Dissertations / Theses: 'German language, grammar, comparative'

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Te, Velde John R. "Coordination and German syntax /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/9935.

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Fischer, Klaus. "Investigations into verb valency : contrasting German and English." Thesis, University of Wales Trinity Saint David, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683145.

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Taleghani-Nikazm, Carmen Masoomeh. "Politeness in native-nonnative speakers' interaction : some manifestations of Persian taarof in the interaction among Iranian speakers of German with German native speakers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Glushak, Vasiliĭ Mikhaĭlovich. "Kognitive Grundlagen der Adjektive im Russischen, Deutschen und Litauischen." München : Utz Verlag Wissenschaft, 2002. http://catalog.hathitrust.org/api/volumes/oclc/55636718.html.

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Auer, Anita. "The subjunctive in the age of prescriptivism : English and German developments during the eighteenth century /." Basingstoke : Palgrave Macmillan, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230574410.

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Bryant, Doreen. "Koordinationsellipsen im Spracherwerb die Verarbeitung potentieller Gapping-Strukturen." Berlin Akad.-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2845731&prov=M&dok_var=1&dok_ext=htm.

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Morin, Hélène. "Formen der Kohäsion in deutschen philosophischen Texten und deren Übersetzungen ins FranzÜsische : zu den "Pronominaladverbien" vom Typ "darüber" und "worauf"." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69622.

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The following thesis focuses on forms that traditional German grammar designates as "Pronominaladverbien." The objective was to establish the word class under which these forms-hereafter DWPs-should fall and their syntactic role. The thesis also aims at determining which translation procedures are used when translating German DWPs into French.
As a first step, DWPs were integrated into a classification system that took into account both their proform character and their various syntactic roles.
Organizing the DWP translations into a system proved to be somewhat arduous. After reviewing various translation theories, a conclusion became unavoidable: these systems do not accommodate all the characteristics of DWPs. A new classification system was devised.
With the new system, it became possible to identify the most frequent translation procedures used for each DWP type and, at times, to explain their frequency. The conclusion of the thesis is that French manages in most cases to translate German DWPs without significant semantic loss.

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Petronio, Karen M. "Clause structure in American sign language /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/8418.

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Ann, Jean. "Against [lateral]: Evidence from Chinese Sign Language and American Sign Language." Department of Linguistics, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/227260.

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American Sign Language (ASL) signs are claimed to be composed of four parameters: handshape, location, movement (Sto]çoe 1960) and palm orientation (Battison 1974). This paper focuses solely on handshape, that is, the configuration of the thumb and the fingers in a given sign. Handshape is significant in ASL and Chinese Sign Language (CSL); that is, minimal pairs exist for handshape in each. Thus, the two ASL signs in (1) differ in one parameter: the handshapes are different, but the location, palm orientation and movement are the same. Similarly, the two CSL signs in (2) differ in one parameter: handshape. A logical next question asks if handshapes are further divisible into parts; more specifically, are handshapes composed of distinctive features? This question is not new; in fact, researchers have made many proposals for ASL handshape features (Lane, Boyes -Braem and Bellugi, 1979; Mandel, 1981; Liddell and Johnson, 1985; Sandler, 1989; Corina and Sagey, 1988 and others). This paper focuses on the proposal of Corina and Sagey (1988). In Section 2, I outline the proposed system for the distinctive handshapes of ASL, of which [lateral] is a part. Then using data from ASL and CSL, I give three arguments in support of the claim that there is not sufficient justification in ASL or CSL for the feature [lateral]. First, I show in Section 3 that the prediction which follows from the claim that [lateral] applies only to the thumb, namely that the thumb behaves differently from the other fingers, is not borne out by CSL data. Second, I argue in Section 4 that since other features (proposed by Corina and Sagey, 1988) can derive the same phonetic effects as [lateral], [lateral] is unnecessary to describe thumb features in either ASL or CSL. Third, in Section 5, I use ASL and CSL data to argue that the notion of fingers as "specified" or "unspecified ", although intuitively pleasing, should be discarded. If this notion cannot be used, the feature [lateral] does not uniquely identify a particular set of handshapes. I show that CSL data suggests that two other features, [contact to palm] and [contact to thumb] are independently needed. With these two features, and the exclusion of [lateral], the handshapes of both ASL and CSL can be explained. In Section 6, the arguments against [lateral] are summarized.

