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Dissertations / Theses on the topic 'Languages'

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Published: 4 June 2021

Last updated: 9 June 2025

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1

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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2

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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3

Connell, Professor T. J. "Languages (in particular Spanish) : language teaching and learning & languages for the professions." Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.

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4

Meyer, Hans Joachim. "A global language or a world of languages." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.

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5

Chavula, Catherine. "Using language similarities in retrieval for resource scarce languages: a study of several southern Bantu languages." Doctoral thesis, Faculty of Science, 2021. http://hdl.handle.net/11427/33614.

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Most of the Web is published in languages that are not accessible to many potential users who are only able to read and understand their local languages. Many of these local languages are Resources Scarce Languages (RSLs) and lack the necessary resources, such as machine translation tools, to make available content more accessible. State of the art preprocessing tools and retrieval methods are tailored for Web dominant languages and, accordingly, documents written in RSLs are lowly ranked and difficult to access in search results, resulting in a struggling and frustrating search experience for speakers of RSLs. In this thesis, we propose the use of language similarities to match, re-rank and return search results written in closely related languages to improve the quality of search results and user experience. We also explore the use of shared morphological features to build multilingual stemming tools. Focusing on six Bantu languages spoken in Southeastern Africa, we first explore how users would interact with search results written in related languages. We conduct a user study, examining the usefulness and user preferences for ranking search results with different levels of intelligibility, and the types of emotions users experience when interacting with such results. Our results show that users can complete tasks using related language search results but, as intelligibility decreases, more users struggle to complete search tasks and, consequently, experience negative emotions. Concerning ranking, we find that users prefer that relevant documents be ranked higher, and that intelligibility be used as a secondary criterion. Additionally, we use a User-Centered Design (UCD) approach to investigate enhanced interface features that could assist users to effectively interact with such search results. Usability evaluation of our designed interface scored 86% using the System Usability Scale (SUS). We then investigate whether ranking models that integrate relevance and intelligibility features would improve retrieval effectiveness. We develop these features by drawing from traditional Information Retrieval (IR) models and linguistics studies, and employ Learning To Rank (LTR) and unsupervised methods. Our evaluation shows that models that use both relevance and intelligibility feature(s) have better performance when compared to models that use relevance features only. Finally, we propose and evaluate morphological processing approaches that include multilingual stemming, using rules derived from common morphological features across Bantu family of languages. Our evaluation of the proposed stemming approach shows that its performance is competitive on queries that use general terms. Overall, the thesis provides evidence that considering and matching search results written in closely related languages, as well as ranking and presenting them appropriately, improves the quality of retrieval and user experience for speakers of RSLs.

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6

Livingstone, Daniel Jack. "Computer models of the evolution of language and languages." Thesis, University of the West of Scotland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398331.

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7

Loza, Christian. "Cross Language Information Retrieval for Languages with Scarce Resources." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12157/.

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Our generation has experienced one of the most dramatic changes in how society communicates. Today, we have online information on almost any imaginable topic. However, most of this information is available in only a few dozen languages. In this thesis, I explore the use of parallel texts to enable cross-language information retrieval (CLIR) for languages with scarce resources. To build the parallel text I use the Bible. I evaluate different variables and their impact on the resulting CLIR system, specifically: (1) the CLIR results when using different amounts of parallel text; (2) the role of paraphrasing on the quality of the CLIR output; (3) the impact on accuracy when translating the query versus translating the collection of documents; and finally (4) how the results are affected by the use of different dialects. The results show that all these variables have a direct impact on the quality of the CLIR system.

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8

Botha, Gerrti Reinier. "Text-based language identification for the South African languages." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-090942008-133715/.

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9

Loza, Christian E. Mihalcea Rada F. "Cross language information retrieval for languages with scarce resources." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12157.

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10

Diallo, Ibrahima. "Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.

