2-3 students) inter-learner online chat sessions. The influence of internal linguistic factors (i.e., turn type and morphosyntactic environment) on learners' appropriate vs. inappropriate use of these pronouns is considered. The study also investigates the influence of Instructional Level on tu-vous use and the extent to which students from different instructional levels provide various types of peer assistance (e.g., lexical, morphosyntactic, and sociolinguistic/pragmatic) . Pronoun use was extremely unstable for learners of all levels, and a Kruskal-Wallis analysis revealed that Instructional Level did not significantly affect appropriate T/V use overall. Instructional Level and Syntax did, however, significantly affect interrogative T/V use, as shown through multivariate analyses. Peer-assisted performance was limited to lexical retrieval. Pedagogical recommendations are presented for teaching and learning second-person pronouns in French.

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Rosenbaum, Nicole Marie. "Untangling contradictions: The uses of you in composition." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1728.

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Otter, Harriet. "Får man ta en bulle? : En undersökning av elevers översättning av pronomenet man till engelska." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2192.

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Ett av målen i skolans läroplan är att eleverna utvecklar en kommunikativ och social kompetens. Enligt kursplanen för engelska B kurs, skall eleverna bland annat ha utvecklat en förmåga att kunna anpassa språket beroende på den situation eleven befinner sig i. Det indefinita pronomenet man är vanligt förekommande i det svenska språket. Att översätta detta ord fordrar en förståelse av situation såväl som av register. Undersökningen går ut på att ta reda på hur eleverna hanterar översättningen av man och om de vet när situationen fordrar formellt eller informellt språk. Resultatet visar att de kan hantera översättningen i de flesta avseenden även om de inte fått mycket undervisning om problemet. Valet av you som motsvarighet till man är dock övervägande och eftersom detta val signalerar informalitet kan kommunikationen påverkas.

One of the goals of the Swedish national curriculum is that students develop a communicative and social competence. According to the English B-level syllabus, the students should among other things develop their ability to adjust language use to the situation. The indefinite pronoun man is a frequent occurrence in the Swedish language. Translating this word requires an understanding of situation as well as register. The study examines how the students handle the translation of man and if they know when the situation requires formal or informal language. The result shows that they can handle the translation in most cases even though they have not been given much instruction on the problem. However, the choice of you as a correspondence to man is predominant, and since this choice signals informality communication might be affected.

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Balogh, Jennifer Elaine. "Pronouns, prosody, and the discourse anaphora weighting approach /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112198.

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Golmann, Malcolm. "Relative Clauses in Ælfric’s Catholic Homilies : a quantitative study." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7361.

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The aim of this degree project has been to examine, analyze and describe which intra-linguistic factors influence how relative clauses are formed in Old English.

The key to successfully performing the task of identifying which factors influences the relative causes is to examine how these factors are distributed among the relative clauses in the text. The main focus of this investigation thus was to investigate how the grammatical features of the antecedents of the relative clauses in Old English were distributed. By analyzing a text sample of the work of the Old English writer Ælfric, taken from the Dictionary of Old English Corpus at the University of Toronto, also known as the Toronto Corpus, several features of the antecedent will ideally become evident as influencing factors.

The relative clauses that are found to be relevant for this investigation in the Ælfric text sample have been categorized and analyzed in order to identify any grammatical pattern that could indicate which factors influence how relative clauses in Old English are formed. The findings have been analyzed according to quantitative and statistical principles, and the chi-square test has been employed to verify the statistical significance of these findings. By doing this some linguistic factors have been verified as influencing factors.

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Engelhardt, Maike. "Generic pronouns and their influence on the speakers' language awareness." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1844.

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Vestin, Jonas. "What is the English counterpart to the Swedish pronoun man?" Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8217.

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The main aim of this essay has been to generate an understanding of the distinct difference of the Swedish indefinite pronoun man and the English counterpart. It is established that man provides an extraordinary feeling of generality in its context. The materials used to do this consist of two parts. Firstly, four different grammar books describing how the translation from Swedish to English should be done. Secondly, how a translator deals with the issue of not having a corresponding component in the English language. This essay also incorporates theory of translation to identify other problems a translator might get confronted with.

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Uggla, Caroline. "Swedish Second Language Learners’ Ability to Pronounce English Contrastive Consonant Phonemes." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30172.

