Dissertations / Theses: 'Language and languages Taal'

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Voorsluis, Bart. "Taal en relationaliteit over de scheppende en verbindende kracht van taal volgens Eugen Rosenstock-Huessy /." Kampen : J.H. Kok, 1988. http://catalog.hathitrust.org/api/volumes/oclc/21906879.html.

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Phaladi, Tswaledi John. "Woordeskataanleer in die onderrig van Afrikaans as addisionele taal." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09252008-091756.

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De, Varennes Fernand Joseph. "Language, minorities and human rights." Proefschrift, Maastricht : Maastricht : Rijksuniversiteit limburg ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=7024.

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Dickinson, Connie S. "Complex predicates in Tsafiki /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072578.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 415-437). Also available for download via the World Wide Web; free to University of Oregon users.

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Fouche, Michele. "'n Evaluering van die semantiese inligting in die verklarende handwoordeboek van die Afrikaanse taal." Thesis, Stellenbosch : University of Stellenbosch, 1990. http://hdl.handle.net/10019.1/4612.

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Thesis (MA (Afrikaans Language))--University of Stellenbosch, 1990.
199 leaves single sided printed, preliminary pages and numbered pages 1-187. Includes bibliography. Digitized using a Bizhub 250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT: An evaluation of semantic information in a dictionary must take into account all aspects of meaning of lexical items. Therefore the different homonyms and polysemous senses of lexical items and the underlying semantic relations between lexical items are accounted for. A description should be given of the lexical items which form the macrostructure of HAT. These lexical items include sublexical, multilexical and free lexical items. The treatment of multilexical items in HAT is not satisfactory at present and suggestions are made for the improvement of the situation. Possible solutions for distinguishing between homonymy and polysemy are given. Suggestions to determine the possible polysemous senses of a lexical item are also made. The ordering of polysemous senses and different homonyms are discussed. It is essential to make use of a synchronic criterion to distinguish between homonymy and polysemy. The HAT's treatment of semantic relations between lexical items is not always very succesfull. The semantic relation which receives the most substantial treatment is that of semantic inclusion between lexical items. The HAT's treatment of synonyms is not without problems. More attention should be given to semantic linking and semantic opposition between lexical items. An evaluation of the system of cross-references in HAT is given, with special reference to the function of cross-references. Sometimes indistinct typographical conventions are used and they confuse the user of the dictionary. The indistinct use of typographical conventions has a detrimental influence on the transfer of information. The cross-reference system of HAT can be improved by an informative explanation in the general introduction, focusing on ways and means to use it more specifically, unambiguously and consistently. A distinction is made between various types of definitions used to define lemmas. Well known lexicographic definitions such as definitions per genus et differentia, synonymdefinitions, example definitions, circular definitions and descriptive definitions are discussed. The usage definition and two definitions which explicate a semantic plus value, the contrast and diminutive definitions, are identified. Attention is also given to the role of the general introduction in a standard synchronic dictionary. Suggestions are made to improve the general introduction of HAT.
AFRIKAANSE OPSOMMING: Wanneer semantiese inligting in 'n woordeboek ondersoek word, word alle aspekte van leksikale items se betekenis in ag geneem. Dit sluit homonimiese vorme en polisemiese onderskeidinge van leksikale items in, asook die semantiese betrekkinge wat leksikale items onderling met mekaar aangaan. Die leksikale items wat die makrostruktuur van die HAT vorm, word beskryf. Dit sluit subleksikale, multileksikale en vrye leksikale items in. Verskillende tipes multileksikale en subleksikale items word onderskei. Tans word multileksikale items in HAT nie na wense hanteer nie en voorstelle word aan die hand gedoen hoe die stelsel verbeter kan word. Moontlike oplossings vir die onderskeidingsprobleem tussen homonimie en polisemie, asook maniere waarop 'n leksikale item se polisemiese onderskeidinge vasgestel kan word, word verskaf. Aandag word ook aan die ordening van polisemiese onderskeidinge en homonimiese vorme gegee. Dit is belangrik dat 'n sinchroniese maatstaf gebruik word om tussen homonimie en polisemie te onderskei. Semantiese betrekkinge tussen leksikale items word met 'n wisselende mate van sukses deur HAT hanteer. Semantiese insluiting tussen leksikale items word die meeste beskryf. Daar bestaan egter probleme by die hantering van sinonimie tussen leksikale items. Semantiese aansluiting tussen leksikale items word min deur die woordeboek aangedui. Semantiese opposisie tussen leksikale items kan ook meer deur die HAT aangedui word. Die kruisverwysingstelsel van die HAT word ondersoek. Funksies van kruisverwysings word beskryf. Kruisverwysings word wel deur die HAT redaksie gebruik, maar hulle kan nog meer gebruik word. Soms word onduidelike tipografiese konvensies gebruik en dit het swak inligtingsoordrag tot gevolg. Die kruisverwysingstelsel van die HAT kan verbeter word deur dit in die toeligtende aantekeninge te verduidelik, spesifiek en ondubbelsinnig toe te pas en deur dit konsekwent te gebruik. Verskillende tipes definisies waarmee leksikale items gedefinieer word, word onderskei. Bekende leksikografiese definisies soos genus-differentia-definisies, sinoniemdefinisies, voorbeelddefinisies, sirkeldefinisies en deskriptiewe definisies word bespreek. Die gebruiksdefinisie en twee definsies wat semantiese pluswaardes ekspliseer, naamlik die teenstellingsdefinisie en die verkleiningsdefinisie,word geidentifiseer. Die rol van toeligtende aantekeninge in 'n handwoordeboek word bespreek. Daar word gewys op die swak toeligtende aantekeninge van die HAT. Voorstelle word gedoen oor hoe die hantering van semantiese inligting in die toeligtende aantekeninge verduidelik moet.

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Botha, Willem. "Die impak van die leksikografieteorie op die samestelling van die Woordeboek van die Afrikaanse Taal." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53377.

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Thesis (PhD)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Although work on the Woordeboek van die Afrikaanse Taal started in the pretheoretic era of lexicography, it was originally the wish of the editorial staff to involve linguists in the compilation of the dictionary. They were, however, reluctant to implement suggestions of the critics after the first volumes had been published. A few adaptations were made, but a high premium was placed on the uniformity of the dictionary so that no meaningful changes were considered. The increasing harshness of the critisism as well as growing doubt whether the dictionary would be completed at the ever slowing pace, motivated the editorial staff to make a radical about-turn at the halfway mark. In an unprecedented step in lexicography the dictionary was redesigned during 1989 and 1990. Metalexicographers were involved and critisism on the completed volumes as well as the insights of lexicographic theory were taken into account in the designing of the new generation WAT volumes. The interaction between theory and practice should however be an ongoing process and more adaptations should be made if the ideal remains that the dictionary should reflect the state of metalexicography.
AFRIKAANSE OPSOMMING: Alhoewel die Woordeboek van die Afrikaanse Taal uit die voorteoretiese era van die leksikografie stam, was daar aanvanklik die begeerte by die redaksie om taalkundiges by die woordeboek te betrek. Daar was egter 'n traagheid om uitvoering te gee aan die voorstelle van die kritici met die verskyning van die eerste dele van die WAT. Enkele veranderinge is wel aangebring, maar die eenheidsbeeld van die woordeboek is steeds vooropgestel sodat geen diepgaande wysigings oorweeg is nie. Die feller wordende kritiek asook twyfel of die woordeboek ooit voltooi sou word teen die traer wordende pas, het die redaksie laat besluit om by die halfpadmerk 'n radikale omkeer te maak. In 'n ongeëwenaarde stap in die leksikografie is die woordeboek gedurende 1989 en 1990 herontwerp. Metaleksikograwe is betrek en die kritiek op die vorige dele en die insigte van die leksikografieteorie is verreken in die ontwerp van die nuwe-generasie- WAT-dele. Die wisselwerking tussen teorie en praktyk duur egter voort en meer aanpassings sal gemaak moet word indien dit steeds die ideaal is dat die woordeboek die stand van die metaleksikografie weerspieël.