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This thesis describes language policy practices in Senegal, identifies the languages used by Senegalese people in various social, public, and institutional settings, and details the attitudes of Senegalese people towards their own mother tongues, Wolof, French, and English and these speech communities. It examines also the importance, place, and future of local languages and European languages in Senegal and analyses the issue of language(s) of education in Senegal. To conduct this research, a variety of sampling techniques were used to collect data from a wide range of population-categories including respondents from the general population, public administration, students, and the business sector. Throughout the period of this study, Senegal was undergoing a phenomenal linguistic experience characterised by the sudden arrival and strengthening of English in the country, increasing interest by Senegalese people in local languages, and a gradual decline of the domains of French language use in the country. Against this linguistic backdrop, a number of major findings have resulted from the research including the finding that home languages (in particular, the mother tongues) are dominant in most family and social settings while French is dominant only in public settings. However, the data show that both mother tongues and Wolof are being used increasingly in public institutions; domains that hitherto belonged to French. The language use with people indicates a similar pattern, i.e. local languages are mostly used with close family members and with people in the extended family circle while French is dominant only with people in public institutions. The home languages (mother tongues and Wolof) and, to a lesser extent English, are more popular in public settings, thus reducing the hegemony of the use of French with people in public institutions. The study based on the data collected from the overall sample found also that the attitudes of the Senegalese people towards French, English, and their mother tongues are high and positive but the attitudes towards Wolof show both positive and negative ratings. The results show that, according to Senegalese people, the local languages are not given due importance in the education system. Similarly, they believe that English is not regarded as important in the education system either. Therefore, they request more importance to be given to both languages in the education system. As for French, it is considered very important in the education system and therefore, there were no particular requests to increase its relative importance in education. Further, French is believed to have negative influences in Senegal while this is not the case for English. Regarding the language(s) of instruction, local languages are described as the most appropriate languages for education. However, when languages are analysed in parallel, French maintains its leadership. In general, the Senegalese people have positive attitudes towards the speech communities. However, the attitudes towards the Wolof and French speech communities are both positive and negative. Similarly, the intensity of the desire to learn languages is generally positive but is characterised by the presence of a mix of positive and negative ratings for French and Wolof. However, a cross-sectional analysis shows quite interesting variations across the four population-categories mentioned earlier, mainly regarding language use, the issue of the language(s) of instruction in Senegal, the attitudes of Senegalese people towards languages and towards speech communities, and the intensity of their desire to learn languages - to name but a few areas of variation. The study has resulted in major findings regarding language use in Senegal. One of these is the loyalty of Senegal people towards their languages, that is, first, to their own mother tongue and then to Wolof - as a second language; second the Senegalese people remain attached to the French language, and finally they have a great admiration for English. According to the study, Senegalese people are attached to their language because of the more effective communication opportunities the local languages offer and also because of the positive benefits associated with (early) education in one's own mother tongue. In addition, the respondents believe that local languages help them assert their identity and maintain their cultures. The study found that Senegalese people are attached to the French language because it is an important national language (the official language of the country) and international language (for communication in the Francophone world). As for English, they admire the language because of its prestige and its status as a 'universal' language for communication and its dominance in science, technology, education, and business. The study concludes with a number of recommendations for the improvement of language planning and language-in-education policy in Senegal. The recommendations focus mainly on enhancing considerably the place and role of local languages in the education system, initiating systematic language policy prestige activities, and developing a rigorous policy that fosters positive attitudes towards local languages in general and the Wolof language and the Wolof speech community in particular. As regards the English language, the study recommends offering greater opportunities to learn the language by widespread reinforcement of its teaching in the education system.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Languages and Linguistics<br>Full Text

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11

Wolf, Göran. "Language contact, change of language status : ‘Celtic’ national languages in the British Isles and Ireland." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1936/.

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Contents: Conceptual Clarifications Contact Situations – a Brief Outline Under Scrutiny I: Cornwall, Isle of Man and Scotland Under scrutiny II: Wales Under Scrutiny III: Ireland – a Lengthy Discourse

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12

Harrison, Elizabeth Anne. "Instructional choices of Mississippi foreign language teachers." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11082006-165055.

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13

Rudenko, S. "Computer languages." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/28523.

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14

Ashcheulova, T. V., and O. V. Honcharova. "Extinct languages." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49158.

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Scientists have identified languages, that are vulnerable to extinction. One of them is the Nivkh language. It has a very difficult pronunciation and numerals reading. For example, this language has 26 ways of counting, that depends on what we count – skis, boats or bunches of fish. That is why the Nivkhs speak Russian, and this fact has led to the Nivkh language being on the list of endangered languages. According to the census in 2010 only 198 people speak the Nivkh language nowadays.