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Park, Tae-kyung 1957. "A comparative study of Japanese and Korean anaphora." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276612.

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This thesis shows the different features of Korean reflexives compared to Japanese reflexives. In Chapter 1, the differences of Japanese and Korean reflexives are discussed morphologically and syntactically. The general referential relationship of Japanese and Korean reflexives is discussed. In Chapter 2, empathy expressions of the Japanese reflexive zibun and Korean reflexive caki is discussed. In Chapter 3, the semantic interpretation of the plural form of Japanese and Korean reflexive, zibun-tati and caki-tul, is discussed. In Chapter 4, a brief conclusion is presented. Further work on Korean reflexives is necessary to account for Korean anaphora.

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Boyd, Jeremy Kenyon. "Comparatively speaking a psycholinguistic study of optionality in grammar /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3273558.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed August 31, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 172-181).

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Umeda, Mari. "Second language acquisition of Japanese wh-constructions." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112128.

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This dissertation investigates the second language (L2) acquisition of Japanese wh-constructions by Chinese- and English-speaking learners. The focus of this study is twofold; first, it examines whether parameter resetting is possible in L2 acquisition, as both Chinese and English wh-constructions are parametrically different from Japanese wh-constructions. Second, it examines whether parameter resetting is affected by the learners' first language (Ll). Not only do Chinese and English wh-constructions differ from Japanese wh-constructions, but they also differ from each other. Chinese is, like Japanese, a wh-in-situ language, while English is a wh-movement language. Chinese wh-constructions, therefore, can be said to be more similar to Japanese wh-constructions than English wh-constructions. It is investigated whether the similarity between Chinese and Japanese and dissimilarity between English and Japanese affect the course and/or the ultimate attainment in the acquisition ofwh-constructions in Japanese.[...]
Cette dissertation enquete sur l’acquisition des constructions wh du japonais appris comme langue seconde (L2) par les anglophones et les sinophones. Le point de mire de cette etude est double. Dans un premier temps, elle cherche a savoir si le changement parametrique est possible en acquisition L2, puisque les constructions wh de l’anglais et du chinois sont parametriquement opposees a celles du japonais. Deuxiemement, elle cherche a savoir si le changement parametrique est affecte par 1a langue matemelle de l’apprenant. Non seulement les constructions wh de l’anglais et du chinois sont differentes de celles du japonais, elles different egalement l’une de l’autre. Le chinois, comme le japonais, est une langue wh-in-situ, alors que l’anglais est une langue a movement wh. Les constructions wh du chinois peuvent done etre decrites comme etant plus semblables a celles du japonais qu’a celles de l’anglais. Ce travail cherche a sa voir si la similarite entre le chino is et le japonais et la dissimilarite entre l’anglais et le japonais ont un effet sur le processus et/ou le resultat final de 1’acquisition de ces constructions en japonais.[...]

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Lam, Tin-chi, and 林天賜. "A diachronic study of the 'passive construction' in the Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31948807.

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Lee, Seonmi. "Definiteness in Korean." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063199.