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Adendorff, Elbie Maria. "Kompleksiteit in taakgebaseerde onderrig en leer van Afrikaans as tweede taal binne universiteitskonteks." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20188.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans.
AFRIKAANSE OPSOMMING: Die implementering van ’n meertalige taalbeleid vir Hoër Onderwys in Suid-Afrika (2002) vereis die leer en onderrig van verskillende tale as ’n tweede of addisionele taal – ook wat die onderrig van Afrikaans vir spesifieke doeleindes aan studente as volwasse leerders betref. Hierdie onderrig van Afrikaans vir spesifieke doeleindes aan volwassenes het nog nie veel aandag binne die Suid-Afrikaanse konteks ontvang nie, veral wat betref navorsing oor die leer en onderrig van Afrikaans vir spesifieke doeleindes binne ’n universiteitskonteks. Die navorsing wat vir hierdie proefskrif onderneem is, val binne die teorie van taakgebaseerde leer en onderrig. Dit fokus op die aspekte wat verband hou met taakgebaseerde kompleksiteitsuitdagings wat vir studente binne ’n meertalige universiteitskonteks voorlê en die wyse waarop ’n taakgebaseerde leer- en onderrigprogram voldoen aan hierdie behoeftes en uitdagings. Die sentrale fokus van hierdie proefskrif behels ’n ondersoek na die moontlikheid van ’n multiperspektiefbenadering tot die analise van kompleksiteit by die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Die doel van so ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit te ondersoek. Die toereikendheid van dié spesifieke benadering lê in die argitektuur van die samehang en kombinasie van die verskillende navorsers se raamwerke wat elk op sigself tekens van onvolledigheid toon ten opsigte van die optimale ontwikkeling van die studente se intertaal. Daar word betoog dat dat hierdie multiperspektiefbenadering tot kompleksiteit in taakgebaseerde sillabusontwerp voordelig is ten opsigte van sillabusontwerp vir Afrikaans op universiteitsvlak aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die sentrale fokuspunt van die proefskrif is om ondersoek in te stel na die aard en eienskappe van kommunikasietake wat gevind word in generies sosiale en akademiese kommunikasietake in Afrikaans by ’n universiteitskampus in Suid-Afrika. Dit vind plaas binne die konteks van hedendaagse tweedetaalteorieë oor taakgebaseerde taalleer en -onderrig, sowel as sillabusontwerp. Hierdie studie analiseer die kommunikasietake aan die hand van die behoeftes van tweedetaalstudente van Afrikaans binne die konteks van kampuskommunikasie. Dié behoeftes is bepaal na aanleiding van behoefte-analises wat onder universiteitstudente onderneem is. Die behoefte-analises toon dat studente wie se eerste taal nie Afrikaans is nie, die behoefte het om Afrikaans te verwerf ten einde suksesvol te kan kommunikeer met medestudente en dosente. Na aanleiding van die behoefte-analises is tien student-student-dialoë en tien student-dosent-dialoë gekonstrueer wat verteenwoordigende kampuskommunikasie simuleer. Die doelwit van hierdie studie is om die verskeie kenmerke van take wat verband hou met kognitiewe en linguistiese kompleksiteit in ’n taakgebaseerde ontwerp te ondersoek. Die doel hiervan is om onder meer ’n raamwerk vir die analisering van kompleksiteit in ’n taakgebaseerde sillabus vir leer en onderrig van generiese Afrikaans vir kampuskommunikasie voor te stel. Saam met die ondersoek na kognitiewe en linguistiese kompleksiteit, ondersoek die proefskrif die kenmerke van sillabusontwerp om te bepaal hoe dit die leer en onderrig van Afrikaans as ’n tweede taal beïnvloed. Die insigte wat sodoende oor die kompleksiteit van die take verkry word, skep verskeie moontlikhede vir die ontwikkeling van take binne die konteks van ’n universiteitskampus met betrekking tot die leer van Afrikaans as ’n tweede taal. Voorts verskaf die studie ook ontledings met betrekking tot die kompleksiteitskenmerke van die twintig dialoë in Afrikaans sodat kriteria vir sillabusontwerpers geskep kan word waarvolgens hulle take binne die taakgebaseerde leer en onderrig kan gradeer en orden om ’n sillabus vir tweedetaalstudente van Afrikaans te ontwerp.

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Daniel, Jolinda. "Die verband tussen leesbegrip en akademiese prestasie in die leerarea taal van graad 10-leerders / Jolinda Daniel." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1125.

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This study focused on the relationship between reading comprehension and academic achievement of grade 10 learners in the learning area Language and attempted to address the following primary research question: What is the relationship between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language ? The researcher also addressed the following secondary questions: Is them a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language)? Is there a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language) ? A total of seventy-seven (77) grade 10 learners for whom English is a second language were included in this study. The learners' reading comprehension abilities in the first language (Afrikaans and Sesotho) and the second language (English) were tested and correlated with their achievements in the learning area Language (first and second language). The reading comprehension and language achievements of Afrikaans and Sesotho-speaking learners respectively and male and female learners were compared. Resulting from the findings of this study, the following conclusions were made: A significant relationship exists between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language. There is a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). There is a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language).
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

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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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Häggblom, Charlotta. "Young EFL-pupils reading multicultural children's fiction : an ethnographic case study in a Swedish language primary school in Finland /." Åbo : Pargas : Åbo Akademi University Press ; distribution, Tibo-Trading, 2006. http://www.loc.gov/catdir/summary/eng0801/2007358492.html.

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Palm, Peggy. "Lära våga tala! : Om tal i klassrumsoffentligheten." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1890.

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Sammandrag

Författare: Peggy Palm

År: Ht 2007

Titel: Lära våga tala. Om tal i klassrumsoffentligheten

Engelsk titel: Speak up! About communication in the classroom

Ort, Universitet: Växjö, Växjö Universitet

Sidor: 40

Innehåll:

Undersökningens syfte var att ta reda på hur det offentliga talutrymmet fördelar sig i klassrummet för de tidigare åren, för läraren, men även för hur det fördelar sig mellan flickor och pojkar. Undersökningen syftar även till att belysa på vilket sätt som eleverna fått/tagit ordet på den offentliga nivån i klassrummet och vid hur många tillfällen som läraren har vidareutvecklat svaret med sina elever vid dessa tillfällen. Samt även hur lärare och elever uppfattar att det offentliga talutrymmet fördelar sig i klassrummet för de tidigare åren.

Metoden består av observationer och ljudinspelningar i klassrummen i åk 1, 3 och 5. Jag har även utfört intervjuer av de tre berörda lärarna och av tre flickor och tre pojkar från varje klass.

Resultatet visar att läraren talar i cirka 54-78 % av den offentliga taltiden, deras uppfattning låg på cirka 50-60 %. Tidigare forskning visar att det oftast är pojkarna som dominerar det offentliga talutrymmet i klassrummet. Det gör de även i denna undersökning men med små tidsmarginaler. Den tidigare så kallade tvåtredjedelsregeln, där läraren talar i tvåtredjedelar av lektionstiden och pojkarna i tvåtredjedelar av elevtiden, verkar tyvärr stämma ganska väl överens med verkligheten fortfarande. Dock inte i åk 5 då det rådde omvända förhållanden vid elevtiden.

Lärarnas och elevernas uppfattning om hur det offentliga talutrymmet skulle fördelas stämde inte alltid med verkligheten. Läraren i åk 5 trodde att flickorna skulle dominera, men det visade sig att det var pojkarna som gjorde det även om det var med väldigt liten tidsmarginal.

Det är läraren som har makten över det offentliga ordet i klassrummet. Det är hon/han som fördelar ordet och ser till att gällande regler följs. Det är därför viktigt att läraren fördelar ordet rättvist och skapar ett positivt klassrumsklimat!

Nyckelord: talträning, talutrymme, klassrum, genus, lärare, elev

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Warnke, Ingo. "Wege zur Kultursprache : die Polyfunktionalisierung des Deutschen im juridischen Diskurs, 1200-1800 /." Berlin ; New York : De Gruyter, 1999. http://books.google.com/books?id=h79bAAAAMAAJ.

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Öhlund, Lovisa. "Att tala ”på bätter” : En uppsats om studenters syn på dialekter." Thesis, Uppsala University, Department of Scandinavian Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7795.

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Denna uppsats handlar om dialekter; hur de förändras, om det är mer

accepterat att tala dialekt på nationerna än i samhället, om det finns något Uppsalaspråk och så tar den upp hur informanterna vill tala om tio år. Den här uppsatsen är baserad på enkätsvar från 52 studenter vid Uppsala universitet. Majoriteten av informanterna uppger att deras dialekt har förändrats. De från Götaland har störst andel som uppger en förändring. Majoriteten av informanterna svarar även att det inte är mer accepterat att tala dialekt på nationerna än i samhället, att det inte finns något Uppsalaspråk och att de är

nöjda om de talar ungefär som nu om tio år.

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Adam, Benjamin. "Senior niemoedertaalleerders se ingesteldheid teenoor die voorgeskrewe gedigte en onderrigmetodes vir Afrikaans eerste addisionele taal in die hoërskool." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10222007-122444.

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Vorster, Martie Adriana. "Probleme wat ondervind word by die onderrig van Afrikaans as tweede taal by 'n LSEN-skool in Johannesburg : 'n gevallestudie van Hope-skool." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3345.

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Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2006.
When teaching Afrikaans Second Language the educator experiences certain problems. Some of these problems are commonly experienced by all Afrikaans educators. However, when teaching the subject at a LSEN school, a number of other problems occur which stand in direct relation to the disability(ies) of the learner. Formerly LSEN schools used to specialise in a specific disability but now all these schools have to accommodate most disablities, not only because of numbers but also because of the new inclusion policy. At a LSEN school where the same syllabus as all the other mainstream schools is followed, the demands made on both the learner, as well as the educator, are severe because of added problems. The learner’s problems are mostly related to his disability and the educator has to find ways and means to overcome the problem of accommodating and teaching learners with different needs and different disabilities in one class.

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Harmse, Ottilie Henriette. "Onderwyseresse se verwagtinge van tweede of addisionele taal graad R-leerders se kommunikasievaardighede in 'n bepaalde geografiese area van Bloemfontein." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04162007-164137.

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Du, Toit Christine. "Die identifisering van faktore wat die onderrig en leer van Afrikaans as tweede addisionele taal beïnvloed / Christine du Toit." Thesis, North-West University, 2006. http://hdl.handle.net/10394/837.