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15

Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning." n.p, 1994. http://ethos.bl.uk/.

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16

Späth, Andreas. "Determinierung unter Defektivität des Determinierersystems : informationsstrukturelle und aspektuelle Voraussetzungen der Nominalreferenz slawischer Sprachen im Vergleich zum Deutschen." Berlin [u.a.] Gruyter, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2784011&prov=M&dokv̲ar=1&doke̲xt=htm.

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17

Janopoulos, Michae. "The role of comprehension in holistic evaluation of second language writing proficiency at the university level /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621887.

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18

Brett, Paul Alan. "The design and evaluation of a multimedia application for second language listening comprehension." Online version, 1999. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.297607.

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19

Taylor, Annelies. "Languages : computation of communication : gender issues in curricular foreign language acquisition." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526901.

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20

Barr, John Davidson. "An investigation into computer-based language-learning environments for foreign languages." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274111.

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21

Poliakova, T., and P. Vasylenko. "Interaction of language, human being and culture when teaching foreign languages." Thesis, Харківський національний технічний університет сільського господарства ім. Петра Василенка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/37066.

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22

Vigilante, Maria Carleton University Dissertation Political Science. "Bodies of language and languages of power; feminism and its disjunctions." Ottawa, 1987.

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23

Brunn, Michael Vernon. "Language socialization, literacy and cultural identity: The centrality of heritage languages." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186889.

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This is a Life Story project that examined the relationships between the personal and the cultural identities of American Indian persons and their abilities to speak their heritage languages. More specifically, how Heritage Languages influenced the processes of language socialization, literacy acquisition and the formation of the personal and the cultural identities of American Indian children. The premise of the study was that a child's identity, sense of belonging, literacy acquisition and success in school are interrelated aspects of her/his cultural, social, linguistic and political histories. Through the telling of life stories the underpinnings of culture, language, literacy and socialization processes were explicated as fundamental aspects which constituted holistic life experiences for children. The stories revealed how these constructs and processes were formative of their personal and cultural identities. The importance of Heritage Languages was foregrounded as a central feature in these processes. The discussions with the consultants had three sections: (a) their language and socialization contexts and practices from early childhood to adulthood, (b) their remembrances of literacy acquisition, and (c) their notions concerning the importance of and the efficacy of Heritage Languages as central to identity and to the continuance of their cultures. The findings from this project were used to discuss two interrelated concepts. First, the ways in which Heritage Languages were formative of the cultural identities of persons growing up on and around a Reservation. Second, the ways in which Heritage Languages contributed to literacy acquisition and to their social and academic success in school.

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24

Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.

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25

Petersen, Kenneth A. "Implicit corrective feedback in computer-guided interaction does mode matter? /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/642826969/viewonline.

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26

Richard, Erin. "Individual differences and second language acquisition among low-income preschoolers." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2957.

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Thesis (M.A.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 65. Includes bibliographical references (p. 58-64). Also available in print.

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27

Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.

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28

Lejdfors, Calle. "Techniques for implementing embedded domain specific languages in dynamic languages /." Lund : Department of Computer Science, Lund Institute of Technology, Lund University, 2006. http://www.cs.lth.se/home/Calle_Lejdfors/publications/lic.pdf.

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29

Marten, Heiko F. "Languages and parliaments the impact of decentralisation on minority languages." Muenchen Lincom Europa, 2009. http://d-nb.info/992747902/04.

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30

Westfall, Philip J. L. "Re-estimation of student ability in foreign languages using the Rasch model /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712160434.

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31

Thieberger, Nicholas. "Topics in the grammar and documentation of South Efate an Oceanic language of Central Vanuatu /." [Melbourne, Australia] : Dept. of Linguistics and Applied Linguistics, Univerity of Melbourne, 2004. http://eprints.unimelb.edu.au/archive/00000492/01/SouthEfatePhD.pdf.

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32

Wennerström, Hjalmar. "Leveraging Dominant Language Image Tags for Automatic Image Annotation in Minor Languages." Thesis, Uppsala University, Department of Information Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-129446.