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The purpose of this study is to investigate sixth form students’ pronunciation, and their exposure to English during their English lessons in school. The focus of the study is to investigate whether or not the students have problems with pronouncing the contrastive consonant phonemes that do not exist, or are rarely used in the Swedish language (i.e /z/). In order to investigate the students’ pronunciation, questionnaires were handed out, followed by a reading exercise that was recorded. Also, a questionnaire was handed out to the students’ teachers in order to investigate their thoughts about the importance of teaching pronunciation. The participating students and teachers in this essay were chosen from a school in the south-west part of Sweden. The results in this essay show that the majority of the students participating had difficulties pronouncing the English consonant phonemes which do not exist, or are rarely used, in Swedish i.e /z/, /tʃ/ and /dʒ/. Furthermore, the results in this essay show that the students are more likely to pronounce English words with consonant phonemes similar to those used in Swedish.

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Brener, R. Y. "Childrens acquisition of the diectic meaning of the third person pronouns of English." Thesis, University of Hull, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380774.

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Qi, Ruying, University of Western Sydney, of Arts Education and Social Sciences College, and School of Languages and Linguistics. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child." THESIS_CAESS_LLI_Qi_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/466.

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This longitudinal study aims to trace the developmental route from nominal to pronominal reference to person in a bilingual first language acquirer of two typologically distinct languages : Mandarin and English. The study reveals that experiencing different types of input influences the speed and movement by which personal pronouns are learned in language production. The study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environment which is fundamentally unlike the one parent-one-language setting. The data-set of the work consists of over 65 tape recorded sessions of naturalistic speech collected over 30 months in context-based language use in either Mandarin or English, where Mandarin is the home(and minority) language spoken by both parents and other family members while English is the(dominant)language of all other environments.
Doctor of Philosophy (PhD)

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Qi, Ruying. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/466.

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This longitudinal study aims to trace the developmental route from nominal to pronominal reference to person in a bilingual first language acquirer of two typologically distinct languages : Mandarin and English. The study reveals that experiencing different types of input influences the speed and movement by which personal pronouns are learned in language production. The study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environment which is fundamentally unlike the one parent-one-language setting. The data-set of the work consists of over 65 tape recorded sessions of naturalistic speech collected over 30 months in context-based language use in either Mandarin or English, where Mandarin is the home(and minority) language spoken by both parents and other family members while English is the(dominant)language of all other environments.

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Nampetch, Camille. "English Translation of Thai Pronouns : How Two Translators Have Dealt with Thai Personal Pronouns in Four Reigns." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161146.

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This study has looked into what translation techniques Tulachandra and Barang have used in their English translation of Thai personal pronouns in Pramoj’s novel Four Reigns. Thai uses different personal pronouns to different people to signify social status, gender and intimacy, which may be challenging for the English translations to achieve. With the limited material available, the personal pronouns sadet, khun, mae, pho and various kinship terms and titles were explored. The results showed that the most frequent translation technique was equivalence, that is, the translating of Thai pronouns into the English I or you. The borrowing technique was also used from time to time. Due to language and cultural differences between Thai and English, it is not possible for the translations to achieve a hundred percent accuracy in terms of underlying meaning of the personal pronouns. The translators did, however, make an effort in keeping the special traits of the pronouns by adding a proper noun into the sentence.

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Qi, Ruying. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050615.150212/index.html.

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Kowaluk, Agnieszka. "The development of pronouns and determiners in the second language : a study of Polish learners of English." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251807.

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Hedvall, Eila. "THOU, THEE, THY, THINE, YE, YOU, YOUR, YOURS : SECOND PERSON PRONOUNS IN TWO BIBLE TRANSLATIONS." Thesis, Jönköping University, School of Education and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1069.

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ABSTRACT

Thou, Thee, Thy, Thine, Ye, You, Your, Yours: Second Person Pronouns in Two Bible Translations

In the King James Version from 1611 there are eight different forms of personal pronouns for second person: the singular forms thou, thee, thy, thine and the corresponding plural forms ye, you, your and yours. Because of linguistic changes in the English language the number of the second person pronouns has declined during the centuries. Accordingly, in the New King James Version from 1990 these eight earlier pronouns are represented by only three pronouns: you, your, yours. Therefore, the hypothesis of this study was that the disappearance of so many different pronoun forms might have caused some ambiguity. To examine this, The Gospel of Luke of both Bible versions was studied and all the second person pronouns were first classified according to their case and number (nominative/accusative/dative/genitive, singular/plural) and thereafter counted. The verses of the Gospel of Luke, where both one or several persons are addressed, were read and carefully studied. Furthermore, when necessary, interesting or relevant, comparisons were also made to two other translations: Gustav V´s Bible from 1917 and the Swedish Bible Version from 2000. The results of this study show that there are differences in the numbers of the examined pronouns. These discrepancies depend on several different factors which have been discussed. In addition, the investigation gives evidence of the fact that the references of pronouns are not always completely clear: several verses, which might be perceived erroneously, were found in the modern English Bible translation.