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The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence that English is seen as the vehicle to the future. This study focuses on the factors that may influence the learning and teaching of Afrikaans as a second additional language in black schools in the Potchefstroom district. In order to achieve this task, a triangulation approach was used. A literature study was done to provide prior information to understanding the current language situation. Interviews were conducted with the respondents as well as the teachers of Afrikaans and the classes were observed and recorded. Questionnaires followed which were completed by the learners as well as their teachers. The objectives of the empirical study were to determine which factors might influence the teaching and learning of Afrikaans as an additional language for both the learners and the teachers, as well as to determine what the implications of such findings for the teaching and learning of Afrikaans as an additional language are. The findings of this study confirm the influence of several factors (socio-political, socio cultural and individual) on Afrikaans. The results indicated that there is a positive attitude towards Afrikaans and that the learners are eager to learn Afrikaans. What is clear, is that it is imperative to take note of these factors to guide the learners towards self regulated study, especially Afrikaans as an additional language. The results also revealed that the education of the teachers need to be addressed to prevent irrevocable damage to Afrikaans and to the relationships between the diverse cultures in our country.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Botha, Salóna. "Pastorale begeleiding ten opsigte van werkstreshantering toegespits op tweede taal-onderwysers in sekondêre skole / Salóna Botha." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3703.

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This study deals with the design and application of Scripture-founded pastoral guidelines as aid or supplement to existing work stress interventions for the effective management of teacher stress as it especially manifests in Second Language Teaching situations. Important questions addressed regarding this topic amongst others include the following: • Which perspectives can be deduced from Scripture with regard to work ethic, work stress and work stress management? • What does work stress in teaching mean and what support systems are available for teachers in practice, especially as the problem occurs in the profile of a Second Language Teacher? • How effectively do the support processes for Second Language Teachers with work stress in secondary schools run? • Which pastoral guidelines can be offered for the management of teacher stress as it features in the profile of Second Language Teachers? The research of the study is structured according to the model of Zerfass, as designed for Practical Theology. The basis theoretical research clearly indicates that applicable pastoral guidelines can be deduced from Scripture as the foundational source regarding the effective management of work stress. These pastoral guidelines are identified and described by focussing on the appearance of work stress in key figures in Scripture such as Joseph, Moses, Elijah, John the Baptist, Peter and Paul, as well as God's intervention and support in their different situations. God executed His plans through the different Bible characters in spite of their weaknesses and shortcomings, and this offers hope to current-day believers. The principles illustrated in the lives of the Bible characters can be applied to the lives of modern people. The following principles for work stress management are investigated through the mentioned Bible figures: Identity in God; Disciplining of thought; Delegation of work; Time management and setting priorities; Prayer and Divine support. It is clear from the meta-theoretical research that English Second Language Teachers, especially in the South African context, should receive much more support since their work stress factors are more and are very unique to their subject. There is a significant gap with regard to support bases or pastoral services for teachers in schools, in spite of there being several researchers that are of the opinion that work stress has a negative influence on teachers' mental health. It is precisely when external factors can not be controlled that the teacher should have the necessary skills for his own survival. Pastoral guidance focuses on the empowerment of the individual in an unfriendly work and living environment. The empirical study comprised interviews with three Second Language Teachers who experienced problems with teacher stress. In addition, interviews were held with three different headmasters at secondary schools to establish which support systems are available for teachers. The participants indicated that their relationship with God, the Word and prayer carry them through periods of stress. The empirical study showed that Second Language Teachers feel the need for pastoral guidance with regard to stress. The headmasters support the implementation of pastoral help in schools, since there is a void with regard to support systems or counselling in support of teachers who suffer from work stress. The central theoretical argument of this study makes it clear that counselling guidelines for a therapeutic process can play an indispensable intervention role in the guidance of teachers under work stress. During the process of establishing these pastoral guidelines, the basis theoretical perspectives were extracted through Scripture study of known Biblical figures under similar work pressure. The meta-theory was constructed from research information from recent studies of this subject field, and empirical case studies that served as situation analysis from the teaching context. Lastly, the information was integrated to formulate practice theoretical guidelines. The following guidelines for a pastoral guidance process are presented in chapter 5, as deducted from the Word of God: ♦ Physical health: The human body was created by God and should enjoy the same care as the soul and spirit. The counselee can be guided along the Word of God to a realisation of the importance of his body and its physical care. ♦ Spiritual health: Man draws his spiritual health from regular prayer and meditation regarding Scripture; and therefore prayer and Word Study are powerful instruments in the management of work stress. ♦ An identity founded in the Triune God does not sway under manipulation or unrealistic standards, because such a person understands who he is, Who he belongs to and what his purpose is, and therefore he can manage his stress. ♦ Thoughts that are disciplined according to the will of God and His Word enable a person to stay and act in a manner focused on God, even in stressful circumstances. ♦ Those who manage their time and determine priorities in accordance with God's will, are enabled to live a balanced life and to limit work stress. ♦ Those who delegate tasks, relieve their work and time pressure and also lessen their work stress. ♦ A personal relationship with God and the support, guidance and help of the indwelling Holy Spirit is indispensable for the effective management of work stress. ♦ The establishment of an effective support group relieves stress, because emotional burdens are shared. The purpose of the pastoral guidance process is to focus the counselee's faith dependence on the guidance of the Triune God. Scripture, as the Word of God, belonging to a community of believers, together with the spiritual activities that this entails, have a positive effect on counselees. The Scripture should be a non-negotiable component of pastoral guidance processes. This study has confirmed that the points of departure that the researcher initially held are valid points of departure for the support of the argument in favour of pastoral guidance to Second Language Teachers with work stress.
Thesis (M.A. (Practical Theology))--North-West University, Potchefstroom Campus, 2009.

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Hefer, Esté. "Reading second language subtitles : a case study of South African viewers reading in their native language and L2-English / Esté Hefer." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8315.

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Most South African subtitles are produced and broadcast in English despite the fact that English is the first language of only 8.2% of the entire population (Statistics South Africa, 2004). Therefore, current English subtitles are predominantly received as second language text. This poses questions as to how people perceive these subtitles, and if and how their reading of English second language (L2) subtitles differs from their reading of L1 (non-English) subtitles. In recent years, eye tracking has proven to be a valuable method in observing and measuring the eye movements of people watching and reading subtitles. In order to explain the use of eye tracking and in order to answer the question at hand, this study comprises a literature review and an empirical study. The literature review gives an in-depth account of previous studies that used eye tracking to study reading and elaborates on the parameters used to account for various findings. The two empirical components of this study examined the accessibility and effectiveness of English L2 subtitles by presenting native speakers of Afrikaans and Sesotho with subtitles displayed (a) in their native language, Afrikaans or Sesotho, and (b) in L2 English, while monitoring their eye movements with an SMI iViewX™ Hi-Speed eye tracker and comparing the data with that of English L1 speakers reading English subtitles. Participants were also given static text to read (accompanied by a corresponding comprehension test) in order to see if there was a relation between participants’ first and second language reading of static text and that of subtitling. Additionally, participants were given a questionnaire on their reading behaviour, reading preferences, access to subtitled television programming and reading of subtitles in order to find explanations for occurrences in the data. The initial hypothesis was that there would be a difference in L1 and L2 subtitle reading and attention allocation as measured by key eye-tracking parameters. Using ANOVAs, statistically significant differences were indeed found, but the differences were much more significant for the Sesotho L1 than the Afrikaans L1 speakers. After excluding possible confounding factors that were analysed in attempt to refute this hypothesis, the conclusion was that participants inherently read L1 and L2 subtitles differently. The hypothesis is therefore supported. However, the difference in L1 and L2 subtitle reading was not the only significant finding – the Sesotho L1 speakers’ reading data revealed a greater underlying issue, namely literacy. The problem of low literacy levels can be attributed to the participants’ socioeconomic background and history, and needs to be addressed urgently. Recommendations for future research include that the current study be broadened in terms of scope, sampling size, representativeness and experimental material; that the focus be shifted to the rest of the languages spoken in South Africa for which the users do not have a shared sense of bilingualism and for which the L1 skills and levels of L1 literacy vary; and to further explore the relation between the reading of static text and subtitle reading in order to ensure adequate subtitle reading in terms of proportional attention allocation. However, the issue of low literacy levels will have to be addressed urgently; only then will the South African viewing public be able to gain full access to any form of broadcast communicative material or media, and only then will they be able to benefit from subtitling and all that it offers.
North-West University (South Africa). Vaal Triangle Campus.

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Hernandez, Ivory. "Strong-DISM| A First Attempt to a Dynamically Typed Assembly Language (D-TAL)." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640802.

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Dynamically Typed Assembly Language (D-TAL) is not only a lightweight and effective solution to the gap generated by the drop in security produced by the translation of high-level language instructions to low-level language instructions, but it considerably eases up the burden generated by the level of complexity required to implement typed assembly languages statically. Although there are tradeoffs between the static and dynamic approaches, focusing on a dynamic approach leads to simpler, easier to reason about, and more feasible ways to understand deployment of types over monomorphically-typed or untyped intermediate languages. On this occasion, DISM, a simple but powerful and mature untyped assembly language, is extended by the addition of type annotations (on memory and registers) to produce an instance of D-TAL. Strong-DISM, the resulting language, statically, lends itself to simpler analysis about type access and security as the correlation between datatypes and instructions with their respective memory and registers becomes simpler to observe; while dynamically, it disallows operations and further eliminates conditions that from high level languages could be used to violate/circumvent security.

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Oosthuizen, Talitha Helena. "Developing and validating a measuring instrument for the Relationship Harmony personality cluster / Oosthuizen, T.H." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7042.