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<p>Image annotations, often in the form of tags, are very useful when indexing large image collections. They provide an intuitive human centered way to search and browse images using text queries. However, tagging images is very time consuming to do manually so researchers have developed methods for automatic image tagging. These methods rely on a set of example images with tags to learn what images should be associated with which tags.</p><p>One thing that has been overlooked with these systems is the fact that example images with tags are different in each language. Generally researchers have only made English automatic tagging systems and not considered the problems of building equally good systems in other minor languages where it is more difficult to obtain example images and tags.</p><p>In this thesis we study how an automatic tagging system in Japanese compares to an automatic tagging system in English. We find that the Japanese system suffers in performance and based on this we improve the performance by leveraging the dominant English language system. We compare an automatic translation of the tags using a dictionary to our proposed translation matrix method. Our method estimates the translation of tags based on the co-occurrence of different language tags in images.</p><p>We show that our proposed method using very simple heuristics performs about the same as a high end machine translator in the case of automatic tagging systems. There are several improvements to be made but with this work we show that the conceptual idea is strong, giving reasons to improve it further. The main contribution of our approach is the ability to translate words that a dictionary cannot interpret as well as considering the context when establishing a translation.</p>

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33

Pluquet, Frédéric. "Efficient object versioning for object-oriented languages from model to language integration." Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209680.

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Tout le monde a déjà rencontré la fonctionnalité ``Undo/Redo' qui permet de se balader dans les versions précédentes d'un document. Bien que le versioning -- sauver et parcourir plusieurs versions d'entités données -- est nécessaire pour beaucoup d'applications, il est difficile de l'implémenter facilement et efficacement en temps et en espace utilisés. Dans cette thèse, nous présentons un système de versioning efficace et expressif pour les langages orientés objet. <p><p>Nous commencons par développer un modèle qui permet au développeur de sélectionner avec précision les parties intéressantes de son système qui seront sauvegardées à des moments clefs. Ce modèle permet de parcourir facilement les différentes versions enregistrées et de faire cohabiter aisément les parties versionnées avec les parties non sélectionnées par le développeur. Ce modèle est de plus compatible avec trois types de versioning (linear, backtracking et branching versioning) qui permettent des opérations diverses sur la ligne du temps, comme supprimer toutes les versions après une version donnée ou créer une nouvelle branche à partir d'une ancienne version. <p><p>Ensuite nous développons les structures efficaces en temps et en espace qui implémentent ce modèle dans un monde réel. Basées sur les travaux de Driscoll et al. elles sont adaptées aux spécificités de chaque type de versioning. <p><p>Nous montrons ensuite comment ce système peut être intégré concrètement dans un langage orienté object. Plus précisément, nous montrons comment notre système peut être intégré de façon transparente pour le développeur grâce à des outils tels que les aspects ou la transformation de bytecodes. <p><p>Pour valider nos propos, nous avons implémenté notre système dans les langages de programmation Smalltalk et Java. Nous montrons des applications réelles qui l'utilisent, telles que les post-conditions à états et le problème du planar point location. <p><p>Nous terminons cette thèse par évaluer l'efficacité de notre implémentation en effectuant des benchmarks détaillés en Smalltalk et en Java. Nous avons notamment étudié l'espace pris par nos structures données et le temps d'éxecution de chaque opération de versioning.<br>Doctorat en Sciences<br>info:eu-repo/semantics/nonPublished

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Lewis, Rhodri. "Language, mind and nature : artificial languages in England from Bacon to Locke /." Cambridge [u.a.] : Cambridge Univ. Press, 2007. http://www.loc.gov/catdir/enhancements/fy0803/2007281317-b.html.

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35

Falsanisi, Giulia. "Linguistic relativity and second language acquisition: can languages affect how we think?" Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23998/.

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The purpose of this thesis is to provide a global overview on the studies that have been carried out on the relationship between language, culture and thought. Specifically, the first part will focus on the belief at the core of this subject, Linguistic Relativity, while the second part will analyse the field of second language acquisition, which appears to often intertwine with the Sapir-Whorf hypothesis. After a short introduction, a brief overview of previous research is provided. In particular, the claims of Aristotle, von Humboldt and Boas are illustrated more in detail. Then, the focus is shifted towards the figures and claims of Edward Sapir and Benjamin Lee Whorf. The hypothesis of Linguistic Relativity is further explained, pointing to the two principles which stem from it (the weak and the strong version, i.e., linguistic determinism). The belief that each language deeply affects its speaker’s cognition (resulting in differences in patterns of thought and cognitive structures) is consequently illustrated. A review of some of the objections that have been moved against this hypothesis follow. After that, a general overview on subsequent studies is provided, drawing the attention towards some of the main domains around which research has revolved: colour perception and grammatical gender and number. Lastly, the field of second language acquisition is outlined. The main focus concerns the implications of Linguistic Relativity for this field and a summary of the research that has been carried out on this topic, again offering a deeper insight on some of the most well-researched areas: colour terms and perception, grammatical gender and number and the interpretation of motion events.