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This study presents a pragmatic approach to the analysis of definiteness. The expression of definiteness in Korean is analyzed as controlled by the pragmatic motivation to differentiate nouns with respect to their topical relevance and importance.The primary claim of this study is that grammar utilizes formal marking systems not only for making semantic contrasts but also for producing pragmatic distinctions. As an illustration of this claim, the marking vs. lack of marking that determine pragmatic status in Korean is examined, and it is argued that the lack of marking indicates the relative lack of special significance of a given referent as a specific individual, while overt marking indicates the relatively higher significance of an intended referent as a specific individual.Definiteness is shown to be non-distinctive and non-categorical in nature, with five expressions of definiteness coding six degrees of definiteness in a definiteness continuum. This is illustrated in the following diagram:Definiteness ContinuumBare NP ---- com ---- etten ---- han ---- ku ---- Bare NPleastmostThe bare NP to the left comprises nonunique common nouns and the one to the right unique common nouns and proper nouns. In each case, the bare form is viewed as representing the referent in its most general use.It is also shown that definiteness and indefiniteness can coincide in the sense that semantically indefinite NPs can be marked formally as definite in certain contexts. This is explained motivated by the pragmatic need for upgrading the degree of definiteness in order to present it as a more prominent or salient entity. With cases in which both semantically definite referents and semantically indefinite referents are formally presented in the same bare NP form as crucial evidence, it is suggested that the realization and expression of definiteness is motivated only when pragmatic significance requires such a distinction. The study concludes that marking and lack of marking of definiteness in Korean does in fact signal the relative pragmatic importance of the referent in the development of the discourse.
Department of English

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Müller, Torsten. "Football, language and linguistics time-critical utterances in unplanned spoken language, their structures and their relation to non-linguistic situations and events /." Tübingen : Narr, 2007. http://books.google.com/books?id=mlhiAAAAMAAJ.

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Chan, Wing Ming, and 陳永明. "Subject, predicate and object in modern standard Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3120756X.

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Kumashiro, Fumiko. "Phonotactic interactions : a non-reductionist approach to phonology /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9963655.

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Chu, Ho-tat Matthew. "Grammar and world-view : a comparative investigation of the syntax of English and Chinese /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685353.

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Mbeje, Audrey N. "The function of demonstratives in Zulu and English : a contrastive study with pedagogical implications." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247891.

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Syahdan. "Sasak-Indonesian Codeswitching." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565566.

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Guo, Ling-Yu Tomblin J. Bruce Owen Amanda J. "Acquisition of auxiliary and copula BE in young English-speaking children." [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/370.

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Kilpatrick, Cynthia D. "The acquisition of ungrammaticality learning a subset in L2 phonotactics /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3369165.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 211-225).

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Chu, Ho-tat Matthew, and 朱可達. "Grammar and world-view: a comparative investigation of the syntax of English and Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951235.

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Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.

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Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed January 5, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Sandra Metts, Janice Neuleib, Margaret Steffensen. Includes bibliographical references (leaves 180-190) and abstract. Also available in print.

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Grüter, Therese. "Object clitics and null objects in the acquisition of French." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102802.

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This dissertation investigates (direct) object clitics and object omission in the acquisition of French as a first language. It reports on two original empirical studies which were designed to address aspects of object omission in child French that have remained unexplored in previous research. Study 1 investigates the incidence of object omission in the spontaneous speech of French-speaking children aged three and above, an age group for which no analysis, and only little data, have been available so far. Findings show that object omission continues to occur at non-negligible rates in this group. A comparison with age- and language-matched groups of English- and Chinese-speaking children (from Wang, Lillo-Martin; Best & Levitt 1992) suggests that French-speaking children omit objects at higher rates than their English-speaking peers, yet at lower rates than children acquiring a true null object language, such as Chinese. Study 2 was designed to investigate whether French-speaking children would accept null objects on a receptive task, an issue that has not been previously investigated. A series of truth value judgment experiments is developed, adapting an experimental paradigm that has not been used previously in the context of null objects. Results from English- and French-speaking children show that both groups consistently reject null objects on these tasks, a finding that constitutes counterevidence to proposals which attribute object omission in production to a genuine null object representation sanctioned by the child grammar. Overall, the pattern of results turns out not to be consistent with any developmental proposals made in the literature, suggesting that a novel approach is required. Proposing a minimalist adaptation of Sportiche's (1996) analysis of clitic constructions, and taking into consideration the recent emphasis on 'interface' requirements imposed by language-external systems, I put forward a hypothesis for future research, the Decayed Features Hypothesis (DFH), which locates the source of object (clitic) omission in child French in a specific language-external domain, namely the capacity of working memory.

