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Costa, Natasha Vicente da Silveira. "A linguagem do espaço em Henry James : a fase madura /." Araraquara, 2016. http://hdl.handle.net/11449/138860.
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Orientador: Guacira Marcondes Machado LeiteBanca: María Dolores Aybar Ramírez
Banca: Maria Clara Bonetti Paro
Banca: Fani Miranda Tabak
Banca: Ozíris Borges Filho
Resumo: A postura artística de Henry James (1843-1916) perante o mundo físico se exprime por meio de técnicas narrativas variadas, que tanto refletem uma longa tradição literária quanto apresentam suas contribuições peculiares. Esquivando-se da densidade referencial em favor de uma materialidade sutil, James converte o espaço em símbolo, dota-o de valor psicológico e emprega-o para representar as personagens em suas complexidades humanas. Nesse sentido, esta pesquisa pretende estudar a introdução, descrição e conotação das referências espaciais e espaçotemporais da ficção madura do autor tomando como ponto de partida os romances The wings of the dove, The ambassadors e The golden bowl, publicados respectivamente em 1902, 1903 e 1904. Propomo-nos aqui a examinar a linguagem jamesiana e demonstrar de que forma tais narrativas captam o mundo interior por meio da representação do espaço, principalmente, e do tempo, e engendram o efeito de, por exemplo, subordinar a materialidade do mundo físico às elaborações mentais das personagens, tecer construções sintáticas e semânticas incomuns, sobrepor estratos físicos e psíquicos e desestabilizar a interpretação do leitor. Para isso, buscamos traçar um caminho de análise pautando-nos por uma metodologia paralela baseada nos princípios narratológicos e estilísticos de Gérard Genette (1995, 1969), Dan Shen (2014, 2005a, 2005b) e Leech e Short (1981), dentre outros
Abstract: Henry James's (1843-1916) artistic approach to the physical world is expressed through several narrative techniques which both convey a well-established literary tradition and make their unique contributions. By avoiding referential density in favor of subtle materiality, James turns space into symbol, endows it with psychological value and uses it to represent the characters in their human complexities. Therefore, this research aims to study the introduction, description and connotation of spatial and spatiotemporal references of James's major phase considering, as its starting point, the novels The Wings of the Dove, The Ambassadors and The Golden Bowl, published in 1902, 1903, and 1904 respectively. We propose to examine the Jamesian language and demonstrate how these narratives capture the inner world through the representation of space, chiefly, and time, and produce the effect, for instance, of subordinating the materiality of the physical world to the mental elaboration of characters, of weaving unusual syntactic and semantic structures, of overlapping physical and psychological strata and of destabilizing the interpretation of the reader. In order to do so, this study is guided by a parallel methodology based on the narratological and the stylistic principles of Gérard Genette (1995, 1969), Dan Shen (2014, 2005a, 2005b) and Leech and Short (1981), among others
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Ibrahim-Sakre, Mohammed M. A. "A fast and expert machine translation system involving Arabic language." Thesis, Cranfield University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305302.
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Gheitasi, Parvin. ""Say It Fast, Fluent and Flawless" : formulaicity in the oral language production of young foreign language learners." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132249.
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This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences were identified based on pre-established criteria, which were further developed during the analysis. The data was analyzed in order to identify the functions of formulaic sequences in learners’ oral language production in addition to the inter-learner variations in the application of formulaic sequences for different functions. The results revealed evidence of incidental learning of formulaic sequences from input; the language input provided instances for the learners to learn multi-word units. In addition, formulaic sequences played different roles in the language production of the learners. These sequences helped young language learners to overcome their lack of knowledge, to improve their fluency, and to enjoy some language play. Formulaic sequences were used as a strategy to economize effort on processing and also to buy time for processing. The findings of the study suggested that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing. Moreover, the data provided examples illustrating communicative functions of formulaic sequences where the use of formulaic sequences was affected by the relationship between the speaker and listener. The analysis revealed that although all the learners applied formulaic sequences in their language production, there was a great variation among individual learners in their intention and the extent of the application of formulaic sequences. Some learners used these sequences to be able to extend their utterances and produce more of the language, whereas other learners used them to avoid further language production. In sum, it seemed that individual learners' different personalities, needs or limitations served as explanation for the application of formulaic sequences in different contexts.
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Houston, Ruth Anne. "Fast mapping and success in French immersion programs." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28910.
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As a result of the high price paid in time and concern by students, parents and educators in educating a child in French Immersion only to find that s/he would be better off in an English classroom, a predictor is needed to decide early in a child's life whether or not s/he is a good candidate for French Immersion. A 'good candidate' would be someone who would be able to learn French and , as a corollary, not be handicapped academically by being instructed in French. The present study is an examination of the L2 learning aspect of French Immersion. In particular this paper will explore the possibility that 'fast mapping',the ability to quickly make a partial representation of the meaning, form and use of a word after hearing it only a few times, may be a predictor of success in acquiring a second language irrespective of overall academic achievement.
In a procedure adapted from Dollaghan (1985) eighteen students in Grade 2 French Immersion, seventeen in Grade 3 French Immersion and five former French Immersion students now in the Grade 3 English program were exposed to an unusually shaped, as yet unnamed object in the course of a hiding game. This object was randomly assigned one of a set of nonsense names. The children were then administered a 10 minute oral French Comprehension Test as a distractor before being tested for their comprehension and production of the new word. The scores on these tasks, which are an indication of "fast mapping" skill, did not correlate with i) number of years exposure to a second language, ii) age, iii) teacher ratings of oral French or iv) academic ability, v) oral French comprehension or vi) inclusion in French Immersion. This suggests that this set of fast mapping tasks is not a good predictor of success in second language learning or French Immersion. More research is needed to ascertain the reciprocal effect of L2 learning on fast mapping skills, the development of fast mapping skills with age, and the effect of a more complex fast mapping task on the fast mapping performance of school age children.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.
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Holland, Amanda. "Words and facts : children's fast mapping, retention and extension." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/909/.
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Fast mapping describes the cognitive skill of mapping new information onto its appropriate referent, from minimal exposure. It has been researched primarily in the field of word learning and evidence suggests that a pre-school child can link a novel word with its referent and retain this link up to 1 month later (e.g. Markson & Bloom, 1997). In 4 experiments, I investigated the retention of fast mapped novel words and facts after 1 week in 3- and 4-year-old children. In the fifth and final study, I investigated extension of object labels and facts. In study 1, participants demonstrated an impressive rate of retention of a link between a novel object label and its referent novel object after one week. In contrast, retention of colour labels, shape labels, texture labels and linguistic facts was no better than chance, despite good short-term performance. These data suggested that object labels are retained more easily than other word types and facts. Studies 2, 3 and 4 investigated why facts were not retained after one week in Study 1. Studies 2 and 3 explored whether fast-mapped facts are only retained in the long term if they are associated with novel rather than familiar objects. Neither study found any significant differences between conditions suggesting that the familiarity of the referent object has limited effect on the long-term retention of fast mapped facts. Study 2 evidenced poor retention whereas, Study 3 found good long-term retention in all conditions. Study 4 examined whether the experimenter’s naming of familiar objects and the participant selecting the target object, during exposure to a novel fact, affects retention. Retention of facts was weak and no different from chance in all conditions. These results indicated that long-term retention of fast-mapped words and facts was much more difficult than the early literature suggested. A thorough analysis suggested several factors may have affected retention e.g. repeat testing and gestural cues. A final study examined extension of object labels and facts to other similar-shaped novel objects. Children spontaneously extended a newly learned novel object label, but not a specific fact ("my uncle gave this to me"). However, they extended a more generalisable fact, ("it comes from a place called Modi") to other members of the same object category, to the same extent as object labels. This indicated that facts can be as extendable as words and supports the conclusion that learning words and facts utilize similar cognitive mechanisms.
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Stephan, McCormick. "Bolt Fast or Weather." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/english_hontheses/3.
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Just graduated, Livy McHaney moves into a loft owned by father and daughter Wallace and Keegan Sammler. As Livy gets to know the Sammlers, he becomes fascinated by the sense Wallace makes out the world, a skill difficult for Livy. At the same time, Livy starts working at Zoo Dunn conducting its Tournado Train. Wallace explains to Livy his reflections on animals, enthralling Livy with his big ideas about freedom and questioning when one is supposed to not. In an attempt to make his grand pronouncements concrete, Wallace recruits Livy into a secret plan to kidnap and set free a popular young elephant from Zoo Dunn. Once in motion, much of their plan fails and everything appears less certain. Livy is forced to rethink the kidnapping's meaning, the possibility of changing the way people view animals, and ultimately the allure of Wallace's "truth" in forging his own ideas about life.
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Sharp, Margaret Virginia Torre. "An evaluation of the Fast ForWord program in the Christina School District." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2007. http://proquest.umi.com/pqdweb?did=1397911841&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Storkel, Holly. "The influence of phonotactic probability and metacognition on fast mapping /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8226.
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Lacroix-Maillette, Nathalie. "Langue d'enseignement au primaire : analyse de la politique du Burkino Faso." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61327.
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In Burkina Faso, French is the language of instruction at all levels of the educational system.The most recent research in linguistics suggests that it is preferable to teach linguistic minorities in their first language. This is particularly applicable in Burkina Faso, where over sixty national languages are used by different minority groups.
This thesis outlines both the background and the problems of implementing such a policy in Burkina Faso. Using the contingency theory, and within the constraints of the local environment, it suggests possible scenarios for the introduction of instruction in national languages at the primary level.