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36

Nseendi, Lubasa N'Ti. "Motivation and perseverance in language learning : materials for speakers of other languages." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019592/.

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Santoro, Mirko. "Compounds in sign languages : the case of Italian and French Sign Language." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH204.

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Dans cette thèse, j’étudie le domaine des mots composés dans les langues des signes. La composition a été décrite comme étant une stratégie d’enrichissement du lexique des langues des signes, même dans des cas de langues des signes émergentes. J’aborde ce sujet au travers de trois approches principales : typologique/empirique, théorique et expérimentale.Dans la partie typologique/empirique, j’apporte une description approfondie des mots composés dans deux langues signées : la LIS et la LSF. Dans ce domaine, ma principale contribution est de proposer une typologie plus exhaustive des classificateurs en y incluant les formes simultanées.Dans la partie théorique, j’apporte une description formelle de la manière de dériver la typologie complète des mots composés présents dans ces deux langues.Mon objectif premier est de montrer que les mots composés peuvent être dérivés de différentes manières selon leurs propriétés, et que la dérivation morpho-syntaxique n’est pas le seul processus qui affecte les options combinatoires de composition. Les processus post-syntaxiques, et particulièrement la linéarisation, doivent avoir au minimum accès à des représentations partielles afin de distinguer les formes qui doivent être épelées de façon séquentielle et simultanée.Dans la partie expérimentale, je cherche à savoir si la réduction phonologique est une condition suffisante pour identifier les mots composés dans les langues signées. Ma principale contribution a été de montrer que l’importation des critères d’une langue des signes à une autre doit être réalisée avec une extrême précaution<br>In this dissertation, I investigate the domain of compounds in sign languages. Compounding has been documented as a key strategy to enrich the lexicon of sign languages even in situations of emergent sign languages. I address this topic with three main angles: typological/empirical, theoretical and experimental. In the typological/empirical part, I offer a thorough description of compounds in two sign languages: Italian and French Sign Language (LIS and LSF). I offer a refined and more comprehensive typology of compounds, in which classifiers and simultaneous forms are also taken into account.In the theoretical part, I provide a formal account of how to derive the whole typology of compounds found in LIS and LSF. I show i) that compounds can be derived in multiple ways depending on their morphosyntactic properties and ii) that morphosyntactic derivation is not the only process that affects the combinatorial options of compounding. Post-syntactic processes, especially linearization, have to have access to at least partial representations in order to distinguish between forms that have to be spelled out either sequentially or simultaneously.In the experimental part, I investigate whether phonological reduction is a sufficient condition to identify compounds in SL. I show that importing criteria from one SL to another can be done, but with extreme caution

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Harrison, Michelle. "Managing France's regional languages : language policy in bilingual primary education in Alsace." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.

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The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century. Whilst Alsatian has been spoken, the traditional language of writing and reference has been standard German. Today Alsace is a region of north eastern France, but it has existed under the political control of Germany for prolonged periods of time in the past, changing hands between the two countries five times between the seventeenth and twentieth centuries. Since the mid-twentieth century a significant language shift away from Alsatian has occurred in the region, with estimates that over 90% spoke the language variety in 1946 in comparison with only 43% of the population in 2012 (OLCA 2012a). Regional language bilingual education programmes were introduced in Alsace in the early 1990s in the private and public education systems. In both systems the language-in-education policy supported has primarily promoted the learning of and through French and standard German. The case study that forms the central part of the thesis seeks to examine current language policy in practice. It will analyse the place of Alsatian in the modern regional language bilingual classroom and examine the language beliefs of the key actors in the bilingual education programmes (namely parents, teachers and policy-makers at regional level). Finally, it will discuss what this means for efforts to reverse the language shift in twenty-first-century Alsace.