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An, Youngjae. "Crossover effects in second language acquisition : a view from German-English and Korean-English interlanguage grammar." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20573/.

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This thesis investigates first languages (L1) influence on second language (L2) acquisition of long-distance wh-movement and related constraints governed by Universal Grammar. It thus seeks to integrate L2 syntactic knowledge into L2 knowledge at the syntax-semantics interface in order to find out more about the nature of L2 acquisition, thesis extends its body of research into L2 processing at the syntax-semantics interface. That being so, it allows us not only to explore an ultimate issue of whether L2 speakers have access to Universal Grammar but also to consider how grammar and meaning interact in real time. To this end, this thesis examines crossover phenomena in L2 English, by speakers of German and Korean. A series of experiments are employed in this research: an acceptability judgement task, a truth-value judgement task, and a self-paced reading task. Experiment 1 investigates whether L2 speakers have acquired syntactic knowledge of long-distance wh-movement in English. This experiment, in particular, examines whether L2 speakers are sensitive to locality conditions on wh-movement. Experiment 2 identifies whether semantic knowledge is facilitated by syntactic knowledge in L2 acquisition. Experiment 3–4 examine whether L2 speakers make use of syntax-semantics interface knowledge during online processing. The findings from Experiment 1–4 suggest that that L1 does not influence acquisition and processing of L2.

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LIU, HSIAO-MEI. "A CATEGORIAL GRAMMAR ANALYSIS OF CHINESE SEPARABLE COMPOUNDS AND PHRASES (SYNTAX, SEMANTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183896.

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The lexicon of modern Chinese is composed mainly of disyllabic compound words; some of the compounds are separable, while others are not. Hindered by problems with the definition of the Chinese word and by the concept of separate grammatical levels on which morphological, syntactic and semantic processes occur, previous linguistic studies have been unable to fully account for the separability of some compounds and for the relationship of compound separability to phrase separability. This dissertation finds that, with morphemes having the same syntactic association with other morphemes that words or phrases have with other words or phrases, categorial rules logically explain the common syntax of Chinese words and phrases. In categorial grammar analysis based on the work of Ajdukiewicz (1935), Montague (1974), Partee (1972; 1975), and Bach (1983; 1984), categories are determined by functions associating the expressions in component sets, and syntactic operations build categories up into larger derived categories according to specified functor-argument relations. In the present analysis of Chinese, to the set of the non-verb general category belong morphemes, words and phrases whose form classes are not verbs and which are generic names. Argument expressions, both compound words and verb phrases which belong to this category, combine with the intransitive/non-verb general functor to form the IV category. Rules operating by concatenation, cliticization and wrapping account for the occurrence of resultative expressions, aspect markers, and expressions of time duration or time frequency between the components of separable compounds. Further, the hierarchy of thematic roles devised by Jackendoff (1972) is applied to account for cases in which the functors in IV combine with more than one argument. In this way, an analysis which combines principles of morphology, syntax and semantics is able to account for the identity of compound and phrase separability and derive grammatical sentences for the language.

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O'Neal, Carol. "The acquisition of consonants in first language development." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51350/.

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This thesis reports on the longitudinal study of consonant production in fifteen typically-developing monolingual children living in the south-east of England acquiring non-rhotic accents of British English. The data relate to the consonant patterns found in spontaneous speech production as recorded in individual diaries kept by caregivers. The study follows two lines of enquiry. Firstly, the speech data are analysed to chart the emergence of English consonants in relation to phonemic targets. Separate analysis of the production of initial and final singletons and cluster consonants is undertaken. This reveals word-position asymmetries in the production of consonants and consonant classes, and identifies the classes and the contexts in which consonants are most avoided. Secondly, the speech data are analysed further for evidence of word-position bias in the use of the simplification processes identified in O'Neal (1998) as features of two discrete phonological profiles. Children who demonstrate tendencies towards either of these profiles in their patterns of consonant deletion, fronting, stopping and reduplication are identified, and their profiles compared and contrasted with those of other monolingual English-learning children.

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Seal, Amy. "Scoring sentences developmentally : an analog of developmental sentence scoring /." Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd12.pdf.

