Dissertations / Theses on the topic 'Fiji Languages'
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Fisher, David. "The socio-economic consequences of tourism in Levuka, Fiji." Lincoln University, 2000. http://hdl.handle.net/10182/1284.
Full textPérez-Gamboa, Julia. "Principios de orden fijo de expresiones congeladas in Español : un estudio experimental /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171198581.
Full textBatto, Yann. "Le rôle de l’éthique dans la traduction française des œuvres d’Astrid Lindgren : Fifi Brindacier digne héritière de Pippi Långstrump ?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101246.
Full textBuser, Mélanie. "Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German)." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA125.
Full textThe two-way immersion program Filière Bilingue (FiBi) is a choice-based educational alternative in a Swiss public school situated on the language border in Biel/Bienne. This two-way immersion program integrates French-speaking and German-speaking students and «strives to promote bilingualism and biliteracy in addition to grade-level academic achievement for all students» (Christian 1994: 1). The presence of approximately equal numbers of native speakers of both languages in the same class provides opportunities for students to communicate with native-speaker peers, creating linguistic and intercultural benefits for both groups. Moreover, each class is composed of one third of allophone students having neither French, nor (Swiss) German as an L1 (or L1s). The amount of instructional time is equal in the two languages of schooling at all grade levels (50/50 program model). The focus of this thesis is the emergent multilinguals’ development in their two languages of schooling (French and (Swiss) German). The first part is theory-driven and defines some basic notions such as «language», «bilingualism vs. SLA», «multilingualism», «(two-way) immersion» and «translanguaging», resulting in the proposition to approach the emergent multilinguals’ proficiency outcomes from the perspective of what speakers do with the two languages of schooling in order to communicate efficiently and effectively. Considering multiple language practices in functional interrelationship can be referred to as a heteroglossic language ideology. Adopting thus a more holistic view on multilingual development forms the basis for the analysis of the outcomes of semi-structured and performance-oriented interviews – conducted with the emergent multilinguals in their two languages of schooling at five points in time (ten interviews in total).In the second part, an empirical study with data from our corpus – collected over a period of four years - is presented. Two approaches are combined for the analysis of data: whereas the qualitative analysis shows some illustrative examples of the learners’ translanguaging strategies (García, 2009), the quantitative analysis focuses on the measurement of their ability «to use language communicatively» (Bachman and Palmer, 2010). In lieu of measuring a current level of achievement in the learners’ two languages of schooling, process measures provide a broader picture, including variations in performance from a longitudinal perspective and documenting the emergent multilinguals’ dynamic process of becoming proficient in their two languages of schooling. In part three, major findings and limitations of the study are presented, including pedagogical implications resulting from the outcomes of this study. We conclude that practicing and future teachers of immersion schools need an appropriate teacher education with focus on the professionalization of two-way immersion education. This research-based and practitioner-informed teacher training should aim to train teachers who are able to best support emergent multilinguals in their process to learn content by means of two languages of schooling.The conclusion presents a summary of our study and suggests further possible research projects
Die Filière Bilingue (FiBi) ist eine öffentliche Schule. Deren Konzept basiert auf dem Prinzipder reziproken Immersion. Sie befindet sich an der Sprachgrenze in Biel/Bienne. Diese Schule – eineAlternative zu Schulen mit einer Schulsprache - fördert die Integration von deutschsprachigen undfranzösischsprachigen Lernenden und «fördert die Zweisprachigkeit sowie die Lese- undSchreibfähigkeit in beiden Zielsprachen und das Erreichen der Lernziele in allen Schulfächern vonallen Lernenden» (Christian 1994: 1). Ausserdem besteht ein Drittel jeder Klasse aus allophonenKindern, die weder Deutsch noch Französisch als Erstsprache(n) haben. Der Unterricht erfolgt je zurHälfte auf Französisch und Deutsch (50/50-Modell). Da die Klassen je hälftig aus deutsch- undfranzösischsprachigen Kindern zusammengesetzt werden, ermöglicht dies den Lernenden mitMuttersprachlern der «anderen» Schulsprache zu kommunizieren und interkulturelle Kompetenzen zuerwerben.Diese Arbeit dokumentiert die Entwicklung der Lernenden in ihren zwei Schulsprachen. Dererste Teil dieser Arbeit liefert einen theoretischen Rahmen und klärt Begriffe wie «Sprache»,«Zweisprachigkeit vs. SLA», «Mehrsprachigkeit», «(reziproke) Immersion» und «translanguaging»,gefolgt vom Vorschlag, eine Perspektive einzunehmen, die zeigt, wie die Lernenden dieSchulsprachen brauchen, um effizient zu kommunizieren. Die Betrachtung der multiplenSprachpraktiken in ihrer funktionellen wechselseitigen Abhängigkeit verweist auf eine HeteroglossieIdeologie.52 Eine solche ganzheitliche Betrachtung der mehrsprachigen Entwicklung der Lernendenbildet die theoretische Grundlage für die Auswertung der gesammelten Daten aus den halbstrukturiertenund auf