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Fogle, Evelyn Wright. "Language socialization in the internationally adoptive family identities, second languages, and learning /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/460562377/viewonline.

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Itani-Adams, Yuki. "One child, two languages : bilingual first language acquisition in Japanese and English." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This study investigates Hannah’s lexical development, the acquisition of morphology and syntax in the two languages. Unlike previous studies in bilingual children’s lexicon (Deuchar and Quay, 2000), this study focuses on the composition of the lexicon in each language to test for language-specific developmental patterns (Gentner and Boroditsky, 2001).The study also compares the development of these two languages in terms of MLU, lexical, morphological and syntactic development. Furthermore, the study examines the relationships between lexical and grammatical development within each of the two languages and tests the Critical Mass Hypothesis (Marchman and Bates, 1994) in a bilingual context. One of the central issues in the field of BFLA, identified by scholars such as DeHouwer (2005) and Meisel (1990a), is to characterise the relationship between the two developing languages of one child. Does a bilingual child initially develop the two languages as one linguistic system that later separates into two as expounded by Volterra and Taeschner (1978), or does a bilingual child develop the two languages separately from the beginning, as represented by De Houwer’s (1990) Separate Development Hypothesis (SDH)? Previous BFLA studies addressing this issue (e.g., De Houwer, 1990; Meisel, 1990a; Mishina, 1997; Paradis and Genesee, 1996) did not have a common point of reference to compare the development of two different languages directly. In the present study, PT provides a common point of reference for a direct comparison of the development of two typologically distant languages. Results indicate that both Japanese and English of the child developed in the sequence predicted by PT. They also support the SDH for lexical development, the acquisition of morphology and word order. The study confirms the Critical Mass Hypothesis in bilingual context. The results from the present study suggest that, for one bilingual child, Japanese and English each developed in parallel but in a separate manner.

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Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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Thesis (Ph.D.)--University of Western Sydney, 2007.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Arkoudas, Konstantinos 1968. "Denotational proof languages." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/81531.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.<br>Includes bibliographical references (p. [417]-421).<br>by Konstantinos Arkoudas.<br>Ph.D.

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Bondarchuk, Julia. "Foreigners and languages." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16638.

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Samsonenko, L. U., and M. O. Sasyuk. "Different programming languages." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33800.

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The rise of BASIC is very much a phenomenon of the mid 70’s and early 80’s. It comes as something of a surprise to discover that it was actually born in the 60’s. BASIC was designed by John Kemeny and Thomas Kurtz at Dartmouth College, in the USA. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33800

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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, Iryna Anatoliivna Morozova, and E. I. Guseinova. "Languages mean business." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13366.

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Дорда, Світлана Володимирівна, Светлана Владимировна Дорда, and Svitlana Volodymyrivna Dorda. "Apology Across Languages." Thesis, Луганський національний педагогічний університет ім. Т.Шевченка, 2004. http://essuir.sumdu.edu.ua/handle/123456789/63445.

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Крослінгвістичне порівняння мовленнєвої поведінки завжди викликало значний інтерес. Лінгвісти стали особливо цікавими в цій галузі навчання.<br>The cross-linguistic comparison of speech behavior has always attracted considerable interest. Linguists have become particularly interested in this field of study.

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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.<br>Master of Arts

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Jasný, Vojtěch. "Domain-specific languages." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-15428.

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The topic of the thesis are domain-specific languages (DSL) and their use in software development. The target audience are developers interested in learning more about this progressive area of software development. It starts with a necessary theoretical introduction to programming languages. Then, a classification of DSLs is given and software development methodologies based on DSLs are described, notably Language Oriented Programming and Intentional Programming. Another important piece in construction of domain-specific langauges -- the language workbench is also described. In the next chapter, several important tools for DSL creation are presented, described and compared. Each of the tools represents a different possible approach to designing DSLs -- textual, projectional or graphical. The last chapter of the thesis contains a practical example of a DSL implementation in the Meta Programming System by Jet- Brains and Xtext from Eclipse. A domain-specific language for the description of questionnaires is designed from scratch and a code generator for that language is created. A comparison of the DSL based technique to traditional software development techniques is given and the tools used are compared.

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Muff, Urs C. "Backtracking model languages /." Access author, 2000.

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Hermsen, Terry. "Languages of engagement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070294401.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center

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