The thesis demonstrates that the introduction of educational reform in Burkina Faso including the teaching in national languages would not only be innovative but would require implementation in a very uncertain environment. Given these serious limitations, an adaptive management strategy is suggested. This particular strategy requires a constant task adjustment based on the experience of the participants and within the context of decentralised decision making. (Abstract shortened by UMI.)
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Dalby, Jonathan Marler. "Phonetic structure of fast speech in American English." Bloomington : Reproduced by the Indiana University Linguistics Club, 1986. http://books.google.com/books?id=6MpWAAAAMAAJ.
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Napon, Abou. "Etude du français des non lettrés au Burkina Faso." Rouen, 1992. http://www.theses.fr/1992ROUEL145.
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La thèse montre comment une catégorie de personnes qui n'ont pas eu la chance d'être scolarisées s'approprient la langue française au Burkina-Faso. De ce fait, elle analyse d'une part, les pratiques langagières des non-lettrés et d'autre part, leurs opinions sur le français qu'ils parlent.
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Sanogo, Mamadou Lamine. "Langues véhiculaires, langues nationales, langue officielle et glottopolitique au Burkina Faso : La problématique du Jula véhiculaire." Rouen, 1996. http://www.theses.fr/1996ROUEL242.
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Le Jula est, parmi les langues du Burkina Faso, celle qui a le plus réussi à créer les conditions d'une certaine cohésion sociale et politique. La présente thèse vise à démontrer en quoi ce cadre de convergence peut être étudié, amélioré et réinjecté dans la société afin de créer les conditions favorables à un développement efficace utile et durable. Nous démontrons que le Jula est, à l'instar des langues de grande diffusion africaines, un capital linguistique indispensable pour les politiques de développementThe Jula language is one of the important languages in Burkina Faso. We show the way to use this langue for the development. It is not a vernacular language or an ethnic one. It is a urban language who is not used like a social convergency. The Jula language can be used for the development of Burkina Faso
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Pitroipa, Bangre Yamba. "Apprentissage, appropriation et utilisation du français et des langues nationales par les jeunes lettrés du Burkina Faso : le cas des élèves-maîtres." Poitiers, 2008. http://theses.edel.univ-poitiers.fr/theses/2008/Pitroipa-Bangre/2008-Pitroipa-Bangre-These.pdf.
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À partir de questionnaires et entretiens semi-directifs, cette thèse se propose d'analyser le profil linguistique, les représentations culturelles et identitaires des jeunes Burkinabè lettrés. 453 élèves-maîtres des ENEP de Loumbila, Fada N'gourma, Bobo-Dioulasso, Ouahigouya et Gaoua ont pris part à cette étude. Ces jeunes lettrés (hommes et femmes), âgés de 19 à 33 ans, et de niveaux d'études variés (BEPC, 2nde, 1ère, terminale, études universitaires) ont été retenus comme échantillon de l'ensemble des jeunes lettrés du pays. Dans son développement, cette thèse dresse un panorama inédit sur le vécu langagier, le développement psycholangagier et les représentations culturelles et identitaires de ceux qui auront en charge d'assurer l'éducation de base au Burkina. S'appuyant sur cet échantillon, ce travail livre la perception de la vitalité actuelle, future et légitime du français et des langues nationales du Burkina. Cette thèse livre aussi une analyse du degré d'engagement de ces jeunes futurs pédagogues pour promouvoir l'éducation de base à l'école en langue française et dans leur langue maternelle au Burkina Faso, pays d'Afrique francophone subsaharienneBased on questionnaires and semi-guided interviews, this thesis sets out to analyse the linguistic profile, as well as the representations of culture and identity among young literate Burkinabes. 453 student-teachers from the ENEPs of Loumbila, Fada N'gourma, Bobo-Dioulasso, Ouahigouya and Gaoua participated in this study. These literate youths (male and female) ranging from 19 to 33 years of age, with varying academic backgrounds (BEPC, 1st, 2nd, final High School Year, University level) were selected as a population sample of the country's educated youth. This dissertation presents an original overview of actual language use, psycholinguistic development as well as cultural and identity representations of those who will be responsible for imparting basic education in Burkina. On the basis of this sample, this work demonstrates how the present, future and legitimate vitality of French and of the national languages is perceived in Burkina. This dissertation also offers an analysis of these future teachers' level of commitment in enhancing basic education at primary school in the French language as well as in their mother tongues in Burkina Faso, a country in Sub-Saharan Francophone Africa
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Wilcox, Catherine C. "Evaluating the effects of a reinforcement system for students participating in the Fast Forword language program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002238.
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Bergman, Linnéa. "Talspråk och skriftspråk : samma fast olika." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-15297.
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Talspråk och skriftspråk är två olika former av samma språk. I denna uppsats är svenska språket, och undervisningen i svenska, utgångspunkten. Syftet med denna uppsats är att undersöka hur elever och lärare på en grundskola i Mellansverige resonerar kring begreppen talspråk och skriftspråk. Jag har använt mig av intervjuer som insamlingsmetod för att sedan sammanställa materialet med utgångspunkt i skillnader och likheter mellan eleverna och lärarnas resonemang. Resultatet visar en stor medvetenhet kring skillnaderna mellan talspråk och skriftspråk samt tankar om vikten att skilja på sammanhang med olika syften och förväntningar. Dessutom finns en beskrivning av hur funderingarna kring framtiden och eventuell språkförändring ser ut. Slutsatsen i uppsatsen är att det finns en reflektion kring dessa begrepp hos både elever och lärare. Det finns också en medvetenhet hos informanterna kring att språkförändring sker och att vi är delaktiga i den processen.
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Prignitz, Gisèle. "Aspects lexicaux, morpho-syntaxiques et stylistiques du francais parle au burkina faso (periode 1980-1996)." Paris 3, 1996. http://www.theses.fr/1997PA030014.
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Le francais, inscrit dans un contexte multilingue et pluriculturel africain, est soumis a un phenomene d'appropriation propre au "genie" particulier de la communaute francophone du burkina faso. Les faits observes, de la lexie au discours, sont replaces dans une perspective differentielle : au dela d'une recension de particularismes, sont reunis des "instantanes" qui manifestent les ressources d'une "rhetorique africaine". La mise en evidence de variables, qui tiennent a differents facteurs intra-, inter- ou extrasystemiques, devrait permettre de mieux comprendre la specificite d'un des "espaces" de la francophonie en evolutionThe french language, limited to a specific multilingual and multicultural context, is submitted to an appropriation phenomenon peculiar to the particular "genius" of burkina faso's french community. The observed facts, from lexical item to speech, are set back into a differential perspective : beyond an inventory of distinctive marks, we have gathered "snapshots" wich demonstrate the ressources of an "african rhetoric". Highlighting the variables which depend on various intra-, inter- or extrasystemic factors should allow us to better understand the specific character of one of the areas where francophony is evolving
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Van, Zijl George Clifford. "n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52966.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development.
AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.
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Prignitz, Gisèle. "Aspects lexicaux, morphosyntaxiques et stylistiques du français parlé au Burkina Faso, période 1980-1996 thèse pour le doctorat (arrêté du 30 mars 1992) /." Villeneuve d'Ascq, France : Presses universitaires du Septentrion, 1996. http://books.google.com/books?id=81FcAAAAMAAJ.
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Liu, Xiao. "Fast recursive biomedical event extraction." Thesis, Compiègne, 2014. http://www.theses.fr/2014COMP1963/document.
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L’internet et les nouvelles formes de média de communication, d’information, et de divertissement ont entraîné une croissance massive de la quantité des données numériques. Le traitement et l’interprétation automatique de ces données permettent de créer des bases de connaissances, de rendre les recherches plus efficaces et d’effectuer des recherches sur les médias sociaux. Les travaux de recherche sur le traitement automatique du langage naturel concernent la conception et le développement d’algorithmes, qui permettent aux ordinateurs de traiter automatiquement le langage naturel dans les textes, les contenus audio, les images ou les vidéos, pour des tâches spécifiques. De par la complexité du langage humain, le traitement du langage naturel sous forme textuelle peut être divisé en 4 niveaux : la morphologie, la syntaxe, la sémantique et la pragmatique. Les technologies actuelles du traitement du langage naturel ont eu de grands succès sur les tâches liées auxdeux premiers niveaux, ce qui a permis la commercialisation de beaucoup d’applications comme les moteurs de recherche. Cependant, les moteurs de recherches avancés (structurels) nécessitent une interprétation du langage plus avancée. L’extraction d’information consiste à extraire des informations structurelles à partir des ressources non annotées ou semi-annotées, afin de permettre des recherches avancées et la création automatique des bases de connaissances. Cette thèse étudie le problème d’extraction d’information dans le domaine spécifique de l’extraction des événements biomédicaux. Nous proposons une solution efficace, qui fait un compromis entre deux types principaux de méthodes proposées dans la littérature. Cette solution arrive à un bon équilibre entre la performance et la rapidité, ce qui la rend utilisable pour traiter des données à grande échelle. Elle a des performances compétitives face aux meilleurs modèles existant avec une complexité en temps de calcul beaucoup plus faible. Lors la conception de ce modèle, nous étudions également les effets des différents classifieurs qui sont souvent proposés pour la résolution des problèmes de classification multi-classe. Nous testons également deux méthodes permettant d’intégrer des représentations vectorielles des mots appris par apprentissage profond (deep learning). Même si les classifieurs différents et l’intégration des vecteurs de mots n’améliorent pas grandement la performance, nous pensons que ces directions de recherche ont du potentiel et sont prometteuses pour améliorer l’extraction d’informationInternet as well as all the modern media of communication, information and entertainment entails a massive increase of digital data quantities. Automatically processing and understanding these massive data enables creating large knowledge bases, more efficient search, social medial research, etc. Natural language processing research concerns the design and development of algorithms that allow computers to process natural language in texts, audios, images or videos automatically for specific tasks. Due to the complexity of human language, natural language processing of text can be divided into four levels: morphology, syntax, semantics and pragmatics. Current natural language processing technologies have achieved great successes in the tasks of the first two levels, leading to successes in many commercial applications such as search. However, advanced structured search engine would require computers to understand language deeper than at the morphology and syntactic levels. Information extraction is designed to extract meaningful structural information from unannotated or semi-annotated resources to enable advanced search and automatically create knowledge bases for further use. This thesis studies the problem of information extraction in the specific domain of biomedical event extraction. We propose an efficient solution, which is a trade-off between the two main trends of methods proposed in previous work. This solution reaches a good balance point between performance and speed, which is suitable to process large scale data. It achieves competitive performance to the best models with a much lower computational complexity. While designing this model, we also studied the effects of different classifiers that are usually proposed to solve the multi-class classification problem. We also tested two simple methods to integrate word vector representations learned by deep learning method into our model. Even if different classifiers and the integration of word vectors do not greatly improve the performance, we believe that these research directions carry some promising potential for improving information extraction
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Ouedraogo, Youssouf. "L'enseignement - apprentissage du français dans la situation de bilinguisme multilinguisme du Burkina : analyse d'erreurs et propositions didactiques." Besançon, 1988. http://www.theses.fr/1988BESA1016.