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Yeung, Ka-Wai, and 楊{213a79}慧. "Universal vs. language-specific properties of grammaticalized complementizers: two case studies in multi-functionality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29149769.

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Fukuda, Suzy E. "Grammaire comparée du français et du japonais parlés : phrase et sujet." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23722.

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The object of this thesis is to present a comprehensive analysis of the phrase structure and the properties of the subject in spoken French and Japanese. Consulting histories, grammars, and a corpus of transcribed speech from each language, a comparative examination of the oral codes of both languages is conducted, which highlights not only the significant distinctions between the two but also the similarities. These distinctions are not just the result of structural differences between the two languages, but are more that of a distinct classification of our experiences. By pointing out the distinguishing characteristics of the oral codes of the two languages, this study attempts to bring us to a better understanding of the two languages and equally of the cultures from which they are inseparable.

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Wynne, Terence Stewart. "The present perfect : a corpus-based investigation." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/3472.

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On the basis of an investigation of a corpus of 5.5 million words, this thesis analyses the use of the present perfect in modem American and British English. The investigation traces the development of the present perfect from its origins as a structure with adjectival meaning to its modern-day use as an aspectual verb form. A frequency analysis tests the claims of various writers that the present perfect is losing ground against the preterite and is less frequent in American than in British English. Neither claim is supported by the results of this analysis. A temporal specifier analysis investigates the co-occurrence of a large number of adverbials with the various verb forms. It finds that certain groups of specifiers which have hitherto been considered markers for the present perfect are in fact very poor indicators. Specifiers indicating a period of time lasting up to the moment of utterance, however, are found to be very reliable indicators. With one exception no significant difference was found between the British and American corpora in this respect. A functional-semantic analysis examines the various theories of the present perfect against the background of the results of the empirical investigation and finds them to be insufficient in one or more respects. In the final chapter the division between tense and aspect is shown to be artificial and a model of the present perfect is presented which is based on the idea of multilayered aspectual values. The model is centred on the unifying concept of phragmatisation - the closing of the event time-frame. According to this model, discourse topics involving the present perfect are perceived to describe an event which takes place in a time frame which is not closed to the deictic zero point at the moment of utterance. The final section describes which factors are operative in the phragmatisation or closing of event time frames.

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Kobele, Gregory Michael. "Generating copies an investigation into structural identity in language and grammar /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273094861&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Randall, Janet H. "Morphological structure and language acquisition." New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/12237695.html.

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Kolesnikova, Anna. "Investigating effects of computer-based grammar tutorials." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1156.

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This dissertation study examined a broad question of whether computer-based grammar tutorials are effective and welcome tools to review grammar for language learners by investigating effects of three different modes of such tutorials on learners' knowledge and satisfaction. For this study, I developed experimental tutorials in three different modes (a static text with a voice-over narration, an animated text with a voice-over narration, and a recording of a real teacher) for two target structures of German grammar (regular verb conjugation and separable-prefix verbs). In total, there were more than 100 Elementary German students at two Midwestern universities, who participated in different stages of the study. The participants represented a mostly homogeneous group with characteristics that are common for college-level learners. There were two parallel experiments in this study that employed identical methods but focused on two different target structures. Thus, both experiments examined the effect of the three study tutorials on learners' knowledge and satisfaction, but Experiment 1 focused on the regular verb conjugation, whereas Experiment 2 focused on the separable-prefix verbs. For each experiment, the participants completed a pretest, worked with the assigned tutorial mode, completed a posttest, and filled out a number of questionnaires. The results of the analysis demonstrated that the study tutorials helped learners to significantly improve their knowledge of grammar; however, the mode of the tutorial did not make a difference. Likewise, all modes of tutorial received similar satisfaction ratings; however, additional qualitative analysis suggested that a considerable number of the participants preferred the animated mode. The findings of the study demonstrate that computer-based grammar tutorials can be effective and welcome tools to review grammar for language learners. Moreover, tutorials of this type can be a viable method of achieving the desired balance between the form- and meaning-focused activities in language classrooms. Also, such tutorials appeal to learners because they support more individualized learning.