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The object of this study was to develop a valid and reliable measuring instrument for the Relationship Harmony personality cluster as part of the overall SAPI project, a project that aims to develop a valid, reliable, fair and unbiased personality measuring instrument that can be used within the South African context. Due to the large item pool (i.e. 400 items) two questionnaire versions were developed, namely RH–1 and RH–2. A pilot study was conducted with both versions on participating students from tertiary institutions within the North West and Gauteng Provinces (RH–1: n = 507; RH–2: N = 475). Items indicating unacceptable kurtosis were excluded from further analyses due to their unsuitability for factor analysis. Principal component analyses indicated that 31 items from RH–1 and 24 items from RH–2 shared less than 5% of their variance with the total score. These items were thus excluded from further analyses. Principal component analyses were also conducted to determine the correlations between the 23 facets and their relating items. This procedure resulted in another 3 items being removed due to loadings < 0.20. First–order unstructured factor analysis techniques (scree plot, eigenvalues and parallel analysis) indicated that three factors should be retained for RH–1 and two factors for RH–2. Oblique rotations produced factor correlation matrices for both sets of data. Maximum likelihood was used to analyse the factor structure of the Relationship Harmony cluster in both data sets. The data sets were then subjected to higher order factor analysis. A hierarchical Schmid–Leiman factor solution produced a three factor solution for RH–1 (Negative Relational Behaviour, Positive Relational Behaviour and Approachability) and a two factor solution for RH–2 (Positive Relational Behaviour and Negative Relational Behaviour). Construct equivalence across the White and African groups was evaluated by comparing the factor pattern matrices. For RH–1, all facets except for Tolerant loaded on the same factors for both race groups. RH–2’s factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research.
Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

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Steenkamp, Janita. "Die plek van die inheemse kinderprenteboek in post-apartheid Suid-Afrika, met spesiale verwysing na die Nama taal." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6591.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This study discusses the role of the indigenous picturebook in South Africa and the positive aspects it holds with regards to developing a reading culture in this country. Specific focus is placed on postmodern picturebooks and it discusses why these types of books are more succesfulsuccessfulin teaching children to read than “traditional” picturebooks, and finally to promote a healthy reading culture. The main argument is that picturebooks occupy a void where different factors such as didactic and economic elements should be taken into consideration. The possible role picturebooks can play in the rehabilitation of the dying Nama language and culture is also considered as well as links between Nama and Afrikaans stories. HibridityHybridity theory is also taken into account and possibilities of merging Afrikaans and Nama to create a bilingual picturebook is also explored. The picturebook is also discussed as a form consisting of different factors.These factors include elements regarding narrative theory and semiotics. The premise of this discussion is based on Roland Barthes’ theory regarding the meaning of signs, namelysemiotics. Narrative theory is also taken into consideration with special reference to Perry Nodelman’s theory regarding the combination of narratology and semiotics in the dissection of picturebooks. In the conclusion it is discussed why it is very important for writers and illustrators to have a sound understanding of the theory regarding picturebooks in order to create quality picturebooks. The main theme in this study is that picturebooks are a perfect medium for children to learn how to read and develop their visual literacy.
AFRIKAANSE OPSOMMING: Hierdie studie bespreek die inheemse kinderprenteboek in Suid-Afrika en die bydrae wat dit kan lewer om hierdie land se agteruitgaande leeskultuur te stuit. Die postmoderne kinderprentboek word uit die oogpunt van 'n illustreerder bespreek deur klem te plaas op die positiewe bydrae wat hierdie tipe boeke tot 'n gemeenskap se leeskultuur kan lewer. Daar word hoofsaaklik geredeneer dat kinderprenteboeke in Suid–Afrika oor die algemeen 'n problematiese ruimte beset waar elemente soos die didaktiese invloed, die ekonomie en ook taal in ag geneem moet word. Hierdie verhandeling ondersoek ook die rol wat die inheemse kinderprenteboek kan speel in die behoud van die sterwende Nama gemeenskap se taal en kultuur, asook die verband tussen Afrikaans en Nama. Deur te kyk na hibriditeitsteorie word ook bepaalof Afrikaans en Nama suksesvol saam in 'n kinderprenteboek kan funksioneer. Die verskillende faktore wat tot die kinderprenteboek as 'n geheel bydra, word ook bespreek, naamlik narratief- en semiotiekteorie. Deur staat te maak op Roland Barthes se semiotiekteorie en Perry Nodelman se narratiefteorie word kinderprenteboeke as 'nkunsvorm bespreek. Die gevolgtrekking van hierdie studie bespreek waarom dit vir illustreerders en skrywers van kinderprenteboeke noodsaaklik is om te besef hoe kinderprenteboeke as 'n visuele teks funksioneer om sodoende'nkwaliteit produk vir kinders te kan skep. Die kinderprenteboek is 'nideale medium waarin kinders kan leer om teks en beeld bymekaar te bring.

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Monis, Alicia. ""If you have lied about me, you have lied about everything" : Huis Gideon Malherbe : a discussion of the Afrikaans Taal Museum." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/22238.

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Bibliography: pages 184-192.
Within academia it is now accepted that personal experiences, as well social construction influence the way people perceive the world, and thus the research process and findings. Research, no matter how empirical, is not immune to personal quess work and conclusions. The same however, can be said for the establishment of museums and monuments which are meant to commemorate events, or epochs in the history of a nation. For in the establishment of the museum or monument the curators and researchers do choose those events which are deemed important enough as history to be preserved for prosperity. The following thesis is an investigation of the Afrikaans Taal museum, or Afrikaans Language Museum situated in Paarl, Cape Province. The museum aims to reproduce a history of the Afrikaans language, culminating in the eventual recognition of Afrikaans as an official language. In the thesis though, I argue that by choosing to represent certain events in the history of the language, and excluding others, the museum becomes a symbol of/for Afrikanerdom. If South Africa is to heal its wounds caused by Apartheid and the Armed Struggle, all monuments and museums established during the reign of the National Party will have to be investigated, and the feasibility of their existence called into question.

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Attia, Mariam Mohamed. "Teacher cognition and the use of technology in teaching Arabic to speakers of other languages." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html.

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This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.

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Ferreira, Rikus. "'n Ondersoek na en dekonstruksie van die taal (beeld en teks) vervat in die visuele narratief met spesiale verwysing na die komiekstripmedium." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52963.

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Thesis (MA)--Stellenbosch University , 2002.
ENGLISH ABSTRACT: This thesis is concerned with a study of the two basic elements of communication, namely image and text. How these basic communication tools function in the genre of the visual narrative with regard to their roles in the comic strip and the artist's book, will be examined. Both genres, the comic book and the artist's book, consist of complex structures regarding their workings in the framework of the visual narrative, and this work explores these complexities by analysing how image and text function in the visual narrative. The area of semiotics is used as a basis on which the arguments in this thesis are built. The principles contained in semiotics act as useful guidelines in the reading and understanding of communication in general, but in this study these principles give focus and structure to the research of especially the comic strip and the artist's book. Concepts that are discussed in depth include the interesting interactions which occur between image and text when they are used together. Signs, icons, symbols and how they function with (or without) text, are also examined. Text can also function as image, and this visualisation of text is explored. The role of concepts like interpretation, perception, the study of images and image-association, are all very important in the visual communicator's eventual success with his/her communication. How these concepts influence the creation and forming of one's visual intelligence and visual literacy, and the eventual effect it has on the process of communication, make up a very important part of this study. These arguments lead to a discussion of the dynamics contained in the visual narrative when looked at from a semiotic perspective. Central to the discussion on the visual narrative in this thesis, is the differentiation between two similar genres: 1) Firstly, a discussion of the functioning of the comic strip medium. Important aspects of this subject are the interactions of image and text, and how the comic medium consists of a unique set of symbols, which influence the specific communication in this genre. 2) Secondly, the genre of the artist's book, and how the medium of the book functions as a unique phenomenon in communication. The systems of meaning contained in the medium of the book are looked at against the light of a semiotic analysis of text and image. This research supports the importance of a semiotic approach as a helpful aid in the interpretation of any piece of communication, but especially that of the comic strip medium and the artist's book. The theories of Charles Peirce, Ferdinand de Saussure, Roman Jakobson, Maurice Merleau-Ponty and Umberto Eco are used as basis of the arguments in this thesis and serve as valuable ground for a useful discourse. The implementation of above mentioned theories lead to an indication of the complexities involved in the special visual language of the comic strip and the artist's book.
AFRIKAANSE OPSOMMING: Hierdie studie is gemoeid met 'n ondersoek na die twee basismiddele of "taal" van kommunikasie, naamlik beeld en teks. Hoe hierdie basiese kommunikasiegereedskap funksioneer in die visuele narratief, met verwysing na veral die komiekstrip en die kunstenaarsboek, word ondersoek. Beide van laasgenoemde genres beskik oor komplekse strukture in hul bestaan binne die raamwerk van die visuele narratief, en hierdie navorsing ondersoek hierdie kompleksiteite deur die funksionering van beeld en teks in die visuele narratief te ontleed. Die area van semiotiek word as basis gebruik waarop die argumente in die tesis gebaseer is. Die beginsels vervat in die rigting van semiotiek tree op as 'n handige hulpmiddel in die lees en verstaan van enige vorm van kommunikasie, maar in hierdie studie verleen dit veral fokus en struktuur aan die navorsing binne die raamwerk van die komiekstrip en kunstenaarsboek. Konsepte wat in diepte bespreek word met die oog op hul uiteindelike funksionering binne die visuele narratief, sluit die interessante interaksies wat ontstaan tussen beeld en teks wanneer hulle saam gebruik word, in. Konsepte soos tekens, ikone en simbole, asook hul werking saam met teks (en afsonderlik daarvan), word bespreek. Teks kan in werklikheid ook as visuele beeld funksioneer, en hierdie "ikonifisering" of "beeldwording" van teks word ondersoek. Die rol van konsepte soos interpretasie, persepsie, beeldherkenning en assosiasie, wat uit hierdie proses van visuele kommunikasie voortspruit, is baie belangrik in die visuele kommunikeerder se uiteindelike sukses met sy/haar poging tot kommunikasie. Hoe hierdie konsepte aanleiding gee tot die skep van 'n persoon se "visuele intelligensie" en "visuele geletterdheid", en die uiteindelike effek wat dit op die proses van kommunikasie het, maak 'n belangrike deel van hierdie navorsing uit. Hierdie konsepte lei tot 'n bespreking van die dinamika van die visuele narratief wanneer daar vanuit 'n semiotiese oogpunt daarna gekyk word. Sentraal tot die bespreking van die visuele narratief in hierdie tesis, kan daar tussen twee ooreenkomstige genres onderskei word: 1) Eerstens is daar 'n bespreking van die funksionering van die komiekstripmedium. Belangrike aspekte van hierdie onderwerp is die funksionering van en interaksies tussen beeld en teks binne die medium, en hoe die stripmedium bestaan uit 'n unieke stel simbole wat die kommunikasie van die werk beïnvloed. 2) Tweedens die genre van die kunstenaarsboek, en hoe die boek as unieke medium funksioneer, word bespreek en ontleed. Die sisteme van betekenis vervat in die visuele narratief betrokke in die boekmedium, word beskou teen die lig van 'n semiotiese ondersoek na die interaksies van die basismiddele beeld en teks. Hierdie navorsing steun die belangrikheid van semiotiek as hulpmiddel in die interpretasie van enige stuk kommunikasie, maar veral in die stripmedium en die kunstenaarsboek. Die studie maak veral gebruik van die teorieë van Charles Peirce, Ferdinand de Saussure, Roman Jakobson, Maurice Merleau-Ponty en Umberto Eco. Die toepassing van bogenoemde teorieë in hierdie studie, lei tot 'n aanduiding van die kompleksiteite vervat in die spesiale "visuele taal" van veral die komiekstrip en die kunstenaarsboek.