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Kevari, Mary Kathleen. "The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.

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Jaime, Ruti. "How do I pronounce this word? : Strategies used among Swedish learners of English when pronouncing unfamiliar words." Thesis, Karlstad University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4060.

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This study aimed to identify some of the strategies students used when pronouncing unfamiliar words. Questionnaires were handed out to 94 students in the 9th grade in a medium-sized Swedish town. In addition, two teachers and 13 students were interviewed. The results indicate that the students had acquired some basic knowledge about the English sound system from phonetic training in their past education. However, there seemed to be a tendency among the students to use the trial-and-error strategy to a larger extent than using tools such as phonetic transcription in order to figure out the pronunciation of a word. The results also show that the teachers did not teach planned lessons on pronunciation, but instead it was more common that they responded to errors made by students. In conclusion, the results show that the students' knowledge in pronunciation in general was limited. In addition, there seemed to be a connection between the way the students and the teachers approached pronunciation and the student's ability to solve pronunciation issues.

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Sjöberg-Hawke, Carina. "Translating a guidebook: addressing reader expectation : A small-scale corpus study of direct reader address in a Swedish-English translation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77340.

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This study analyses the comparative frequency of “direct reader address” in English and Swedish walking guidebook texts. Through a quantitative and qualitative analysis of specific linguistic features that constitute “direct reader address”, the study aims to highlight the importance of considering reader expectation of a text, i.e. the target culture’s text conventions when translating. The linguistic features in focus are those which help to establish a familiar relationship between reader and writer and thus set up an imaginary dialogue. These are: second-person pronouns, first-person inclusive plural pronouns and verbs in the imperative mood. A translation corpus of walking-guidebook extracts (10 English originals, 11 Swedish originals and their English translations) and my own Swedish-to-English translation of such a text were analysed in order to a) determine to what extent “direct reader address” is used in Swedish and English original walking guidebooks; b) determine to what extent “direct reader address” is retained and used in English translations of Swedish walking guidebooks; and c) discuss the implications of this for translators of such texts. The results of the investigation show that although “direct reader address” does appear in both Swedish and English original guidebooks, it is more prevalent in English ones. Imperative verbs are the most common of all the relevant linguistic features. The results also show that the trend is not only to retain in English translations what “direct reader address” existed in Swedish originals but also sometimes to add “direct reader address” for reasons of syntax and idiomatic usage. The implications are that a target culture’s text conventions are consequential when translating a walking guidebook because they relate to reader expectation, in particular in relation to linguistic features of “direct reader address”. To translate well, and where deadlines allow, it is recommended that a translator’s strategy should try to address reader expectation.

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Buscail, Laurie. "Étude comparative des pronoms démonstratifs neutres anglais et français à l'oral : référence indexicale, structure du discours et formalisation en grammaire notionnelle dépendancielle." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00965362.

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Cette thèse explore le fonctionnement indexical des pronoms démonstratifs anglais this, that et it d'une part, et des pronoms démonstratifs français, en particulier ça, d'autre part, en vue d'une comparaison entre ces deux systèmes. L'ensemble des phénomènes référentiels et discursifs observés sont ramenés à certaines caractéristiques syntactico-sémantiques propres à chaque démonstratif, alors formalisées dans le cadre de la Grammaire Notionnelle Dépendancielle. Les occurrences de this, that, it et ça analysées étant issues de conversations orales spontanées et enregistrées selon le protocole des projets PAC et PFC, notre étude apporte un questionnement sur les avantages et les limites des grands corpus oraux pour les recherches en linguistique théorique.

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Queiroz, Rodrigo Nascimento de. ""Eu pensei que ia sair daqui falando ingl?s": um estudo sist?mico-funcional sobre pap?is sociais atribu?dos por alunos de um curso de Letras/Ingl?s." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16246.

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Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom
Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o

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Thomas, Emma Gabrielle. "Pronoun differentiation in young children an eyetracker study /." 2010. http://hdl.handle.net/10090/15222.

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Hsieh, Ho-Yun, and 謝和耘. "Overt Pronouns in English and Mandarin Second Language Acquisition: Evidence from Backward Anaphora and Overt Pronoun Constraint." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c5t9kg.