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Gokool, Roshni. "Principles of task-based course design for a Zulu second language course on socialization for businesss people." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50068.

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Thesis (MA)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for business people stemmed from the need that there is not enough course material available for learners wanting to learn a second language. The preliminary component of the thesis is based on the theoretical framework for language learning theory advanced by Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the properties of languages in an effort to determine the highly abstract principles of grammar. This study reviews the different definitions of second language learning and teaching employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents the different kinds of grammar explored in the analysis of a second language. Following the discussion of principles of grammar, a broad definition of the term 'universal grammar' (UG), is explored and how this UG model relates to views on teaching of Zulu, is identified. The thesis demonstrates the relation between second language learning and language teaching and the influence that UG has on language teaching. It will be argued that the theory of Chomsky and the knowledge of second language acquisition is suitable as a framework for language teaching because it incorporates the essence of second language learning that may be useful to a second language educator. Finally, this study will present the principles of task-based course design which will be followed by a discussion of the types of syllabuses required for the construction of communicative Zulu tasks. It is hoped that the conclusions arising from this study will assist in the development of research material and teaching aids for second language Zulu task-based courses, thus providing the field of second language teaching with efficient and successful language teachers and researchers.
AFRIKAANSE OPSOMMING: Die konsep van die ondersoek van beginsels vir die ontwerp van 'n Zulu taalvaardigheidskursus vir sakemense het ontstaan uit die behoefte aan gepaste onderrigmateriaal vir Zulu-tweedetaal onderrig aan die sakemense. Die aanvangskomponent van hierdie tesis is gegrond op die teoretiese raamwerk vir taalaanleer soos voorgestaan deur Chomsky. Die Chomskiaanse teorie van taalkennis is ontwikkel uit 'n in-diepte analise van die eienskappe van taalkennis ten einde die hoogsabstrakte beginsels van taal te bepaal. Die studie bied eers 'n oorsig van verskillende definisies van tweedetaalleer en -onderrig soos aangewend deur verskillende taalkundiges soos Cook, Odlin en Sharwood-Smith. Daar word 'n bespreking gegee van die verskillende sieninge van die aard van grammatika in tweedetaalonderrig. Na die bespreking van die beginsels van grammatika-onderrig in tweedetaalleer en -onderrig word die implikasies van die Chomsky se Universele Grammatika benadering beskou vir die tweedetaalonderrig van Zulu. Die tesis ondersoek ook die verband tussen tweedetaalleer en -onderrig en die invloed wat Universele Grammatika op taalonderrig het. Daar sal aangevoer word dat die UG teorie van Chomsky en die verband daarvan tot tweedetaalonderrig gepas is as 'n raamwerk vir tweedetaalonderrig omdat die essensiële beginsels van tweedetaalleer wat bruikbaar kan wees vir die taalonderrigpraktisyn. Die studie sal, laastens, die beginsels van taakgebaseerde kursusontwerp ondersoek, wat gevolg sal word deur 'n bespreking van die tipes sillabusse benodig vir die konstruksie van kommunikatiewe take in Zulu. Die gevolgtrekkings wat voortspruit uit hierdie studie kan bydra tot die navorsing van tweedetaalonderrig vir Zulu en die ontwerp van taalonderrigmateriale vir taakgebaseerde kursusse vir Zulu. Hierdeur kan 'n bydrae gemaak word tot die lewering van bekwame navorsers en taalonderrigpraktisyns vir Zulu tweedetaalonderrig.
IQOQA ZULU: Umqondo wokuhlela izifundo zesiZulu zomabhizinisi wavezwa isidingo esikhombisayo ukuthi akukho obekulotshiwe maqondana nabafundi bolimi Iwesibili. Ingxenye yokuqala yophando igxile esakhiweni senqubo Iwazi yokufunda nokufundisa ulimi Iwesibili eyaqhutshwa nguNoam Chomsky, eqhutshwa yinqubolwazi futhi isukela ocwanigweni olunzulu zezilimi emizameni yokuthola imigomo enzulu yohlelo lolimi. Lolu cwaningo luhlola izincazelo ezehlukene zokufunda nokufundisa ulimi Iwesibili ezisetshenziswa abahlaziyilulimi esingabala kubona, uVivian Cook, Terence Odlin kanye noSharwood Smith. Lwethula izinhlobo ezehlukene zohlelo lolimi ezihlolwa ekucwaningweni kolimi Iwesibili. Kulandela izingxoxo ngemigomo yohlelo lolimi, incazelo ebanzi yetemu 'Universal Grammar' (UG) iyahlolisiswa nokuthi lemodeli ye-UG isetshenziswa kanjani esiZulwini. Loluphando lukhombisa ubudlelwano phakathi kokufundwa nokufundiswa kolimi Iwesibili nomthelela omuhle kumbe omubi we-UG ekufundiseni ulimi. Kuzobhekisiswa ukuthi inqubolwazi kaChomsky nolwazi lokufunda ulimi Iwesibili kulungile yini ukuba yisakhiwo senqubo yokufundisa njengoba luhlanganisa ingqikithi yokufundisa ulimi Iwesibili okungenzeka ukuthi ayijwayelekile kumfundisi wolimi Iwesibili. Okukugcina, lolu cwaningo luzokwethula imigomo yezifundo ezihlelelwe phezu komsebenzi othile kuyolandelwa ukuxoxisana ngezinhlobo zamasilabhasi ezidingekayo ukuhlanganisa imisebenzi yesiZulu yokuxhumana. Kuyathembakala ukuthi iziphetho eziyovuka kulolucwaningo ziyosiza ekuthuthukisweni kwezinto eziwusizo ophandweni kanye nezinsiza kufundisa zolimi Iwesibili zezifundo ezihlelelwe phezu komsebenzi othile wesiZulu, kanjalo bese ziletha kulendima yokufundisa ulimi Iwesibili othisha nabacwaningi abawenza ngempumelelo umsebenzi wabo.

