Dissertations / Theses on the topic 'Language Compiler languages PL'

This thesis addresses the issue of the publication of translations, specifically the under-representation of literary works in one language of limited diffusion (LLD), the Malay language, in English translation. It sets out to examine the role of two parties which are thought to play a vital role in the publication of Malay literary works in English translation for international consumption: publishers in the United Kingdom and the translation organisation in Malaysia. The aim of the research, more specifically, is to investigate how both parties bear upon the translation of Malay literary works into English. Some of the questions which are central to the issue of the publication of Malay literary works in English translation include: To what extent are the two parties involved in the publication of Malay literary works in English translation for international consumption? What are the policies of these organisations where the translation of Malay literary works and other literary works in LLD are concerned? Who decides what to translate? What factors are taken into account in deciding what to publish in English translation? Given that this thesis sets out to examine the role of the two parties mentioned above, two main strategies have been employed: surveys and case studies. Drawing on responses from individuals from publishing companies, translation organisations, and other organisations which support translation, I have been able to show that the problem in the publication of Malay literary works in English translation is not merely a translation problem but also a problem of image and promotion. This study thus details the different forces working against the translation of Malay literary works into English for international consumption.

The goal of this study is to investigate language use among a relatively young immigrant community in Britain with a view to finding out what role English plays in their lives, whether they still use their languages of origin, and what are the reasons for their particular language behaviour. Language use and maintenance in an immigrant minority setting is an important area of investigation if one is to understand some of the factors involved in the community's integration process, or the lack of it, in general, and to appreciate the role of language for integration in particular. Minority communities adopt a number of linguistic strategies for communication among themselves and their wider community. In most cases, these linguistic strategies are dictated by both the social and linguistic environment the immigrant minority finds itself living in. The thesis first looks at the sociolinguistic situation of Morocco in order to establish the linguistic background of this community. It then considers the British Moroccans from a socio-economic perspective with a view to identifying factors that may influence language shift behaviour. The empirical part of the thesis is concerned with establishing linguistic as well as non-linguistic determinants of language maintenance such as those that influence language choice, code-switching, attitudes and use of language-specific media. The study has two main hypotheses: first, the Moroccan community in Britain is undergoing a generational language shift, and second, typical Moroccan sociolinguistic patterns are reflected in the language use of Moroccan speakers in Britain as well. While the former hypothesis has, on the whole, proved correct, the latter did not hold true.

The current language teaching and learning environment in British higher educational establishments appears to have two main characteristics. Firstly, an unprecedented number of students from various cultural backgrounds now study in the UK, including students with a cultural background that is very different from the Anglophone educational culture. Secondly, Communicative Language Teaching (CLT) remains the prevailing teaching method used in higher educational establishments, however, CLT is based on assumptions that relate closely to the Anglophone language teaching and learning environment. This study poses a question of whether CLT should continue to be valued and relied upon in this new international teaching and learning environment. Out of many non-Anglophone educational cultures in the world, Japanese educational culture was selected as the focus of this study to help explore this question. In the empirical study, two teaching methods, Japanisation and CLT, were used to investigate the impact of Japanese educational culture in a British university's Japanese language teaching classes where the British educational culture currently dominates. The study was conducted for one semester at the University of Southampton. The concept of Japanisation is drawn from the study of the Japanese car manufacturing industry and is transferred to a language teaching context. The study was investigated by tests (two assignments and Reading and Written Test) that provided quantitative data, questionnaires that provided quantitative and qualitative data and classroom observation that provided qualitative data. There was no statistically significant difference between the two teaching methods regarding attainment in the two assignments. However, Japanisation was associated with significantly improved results in the Reading and Writing Test, compared with CLT. These results seem to suggest that embedding elements of Japanisation and Japanese educational culture into the teaching of Japanese to non-Japanese speakers in British language classrooms might possibly enhance students' learning of reading and writing skills. This study also presents possibilities as to how the Japanese educational cultural method of teaching could be incorporated into the teaching of Japanese to non-Japanese speakers. In addition, this study indicates that language teachers facing a multicultural classroom might consider the international students' educational cultural expectations and needs in learning. Those who develop the teaching curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-Anglophone countries and assess how they may be combined with CLT to reflect the new international characteristics of teaching and learning environments.

This thesis considers how language development takes place over time by a group of 124 secondary school students of English. A series of five studies were conducted for this purpose using the tools and methods from corpus linguistics and written discourse analysis. Specifically, the thesis presents a detailed analysis of (1) how a set of function words (that, to and of) were used by these students over a 24-month period, and (2) how narrating practices concerning the structure of selected individual texts changed over time. The two distinct strands of investigation, both of which based on an inductive methodology, highlight, on the one hand, the extent to which there are common as well as unique aspects of language use observed across time and space (Francis et al., 1996, 1998) and, on the other, the role of human agency and meaning making practices in using linguistic resources over time and in shaping and constructing texts within and across individuals. Taken together, the overall inductive methodology and an emphasis on treating all instances of the conventionally labelled ‘learner language’ as equally valid features of natural human language use, show clear advantages over alternative approaches based on a deficit model.