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L'enseignement apprentissage des langues européennes en Afrique en général et du français au Burkina en particulier, présente un certain nombre de spécificités notamment à cause de la conjonction des multiples faits que sont le contexte de multilinguisme, la connaissance par les apprenants d'une première langue et le cadre institutionnel dans lequel se déroule l'apprentissage. Le but de ce travail a été de faire apparaitre quelques-unes de ces particularités par une étude d'énonces relevés dans des productions écrites d'élèves d'un cycle de Ouagadougou. Des textes de deux groupes d'apprenants Dioulaphones et Morephones ont été retenus pour montrer la nature de leur in acceptabilité et pour voir les parts respectives de l'influence de la langue première et du processus d'apprentissage de la langue-cible lui-même. A partir des observations faites et en s'appuyant sur une analyse critique des manuels utilises par les enseignants des élèves concernés, des remarques didactiques on été formulées. Leur finalité n'est pas de se substituer aux manuels existants mais d'adopter ou d'améliorer leur utilisation pour rendre l'enseignement plus efficace.
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Williams, Amie M. "Language development in preschool children with autism spectrum disorders investigating fast-mapping abilities and utilization of word learning constraints /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/52.
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Bourget, Anne-Laure. "La parole voilée : musiques de louange chez les Bwaba du Burkina Faso." Thesis, Tours, 2013. http://www.theses.fr/2013TOUR2006/document.
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Les Bwaba du Burkina Faso montrent une grande prédilection, dans leur expression orale, pour un recours à l’implicite consistant à dissimuler la parole au moyen des sons de leurs xylophones. Cette dissimulation s’exerce principalement à propos des identités individuelles et collectives. C’est là une façon, pour eux, de masquer leur pensée tout en la dévoilant, afin de susciter à tout moment chez leurs auditeurs l’éveil de l’esprit, le questionnement, la curiosité. Ils disposent à cet effet de deux genres musicaux différenciés, tous deux dévolus à la louange, dont chacun forme un corpus spécifique : les devises senké et les chants bassé. Le recensement, la description et l’analyse de cette manière d’être, de dire et de faire constituent l’objet de la présente thèse.Le plus souvent sans recours aux paroles verbalisées, ces musiques de louange offrent un exemple hautement élaboré de transmission des signifiés. L’étude s’applique en priorité à ces modalités instrumentales pour interroger les processus de transposition de la parole à la musique, qui nourrissent cette société dans son quotidien et dans ses fêtes. Enoncer de façon voilée, par les sons du xylophone, le nom d’un groupe ou d’un individu permet de faire montre d’une grande maîtrise du langage musical, comme de la gestion des relations sociales et des possibilités de communication entre les membres de la communauté. Cette étude ambitionne de démontrer que « la parole du xylophone » témoigne, chez les Bwaba, d’une exceptionnelle mise en cohérence de l’intelligence productive et de l’intelligence perceptiveThe Bwaba from Burkina Faso are very partial to using implicitness in their oral communication, i.e. to conceal speech within the sounds of their xylophones. This concealment applies mostly to individual and collective identities. It is for them a way to mask their thoughts, while unveiling them at the same time, in order to create an awakening of spirit, and arouse questioning and curiosity among their audience. In order to achieve that, they can use two differentiated musical genres, both meant for praise and with a specific corpus each: mottos or senké, and songs or bassé. The object of this PhD is to make an inventory, to describe and analyse this way of being, of saying and of doing.The musics of praise, which most of the time do not use any verbal speech, give a highly elaborate example of transmission of the signified. This study first of all applies to instrumental modalities, in order to question the process of transposition of speech into music, a process which nurtures the Bwaba society in its daily life and holy days and feasts. Enunciating in a veiled way the name of a group or a person, through the sounds of xylophone, enables them to show their great skills in musical language, and also in the management of social relationships and in communication possibilities among members of the community. The present study wishes to demonstrate that "xylophone speech" shows, for the Bwaba, an exceptional setting into coherence of the productive and perceptive intelligence
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Abrahamsson, Clara. "Glad fast ändå inte glad : Emojiers betydelser och användning." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37029.
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Emojis are colorful pictorial icons used in day to day conversations via SMS and on plenty of different platforms, available for everyone today, but not yet studied to an extent even though they they are highly ambigous. The aim of this study is to find which semantic meanings emojis can have, if gender or age is a causing factor and if any norm for when and how emojis should be used exists among the users. Through a digital survey uploaded on different platforms and sent to different companies, the results show that misconceptions do happen, and that they happen often. However, gender does not seem to matter to the same extent as age. There is also evidence pointing to the users following some rules when it comes to what emoji should be used when and when no emoji should be used at all.
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Wolter, Julie Ann. "The effects of phonotactic and orthotactic probabilities on orthographic fast-mapping in kindergarten children with and without typical language abilities." Diss., Ann Arbor, MI : ProQuest Information and Learning Co., c2006, 2006. http://hdl.handle.net/10057/335.
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The purpose of this study was to investigate how the linguistic components of phonotactic and orthotactic probability affected children’s ability to fast-map orthographic information and whether orthographic processing explained unique variance on children’s literacy skills above and beyond that of phonological processing. Moreover, the current study examined whether kindergarten children with and without typical language abilities were differentially affected by linguistic processes on reading and spelling tasks. Fifty-six kindergarten children, 31 with typical language abilities and 25 with diagnosed language impairments, were exposed to novel nonwords through a computerized story format and asked to generate and identify these nonword spellings through a fast-mapping protocol. A battery of tasks also was administered which assessed the children’s phonological processing, rapid automatized naming, letter identification, vocabulary, reading, and spelling skills. The children fast-mapped orthographic information after minimal exposure to written words; children with typical language abilities performed significantly better on orthographic fast-mapping measures than children with language impairments. For all the children, more nonwords of high phonotactic and high orthotactic probability were fastmapped or generated, whereas more nonwords were identified in a low phonotactic probability condition. For children with typical language abilities, orthographic processing was found to explain unique variance above and beyond that explained by phonological processing on reading and spelling measures; for children with language impairments, neither phonological processing nor orthographic processing accounted for significant variance in their reading and spelling performance. The practical significance of these results and suggestions for future research are discussed.Thesis (Ph.D.)--Wichita State University, Dept. of Communication Sciences and Disorders.
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Wolter, Julie Ann Apel Kenn. "The effects of phonotactic and orthotactic probabilities on orthographic fast-mapping in kindergarten children with and without typical language abilities." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.
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Thesis (Ph.D.)--Wichita State University, Dept. of Communication Sciences and Disorders."May 2005." Title from PDF title page (viewed on August 30, 2006). UMI number: AAT3189245 Thesis adviser: Kenn Apel. Includes bibliographic references (leaves 132-152).
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Martin, Linique. "Analysing the spontaneous speech of children with Foetal Alcohol Spectrum Disorder (FASD)." University of the Western Cape, 2016. http://hdl.handle.net/11394/5541.