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Brinkman, Inge. "Kikuyu gender norms and narratives." Leiden, the Netherlands : Research School CNWS, 1996. http://books.google.com/books?id=u8LZAAAAMAAJ.

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Cekiso, Mzwamadoda Phillip. "Evaluating reading strategies instruction / Mzwamadoda Phillip Cekiso." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1344.

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Agerström, Anette, and Jane Weinmer. "Tal- och språksvårigheter/språkstörningar i ett genusperspektiv Speech and Language Difficulties/Language Disorders from a gender perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35367.

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Syftet med denna studie är att göra en jämförelse mellan pojkarnas och flickornas tal- och språksvårigheter/språkstörningar i elva förskoleklasser.
Speech and Language Difficulties/Language Disorders from a gender perspective

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Crawhall, Nigel T. "!Ui-Taa language shift in Gordonia and Postmasburg Districts, South Africa." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7430.

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Includes bibliographical references (leaves 338-359).
This dissertation presents a case study of the demise of !Ui-Taa languages in South Africa during the 20th century, with particular attention to N|u, the last surviving variety. The geographic focus is on Gordonia and Postmasburg Districts in the Northern Cape province. Drawing on the work of Diamond (1998), the author argues that food producing peoples (agriculturalists / pastoralists / colonialists) typically penetrate the hunter-gatherer territory and break down the ecological setting that sustains the hunter-gatherer mode of subsistence. The changes in ‘language ecology‘ (Haugen 1972) trigger transformations in social relations and place the languages of hunter-gatherers at risk of rapid language shift. This theory is in contra-distinction to the argument put forward by Brenzinger (1992a, b), Brenzinger et al (1991) and McConveIl (2000) that changes in language attitudes are the primary cause of language death. The second aspect of the dissertation deals with the particulars of the identity of the N|u language and its speakers. The speakers of N|u cail themselves N||n≠e ‘home people‘ or Sasi ‘Bushmen / eland'. Drawing on original research and the oral history, the author argues that Bleek’s (1929. 1956) categorisation of two !Ui-Taa varieties, S2 (||Ng) and 82a (≠Khomani), should be reconsidered, as these are dialects of one another. Reconsidering the distribution of !Ui-Taa languages has implications for understanding hunter-gatherer demographics and social organisation in pre-colonial South Africa.

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Wesslén, Karin. "Att skriva, tala och tänka samhällskunskap : En studie av gymnasisters lärandeprocess." Licentiate thesis, Stockholms universitet, Institutionen för nordiska språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62837.

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This study is based on the presumption that language is fundamental to the construction of knowledge. In addition, linguistic demands are incorporated in the policy documents of the upper secondary education of Sweden; students shall, during their education, be given the opportunity to appropriate certain linguistic tools. The purpose of this thesis is to investigate how teachers and students in upper secondary education manage and utilize the discourse of social science in both speech and writing. More specifically, two classes are studied during three terms. The teachers’ ability to organize and support the students vocally and in written is examined, so are the effects of the teaching on students’ writing. The origin of the study is constituted by a sociocultural stance provided by Vygotskij, Bakhtin and Halliday. A combination of a functional perspective on language and a cognitive is probed, where the study is comparative in nature consisting of an experimental class and a control class. The importance of language for the creation of knowledge has been communicated to the teachers of the experimental class, with provided complementary subject didactic literature. This literature offers support for teachers to augment the use of explicit teaching and enhance student awareness of how conceptual structures mould social science. Qualitative analyses are performed on the basis of teacher-student dialogue and written tasks by a group of selected students. The analytical tools object language – metalanguage, linguistic operations and knowledge structures are developed for the purpose of processing data, and have been combined with the tools activity analysis, subject-related concepts and text activity. The results from the analyses display no difference in the handling of the discourse of social science between the experimental class and the control class. The teachers of the experimental class, like the teacher of the control class, are primarily utilizing object language where knowledge structures are visible, as opposed to a combination of object language – metalanguage. Furthermore, they exhibit diminutive use of dialogue in their teaching. The students of both classes, on their hand, demonstrate an equal progress in textual development. This study concludes that the experimental class has not been provided with sufficiently explicit support to advance in the structuring of knowledge and in level of reasoning. A more efficient support to teachers to manage these analytical tools would, in all probability, give them, and through this the students, an increasingly profound insight into structuring of text activities, the meaning and signalling of linguistic operations, the construction of subject-related concepts and, most importantly, how these three tools are interrelated.

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Nordsten, Hanna, and Beata Sahlin. "På tal om tal : Om lärares attityder till talspråkets betydelse i skolan." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32978.

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Georg, Stefan. "Marphatan Thakali Untersuchungen zur Sprache des Dorfes Marpha im Oberen Kāli-Gaṇḍaki-Tal, Nepal /." München : LINCOM Europa, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36293175.html.

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Dorlando, Laura Morales. "A Computer-Based Course to Teach Speech Acts: Prototype for the Technology Assisted Language Learning Program." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1051.

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The following report discusses the design and formative evaluation of a prototype for a computer-based course to teach speech acts as part of the Technology Assisted Language Learning (TALL) program. The report includes a literature review on speech acts and current methods and strategies for language teaching and instructional design. Next, there is a description of the lessons and the design process, as well as a summary of the formative evaluation. Following is the prototype of the lesson on apologies. The report concludes with a discussion of the project's limitations and suggestions for future research.

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Diliwi, Shwan. "Att tala ett främmande språk - Att behärska det nya landets kultur : En studie utifrån intervjuer med åtta ungdomar om flerspråkighet och identitetens betydelse." Thesis, Södertörns högskola, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15372.

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This work is an essay on language, multilingualism, and identity. My purpose in this work was to try and explore how today's young people views in their native language, identity and language development in a multicultural society. I was also interested in how young people find a balance between two very different cultures. Since my work will be based on interviews, I have chosen a qualitative approach. My choice of the qualitative method is primarily related to my purpose. I chose the qualitative research because it goes in depth and try to describe why and how things happen. Qualitative research deal with, observational studies of various kinds, the interpretation of texts, interviews with individuals or focus groups In the interviews, the discussion is usually completely open and focuses on the participant's opinions, feelings, experiences, attitudes, etc. The purpose of qualitative research is to detect and identify the characteristics and nature drives with anyone. I also believe that the qualitative method leads me into close contact with my informants. My results tend to show that multilingual children and young people have a better ability to reach their states goals and think long term than those children who did not retain their mother tongue. The results of this work show that children who master their native language feel more comfortable in their surroundings, and the mother tongue has affected these young people's self-esteem and identity. The children who talked more than two languages had better language skills in their parents' native language than the adolescents who had difficulty mastering it.

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Childers, Candace M. "Applying semantic web concepts to support Net-Centric Warfare using the Tactical Assessment Markup Language (TAML)." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Jun%5FChilders.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, June 2006.
Thesis Advisor(s): Don Brutzman and Curt Blais. "June 2006." Includes bibliographical references (p. 255-262). Also available in print.

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Kassabgy, Reem, and Elham Shakhtour. "Vägen mellan arabiskt tal- och skriftspråk The Way between the Arabic speech and writing language." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31508.