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碩士
國立清華大學
語言學研究所
106
With Truth Value Judgement Task, the thesis aimed to explore (1) how English second language learners of Mandarin and Mandarin second language learners of English interpret backward anaphora sentences with ‘while’ and ‘because’ in both Mandarin and English; (2) are Mandarin and English speakers constrained by Overt Pronoun Constraint; (3) if the results support the Full Transfer Full Access Hypothesis, the Full Access without Transfer Hypothesis, and Interface Hypothesis. The results of Experiment 1 and 2 suggest that English second language learners of Mandarin interpret backward anaphora sentences with ‘while’ differently with Mandarin native speakers. While Mandarin native speakers disallow the coreference readings, second language learners allow. Mandarin second language learners of English interpret backward anaphora sentences similarly to English native speakers. In Experiment 3 and 4, the results show that Mandarin native speakers are not constrained by Overt Pronoun Constraint. Both English and Mandarin second language learners allow coreference reading with sentences containing quantified antecedent and wh- word. The results of Experiment 1 and 2 support the Full Access without Transfer Hypothesis; the initial state in second language acquisition is the same as the initial state in first language acquisition.

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Jankowski, Bridget Lynn. "A Variationist Approach to Cross-register Language Variation and Change." Thesis, 2013. http://hdl.handle.net/1807/43604.

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The comparative method of variationist sociolinguistics has demonstrated that frequency changes are not reliable determinants of whether grammatical change is taking place. Frequency changes can be the result of extra-linguistic register changes, changes within the underlying grammar, or a combination (Szmrecsanyi, 2011; Tagliamonte, 2002). This work examines two variables known to vary along the written-to-spoken continuum — relative clause pronouns, and the genitive construction — across three registers of English and 100 years, with the goal of furthering our understanding of the relationship between spoken and written language. The s-genitive (i.e. Canada's government vs. the government of Canada) is on the rise in the 20th century (Hinrichs and Szmrecsanyi, 2007; Rosenbach, 2007). Statistical modeling confirms the press register leads this increase — a register change. Examination of internal linguistic constraints over time indicates simultaneous grammatical change, with the s–genitive increasing with certain inanimate subtypes. The WH-forms (who, which) of the relative pronouns have become increasingly restricted to written registers (e.g. Romaine, 1982; Tottie, 1997), leaving that as the variant used most for subject function in vernacular speech (D'Arcy and Tagliamonte 2010). Although who continues to be used for animates, which is shown to have lost any grammatical conditioning that it once had and to be undergoing lexical replacement by that for non-human subject antecedents. Unlike the genitives, though, examination of internal linguistic factors reveals no evidence of grammatical change. The methodology employed here provides a way to tease apart grammatical change from register change, with register-internal change shown to be a motivating factor in change from above. While the vernacular is ''the most systematic data for our analysis of linguistic structure'' (Labov, 1972a:208), it is not necessarily the most innovative, nor is it always the locus of change. With that in mind, this work provides a model of language change that integrates change across speech and writing.

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Huitema, John S. "Pronouns and the representation of discourse." 1989. https://scholarworks.umass.edu/theses/2180.

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Martens, Mary Jo. "Recognition and production of pronouns by francophone learners of English as a second language." Thesis, 1988. http://spectrum.library.concordia.ca/4080/1/MM64681.pdf.

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Shen, I.-Ru, and 沈逸茹. "The Roles of Language Modality and Working Memory on Mandarin-Chinese EFL Learners’ Production of English Gender Pronouns." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ca76gv.

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碩士
國立清華大學
外國語文學系
106
ABSTRACT Second language learners are susceptible to making errors in various aspects of their L2 for a variety of reasons. For Mandarin-Chinese learners of English, the relatively intricate pronominal system of English is a prevalent area in which mistakes occur, especially in the area of personal pronouns. One of the most commonly observed and persistent error amongst Mandarin-Chinese EFL learners is mismatching English gender-marked pronouns with the gender of the referent (Felzien, 2011). That is, Mandarin-Chinese EFL learners would frequently produce utterances such as His name is Katie. To connect a pronoun to its antecedent requires the antecedent to be kept in memory; in other words, pronoun resolution demands the operation of working memory (Qiu et al, 2013). Building on existing findings, the present study investigated Mandarin-Chinese EFL learners’ spoken and written productions of English gender pronouns and the role of working memory to provide more insight into the underlying causes of English gender pronoun misuse. A total of 30 high-intermediate Mandarin-Chinese EFL learners were recruited for the present study. They all completed three tasks: a reading-span test to evaluate their working memory capacities; a speaking task and a writing task, both of which involved the introduction of a foreign student or a character from an American sitcom. The learners’ use of English gender pronouns was analyzed and compared between the speaking and writing tasks. Since the learners’ gender pronoun error rate of the writing task was close to zero, only their gender pronoun error rate in speech was analyzed with their working memory test scores to see whether there is a correlation between their working memory capacities and accuracy of gender pronoun production. The results show that the Mandarin-Chinese EFL learners made more gender pronoun errors in speech than in writing. A plausible reason could be that speech is more time-constrained than writing, and thus learners’ L1 automatic procedure is harder to shut off and may compete for access with the learners’ L2 procedure for production. We also found that the male gender pronoun was more often misused for the female gender pronoun than the other way around. One possible explanation of this finding is that although Mandarin-Chinese does not indicate gender in the spoken form of pronouns, the written form of male gender pronoun 他 can act as a default representing both male and female pronouns. However, no correlation was found between Mandarin-Chinese EFL learners’ English gender pronoun error rate and their working memory capacities. It may be because all the learners from our study have fully acquired the knowledge of English gender pronouns, and thus their working memory capacity did not influence their accuracy of gender pronoun production. The present study investigated the roles of language modality and working memory on Mandarin-Chinese EFL learners’ production of English gender pronouns. By looking at how Mandarin-Chinese EFL learners used gender pronouns in speech and writing, we were able to provide some insights into the underlying cause of EFL learners’ gender pronoun misuse.