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Magister Artium - MAFoetal Alcohol Spectrum Disorder (FASD) is a global problem that affects various communities. FASD denotes a pattern of abnormalities intermittently seen in children born to women who consume huge quantities of alcohol during pregnancy (Church & Kaltenbach, 1997). Church and Kaltenbach (1997) suggest that FAS may be one of the primary causes of hearing, speech and other language problems in children. The two main approaches used to determine the effects of FASD on language are standardised language test (using a statistical approach to test some or all four domains of language, namely, phonology, syntax, morphology and semantics) applied to close-ended questionnaire answers and, to some extent, narrative analysis (in the course of which researchers use wordless picture books to analyse narratives in order to determine the social-communicative characteristics of individuals with FASD). Although the use of standardized measures of language might be helpful to determine problematic areas in relation to the different language domains (Wyper & Rasmussen, 2011), they do not show the difficulty with social-communicative functions which these children might be facing (Coggins, Friet, & Morgan, 1998). On the other hand, while narrative analysis addresses an important level of language (discourse level), it does not foreground the inherently interactive nature of language use and the problems that may be associated with communicative interactions. These shortcomings, in turn, suggest possible limitations in the interventions intended to address the language needs of children with FASD. There is, therefore, a need for complementary approaches that offer a more rounded picture of language impairment in children with FASD. In this study, three approaches are used in identifying features of the speech of children with FASD against the backdrop of comparisons with features in the speech of normally developing children. Firstly, conversational analysis (applied to spontaneous, open-ended speech) is introduced as a means to determine the more social-interactive aspects of speech impairment in children with FASD. Secondly, measures of linguistic aspects of speech (the mean length of utterance, Index of Productive Syntax and the number of different word roots) designed specifically for spontaneous speech are employed (they are applied to the same spontaneous data as the conversational analysis data). Thirdly, the more traditional standardized language test measures applied to non-spontaneous speech are used (covering the four domains of syntax, phonology, semantics, and pragmatics). The study’s objectives are to (1) compare patterns in the interactive speech of FASD children and normally developing children; (2) explore the relationship between FASD children and normally developing children in relation to both spontaneous speech measures and standardized measures of language; and (3) compare the impact of the primary caregiver's level of education on testing through spontaneous measures versus standardised measures. Using data from 14 children in the Bellville suburb of Cape Town, South Africa, the study finds that, on the conversational analysis measures, children with FASD, in contrast to normally developing children, tend to obey fewer rules of turn-taking, to overlap less, to engage less in self-repair and to struggle with management and maintenance of topics. The study also finds that children whose scores on the standardized language tests (with non-spontaneous data) suggest they have no language difficulty, especially in terms of phonology, obtained scores in measures of spontaneous speech that indicated language difficulty. The study also found that the socio-economic status of caregivers was a credible explanation for certain features in the speech of children with FASD is very similar to features in the speech of normally developing children. This finding highlights the role of family setting in mitigating the effects of FASD.
National Research Foundation (NRF)
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Mirjana, Mikalački. "Positional games on graphs." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2014. https://www.cris.uns.ac.rs/record.jsf?recordId=85754&source=NDLTD&language=en.
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\section*{Abstract}We study Maker-Breaker games played on the edges of the complete graph on $n$ vertices, $K_n$, whose family of winning sets $\cF$ consists of all edge sets of subgraphs $G\subseteq K_n$ which possess a predetermined monotone increasing property. Two players, Maker and Breaker, take turns in claiming $a$, respectively $b$, unclaimed edges per move. We are interested in finding the threshold bias $b_{\cF}(a)$ for all values of $a$, so that for every $b$, $b\leq b_{\cF}(a)$, Maker wins the game and for all values of $b$, such that $b>b_{\cF}(a)$, Breaker wins the game. We are particularly interested in cases where both $a$ and $b$ can be greater than $1$. We focus on the \textit{Connectivity game}, where the winning sets are the edge sets of all spanning trees of $K_n$ and on the \textit{Hamiltonicity game}, where the winning sets are the edge sets of all Hamilton cycles on $K_n$.Next, we consider biased $(1:b)$ Avoider-Enforcer games, also played on the edges of $K_n$. For every constant $k\geq 3$ we analyse the $k$-star game, where Avoider triesto avoid claiming $k$ edges incident to the same vertex. We analyse both versions of Avoider-Enforcer games, the strict and the monotone, and for each provide explicit winning strategies for both players. Consequentially, we establish bounds on the threshold biases $f^{mon}_\cF$, $f^-_\cF$ and $f^+_\cF$, where $\cF$ is the hypergraph of the game (the family of target sets).We also study the monotone version of $K_{2,2}$-game, where Avoider wants to avoid claiming all the edges of some graph isomorphic to $K_{2,2}$ in $K_n$. Finally, we search for the fast winning strategies for Maker in Perfect matching game and Hamiltonicity game, again played on the edge set of $K_n$. Here, we look at the biased $(1:b)$ games, where Maker's bias is 1, and Breaker's bias is $b, b\ge 1$.\section*{Izvod}Prou\v{c}avamo takozvane Mejker-Brejker (Maker-Breaker) igre koje se igraju na granama kompletnog grafa sa $n$ \v{c}vorova, $K_n$, \v{c}ija familija pobedni\v{c}kih skupova $\cF$ obuhvata sve skupove grana grafa $G\subseteq K_n$ koji imaju neku monotono rastu\'{c}u osobinu. Dva igra\v{c}a, \textit{Mejker} (\textit{Pravi\v{s}a}) i \textit{Brejker} (\textit{Kva\-ri\-\v{s}a}) se smenjuju u odabiru $a$, odnosno $b$, slobodnih grana po potezu. Interesuje nas da prona\dj emo grani\v{c}ni bias $b_{\cF}(a)$ za sve vrednosti pa\-ra\-me\-tra $a$, tako da za svako $b$, $b\le b_{\cF}(a)$, Mejker pobe\dj uje u igri, a za svako $b$, takvo da je $b>b_{\cF}(a)$, Brejker pobe\dj uje. Posebno nas interesuju slu\v{c}ajevi u kojima oba parametra $a$ i $b$ mogu imati vrednost ve\'cu od 1. Na\v{s}a pa\v{z}nja je posve\'{c}ena igri povezanosti, gde su pobedni\v{c}ki skupovi grane svih pokrivaju\'cih stabala grafa $K_n$, kao i igri Hamiltonove konture, gde su pobedni\v{c}ki skupovi grane svih Hamiltonovih kontura grafa $K_n$.Zatim posmatramo igre tipa Avojder-Enforser (Avoider-Enforcer), sa biasom $(1:b)$, koje se tako\dj e igraju na granama kompletnog grafa sa $n$ \v{c}vorova, $K_n$. Za svaku konstantu $k$, $k\ge 3$ analiziramo igru $k$-zvezde (zvezde sa $k$ krakova), u kojoj \textit{Avojder} poku\v{s}va da izbegne da ima $k$ svojih grana incidentnih sa istim \v{c}vorom. Posmatramo obe verzije ove igre, striktnu i monotonu, i za svaku dajemo eksplicitnu pobedni\v{c}ku strategiju za oba igra\v{c}a. Kao rezultat, dobijamo gornje i donje ograni\v{c}enje za grani\v{c}ne biase $f^{mon}_\cF$, $f^-_\cF$ i $f^+_\cF$, gde $\cF$ predstavlja hipergraf igre (familija ciljnih skupova).%$f^{mon}$, $f^-$ and $f^+$.Tako\dj e, posmatramo i monotonu verziju $K_{2,2}$-igre, gde Avojder \v{z}eli da izbegne da graf koji \v{c}ine njegove grane sadr\v{z}i graf izomorfan sa $K_{2,2}$.Kona\v{c}no, \v{z}elimo da prona\dj emo strategije za brzu pobedu Mejkera u igrama savr\v{s}enog me\v{c}inga i Hamiltonove konture, koje se tako\dj e igraju na granama kompletnog grafa $K_n$. Ovde posmatramo asimetri\v{c}ne igre gde je bias Mejkera 1, a bias Brejkera $b$, $b\ge 1$.
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Emil, Živkov. "Razvoj modela internih kontrolnih mehanizama u funkciji upravljanja preduzećem." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=94923&source=NDLTD&language=en.
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Kvalitetna postavka kombinacije internih kontrolnih mehanizama, u značajnoj meri oredeljuje i kvalitet samog kontrolnog okruženja preduzeća. Ovim istraživanjem je potvrđena činjenica da kvalitetno kontrolno okruženje značajno doprinosi dobrom upravljanju ciljevima i rizicima. Centralno mesto u procesu korporativnog upravljanja zauzimaju interni kontrolni mehanizmi koncentrisani u procesu upravljanja rizicima. Interni kontrolni mehanizmi upotrebom svojih kontrolnih „alata“, olakšavaju procenu rizika, njegovo prepoznavanje i merenje. Svako iz svog ugla: računovodstvo, kontroling, Fast Close, ERP (Enterprise Resource Planning ), IMS (Integrisani sistemi menadžmenta) , finansijsko upravljanje i kontrola, ERM (Enterprise Risk Management) i interna revizija, su značajni elementi internih kontrolnih mehanizama, u procesuCreating a right combination of internal control mechanisms, to a large extent, also determines the quality of a company’s control environment. This research has confirmedthe fact that an efficient control environment significantly contributes to proper management of goals and risks. The central place in the process of corporate governance belongs to internal control mechanisms centered in the process of risk management. Internal control mechanisms, by using their control "tools", facilitate the risk assessment, its identification and measurement. Everyone from their own perspective: accounting, controlling, Fast Close, ERP (Enterprise Resource Planning), IMS (Integrated Management Systems), financial management and control, ERM (Enterprise Risk Management) and internal audit, are important elements of internal control mechanisms in the process of managing the key financial and operational risks.
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Dambre, Denis. "Linguistique contrastive : du mooré à l'allemand : Recherche en vue d'une didactique de l'allemand au Burkina Faso." Paris 4, 1996. http://www.theses.fr/1996PA040035.
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Dans une perspective didactique, cette étude tente de rendre explicites les connaissances linguistiques des élèves moorephones du Burkina Faso au moment d'apprendre l'allemand comme deuxième langue étrangère, et de mettre ce substrat en parallèle avec les données de la langue à acquérir. L'étude porte sur la phonétique et l'énonciation, mais on y trouve également une présentation générale des langues et de la politique linguistique du Burkina Faso, ainsi qu'un début de réflexion sur l'apprentissage de l'allemand qui constitue sa finalitéIn a didactic perspective this essay attempts to clarify the linguistic knowledge of moore-speaking students from Burkina Faso when they start learning German as a second foreign language and a parallel is drawn between that substratum and the data of the language they are to acquire. This study is concerned with phonetics and enunciation; however it also gives an overall presentation of the languages and the linguistic politics of Burkina Faso and initiates a reflection about German learning, its final goal
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Delplanque, Alain. "La langue dagara : essai de semiologie linguistique." Paris 7, 1986. http://www.theses.fr/1986PA070008.