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Syftet med vårt arbete är att undersöka vilka möjligheter och hinder våra elever har när det gäller skriftspråket på arabiska. I vårt arbete har vi använt oss av en kvalitativ undersökningsmetod och vi valde att göra intervjuer med 4 pedagoger och 8 elever varav 4 på mellanstadiet och 4 på högstadiet. Vi har använt oss bl.a. av Pauline Gibbons litteratur ”Stärk språket, stärk lärandet” och ”Lyft språket, lyft tänkandet. Leif Strandberg lyfter fram Vygotskijs kulturhistoriska teori som handlar om att omgivningen är avgörande för individens utveckling och lärande

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Ask, Daniel, Solveig Ivarsson, and Lisa Lönqvist. "Låt mig tala! En studie om lärares attityder gentemot tala engelska i språk undervisningen." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19263.

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Background:The curriculum for English underlines the importance of speaking. Pupils and teachers should speak English in the classroom. The study’s theoretical frame is based on Dysthe socio cultural perspective. Pupils need to use the language in order to gain knowledge. We have used Krashen’s five hypotheses and Kugel’s five stages in our study. Other literature that has been used is previous curriculums for English, Backlund, Tholin and Hedge. These writers use theories about learning and the importance of developing language. The study took place at three different schools in western Sweden.Aim:The purpose of the study is to investigate teachers’ attitudes towards speaking English in the language classroom in relation to writing, listening and reading.Procedure:The procedure used is qualitative interviews. By using qualitative interviews the respondents had the ability to ask questions and underline and clarify their answers when needed. The interviews were recorded on mp-3 players. They were later transcribed and analyzed in order to find a valid resultResults:The result that emerges is that teachers consider speaking the most important tool in the classroom. They feel that it is important for students to be able to communicate in English. Even though they think that speaking is the most important aspect they are aware that it is not easy to live up to. The teachers believe that speaking anxieties are one of the reasons of why children in school do not speak English.
Uppsatsnivå: C

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Jonsson, Berg Thérese. "Ängslan inför att tala : i engelskundervisningens kommunikativa värld." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-23140.

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Sammanfattning Engelskundervisningen i dagens grundskolor ska vara kommunikativ, det vill säga att kommunikation och interaktion ligger till grund för elevernas språkutveckling. En sådan undervisning kan vara extra utmanande för elever med ängslan inför att tala. Talängslan hämmar elevens språkutveckling och kan påverka den kunskapsmässiga bedömningen och betyget negativt. Därför är det viktigt att lärare är medvetna om talängslan, dess orsaker och hur de kan arbeta för att gynna dessa elever. Denna studie handlar om vad lärare i årskurs 4-6 anser är utmaningen med talängsliga elever. Den handlar vidare om hur deltagarnan uttrycker att de undervisar i den muntliga delen av engelska. Syfte Syftet med denna studie är att undersöka vilka utmaningar fyra lärare uppfattar finns med talängslan hos elever i åk 4-6, samt lärarnas roll i att ta sig an dessa utmaningar. Metod I denna studie använder jag mig av kvalitativ metod i form av intervjuer, eftersom jag vill åt den enskilde lärarens uppfattningar/tolkningar av fenomenet talängslan i det engelskspråkiga klassrummet. Eftersom jag vill bygga en förståelse för hur andra människor uppfattar och tolkar, i detta fall lärarna i min studie, så är hermeneutiken en tolkningsmetod som ligger till grund för mitt arbete. Jag har använt mig av intervjuer med fyra lärare på fyra olika grundskolor i min studie. Respondenterna i intervjuerna är aktiva engelsklärare i åk 4-6. Resultat Av resultatet framgår att de deltagande lärarna i denna studie är medvetna om att talängslan finns bland eleverna. Deras uppfattning är att de på olika sätt kan se hur detta framträder hos dem. Talängslan syns via elevernas kroppsspråk, men också genom att de undviker situationer där de behöver tala engelska. Lärarna resonerar även kring de möjliga orsakerna som kan ligga bakom elevernas talängslan. Det kan bland annat handla om att eleverna inte förstår vad läraren säger, eller så kan de vara rädda för att säga fel inför lärare och klasskamrater. Vidare resonerar lärarna i min studie hur de bemöter talängsliga elever. I resultatet framgår det att en trygg kommunikativ miljö är en viktig aspekt; klassrumsmiljön ska vara sådan att alla elever vågar tala engelska. Detta innebär bland annat nolltolerans mot hån eller skratt i klassrummet när någon elev talar. Det framkommer även praktiska sätt de arbetar på med den muntliga delen. Resultatet visar att det ofta förekommer att lärarna växlar mellan svenska och engelska på lektionerna för att göra sig förstådda. Detta beror på vilken årskurs eller elevgrupp det handlar om.

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Maciá, Fábrega Josep. "Natural language and formal languages." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.

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Jadwat, Ayoob Y. "Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic." Thesis, University of St Andrews, 1988. http://hdl.handle.net/10023/2949.

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The study is concerned with the problem of how to improve the teaching of Arabic as a foreign or a second language. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the teaching of Arabic as a foreign language (TAFL) by investigating the contributions of modern linguistic sciences (such as applied linguistics, educational linguistics, psycholinguistics and sociolinguistics) to the development of foreign language (FL) teaching and learning. A survey of the literature indicates that a 'revolution' is currently taking place in FL teaching and that a new approach, known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language. The thesis is divided into 7 chapters. Chapter 1 introduces the importance of viewing the nature of language and FL teaching from a multidimensional point of view. Chapter 2 outlines the general nature and importance of the subject matter (i.e. the Arabic language) in a wide context. In order to understand what has directly or indirectly influenced the teaching practices of TAFL, Chapter 3 provides an overview of the development of views of FL teaching approaches and methods in recent times, from formalism (teacher-centred learning) to functionalism (student -centred learning). Chapter 4 concentrates on providing an interpretation of the current 'state of the art' of TPPL in Britain. A theoretical outline of the CA is presented in Chapter 5. This chapter provides a working hypothesis of a proposed integrative model for communicative competence that can be used as a practical reference tool in the relevant areas of communicative language development In TAPL. Chapter 6 focuses on one of these areas; communicative syllabus design, in which the stages in Arabic language programme development and types of communicative syllabuses are discussed. The last chapter concludes with a suggetion of specific further research needs in TAFL: communicative teaching methodology, communicative materials development, communicative testing techniques and communicative tea cher training.

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Eiben, Robert Joseph. "Understanding Dead Languages." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32798.

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Dead languages present a case where the original language community no longer exists. This results in a language for which the evidence is limited by the paucity of surviving texts and in which no new linguistic uses can be generated. Ludwig Wittgenstein argued that the meaning of language is simply its use by a language community. On this view a dead language is coextensive with the existing corpus, with the linguistic dynamic provided by the community of readers. Donald Davidson argued that the meaning of language is not conventional, but rather is discovered in a dynamic process of â passing theoriesâ generated by the speaker and listener. On this view a dead language is incomplete, because such dynamic theories can only be negotiated by participating in a living language community and are thus not captured by the extant corpus. We agree with Davidsonâ s view of theories of meaning and conclude that our interpretations of dead languages will suffer epistemological underdetermination that removes any guarantee that they reflect the meanings as heard by the original language community.
Master of Arts

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Löfgren-Gustafsson, Maria, and Emma Johansson. "Tala är silver : …- En kvalitativ studie om synen på dialekter." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14155.

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SAMMANFATTNING Syftet med denna studie var att undersöka om det finns något samband mellan dialekter och åhörarnas förväntningar på identitet hos den dialekttalande. Är våra förväntningar så hårt inpräntade av tidigare erfarenheter att vi analyserar en person, och dömer den enbart med hjälp av personens dialekt? Frågeställningarna blev följande: hur ser intervjupersonerna på sin egen dialekt? På vilket sätt påverkas intervjupersonen av de olika dialekterna samt vilka förutfattade meningar, sedan tidigare erfarenheter, om dialektbrukarens identitet går att finna hos dessa intervjupersoner? Metodologiskt användes en semistrukturerad intervjuform som åtföljdes av en ram som fångade in olika huvudteman. Urvalet bestod av tolv intervjupersoner i åldrarna 20-30 år. Intervjuerna varade mellan 30-40 minuter. De flesta intervjupersoner tycktes ha påverkats av teman som förväntningar och solidaritet då det kom till deras syn på den egna och andras dialekter.
ABSTRACT The purpose of this study, was to see if there were any connections between dialects and the listeners expectations on the identity of the person who speek the dialect. Are our expectations effected by earlier experience, that we tend to analyze a person, and judge him or her, on their dialect? What does the interview person think about his own dialect? The questions were as follows: What does the interviewee think about his/her own dialect? In what way did the interviewed person get influenced by the dialects and which expectations can be found that are influenced by earlier experiences? Methodologically a semi-structured interview-structure was used, following a frame which would represent different head-themes. The selected crowd consisted of twelve interview persons between the age of 20-30. The interviews lasted for approximately 30 to 40 minutes. The obtained result indicated that most of our interview persons where effected of themes as expectations and solidarity when it came to their vision of their own and other peoples' dialects.

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Mina, Apić. "Orijentalna stranost u francuskoj književnosti XIX veka: identitet i alteritet (L’étranger orien-tal dans la littérature française du XIXe siècle : identité et altérité)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100358&source=NDLTD&language=en.