Performanz ausgerichteten Leitfaden-Interviews (zehn Interviews insgesamt invier Jahren).Der zweite Teil dieser Arbeit präsentiert eine empirische Langzeitstudie. Zwei Ansätzewurden bei der Analyse der gesammelten Daten kombiniert: während die qualitative AnalyseStrategien wie «translanguaging» (García, 2009a) von Lernenden zeigt, fokussiert die quantitativeAnalyse auf die Messung der Fähigkeit «Sprache auf kommunikative Weise zu verwenden» (Bachmanund Palmer, 2010). Anstatt das aktuelle Sprachniveau der Lernenden in den beiden Schulsprachen zumessen, wird ein breiteres Bild gezeigt, das Variationen in der Performanz der Lernenden einschliesstund den dynamischen Spracherwerbsprozess aufzeigt. So wird der effiziente und kreative Gebrauchder Sprache sowie mehrsprachige Diskurs-Praktiken wie «translanguaging» gezeigt. Diese multiplenSprachpraktiken zeigen das dynamische und interaktive Kommunikationssystem der mehrsprachigenLernenden und deren Spracherwerbsprozess in.Im dritten Teil werden die pädagogischen Schlussfolgerungen präsentiert. Eine angemesseneLehrerausbildung für diese Lehrpersonen fokussierend auf der Professionalisierung des Immersions-Unterrichts wäre wünschenswert, in welcher ein für die Praktiker/innen nützlicher Wissenstransfervon Forschungsresultaten stattfindet. So könnten die Lernenden bestmöglich beim Prozess, sichSchulstoff durch zwei Schulsprachen anzueignen, unterstützt werden. Der Schlussteil dieser Arbeitfasst die Studie und deren Ergebnisse zusammen und zeigt weitere Forschungsperspektiven auf
Neme, Alexis. "An arabic language resource for computational morphology based on the semitic model." Thesis, Paris Est, 2020. http://www.theses.fr/2020PESC2013.
Full textWe developed an original approach to Arabic traditional morphology, involving new concepts in Semitic lexicology, morphology, and grammar for standard written Arabic. This new methodology for handling the rich and complex Semitic languages is based on good practices in Finite-State technologies (FSA/FST) by using Unitex, a lexicon-based corpus processing suite. For verbs (Neme, 2011), I proposed an inflectional taxonomy that increases the lexicon readability and makes it easier for Arabic speakers and linguists to encode, correct, and update it. Traditional grammar defines inflectional verbal classes by using verbal pattern-classes and root-classes. In our taxonomy, traditional pattern-classes are reused, and root-classes are redefined into a simpler system. The lexicon of verbs covered more than 99% of an evaluation corpus. For nouns and adjectives (Neme, 2013), we went one step further in the adaptation of traditional morphology. First, while this tradition is based on derivational rules, we found our description on inflectional ones. Next, we keep the concepts of root and pattern, which is the backbone of the traditional Semitic model. Still, our breakthrough lies in the reversal of the traditional root-and-pattern Semitic model into a pattern-and-root model, which keeps small and orderly the set of pattern classes and root sub-classes. I elaborated a taxonomy for broken plural containing 160 inflectional classes, which simplifies ten times the encoding of broken plural. Since then, I elaborated comprehensive resources for Arabic. These resources are described in Neme and Paumier (2019). To take into account all aspects of the rich morphology of Arabic, I have completed our taxonomy with suffixal inflexional classes for regular plurals, adverbs, and other parts of speech (POS) to cover all the lexicon. In all, I identified around 1000 Semitic and suffixal inflectional classes implemented with concatenative and non-concatenative FST devices.From scratch, I created 76000 fully vowelized lemmas, and each one is associated with an inflectional class. These lemmas are inflected by using these 1000 FSTs, producing a fully inflected lexicon with more than 6 million forms. I extended this fully inflected resource using agglutination grammars to identify words composed of up to 5 segments, agglutinated around a core inflected verb, noun, adjective, or particle. The agglutination grammars extend the recognition to more than 500 million valid delimited word forms, partially or fully vowelized. The flat file size of 6 million forms is 340 megabytes (UTF-16). It is compressed then into 11 Mbytes before loading to memory for fast retrieval. The generation, compression, and minimization of the full-form lexicon take less than one minute on a common Unix laptop. The lexical coverage rate is more than 99%. The tagger speed is 5000 words/second, and more than 200 000 words/s, if the resources are preloaded/resident in the RAM. The accuracy and speed of our tools result from our systematic linguistic approach and from our choice to embrace the best practices in mathematical and computational methods. The lookup procedure is fast because we use Minimal Acyclic Deterministic Finite Automaton (Revuz, 1992) to compress the full-form dictionary, and because it has only constant strings and no embedded rules. The breakthrough of our linguistic approach remains principally on the reversal of the traditional root-and-pattern Semitic model into a pattern-and-root model.Nonetheless, our computational approach is based on good practices in Finite-State technologies (FSA/FST) as all the full-forms were computed in advance for accurate identification and to get the best from the FSA compression for fast and efficient lookups
Moser, Janelle Nicole. "Bringing the lexical approach to TAFL: Evaluating the primary lexicon in Part One of the Al-Kitaab fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language textbook series." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292701.