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La langue dagara, parlee au burkina-faso et au ghana, fait partie de la famille gur, groupe niger-congo. La these entend donner une description d'ensemble de cette langue dans une perspective semiologique. La description s'articule sur plusieurs plans : phonologie, morpho-syntaxe, semiotique, semantique et pragmatique, et sur plusieurs niveaux : constituant, syntagme, proposition et phrase complexe. La phonologie est basee sur une conception tridimensionnelle de la syllabe. La morpho-syntaxe s'inspire du fonctionnalisme de m. Houis. La semiotique, definie comme plan meta-linguistique, combine la notion et les operateurs d'a. Culioli ainsi qu'un systeme original d'operateurs logiques qui permet la conversion du calcul des predicats en calcul des propositions. La semantique est axee sur les operations de paraphrase, de reference et d'inference, et se base sur l'analyse du meta-discours des locuteurs. La pragmatique degage quatre registres discursifs en rapport avec le systeme des personnes.
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Uroš, Kovačević. "Izražavanje merne nesigurnosti kapacitivnih razdelnika napona sa koncentrisanim parametrima u oblasti visokih frekvencija." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2017. https://www.cris.uns.ac.rs/record.jsf?recordId=104228&source=NDLTD&language=en.
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Ova disertacija sadrži analizu mogućnosti merenja brzih impulsnihnapona i izražavanja odgovarajuće merne nesigurnosti. Dokazano je daje moguće izvršiti numeričku simulaciju odziva mernog sistema naimpuls brzine porasta reda veličine pikosekunde. Izražena je mernanesigurnost kapacitivnog razdelnika napona Monte Karlo metodom.Prikazan je način konstruisanja kapacitivnog razdelnika napona satalasovodnim prilagodnim otporom. Konstruisano je više tipovakapacitivnih razdelnika napona izuzetno dobrih karakteristika. Naosnovu dobijenih rezultata je odabran kapacitivni razdelnik naponanajboljih karakteristika i izražena je njegova merna nesigurnostThis thesis contains an analysis of the possibilities for measurement of veryfast pulse voltages and proper expression of measurement uncertainty. It hasbeen proven that it is possible to perform numerical simulation to theresponse of the very fast pulse voltage with rise time at the order ofpicoseconds of the measuring system. Measurement uncertainty ofcapacitive voltage dividers is expressed by Monte Carlo method. The way ofconstructing capacitive voltage dividers with a waveguide resistance isshown in this thesis. The design of four types of capacitive voltage dividerswith extremely good features are shown. Based on these results, capacitivevoltage divider with best characteristics is selected and its measurementuncertainty is expressed.
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Bamony, Pierre. "Structure apparente, structure invisible : l'ambivalence des pouvoirs chez les Lyéla du Burkina Faso." Clermont-Ferrand 2, 2001. http://www.theses.fr/2001CLF20011.
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La question (et c'est aussi le thème) qui traverse ces travaux, depuis plus de 20 ans, est la suivante : comment les Lyéla, rebelles à tout esprit de hiérarchie, d'organisation et de gouvernement politiques, parviennent-ils à se structurer, voire à fonctionner de façon cohérente ? Ce peuple du Burkina Faso connaît, aussi loin qu'on puisse remonter dans son histoire, une organisation sociale, plus exactement une structure ambivalente (apparente et invisible) et sans Etat ; du moins sans organisation politique fondée sur la hiérarchie, c'est-à-dire en référence à un roi ou un empereur. Les rapports entre les membres d'un même clan, tout autant que ceux des différents clans entre eux, dans le village et dans tout le Lyolo (entité régionale où le Lyélé sert de langue, laquelle comporte quelques nuances d'accentuation locale), obéissent à des normes intrinsèques difficiles à déceler d'emblée. Celles-ci fonctionnent de façon rigide dans l'assomption des rôles spécifiques des différents chefs (autorités morales ou/et "politiques") dans chaque village-terroir et à l'intérieur de chaque clan. Telle est sa structure apparente. Chacune de ces autorités est à son tour guidée par une instance à la fois supérieure et sous-jacente aux lois traditionnelles ou Nia. Il s'agit, en l'occurence de la sorcellerie (Kialma ou Kialè) qui a ici le sens de loi fondamentale, de constitution non écrite dont l'efficacité, la généralité résident dans ses pratiques terrifiantes par la nature de ses jugements sans appel lorsque cette instance condamne tout délinquant à la mort, par exemple, voire dans sa prise de possession des esprits des membres de cet ensemble de clans. Au-delà de l'organisation sociale elle-même, c'est l'étude de cette instance, c'est-à-dire la structure invisible, sa compréhension et son explicitation, à travers son mode de fonctionnement, qui est l'objet de ces recherches
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Geerts, Twan. "More about Less. Fast Speech Phonology : The case of french and dutch." Paris 10, 2011. http://www.theses.fr/2011PA100006.
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Thèse sur le français (langue romane) et le néerlandais (langue germanique), visant à étudier les processus de parler rapide existant dans ces deux langues du point de vue phonologique, à proposer une synthèse claire des données, de nouvelles données et un seul modèle théorique. Pour le français, la thèse se concentre sur l’effacement de schwa, propose un résumé des analyses existantes, puis se sert des données du corpus Phonologie du Français Contemporain pour vérifier les résultats de ces analyses. L’analyse du corpus prend comme point de départ les contextes où l’effacement de schwa a été sujet à débat. Une attention particulière est prêtée aux groupes de consonnes pouvant résulter d’un effacement. Pour le néerlandais, où les données sont plus claires, la thèse se concentre sur le rôle de l’accent et de la structure prosodique dans la réduction des voyelles à schwa. Finalement les deux phénomènes de parler rapide sont analysés dans un seul modèle, celui de la Théorie de l’OptimalitéThesis on French (a Romance language) and Dutch (a Germanic language), aiming to study the processes of fast speech existing in these languages from a phonological point of view, to propose a clear overview of the existing data, new data, and a single theoretical model for both processes. For French, the thesis focuses on schwa deletion, gives an overview of existing analyses, and uses corpus data from the corpus Phonologie du Français Contemporain in order to verify the results of these accounts. Corpus analysis is carried out taking as a starting point those contexts where schwa deletion has caused debate. Particular attention is paid to consonantal groups resulting of deletion. For Dutch, where clearer data are available, the thesis focuses on the role of stress and prosodic structure in the process of vowel reduction to schwa. Finally, the two fast speech phenomena are analyzed in a single model, viz. That of Optimality Theory
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Widén, Anders. "Drives of death and sexuality in John Polidori´s "The vampyre" and Joseph Sheridan Le Fanu´s Carmilla." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27359.
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Baki, Bali Timothée. "Εcοles bilingues en cοntexte plurilingue burkinabé et recherche terminοlοgique en mathématiques français/langues natiοnales : perspectives pédagοgique et lexicοgraphique." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC015/document.
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La présente étude a pour objectif de constituer un dossier terminologique en mathématiques dans la perspective d’une éducation bilingue français/lyèlé. Cela intervient dans un contexte où les enseignants du primaire en zone lyèléphone ont des difficultés pour ce qui concerne l’usage d’un langage approprié pour la transmission des connaissances mathématiques. La recherche se situe au carrefour de deux domaines différents : la sociolinguistique et la terminologie. Si sur le plan sociolinguistique, l’analyse a porté sur les représentations des enseignants au sujet des langues d’enseignement et des pratiques pédagogiques, la terminologie se pose ici comme un secteur plus pratique dans la mesure où le chercheur se voit appeler dans une action de recherche intervention. Pour ce qui est de la méthodologie utilisée, nous avons dans un premier temps recueilli les opinions des acteurs sur la question de l’enseignement ; par ailleurs, la plus grande partie du travail a été menée en privilégiant la démarche socio-anthropologique. Dans une telle perspective, le chercheur en effet mobilise son expérience d’enseignant mais aussi construit le lexique de façon progressive durant ses voyages sur le terrain. Le traitement des données (termes) s’est fait selon une démarche terminologique privilégiant le choix des unités linguistiques relatives aux mathématiques de base : autour d’un terme dit vedette, l’on réunit les informations relatives à la prononciation, à la sémantique, à la lexicologie, etc. Les informations en français et en lyèlé sont fournies autour du terme-vedette. Enfin, la démarche utilisée débouche sur la constitution d’un lexique français/lyèlé ; le chercheur recommande l’idée de partir de ce travail comme modèle pour construire d’autres lexiques et curricula dans d’autres domaines et dans d’autres langues du Burkina FasoThis study aims at putting together a terminology case file in mathematics with a view to a French/Lyèlé bilingual education. This takes place in a context where elementary teachers in Lyèlé-speaking zones have difficulties identifying an appropriate language for the transmission of mathematical knowledge.This research is at the crossroads of two different domains: sociolinguistics and terminology. On the sociolinguistics front, the analysis focused on the representations of teachers on the topic of teaching languages and teaching practices. Terminology is a more practical field as the researcher is in an interventive research dynamic.Concerning the methodology employed, first we gathered the opinions of teachers regarding education; besides, most of the work was done following the socio-anthropological approach; in such a perspective, the researcher both mobilises his own teaching experience and progressively builds the glossary during his travels in the field.Treatment of the data (terms) was done following a terminological approach privileging the choice of linguistical units linked to basic mathematics: we compile the information relating to pronunciation, semantics, lexicology, etc., around a “star” term. The information in French and Lyèlé are supplied according to the star term.Finally, the approach used leads to the constitution of a French/Lyèlé lexicon; the researcher recommends using this study as a starting point to build other lexicons and curricula in other domains and in other Burkina Faso languages
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Sanogo, Habibou. "Étude du français parlé des locuteurs «peu lettrés» (scolarisés de niveau 1) de la ville de Ouagadougou (Burkina Faso) : approches linguistique et sociolinguistique." Besançon, 1995. http://www.theses.fr/1995BESA1035.