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U našem istraživačkom radu posvetili smo se osnovnim pitanjima koja se odnose na književnu predstavu interkulturalnih susreta, poput toga koji činioci utiču na naš doživljaj strane kulture, naše iskustvo stranog i njegov poetski prikaz. Sa tim u vezi je i pitanje u kojoj meri slika Drugog koju formiramo u kontaktu sa njim menja sliku o nama samima i konture našeg identiteta.
Književna dela koja smo izabrali u ovom kontekstu kao korpus za našu pluridisciplinarnu analizu su, na prvom mestu, putopisi francuskih pisaca iz epohe romantizma, koji su putovali na Orijent, i zatim poezija prvih modernih pesnika, Bodlera i Remboa. U pokušaju da istražimo razvoj i promenu slike o Orijentu, kao i samog shvatanja pojma stranog tokom 19. veka, usredsređujemo našu pažnju na to na koji način su pojam stranog i imaginacija Orijenta prisutni u njihovoj poeziji.
Ispitali smo značaj prisustva Drugog u izgradnji, preispitivanju i preobražaju sopstvenog identiteta, pogotovo značaj interiorizacije pogleda Drugog, njegovog priznanja, diferencijaciji u odnosu na Drugog, kao i prenošenju društvenih konvencija koje kanališu našu predstavu o sebi, naše misli i ponašanje.
Kroz naš istraživački rad, zanimao nas je prikaz doživljaja stranosti Drugog, ali i sopstvene stranosti, kao i mogućnost interkulturalnog susreta uz prevazilaženje dva opasna ekstrema asimilacije ili isključivanja stranog. Mogućnost neprekidnog preispitivanja sebe u dijalogu sa drugim je u središtu interesovanja hermeneutike Hansa-Georga Gadamera, čije doprinose u oblasti interkulturalnih susreta smo ispitali, kao i doprinose fenomenologije stranog Bernharda Waldenfelsa. Na samom kraju analizirali smo određena književna dela u perspektivi koju su otvorila ova dva mislioca.
Usko povezan sa interkulturalnim sursretima je i problem evrocentrizma, mit o progresu i upotreba i zloupotreba pojmova civilizacija i varvarstvo. U našem istraživačkom radu ukazali smo na te probleme, kao i na opšte, teorijske poglede u psihologiji, filozofiji i antropologiji koja se odnose na pristup Drugom.
U postkolonijalnoj teoriji jedno od vladajućih shvatanja jeste shvatanje Edvarda Saida o diskurzivnoj kreaciji Orijenta. Ispitali smo Saidove postavke o zapadnim tehnikama predstavljanja Drugog u cilju očuvanja dominantne pozicije Zapada i ulogu jezika kao filtera opažaja i uticaj dominantnog diskursa na književnost.
Ulazeći u oblast socijalne psihologije ispitali smo ulogu stereotipa, uzroke njihovog nastanka, njihovu fleksibilnost i eksplikativnu funkciju u procesu obrade informacija, a zatim njihovo prisustvo i ulogu u književnim delima koja smo analizirali.

Rezultati do kojih smo došli pokazuju da je doživljaj stranog i njegova predstava u književnim delima koje smo obuhvatili našom analizom izuzetno različit, i da vremenska distanca pokazuje promene u shvatanju pojma stranog tokom veka koji smo posmatrali. Šatobrijan, koji je uveo modu putovanja romantičara na Orijent, je pokazao najmanju otvorenost prema Drugom, a kontakt sa stranom kulturom iskoristio je za učvršćivanje sopstvene kulturne perspektive umesto za njeno modifikovanje i obogaćivanje. Njegovo odbijanje da dovede u pitanje ubeđenja sa kojima je pošao, da pokuša da se distancira od sopstvenog nacionalnog identiteta i predrasuda svoje zemlje, da bi se otvorio ka Drugoj kulturi i doživeo je na potpuniji način, u velikoj meri ga razlikuje od ostalih pisaca koje smo analizirali.
Lamartin nam se čini svesniji vrednosti strane kulture, što nam otkrivaju njegovi lični utisci ugodnog života u skladu sa prirodom, kao i pitoresknih i egzotičnih detalja koji ga šarmiraju. Međutim, politička dimenzija dela, gde predlaže rešenja za krizu odnosa sila izazvanu slabljenjem Otomanskog carstva, otkriva promenu njegovog stava. Turski narod, čiji način života je cenio, je sada predstavljen kao nesposoban da upravlja sudbinom svoje zemlje, i Lamartin opravdava potrebu za evropskim prisustvom na orijentalnom prostoru.
Nerval je pisac romantizma koji se u najvećoj meri distancira od svog nacionalnog i evropskog identiteta, da bi iskusio što bliže moguće način života Drugog. Takođe, pokazuje svest o preprekama sa kojima se suočava onaj ko bi želeo da doživi stranu kulturu, kao što su široko rasprostranjene predrasude, ali i književne reminiscencije koje se odnose na antičku Grčku i njenu bogatu mitologiju, kao i na priče iz Biblije. Slika koju on nudi svojim čitaocima nije samo odraz zapažene i promišljene, već, što je važnije, i proživljene realnosti.
Bodler i Rembo su pokazali novu evoluciju u odnosu ka Drugom i, pogotovo, svesti o fluidnosti između Sopstva i Drugog. Ovi pesnici uvode nas u modernost koju karakterizuje “smrt subjekta”, koja je usledila nakon “smrti Boga”. Nejasna kontura Sopstva pruža veću mogućnost pristupačnosti Drugog, što smatramo doprinosom Bodlerove poezije razmišljanju o razmenama između Sopstva i Drugog, a što najavljuje i čuvena Remboova rečenica: « Je est un Autre» (« Ja je Drugi »), koja ukida koncept stabilnog i određenog identiteta.
Pisci koje smo analizirali doprineli su razumevanju nestabilnosti identiteta kao i neistraženih dubina Sopstva koje izmiče našoj kontroli. Autori koji su izmenili shvatanje na-cionalnog identiteta, poput Nervala ili Bodlera, otvorili su mogućost nove pristupačnosti Dru-gom.

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Erkas, Mats. "Holmbomålet : Analys av tal på estlandssvensk dialekt." Thesis, Uppsala universitet, Institutionen för nordiska språk, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192509.

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Genom analys av grammatiken i tal av Walter Erkas, bördig från den estlandssvenska ön Odensholm, har jag i denna uppsats försökt göra en översiktlig men ändå så heltäckande beskrivning som möjligt av den språkliga strukturen i detta mål. Framträdande drag i denna har varit böjning av substantiv och adjektiv i tre genus samt pluralböjning av verb. Såväl ålderdomliga som nyskapande grammatiska drag har framträtt i talet och således tycks målet kunna studeras utifrån flera perspektiv. Vid sidan av grammatiken har jag analyserat Walter Erkas uttal och dessa analyser tillsammans har lett mig till slutsatsen att de flesta estlandssvenska dragen har varit förhållandevis väl bevarade i dennes språkbruk, trots lång tid med standardsvenska som vardagsspråk. Slutligen har en jämförelse mellan Walter Erkas tal på holmbomål och tal på närliggande estlandssvenska dialekter gjorts för att finna särskiljande drag för holmbomålet. Jag har inte kunnat dra några helt säkra slutsatser av denna jämförelse, men en rad antydningar med olika starka belägg har framkommit, vilka möjligen och förhoppningsvis kan öppna upp för vidare studier. Ett övergripande syfte med uppsatsen har även varit att bidra till ett större allmänt intresse för de estlandssvenska målen och den estlandssvenska historien i övrigt.

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My, Linderholt. "The ’tail’ of Alice’s tale : A case study of Swedish translations of puns in Alice’s Adventures in Wonderland." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49541.

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This study investigates the use of different strategies for translating puns in Alice’s Adventures in Wonderland. The material chosen for this study consist of the two Swedish translations by Nonnen (1870/1984) and Westman (2009). Six puns were selected for the analysis which greatly relies on Delabastita’s (1996) eight strategies for translating puns, and Newmark’s (1988) translation methods. The analysis shows that Westman empathises with the readers of the TT while Nonnen empathises with the ST. This entails that Westman tends to use a more ‘free’ translation and is more inclined to adapt the ST puns to make them more visible for the readership of the TT. The priority for Nonnen, on the other hand, is to remain faithful to the contextual meaning of the ST. Paradoxically, to be faithful to the ST does not necessarily entail that the translator respects the semantic aspects of the ST, but that they adapt the culture of the ST to better fit the cultural and linguistic framework of the TL. Since Westman adapts the ST puns so that they are still recognised by the reader of the TT, her translation appears to be more suitable for the TL readership than Nonnen’s.

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Manishina, Elena. "Data-driven natural language generation using statistical machine translation and discriminative learning." Thesis, Avignon, 2016. http://www.theses.fr/2016AVIG0209/document.