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Yu, Shu-yun, and res cand@acu edu au. "The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.

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The main purpose of this study is to explore the effects of the use of games as a teaching strategy for raising the grammatical accuracy level of secondary students of German as a second language. This thesis seeks also to examine the effect of game-based grammar instruction on students’ motivation and classroom atmosphere. The participants in this study were divided into two groups, the Control and Experimental groups, and received 90 periods, over 18 weeks, of grammatical instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in the use of game-based practice for the experimental group, while the control group performed traditional grammar-based practice only. Data were collected using the following instruments: grammar tests and examinations,a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the role of grammar and grammar instruction, focus group interviews with students, and the researcher’s field notes. While the main result does not support the hypothesis for significant improvement in grammatical accuracy by the experimental students as a result of game-based practice, their overall improved performance is a worthwhile achievement, particularly if it is linked to significant improvements in students’ motivation and classroom atmosphere.These positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features, because the positive results of this experiment with regard to learners’ motivation, peer interaction, teacher-student interaction augur well for an eventual improvement also in the rate of grammatical accuracy.

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Dae-Young, Kim. "Argumentation by figurative language in verbal communication : a pragmatic perspective." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45312/.

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This thesis has two goals. The first is to explain, within a pragmatic perspective, how figurative language (i.e. metaphor and irony) performs argumentation. Based on the argumentation theory (AT) of Perelman and Olbrecht-Tyteca (1958), argumentation is defined as the process of justifying something in an organized or logical way, which is composed of one or more claims and shows one or more grounds for maintaining them. The second goal is to examine the hearer's interpretation of figurative utterances in argumentation. The theoretical foundation of this discussion is based on experientialist epistemology (i.e. experientialism) and cognitive pragmatics in the form of Relevance Theory (RT). In pursuit of those goals, I present four main innovations: First, I argue the status of metaphor should be viewed as ‘what is implicated', rather than ‘what is said'. Second, I propose explanation of some exceptional cases of irony, which the standard RT approach does not treat, which relies on the notion of ‘incongruity'. Third, I propose integration of AT concepts within RT. Thus, this approach contributes to pursuing more economical explanation of communication as argumentation, by a single principle of relevance, but incorporating argumentative concepts such as doxa, topoi and polyphony. Finally, I apply this integrated approach to analysing real cases of commercial advertisement by metaphor or irony, or both. This includes explaining connection and overlapping, two ways in which metaphor and irony can work together.