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Notre investigation porte sur le français parlé des locuteurs "peu lettrés » de la ville de Ouagadougou. D'une part, nous décrivons le système aspecto-temporel de ses locuteurs et, d'autre part, nous étudions les différents types de représentations mentales observables à Ouagadougou. Pour ce faire nous avons mené une enquête auprès d'un échantillon de locuteurs sélectionnés selon des critères bien définis (niveau d'instruction. . . ). Cette enquête a essentiellement consisté à interviewer notre population-cible, à partir d'un guide d'enquête. Notre travail s'articule autour de 4 axes : - le premier concerne la présentation de notre cadre d'étude, - le deuxième met l'accent sur les conceptions théoriques empruntées à la temporalité avant de présenter les notions issues cette fois de la sociolinguistique, - le troisième axe porte sur la description du système aspecto-temporel des interrogés, c'est-à-dire sur la mise en évidence des spécificités grammaticales qui la particularisent par rapport au français standard, - quant au quatrième axe, il traite des représentations mentales. Démontrant ainsi que les langues autochtones sont clairement péjorées par rapport au français, il nous a fallu ensuite proposer quelques pistes glottopolitiques visant à la revalorisation des langues burkinabés.
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Sawadogo, Mahamadou. "Statut de l'erreur et variation linguistique : éléments d'analyse sociolinguistique de l'anglais dans la salle de classe Burkinabé." Nancy 2, 1990. http://www.theses.fr/1990NAN21006.
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La nature variationniste de la langue et des règles qui la gouvernent est parfois génératrice de conflits de normes dans les communications inter sociales ou interculturelles, de sorte que les divergences sont quelquefois hâtivement qualifiées d'erreurs selon l'angle de vue du "juge". Ce travail tient compte de l'avis du locateur et propose un statut de l'erreur sujet à variation. Il s'intéresse à l'erreur dans la salle de classe en générale, à l'erreur dite "pragmatique" dans la classe d'anglais au Burkina Faso en particulier. Il tente de montrer que l'erreur pragmatique peut être également engendrée par des déviations aux niveaux phonologiques, morphosyntaxiques et lexico-sémantiques. C’est ainsi que, pour le traitement de l'erreur dans la classe de langue, il propose, en plus du tact indispensable, une souplesse par rapport aux différentes normes à acquérir - une "approche interculturelle impartiale" - en vue de la prise en compte de l'identité culturelle de l'apprenantLinguistic variation often causes conflicts of norms in intersociolinguistic analysis of classroom English in Burkina Faso. Sometimes hastily called "errors" depending on the point of view of the hearer or reader. In this work I take into account the opinion of the speaker and suggest that the status of the error should be allowed to vary. I am concerned here with the error in the language classroom. Especially with "pragmatic" error in the classroom English in Burkina Faso. I attempt to show that pragmatic error may be caused by mismatches in phonological, morphosyntactical and semantic by mismatches in phonological, morphosyntactical and semantic treatment of error in the language classroom should have an "impartial intercultural approach»: it should not be too rigid about the norms to be learned but it should allow the learner to express his her cultural identity through the foreign language
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Gray, Shelley Irene Larimore. "Lexical acquisition by children with specific language impairment: Phonological and semantic effects on and performance predictions among fast mapping, word learning, and word extension." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282632.
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This experimental study investigated three components of the lexical-acquisition process: fast mapping, word learning, and word extension. Thirty preschool-age children with specific language impairment (SLI) and 30 age- and gender-matched normal language (NL) controls participated. Two types of low-frequency words were used to name objects: phonologically simple and phonologically complex. Two types of objects were used: semantically familiar and semantically unfamiliar. Comprehension and production were probed across components, with trials to criterion calculated for word learning. During the word-extension task, recognition was also assessed. In addition, norm-referenced receptive and expressive vocabulary tests were administered. On tasks where group differences were found, many children with SLI performed as well as controls. The fast-mapping task revealed no group differences (p On this and the word-learning task, comprehension exceeded production for both groups. On the word-learning task, the SLI group comprehended and produced fewer words than did controls. In contrast to the NL group, the SLI group produced more words for semantically unfamiliar than familiar objects. Overall, the SLI learned more phonologically simple than complex words, but the NL group showed no difference. Although the SLI group required more trials than controls to comprehend words, no group differences were found in trials to production. On the word-extension task, the SLI group scored lower than controls only for production. Vocabulary-test scores did not accurately identify children with SLI or predict number of words learned; but these scores did predict a small amount of variance for fast-mapping and word-extension performance. Fast mapping performance accounted for 25% of word-learning variance; fast-mapping performance and word-learning performance combined accounted for 54% of word-extension variance. Different predictor variables were found for each language group. Findings suggest that some, but not all, children with SLI demonstrate poor word-learning and word-extension performance. Overall, the SLI group had greater difficulty than controls on production measures and required more trials to achieve learning criterion for comprehension of words than the NL group. The semantic familiarity of the target objects affected productive word learning by the NL group but did not appear to have a similar effect on the SLI group.
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Lima, Ezer Wellington Gomes. "Um estudo sobre a escrita inicial de crianças surdas em fase de alfabetização." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/407.
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Esta investigação foi desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso, Campus de Rondonópolis e no interior do Grupo de Pesquisa ALFALE. Em virtude da grande complexidade que cerca o ensino da Língua Portuguesa para surdos, a pesquisa teve como objetivo analisar o processo de apropriação da escrita percorrido pela criança surda, inserida na escola regular, em fase inicial de escolarização. Nesse contexto, foi necessário apurar o olhar para as ações praticadas em sala de aula/escola que permitem ao aluno surdo se apropriar da língua escrita, bem como as condições em que suas necessidades linguísticas são atendidas no contexto social e escolar. Percebe-se que são raras e pouco divulgadas as propostas metodológicas e/ou literaturas que estejam direcionadas ao movimento de ensino e aprendizagem de surdos. Esses alunos se encontram em classes/escolas especiais que atuam em uma perspectiva oralista, a qual pretende, em última análise, que os alunos surdos se comportem como ouvintes, decodificando nos lábios aquilo que não podem escutar, falando, lendo e escrevendo a Língua Portuguesa, ou se encontram, ainda, em escolas regulares, inseridos em classes de ouvintes nas quais, novamente, espera-se que se comportem como ouvintes, sem que qualquer condição especial seja propiciada para que tal aprendizagem aconteça. Os sujeitos investigados foram duas crianças matriculadas no primeiro ciclo do ensino fundamental, em escola da rede estadual de ensino, no município de Rondonópolis-MT. Para alcançar os objetivos propostos, foram utilizados os seguintes procedimentos: observação de aulas, registro de atividades realizadas pelos alunos, entrevistas com professores, pais e alunos, visando compreender o trajeto pertinente às fases de alfabetização e apropriação inicial da escrita dessas crianças. Para a fundamentação da pesquisa, além de VYGOTSKY e BAKTHIN como fundamentais interlocutores no âmbito da linguagem, estão situados outros autores que contribuíram diretamente nos desdobramentos teórico-metodológicos que abrangem a alfabetização e o letramento de crianças surdas no sistema educacional inclusivo: BROCHADO (2003); GÓES (1994, 2002, 2004); LODI (2004); FERNANDES (1999); QUADROS (1997; 1999; 2004; 2006; 2008); GESUELI (2013), entre outros. Por meio da pesquisa, foi possível constatar as dificuldades vivenciadas em sala de aula por crianças surdas, sobretudo pela falta de suporte teórico-metodológico que priorize a escolarização destes alunos em processo de alfabetização incluídos na escola regular. Mesmo diante da tentativa dos professores em ensiná-los, ainda existem barreiras que dificultam o apropriar-se da língua escrita, uma vez que todas as crianças, sem exceção das surdas, necessitam de conhecimento de mundo para que possam (re)contextualizar o escrito e, daí, derivar o sentido.
This research was developed in the Graduate Program in Education at the Federal University of Mato Grosso, Campus Rondonópolis and inside ALFALE Research Group. Due to the great complexity surrounding the teaching of Portuguese language for the deaf, the research aimed to analyze the process of appropriation of writing covered by the deaf child, entered the regular school in early stage of schooling. In this context, it was necessary to establish the look for deeds done in the classroom / school that allow the deaf student to appropriate the written language as well as the conditions under which their language needs are met in the social and educational context. Realize that they are rare and little publicized methodological and / or literatures that are directed to move teaching and learning of deaf proposals. These students are in classes / special schools that operate on a oralist perspective, which aims ultimately, that deaf students behave as listeners, decoding lips what they can not hear, speaking, reading and writing the English Language or is still located in regular schools inserted into classes of listeners in which, again, is expected to behave as listeners without any special condition is afforded for learning occur. The investigated subjects were two children enrolled in the first cycle of primary education in state school education in the city of Rondonópolis - MT. Classroom observatio, record activities performed by students, interviews with teachers, parents and students seeking to understand the relevant phases of literacy and initial appropriation of writing these children ride: To achieve the proposed objectives , the following procedures were used . For the foundation of the research , as well as Vygotsky and Bakhtin as key stakeholders in the framework of language , are situated other authors who contributed directly to theoretical and methodological developments that include literacy and literacy of deaf children in inclusive education system : BROCHADO (2003 ) ; GÓES ( 1994 , 2002 , 2004 ) ; LODI ( 2004); FERNANDES ( 1999); QUADROS ( 1997, 1999, 2004 , 2006, 2008 ) ; GESUELI (2013 ) , among others. Through research, we determined the difficulties experienced in the classroom for deaf children room, especially the lack of theoretical and methodological support that prioritizes the education of these students in the literacy process included in the regular school. Even with the attempt of teachers to teach them, there are still barriers that hinder the ownership of the written language, since all children without exception deaf, require knowledge of the world so that they can ( re) contextualize the written and hence derive meaning.