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L'humanité a longtemps été passionnée par la création de machines intellectuelles qui peuvent librement intéragir avec nous dans notre langue. Tous les systèmes modernes qui communiquent directement avec l'utilisateur partagent une caractéristique commune: ils ont un système de dialogue à la base. Aujourd'hui pratiquement tous les composants d'un système de dialogue ont adopté des méthodes statistiques et les utilisent largement comme leurs modèles de base. Jusqu'à récemment la génération de langage naturel (GLN) utilisait pour la plupart des patrons/modèles codés manuellement, qui représentaient des phrases types mappées à des réalisations sémantiques particulières. C'était le cas jusqu'à ce que les approches statistiques aient envahi la communauté de recherche en systèmes de dialogue. Dans cette thèse, nous suivons cette ligne de recherche et présentons une nouvelle approche à la génération de la langue naturelle. Au cours de notre travail, nous nous concentrons sur deux aspects importants du développement des systèmes de génération: construire un générateur performant et diversifier sa production. Deux idées principales que nous défendons ici sont les suivantes: d'abord, la tâche de GLN peut être vue comme la traduction entre une langue naturelle et une représentation formelle de sens, et en second lieu, l'extension du corpus qui impliquait traditionnellement des paraphrases définies manuellement et des règles spécialisées peut être effectuée automatiquement en utilisant des méthodes automatiques d'extraction des synonymes et des paraphrases bien connues et largement utilisées. En ce qui concerne notre première idée, nous étudions la possibilité d'utiliser le cadre de la traduction automatique basé sur des modèles ngrams; nous explorons également le potentiel de l'apprentissage discriminant (notamment les champs aléatoires markoviens) appliqué à la GLN; nous construisons un système de génération qui permet l'inclusion et la combinaison des différents modèles et qui utilise un cadre de décodage efficace (automate à état fini). En ce qui concerne le second objectif, qui est l'extension du corpus, nous proposons d'élargir la taille du vocabulaire et le nombre de l'ensemble des structures syntaxiques disponibles via l'intégration des synonymes et des paraphrases. À notre connaissance, il n'y a pas eu de tentatives d'augmenter la taille du vocabulaire d'un système de GLN en incorporant les synonymes. À ce jour, la plupart d'études sur l'extension du corpus visent les paraphrases et recourent au crowdsourcing pour les obtenir, ce qui nécessite une validation supplémentaire effectuée par les développeurs du système. Nous montrons que l'extension du corpus au moyen d'extraction automatique de paraphrases et la validation automatique sont tout aussi efficaces, étant en même temps moins coûteux en termes de temps de développement et de ressources. Au cours d'expériences intermédiaires nos modèles ont montré une meilleure performance que celle obtenue par le modèle de référence basé sur les syntagmes et se sont révélés d'être plus robustes, pour le traitement des combinaisons inconnues de concepts, que le générateur à base des règles. L'évaluation humaine finale a prouvé que les modèles représent une alternative solide au générateur à base des règles
The humanity has long been passionate about creating intellectual machines that can freely communicate with us in our language. Most modern systems communicating directly with the user share one common feature: they have a dialog system (DS) at their base. As of today almost all DS components embraced statistical methods and widely use them as their core models. Until recently Natural Language Generation (NLG) component of a dialog system used primarily hand-coded generation templates, which represented model phrases in a natural language mapped to a particular semantic content. Today data-driven models are making their way into the NLG domain. In this thesis, we follow along this new line of research and present several novel data-driven approaches to natural language generation. In our work we focus on two important aspects of NLG systems development: building an efficient generator and diversifying its output. Two key ideas that we defend here are the following: first, the task of NLG can be regarded as the translation between a natural language and a formal meaning representation, and therefore, can be performed using statistical machine translation techniques, and second, corpus extension and diversification which traditionally involved manual paraphrasing and rule crafting can be performed automatically using well-known and widely used synonym and paraphrase extraction methods. Concerning our first idea, we investigate the possibility of using NGRAM translation framework and explore the potential of discriminative learning, notably Conditional Random Fields (CRF) models, as applied to NLG; we build a generation pipeline which allows for inclusion and combination of different generation models (NGRAM and CRF) and which uses an efficient decoding framework (finite-state transducers' best path search). Regarding the second objective, namely corpus extension, we propose to enlarge the system's vocabulary and the set of available syntactic structures via integrating automatically obtained synonyms and paraphrases into the training corpus. To our knowledge, there have been no attempts to increase the size of the system vocabulary by incorporating synonyms. To date most studies on corpus extension focused on paraphrasing and resorted to crowd-sourcing in order to obtain paraphrases, which then required additional manual validation often performed by system developers. We prove that automatic corpus extension by means of paraphrase extraction and validation is just as effective as crowd-sourcing, being at the same time less costly in terms of development time and resources. During intermediate experiments our generation models showed a significantly better performance than the phrase-based baseline model and appeared to be more robust in handling unknown combinations of concepts than the current in-house rule-based generator. The final human evaluation confirmed that our data-driven NLG models is a viable alternative to rule-based generators

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47

Cook, Jonathan J. "Language interoperability and logic programming languages." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/725.

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We discuss P#, our implementation of a tool which allows interoperation between a concurrent superset of the Prolog programming language and C#. This enables Prolog to be used as a native implementation language for Microsoft's .NET platform. P# compiles a linear logic extension of Prolog to C# source code. We can thus create C# objects from Prolog and use C#'s graphical, networking and other libraries. P# was developed from a modified port of the Prolog to Java translator, Prolog Cafe. We add language constructs on the Prolog side which allow concurrent Prolog code to be written. We add a primitive predicate which evaluates a Prolog structure on a newly forked thread. Communication between threads is based on the unification of variables contained in such a structure. It is also possible for threads to communicate through a globally accessible table. All of the new features are available to the programmer through new built-in Prolog predicates. We present three case studies. The first is an application which allows several users to modify a database. The users are able to disconnect from the database and to modify their own copies of the data before reconnecting. On reconnecting, conflicts must be resolved. The second is an object-oriented assistant, which allows the user to query the contents of a C# namespace or Java package. The third is a tool which allows a user to interact with a graphical display of the inheritance tree. Finally, we optimize P#'s runtime speed by translating some Prolog predicates into more idiomatic C# code than is produced by a naive port of Prolog Cafe. This is achieved by observing that semi-deterministic predicates (being those which always either fail or succeed with exactly one solution) that only call other semi-deterministic predicates enjoy relatively simple control flow. We make use of the fact that Prolog programs often contain predicates which operate as functions, and that such predicates are usually semi-deterministic.

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Dennis, Johansson. "Search Engine Optimization and the Long Tail of Web Search." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296388.

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In the subject of search engine optimization, many methods exist and many aspects are important to keep in mind. This thesis studies the relation between keywords and website ranking in Google Search, and how one can create the biggest positive impact. Keywords with smaller search volume are called "long tail" keywords, and they bear the potential to expand visibility of the website to a larger crowd by increasing the rank of the website for the large fraction of keywords that might not be as common on their own, but together make up for a large amount of the total web searches. This thesis will analyze where on the web page these keywords should be placed, and a case study will be performed in which the goal is to increase the rank of a website with knowledge from previous tests in mind.

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49

Andersson, Stina. "Repetitioner i barnriktat tal under det första levnadsåret." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118649.

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En hög andel repetitioner är ett av de utmärkande dragen i barnriktat tal. Tidigare forskning har visat att andelen repetitioner i barnriktat tal varierar beroende på barnets ålder. Dessutom tyder forskningen på att repetitioner i barnriktat tal kan vara främjande för språkutvecklingen. Syftet med studien var att undersöka eventuella variationer över tid i andelen repetitioner i barnriktat tal under det första levnadsåret, samt försöka hitta ett samband mellan detta och barnens språkliga utveckling. Repetitionerna i föräldrarnas tal hos tio förälder-barn-dyader då barnet var 3, 6, 9 och 12 månader undersöktes kvantitativt. Exakta och varierade självrepetitioner samt exakta och varierade repetitioner av barnens yttranden undersöktes och jämfördes med samma barns språkliga nivå vid 18 månader. Resultatet visade att andelen exakta självrepetitioner var cirka en tredjedel lägre vid 12 månaders ålder än vid de tre tidigare inspelningstillfällena. Den totala andelen repetitioner av barnens yttranden mer än fyrdubblades från 3 till 12 månader. Ett samband kunde påvisas mellan repetitionerna under det första levnadsåret och barnens språkutveckling, där en låg andel exakta självrepetitioner vid 6 till 9 månader korrelerade med en hög språklig nivå vid 18 månader. Som en tolkning av resultatet föreslogs kopplingar mellan barnens aktiva språkbruk och repetitionerna i föräldrarnas tal.
A high proportion of repetitions is one of the distinctive features of child-directed speech (CDS). Research has shown that the percentage of repetitions in CDS varies over time depending on the age of the child. In addition, it is suggested that repetitions in CDS correlate with child language development. The aim of the study was to investigate the possible variations over time in the percentage of repetitions in CDS during the child’s first year, and to try to find a connection between repetitions and the child’s language development. Repetitions in parent speech in ten parent-child dyads as the children were 3, 6, 9 and 12 months old were investigated quantitatively. Exact and varying self-repetitions and exact and varying repetitions of the child’s utterances were investigated and compared to the same children’s linguistic level at 18 months of age. The results showed that the percentage of exact self-repetitions was more than 30 percent lower at the age of 12 months than at 3, 6 and 9 months of age. The total percentage of repetitions of the child’s utterances increased more than four times from 3 to 12 months of age. A connection was found between the repetitions during the child’s first year and the child’s language development, indicating that a low percentage of exact self-repetitions at 6 to 9 months of age correlated with a high vocabulary at 18 months of age. A link between the expressive language of the child and the repetitions in parents’ speech was suggested.
MINT: Modelling infant language acquisition from parent-child interaction (MAW 2011.007)

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50

McBurney, Susan Lloyd. "Referential morphology in signed languages /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8436.

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Dissertations / Theses on the topic 'Language and languages Taal'

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