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Thomas-Anugraham, Alice. "Apprentissage du français comme langue étrangère (L3+) par des étudiants indiens." Thèse, 2008. http://hdl.handle.net/1866/6422.

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(8788862), Ellis Hernandez. "Pronouns, Prescriptivism, and Prejudice: Attitudes toward the Singular 'They', Prescriptive Grammar, and Nonbinary Transgender People." Thesis, 2020.

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Reviewing literature on the histories of and the attitude studies about transgender people, the use of ‘they’ as a gender-neutral third-person singular pronoun, prescriptive grammar ideology, and aversive prejudice theory provides insight into how these topics are interrelated and relevant to current issues surrounding nonbinary transgender people. This review inspired my research study. My participants (n = 722) completed an online survey in which they reported demographic variables and answered scales that measured ‘they’ attitudes in generic and queer contexts, attitudes toward trans people, and prescriptive grammar ideology. I found that the majority of participants approved of using the singular ‘they’. Regression analyses revealed that in a queer context, negative attitudes toward 'they' were best predicted by trans prejudice, while in a generic context, both valuing prescriptive grammar and anti-trans prejudice similarly predicted 'they' attitudes. This indicates that negative attitudes toward the singular 'they' are not merely an issue of taking a principled stance against "improper grammar". Additionally, both sexual orientation and gender (trans vs. cisgender) moderate the relationship between prescriptive grammar ideology and 'they' attitudes. Age, sexual orientation, and education level also influenced my pattern of results such that older participants, queer people, and more highly educated individuals were more likely to have positive attitudes toward the singular ‘they’. These findings have implications for LGBTQ+ individuals’ relationships with cisgender and heterosexual people as well as for theories of prejudice, particularly with regard to the increasingly important area of attitudes toward people with diverse gender identities.

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Huang, Yahui 1973. "On the form and meaning of Chinese bare conditionals : not just "whatever"." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2264.

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The syntactic and semantic treatment of Chinese Bare Conditionals is a topic of much debate (Cheng and Huang 1996; Lin 1996; Chierchia 2000). This dissertation investigates the nature of Chinese Bare Conditionals in three aspects: quantification and modal implications as compared to English free relatives with –ever, and pronoun occurrence. With regard to quantification, I propose to treat the anteceding wh-phrase and its anaphoric element (pronoun/wh-word) uniformly as a definite description denoting a maximal plural entity similar to Jacobson (1995). This entity can be an atomic entity resulting in a singular definite reading, or an entity consisting of more than one atom deriving a universal-like reading. Concerning modal implication, I propose to capture the agent’s/speaker’s indifference reading of bare conditionals with von Fintel (2000). Indifference reading in his analysis is interpreted against a counterfactual modal base which predicts a causal link. His analysis is needed for the interpretation of Chinese bare conditionals but may not be applied directly to whatever, given that a causal link is necessarily present in a bare conditional, but not required in an English whatever-sentence. I argue that the use of a pronoun in a bare conditional is not subject to a uniqueness and existence condition as claimed in Lin (1996). Although bare conditionals typically contain two identical wh-words, they may occur naturally with a pronoun that links bare conditionals with other sentences into a piece of coherent discourse. This account bears an important implication for the study of Chinese wh-phrases and third person pronouns in being able to predict the existence of anaphoric definite wh-phrases and bound-variable pronouns in the language. It also improves on existing accounts of Chinese bare conditionals in being able to capture the details of the form and meaning of this construction. Chinese bare conditionals are structurally related to ruguo ‘if’-conditionals and Hindi left-adjoined correlatives and their meaning is similar to, and yet not quite the same as that of whatever.
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