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Habou, Roger. "Pour une didactique de l'allemand au Burkina Faso : (problèmes et perspectives d'un point de vue de la linguistique et des sciences auxiliaires)." Université de Franche-Comté, 1995. http://www.theses.fr/1995BESA1007.
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Pitroipa, Bangre Yamba Duchet Jean-Louis Cappeau Paul. "Apprentissage, appropriation et utilisation du français et des langues nationales par les jeunes lettrés du Burkina Faso le cas des élèves-maîtres /." [Poitiers] : [I-médias], 2008. http://theses.edel.univ-poitiers.fr/theses/2008/Pitroipa-Bangre/2008-Pitroipa-Bangre-These.pdf.
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Lingani, Oumar. "Transferts d’apprentissage et domaines de connaissances dans les écoles bilingues dioula/français au Burkina Faso : les mathématiques au primaire." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100035/document.
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Les élèves éprouvent des difficultés dans l’utilisation de leurs acquis linguistiques pour l’apprentissage des mathématiques et cela se ressent sur leur motivation et leurs performances scolaires. Issu d’un environnement plurilingue, l’enfant burkinabè arrive à l’école avec son lot de connaissances, de représentations, somme de ses expériences. Fort de ce «déjà-là», il ne doit pas être une «tête à remplir», mais plutôt à «nourrir» et à soutenir pour qu’il construise lui-même ses connaissances. Ce qui implique pour l’élève d’être placé au centre des processus d’apprentissage. Tout apprentissage comporte des difficultés et nous avons opté pour étudier celles que rencontrent les apprenants en mathématiques pour in fine proposer des pistes de solutions pour l’enseignement/apprentissage des mathématiques en dioula et en français dans les écoles bilingues. Malgré des références aux théories des situations didactiques, notre thèse ne porte pas exclusivement sur la didactique des mathématiques. L’objectif est avant tout d’ordre linguistique car la description du corpus insiste sur l’analyse des échanges verbaux pendant des séquences de mathématiques dans des classes bilingues. En effet, notre travail a eu comme support des séquences de classe filmées et transcrites selon le logiciel CLAN dans l’école bilingue de Lafiabougou «B», au Burkina Faso.Au regard de l’analyse des séquences de classe, il se dégage la nécessité pour l’enseignant de se forger une représentation du fonctionnement de l’oral et de l’écrit en L1 d’une part et l’oral et l’écrit en L2, d’autre part, en accordant de l’importance à l’oral et à l’écrit. Il doit établir des ponts entre L1 et L2 aux différents niveaux d’organisation de la séquence de mathématiques et l’une des conditions est que l’enseignant mène son activité de sorte que l’élève, face aux savoirs, construise des métaconnaissances, aussi doit-il songer à établir un rapport entre transferts d’apprentissage et métacognition. L’apprentissage d’une langue nécessite une somme d’habiletés linguistiques ; aussi, est-il important de discerner les niveaux de compétences linguistiques et de se pencher sur leurs impacts sur les apprentissages. Ce qui demande de la part des acteurs des comportements métalinguistiques axés sur la comparaison L1-L2. Une des difficultés rencontrées par l’élève se situe dans le comportement langagier des enseignants, précisément leur propension à ne pas reformuler ou faire reformuler (Noyau, 2010). Sur la base de ces analyses, nous finissons par un ensemble de préconisations sur les reformulations didactiques entre L1 et L2 pour la formation des enseignants des écoles bilinguesStudents have difficulties in using their language skills for learning mathematics and this has consequences on their motivation and academic performance. From his/her multilingual environment, the Burkinabe child comes to school with a lot of knowledge, representations, and the sum of his/her life experiences. With this " already there ", the child should not be a "head to fill," but rather a learner to "feed" and support, in order for him/her to build his/her own knowledge. This implies the need for the student to be placed at the center of the learning process. Every learning situation involves difficulties, and we opted for studying those faced by learners in mathematics, in order to finally propose possible solutions for teaching / learning mathematics in Jula and French in bilingual schools. Despite references to the theories of didactic situations, our research doesn’t relate exclusively to the teaching of mathematics. The objective is primarily linguistic, as our description of the corpus emphasizes the analysis of verbal exchanges during sequences of mathematics in bilingual classes.Our corpus included filming repeatedly a bilingual school (Lafiabougou "B" in Burkina Faso), and transcribing sequences according to the CLAN software.Given the analysis of class sequences, we conclude pointing at the need for teachers to form representations of how the oral and written L1 one hand, and oral and written L2, work. They should build bridges between L1 and L2 at different levels of organization of the sequence of mathematics. In addition, it is crucial that the teacher conducts its teaching so that the student faces knowledge and builds meta-knowledge, which means establishing relationships between learning transfer and metacognition. Learning a language requires a bulk of language skills. It is important too to distinguish the levels of development of language skills, and to consider their impact on learning. This requires to focus on metalinguistic behavior and comparing L1 and L2. The students also face difficulties related to the language behavior of teachers, particularly their tendency to repeat literally, not to restate or rephrase (Noyau, 2010). We suggest in our conclusions to focus on didactic reformulations between L1 and L2 in training teachers
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Leite, Karoline Kussik de Almeida. "Indicadores do risco de broncoaspiração em pacientes com acidente vascular cerebral isquêmico em fase aguda." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5170/tde-07112018-093419/.
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Introdução: O acidente vascular cerebral (AVC) é a principal causa de mortalidade no Brasil, sendo considerado um dos maiores problemas de saúde pública do país. A alteração da deglutição, conhecida como disfagia, tem alta incidência e prevalência e contribui para o aumento dos índices de mortalidade, morbidade, custos hospitalares e principalmente, para redução da qualidade de vida dos pacientes e cuidadores. Desta forma, o estabelecimento de diagnósticos, prognósticos e tratamentos adequados são fundamentais. Objetivo: Investigar os indicadores de risco de broncoaspiração em pacientes com AVC isquêmico (AVCi) em fase aguda admitidos em pronto-socorro (PS). Métodos: Participaram do estudo 134 adultos admitidos no PS de um hospital terciário, com diagnóstico de AVCi em fase aguda, submetidos à avaliação fonoaudiológica em beira de leito. As etapas de coleta de dados envolveram: avaliação fonoaudiológica clínica do risco de broncoaspiração, determinação da gravidade do AVCi de acordo com a Escala da National Institute of Health Stroke Scale (NIHSS) no momento da avaliação fonoaudiológica, avaliação objetiva da deglutição por meio do exame de videofluoroscopia da deglutição (VDF), levantamento das variáveis demográficas e indicadores clínicos. Resultados: Os 134 pacientes foram divididos em dois grupos de acordo com os resultados da avaliação fonoaudiológica: G1 (grupo de risco para disfagia) - 42 participantes que falharam na avaliação por apresentar pelo menos um destes sinais clínidos (ausculta cervical alterada, voz molhada, tosse ou engasgo) e G2 (grupo sem risco para disfagia) - 92 participantes que não apresentaram falha na avaliação. As análises indicaram os seguintes resultados significantes: os participantes de G1 apresentaram média de idade superior a 69 anos, maior pontuação na NIHSS, demoraram mais tempo para receber alta fonoaudiológica, receberam maior número de indicação de via alternativa de alimentação após avaliação fonoaudiológica e apresentaram pior desfecho (receberam menos alta fonoaudiológica). O sinal clínico preditor de broncoaspiração que mais diferenciou os grupos foi a presença de tosse, com o volume de oferta de 50 ml. Conclusão: Pacientes com AVCi agudo que apresentarem idade superior a 69 anos, com escore >= 9 na NIHS, e que apresentarem tosse após a deglutição no teste com água (50 ml) em beira de leito, devem ser priorizados para avaliação fonoaudiológica completa e se necessário, encaminhados para a confirmação dos resultados por exame de imagemIntroduction: Stroke is the leading cause of mortality in Brazil and is considered one of the country\'s major public health problems. The swallowing disorder, known as dysphagia, has a high incidence and prevalence and contributes to an increase rates of mortality, morbidity, hospital costs, and mainly to reduce the quality of life of patients and caregivers. In this way, the establishment of adequate diagnoses, prognostics and treatments are fundamental. Objective: To investigate the risk indicators of bronchoaspiration in acute stroke patients admitted to Emergency Room (ER). Methods: 134 adults admitted to the ER of a tertiary hospital with a diagnosis of acute ischemic stroke (AIS), submitted to a bedside speech-therapist assessment, participated in the study. Data gathering involved: clinical speech-language assessment of the risk of bronchoaspiration, determination of the severity of stroke according to the National Institute of Health Stroke Scale (NIHSS) at the time of the speech-language evaluation, objective assessment of swallowing by examination of Videofluoroscopy of Swallowing (VFS), and the verification of demographic variables and clinical indicators. Results: The 134 patients were divided into two groups according to the results of the speech-language evaluation. Participants who failed (i.e. presence of indicatives of oropharyngeal dysphagia) when there was positive response on at least one of the following protocol items: cervical auscultation, wet or gurgly sounding voice after drinking, coughing, or choking were grouped as \"Risk for Dysphagia\" (n=42), and those who did not fail were grouped as \"No Risk\" (n=92). The analysis indicated the following significant results: patients with a higher risk of bronchoaspiration presented mean age over 69 years, NIHSS score <= 9 points, had more indication of alternate feeding after speech-language evaluation and presented poorer outcome (fewer individuals discharged from swallowing rehabilitation sessions). The predictor of bronchoaspiration that most differentiated the groups was the presence of cough, with a supply volume of 50 ml. Conclusion: Patients with AIS, admitted to the ER, who present age >= 69 years, score on the NIHSS >= 9, cough after swallowing in water test (50 ml), should be prioritized for the complete speech-language evaluation, and sent to support the results by image examination
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SHI, YU. "Enhanced SAR Image Processing Using A Heterogeneous Multiprocessor." Thesis, Linköping University, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11517.