Full textBeauquier, Danièle. "Automates sur les mots bi-infinis." Paris 7, 1986. http://www.theses.fr/1986PA077203.
Full textBorello, Alex. "Reconnaissance de langages en temps réel par des automates cellulaires avec contraintes." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10127.
Full textThis document deals with cellular automata as a model of computation used to recognise languages. In such a domain, it is always difficult to provide negative results, that is, typically, to prove that a given language is not recognised in some function of time by some class of automata. The document focuses in particular on the low-complexity classes such as real time, about which a lot of questions remain open since several decades.In a first part, several techniques to weaken further still these classes of languages are investigated, thereby bringing examples of negative results. A second part is dedicated to the comparison of cellular automata with another model language recognition, namely multi-head finite automata. This leads to speed-up theorem when finite automata are oblivious, which makes them a priori weaker than in the general case but leaves them a nontrivial power
Gohon, Philippe. "Automates avec coût et reconnaissabilité dans les monoïdes libres commutatifs." Rouen, 1986. http://www.theses.fr/1986ROUES009.
Full textChaux, Pierre-Yves. "Formalisation de la cohérence et calcul des séquences de coupe minimales pour les systèmes binaires dynamiques et réparables." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2013. http://tel.archives-ouvertes.fr/tel-00910331.
Full textGratien, Jean-Marc. "A DSEL in C++ for lowest-order methods for diffusive problem on general meshes." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENM018/document.
Full textIndustrial simulation software has to manage : the complexity of the underlying physical models, usually expressed in terms of a PDE system completed with algebraic closure laws, the complexity of numerical methods used to solve the PDE systems, and finally the complexity of the low level computer science services required to have efficient software on modern hardware. Nowadays, this complexity management becomes a key issue for the development of scientific software. Some frameworks already offer a number of advanced tools to deal with the complexity related to parallelism in a transparent way. However, all these frameworks often provide only partial answers to the problem as they only deal with hardware complexity and low level numerical complexity like linear algebra. High level complexity related to discretization methods and physical models lack tools to help physicists to develop complex applications. New paradigms for scientific software must be developed to help them to seamlessly handle the different levels of complexity so that they can focus on their specific domain. Generative programming, component engineering and domain-specific languages (either DSL or DSEL) are key technologies to make the development of complex applications easier to physicists, hiding the complexity of numerical methods and low level computer science services. These paradigms allow to write code with a high level expressive language and take advantage of the efficiency of generated code for low level services close to hardware specificities. In the domain of numerical algorithms to solve partial differential equations, their application has been up to now limited to Finite Element (FE) methods, for which a unified mathematical framework has been existing for a long time. Such kinds of DSL have been developed for finite element or Galerkin methods in projects like Freefem++, Getdp, Getfem++, Sundance, Feel++ and Fenics. A new consistent unified mathematical frame has recently emerged and allows a unified description of a large family of lowest-order methods. This framework allows then, as in FE methods, the design of a high level language inspired from the mathematical notation, that could help physicists to implement their application writing the mathematical formulation at a high level. We propose to develop a language based on that frame, embedded in the C++ language. Our work relies on a mathematical framework that enables us to describe a wide family of lowest order methods including multiscale methods based on lowest order methods. We propose a DSEL developed on top of Arcane platform, based on the concepts presented in the unified mathematical frame and on the Feel++ DSEL. The DSEL is implemented with the Boost.Proto library by Niebler, a powerful framework to build a DSEL in C++. We have proposed an extension of the computational framework to multiscale methods and focus on the capability of our approach to handle complex methods.Our approach is extended to the runtime system layer providing an abstract layer that enable our DSEL to generate efficient code for heterogeneous architectures. We validate the design of this layer by benchmarking multiscale methods. This method provides a great amount of independent computations and is therefore the kind of algorithms that can take advantage efficiently of new hybrid hardware technology. Finally we benchmark various complex applications and study the performance results of their implementations with our DSEL
Faudemay, Pascal. "Un processeur VLSI pour les opérations de bases de données." Paris 6, 1986. http://www.theses.fr/1986PA066468.
Full textSiegel, Jeff. "Plantation languages in Fiji." Phd thesis, 1985. http://hdl.handle.net/1885/133340.
Full textSchmidt, Annette. "Language in a Fijian village : an ethnolinguistic study." Phd thesis, 1988. http://hdl.handle.net/1885/12880.
Full textMay, Thorold (Thor). "Language tangle: predicting and facilitating outcomes in language education." Thesis, 2010. http://hdl.handle.net/1959.13/804346.
Full textThis thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions. A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers. The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure. It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors. Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities. Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies. In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher. The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills. A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity. It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.