This study explores the argument that Postcolonial Africa has been the setting for competing external language spread policies (LSPs) by ex-colonial European countries at the turn of the 21st Century. To explore the topic I examine the case studies of Mozambique and Guinea-Bissau, in the time frame of the 1990s to the present. In both case studies is visible the pervasiveness of international European languages that has been fostered by the history, structure and functioning of the international system. African languages mostly remain circumscribed to non-official domains. This linguistic inequality reflects the power relations enacted in society and internationally. It further raises issues of linguistic/cultural human rights and the defence of language and cultural diversity that this study argues for. Associated with the European languages are foreign governments’ policies that support language spread in different measures and, in some cases, are at the origin of the internal language spread policy of the African countries. In Mozambique, my research identified overt external language spread policies undertaken by the governments of Portugal, Brazil, France, UK and Germany. In Guinea-Bissau, research identified external language spread policies undertaken by the government of Portugal, Brazil, France and Germany. Languages are dynamic and the linguistic situation in Africa should not be read as a simple dichotomy of European versus African languages in a positive/negative balance. As it has been deployed, the process of spread of official languages in Africa leads to their de facto supremacy and can be read as a ‘glottophagic’/language cannabalism process (Breton 1991, Calvet 2002b). It is thus imperative that a strong political will supports policies for African languages allowing the maxium participation of the people in the governing process and promoting socio-cultural independence from the outside world (Heine 1992). This study is based on transdisciplinary analysis using elements of sociology of language, sociolinguistics and international relations. Research for this study focused on the qualitative analysis of extensive documentary data and a series of elite interviews.

Cette thèse propose une nouvelle approche du parallélisme et de la concurrence, posant les bases d'un langage de programmation à la fois sûr et "secure" (garantissant la sécurité des données), fondé sur une sémantique formelle claire et simple, tout en étant adapté aux architectures multi-cores. Nous avons adopté le paradigme synchrone, dans sa variante réactive, qui fournit une alternative simple à la programmation concurrente standard en limitant l'impact des erreurs dépendant du temps ("data-races"). Dans un premier temps, nous avons considéré un langage réactif d'orchestration, DSL, dans lequel on fait abstraction de la mémoire (Partie 1). Dans le but de pouvoir traiter la mémoire et la sécurité, nous avons ensuite étudié (Partie 2) un noyau réactif, CRL, qui utilise un opérateur de parallélisme déterministe. Nous avons prouvé la réactivité bornée des programmes de CRL. Nous avons ensuite équipé CRL de mécanismes pour contrôler le flux d'information (Partie 3). Pour cela, nous avons d'abord étendu CRL avec des niveaux de sécurité pour les variables et les évènement, puis nous avons défini dans le langage étendu, SSL, un système de types permettant d'éviter les fuites d'information. Parallèlement (Partie 4), nous avons ajouté la mémoire à CRL, en proposant le modèle DSLM. En utilisant une notion d'agent, nous avons structuré la mémoire de telle sorte qu'il ne puisse y avoir de "data-races". Nous avons également étudié l'implémentation de DSLM sur les architectures multi-cores, fondée sur la notion de site et de migration d'un agent entre les sites. L'unification de SSL et de DSLM est une piste pour un travail futur.

The general aim of this descriptive study is to investigate how children from 3 to 9 plus 13- year-olds and adults use temporal elements to organize the macro temporal structure of narratives. In order to achieve this general aim, it specifically delineates how the emergence of story units differ relative to age<br>how the emergence of temporal elements differ relative to age and story units<br>and how the function of each temporal element differs relative to age and story unit in the narratives elicited from children from 3 to 9 plus 13-year-olds and adults, using Mercer Mayer&amp<br>#146<br>s (1966) wordless, picture-book Frog, where are you? as stimulus. Participants are 98 children from 3 to 9-yearolds, as 14 informants in each age group<br>fourteen 13-year-olds and 14 adults. The orally collected data were transcribed and episode boundaries were coded according to Labov&amp<br>#146<br>s (1972) story grammar. The occurrence of each temporal element within the coded episodes was counted. Frequency of each temporal element relative to age and story unit was identified. Functions of each temporal element relative to age and story units were analyzed. A great majority of the 3- and 4-year-olds produce narratives that do not count a story. 5- year-olds produce narratives that can be considered a story, however they fail to produce internal components of episodes. 7-year-olds are observed to produce episodes that contain necessary internal components. The emergence and function of temporal elements show differences relative to age and story unit.

The master's thesis deals with design of a dynamic reflective prototype-based language. First, basic principles of this language group are explained and well known representatives are described. Then languages for scientific computing are shortly discussed. Next section of the thesis describes in detail the proposed programming language, its grammar and semantics. Principles of type checking and inheritance are explained. Thesis also demonstrates implementation of basic control structures known from other languages. Next section shows design of virtual machine for the language described before. Section explains used computational model, organization of the object memory and internal representation of important structures of the designed language. Finally, dynamic type checking, compiler and compilation of typical structures to the virtual machine internal code are discussed.