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Synthetic antenna aperture (SAR) is a pulses focusing airborne radar which can achieve high resolution radar image. A number of image process algorithms have been developed for this kind of radar, but the calculation burden is still heavy. So the image processing of SAR is normally performed “off-line”.
The Fast Factorized Back Projection (FFBP) algorithm is considered as a computationally efficient algorithm for image formation in SAR, and several applications have been implemented which try to make the process “on-line”.
CELL Broadband Engine is one of the newest multi-core-processor jointly developed by Sony, Toshiba and IBM. CELL is good at parallel computation and floating point numbers, which all fit the demands of SAR image formation.
This thesis is going to implement FFBP algorithm on CELL Broadband Engine, and compare the results with pre-projects. In this project, we try to make it possible to perform SAR image formation in real-time.
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Hien, Amélie. "La terminologie de la médecine traditionnelle en milieu jula du Burkina Faso, méthode de recherche, langue de la santé et lexique julakan-français, français-julakan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60824.pdf.
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Djihouessi, Blaise Coovi. "Le français, médium d'enseignement des disciplines scientifiques, techniques et de formation professionnelle en situation unilingue et bilingue : études de cas et perspectives (le cas du Bénin, du Mali et du Burkina-Faso)." Paris 3, 2006. http://www.theses.fr/2006PA030024.
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L'enseignement/apprentissage en français des disciplines scientifiques, techniques et de formation professionnelle constitue un des facteurs problématiques pour le développement des filières scientifiques et techniques en Afrique francophone subsaharienne où le contexte scolaire est multilingue (langues nationales). Plusieurs évaluations ont montré que les résultats scolaires des élèves de ces régions sont faibles dans les disciplines scientifiques et techniques. La principale difficulté résiderait, chez les élèves, dans l'appropriation des notions/concepts scientifiques et techniques. Dès 1960, l'année de leur accession à l'indépendance, les pays francophones d'Afrique subsaharienne ont amorcé la réforme de leurs systèmes éducatifs selon les réalités sociolinguistiques spécifiques propres à chaque pays. L'option est soit à l'unilinguisme (français seul), soit au bilinguisme (français-langue nationale). Des approches pédagogiques qui développeraient, entre autres, chez les élèves les performances langagières nécessitées par les apprentissages scientifiques et techniques et qui faciliteraient la construction des savoirs et savoir-faire en science et en technique sont expérimentées, mais sans grand succès. Le présent travail, à travers des études de cas, recherche les causes de cette situation. Il envisage également des perspectives pour vivifier ces filières dont le tarissement constitue une grave menace pour la formation des élites scientifiques et techniques nécessaires au développementThe teaching and learning of scientific and technical subject matters and vocational training in French constitute one of the sore issues for the development of scientific and technical options in schools in French-speaking subsaharan Africa, where the educational context is multilingual (national languages). Various assessments have shown that the schoolchildren from these areas do not obtain good grades in science and technology. The major difficulty for these schoolchildren lies in the acquistion of technical and scientific notions and concepts. Since Independence in 1960, the French-speaking subsaharan African states have started to modify their educational systems according to the specific sociolinguistic environment characteristic of each country. The choice is between a monolingual system (one sole language, French) or a bilingual system (French-national language). Pedagogical approaches which develop, inter alia the linguistic skills required for the acquisition of scientific and technical subject matters and which facilitate the elaboration of knowledge and know-how in the fields of science and technology have been tested but with little success. Through various case studies, this thesis investigates the causes of this situation. It suggests some guidelines to revive the technical and scientific options whose failure may threaten the building of technical and scientific elites needed for development
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Chapon, Sandrine. "Fiction à substrat professionnel télévisuel comme voie d'accès à l'enseignement/apprentissage de l'anglais juridique." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL002/document.
Full textAbstract:
Cette thèse en anglais de spécialité s'inscrit dans le champ de la recherche en didactique de l'anglais juridique. Elle a pour objet d'observer si les séries judiciaires télévisuelles américaines contemporaines peuvent être une représentation fidèle de la procédure accusatoire en vigueur aux Etats-Unis. La première partie présente notre cadre théorique et méthodologique. Elle s'ouvre sur une réflexion concernant le champ de l'anglais juridique et les supports pédagogiques à la disposition des enseignants de cette spécialité. Dans la deuxième partie, nous analysons en quoi les séries contemporaines sont des illustrations fidèles de la procédure et au discours spécialisé. Dans notre troisième partie, nous observons en quoi les séries judiciaires peuvent être un support motivant pour l'apprentissage de l'anglais juridiqueThis dissertation focuses on the field of English for Special Purposes (ESP). It aims at analysing whether contemporary american TV series are reliable sources of information for the teaching of legal English to French law students. Part 1 presents the theoretical and methodological framework of this research. It begins with a reflexion on the definition of legal English and a presentation of all the documents that teachers can use in order to illustrate the common law system. Part 2 focuses on the analysis of specialised content and discourse that one may find in TV series. Part 3 is dedicated to exploring the use of TV series in class from a motivational perspective. Finally we provide several teaching scenarios which imply the use of TV series in order to teach legal English
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Williamson, Bryan J. "From Upper Volta to Burkina Faso: A Study of the Politics of Reaction and Reform in a Post-Colonial African Nation-state, 1960-1987." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4612.
Full textAbstract:
Abstract (from thesis text)
From Upper Volta to Burkina Faso, is the study of the politics of reaction and reform in a post-colonial nation-state of Burkina Faso. Since its independence from France on 5 August 1960 to 15 October 1987, Burkina Faso, the "land of the upright" people, has experience five changes in government. All of the coups that took place in this twenty-seven year period were reactionary and reforming. However, the most memorable reforms arrived after the coup of 4 August 1983 which gave rise to a youthful president in a thirty-three year old Captain Thomas Sankara. As the leaders before him, Sankara reacted against a post-colonial government that he and supporters saw as inadequate. Unlike the previous coups in the Upper Volta, this work argues that the 4 August 1983 coup brought class consciousness to the forefront. It aimed to establish its identity by changing the country's name from the colonial name of Upper Volta to Burkina Faso. The revolutionaries appeared to be g6enuine in meeting their words with action by working to create self-sufficient citizens, curb environmental depredation, combat corruption in government and provide women more opportunities. Though the Revolution in Burkina Faso (1983-1987) did not end the country's ambitions for a multi-party democracy, it did elevate the status of women, literacy, mortality and pride for the homeland.
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Martins, Carla Patrícia Pires. "A importância do jogo no ensino: aprendizagem, nomeadamente da língua inglesa no primeiro ciclo do ensino básico: um estudo de caso múltiplo." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/14132.
Full textAbstract:
Com este estudo procurámos compreender o fenómeno do ensino precoce da Língua Inglesa no 1º Ciclo do Ensino Básico, explorando a influência do jogo no processo de ensino-aprendizagem, nomeadamente da língua, nesse ciclo de ensino.
Propusemo-nos, a consecução deste objectivo através da observação da forma como o jogo influencia o desempenho das crianças nesta fase do seu desenvolvimento, seguindo uma metodologia orientada para o estudo de Caso Múltiplo baseado na observação de três grupos de crianças em 2013/2014
Os resultados obtidos nesta investigação permitem a conclusão de que o jogo no processo de ensino – aprendizagem, nomeadamente da Língua Inglesa no 1º Ciclo do Ensino Básico, contribui para o desenvolvimento das competências linguísticas e sociais da criança, essenciais ao seu desenvolvimento global e indica-nos que através da sua relação com este elemento podemos conhecer as diferentes necessidades que apresentam ao longo do seu processo de desenvolvimento; Abstract:
The importance of the Game in the English language teaching - learning process, namely in the Portuguese first educational Cycle
- A Multiple Case Study -
With this study we aimed at understanding the phenomenon of the English Language early teaching in the Portuguese 1st Educational Cycle, through the analysis of the influence of the Game in the teaching-learning process, namely of that language, in that educational cycle.
We set out to reach this goal through the observation of the way in which the game influences children’s performance in this stage of their development, following a methodological approach oriented towards a Multiple Case Study based in the observation of three groups of children in 2013/2014
The results of this research allow us to conclude that the game in the teaching - learning process, namely of the English language in the Portuguese first educational cycle, brings several benefits to the children’s linguistic and social skills essential to their global development and show us that through their relationship with the game we can know the different needs that they have during their development process.