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Yang, Yongsheng. "A maximum entropy approach to Chinese language parsing /." View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?COMP%202002%20YANG.

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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.
Includes bibliographical references (leaves 54-55). Also available in electronic version. Access restricted to campus users.

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Hillard, Dustin Lundring. "Automatic sentence structure annotation for spoken language processing /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6080.

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Prévost, Philippe 1966. "Truncation in second language acquisition." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34766.

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In this thesis, I argue that early child second language (L2) grammars allow truncation, on a par with proposals by Rizzi (1993/1994) and Haegeman (1995) for first language (L1) acquisition. This account (the Truncation Hypothesis) holds that Rizzi's (1994) Root Principle, according to which root declaratives are CPs, is initially underspecified in L2 systems (for processing reasons). This means that the root of main declaratives will not systematically be CP. Instead, different types of roots should be projected, such as CP, IP or VP, with VP underlying root infinitives. If one further assumes that functional categories are present in early grammars, the possibility of truncation can thus account for optionality of verb-movement and finiteness in early SLA, and more generally for why such categories seem to be optionally projected initially (Vainikka & Young-Scholten, 1994; 1996; Eubank, 1992; 1993/1994; 1996).
Predictions based on the Truncation Hypothesis were tested against longitudinal spontaneous production data from child and adult L2 learners. There were two child and two adult learners of L2 French (whose L1s were English and Arabic) and two child two adult learners of L2 German (native speakers of Romance pro-drop languages). The findings suggest that the distribution of finite and nonfinite verbs is structurally determined in L2 child grammar, i.e. tenseless verbs only appear when VP is the root, while finite verbs are found when functional categories are projected. This in turn means that children project truncated structures in early L2 acquisition. I argue that no other theory of the nature of early L2 grammars is able to account for the full range of properties of the child L2 data.
The adult data are less conclusive concerning the possibility of truncation in adult L2 grammars. In particular, the learners seem to use infinitival markers as substitutes for finite inflections, which means that nonfinite verbs are found in contexts which are not predicted by the Truncation Hypothesis. The difference between the child and adult learners is attributed to problems that adults may have in mapping the syntactic and morphological systems (Lardiere, 1996), and not to a discrepancy in syntactic knowledge.

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So, Lai-yin, and 蘇麗妍. "A study of the nominal and relative clauses in Hong Kong English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953244.

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Coopmans, Peter. "Language types, continua or parameters? Taaltypen, continua of parameters? : (met een samenvatting in het Nederlands) /." Utrecht : Drukkerij Elinkwijk BV, 1985. http://catalog.hathitrust.org/api/volumes/oclc/54192013.html.

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Cheng, Mei-yee Mickey. "The influence of L1 on the acquisition of English passives among Hong Kong secondary school students." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40735217.

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Sien, Nam-Cheol. "An autosegmental analysis of ideophones in Korean /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8371.

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Russi, Cinzia. "The grammaticalization of Italian clitics /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/8410.

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Redd, Nicole. "Automated grammatical tagging of language samples from Spanish-speaking children learning English /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1276.pdf.

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Maruenda, Sonia B. "A minimalist approach to the compositionality of aspect in clauses of simple tenses in Spanish /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8385.

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Yu, Kyong-Ae. "A Linguistic study of culture-specific speech acts : politeness in English and Korean." St. Lucia, Qld, 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16327.pdf.

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Hayashi, Atsuko. "Lexicalization of motion events in Japanese /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072586.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 161-165). Also available for download via the World Wide Web; free to University of Oregon users.

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Dissertations / Theses on the topic 'German language, grammar, comparative'

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