Dissertations / Theses: 'Langue ewe'

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Kpoglu, Promise Dodzi. "Possessive constructions in Tongugbe, an Ewe dialect." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H003/document.

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Cette thèse concerne la description des constructions possessives en tongugbe, l’un des dialectes de l’éwé, langue parlée au sud-est du Ghana au long du fleuve Volta. La thèse présente une description détaillée des constructions; et tente de comprendre la relation qui existe entre les constructions possessives propositionnelles et les constructions locatives et existentielles. De plus, ce travail présente une première esquisse de la grammaire de tongugbe. La grammaire présente surtout des résultats préliminaires sur le contraste de durée qui existe au niveau des tons de tongugbe et un système de démonstratifs très riche. Les constructions possessives peuvent être regroupées dans trois catégories : les constructions attributives, les constructions prédicatives et les constructions à possesseur externe. Il est montré que les configurations structurelles des constructions possessives attributives sont motivées par des considérations fonctionnelles. Il est aussi démontré que les variations structurelles des constructions possessives prédicatives et des constructions à possesseur externe correspondent à des différences de sens. Enfin, il est argumenté que, synchroniquement, les constructions possessives propositionnelles et les constructions locatives et existentielles ne peuvent pas être réduites à une structure unique. La proposition soutenue est que chaque construction est une correspondance entre une forme et un sens
This dissertation concerns the description of possessive constructions in Tongugbe, one of the many dialects of the Ewe language, which is spoken in south-eastern Ghana, along the Volta River. It presents a detailed description of the constructions; and explores the relationship that exists between clausal possessive constructions and locative and existential constructions. In addition to this, the work presents a first outline grammar of Tongugbe. The grammar presents notably preliminary findings on the duration contrast in tones of Tongugbe and a rich demonstrative paradigm. The possessive constructions can be grouped into attributive, predicative and external possessor constructions. It is shown that the structural configurations of attributive possessive constructions are functionally motivated. It is also demonstrated that structural variations in predicative possessive and external possessor constructions correspond to differences in meaning. Finally, it is argued that, synchronically, clausal possessive constructions and locative and existential constructions are not reducible to a single structure. The view supported here then is that each construction is a form-meaning pair

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Marx, Raphaela-Maria. "Sprachpraxis und Diskurs über Sprache : Französisch und Ewe im südlichen Togo /." Wien : VWGÖ, 1991. http://catalogue.bnf.fr/ark:/12148/cb35518332h.

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Amegashie, Komla. "La Problematique eu Dictionnaire Ewe-Langue(s) Indoeuropeenne(s)| Etude Metalexicographique et Etat des Lieux." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688701.

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The dictionary is the core reference object of a language. It is used to learn and understand the lexicon of languages. Speakers acquire and develop knowledge of the language through its lexicon. Ewe speakers are not an exception. Ewe dictionaries are their main reference works and it emerges from our research that more than a dozen dictionaries have been produced in Ewe. However, many of them have not survived and exist only in bibliographical references. Many others are quite rare. In general, Ewe dictionaries are difficult for the public to acquire or access.

This dissertation presents the theoretical study of the Ewe dictionary and has three parts. In the first part, we provide a geolinguistic and sociolinguistic overview of Ewe language. In the second, we consider many theoretical and methodological frameworks to define the word “dictionary” and all related concepts. In the third part, we provide a scientific study of Ewe dictionaries. We begin by adopting a metalexographic perspective to compare the lexicographical works that currently exist. Published between 1857 and 1995, most dictionaries of Ewe are the work of missionaries who made many errors in their analyses largely because they were not native speakers of the language. We note that Ewe dictionaries need to be modernized and the number of entries increased to reflect current usage. We then identify and discuss the numerous social, political, and economic issues that have stood in the way and must be addressed for dictionary production to move forward.

The lack of a dictionary in Ewe is a both a linguistic deficiency and a challenge for native speakers. It is important to meet this challenge by updating or making new dictionaries in Ewe and to make them accessible to speakers of Ewe.

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Chachu, Sewoenam. "Les verbes supports en français, anglais et éwé : une étude comparative." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040243.

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Les constructions à verbe support et les constructions à prédicat composé ont été longuement étudiées, mais de façon indépendante dans la linguistique française et anglo-saxonne. En se basant sur le courant du Lexique-Grammaire, cette thèse a visé de répondre à la lacune dans les langues africaines, des études sur des constructions similaires dans lesquelles le verbe est sémantiquement vague et dont la force prédicative repose principalement sur nom. Cette thèse comprend aussi une étude comparative entre les langues des familles différentes pour valider la notion d’universalité de ce type de verbes qui sont dénommés les verbes supports dans le courant dont nous nous basons. En effet notre recherche à démontré que les verbes délexicalisés et désemantisés actualisent des nominaux gérondifs prédicatifs dans la langue éwé, une langue Kwa de la famille Nigéro-congolaise pour laquelle il n’existait pas d’études préalables à ce sujet. D’ailleurs, une étude comparative nous a aussi révélé que les constructions à verbe support en français partagent certaines propriétés syntaxico-sémantiques avec des constructions à prédicat composé en anglais et des constructions à nominal gérondif en éwé telles que la réduction du verbe support et sa reconstructibilité par le biais d’une proposition relative. Les trois langues ont aussi partagé la propriété de certains verbes actualisateurs fonctionnant comme des agents de nominalisation. Cependant, il existe aussi des différences au niveau des constructions. L’une des différences est le fait que la détermination du nom joue un rôle important dans les constructions à verbe support en français et les constructions à prédicat composé en anglais alors que la détermination n’est pas un enjeu important dans la construction à nominal gérondif. D’autres différences qui sont ressorties de notre thèse étaient les différences dans le nombre et la fréquence des constructions à verbe support dans les trois langues ainsi que les différences dans les relations d’interdépendance des éléments différents des constructions étudiées dans les trois langues. En général, l’anglais et le français semblaient très proches et il y avait peu des distinctions syntaxico-sémantiques. Par contre, l’éwé montrait plus de différences – ce qui est un argument en faveur de l’existence de grammaires locales différenciées selon les langues comme le suggère le cadre du Lexique-Grammaire.Cependant, il existe aussi des différences au niveau des constructions. L’une des différences est le fait que la détermination joue un rôle important dans les constructions à verbe support en anglais et en français alors que la détermination n’est pas un enjeu important dans la construction à support en éwé. D’autres différences qui sont ressorties de notre thèse étaient les différences dans le nombre et la fréquence des constructions à verbe support dans les trois langues ainsi que les différences dans les relations d’interdépendance des éléments différents des CVS dans les trois langues. En général, l’anglais et le français semblaient très proches et il y avait peu des distinctions syntaxico-sémantiques. Par contre, l’éwé montrait plus de différences – ce qui est un argument en faveur de l’existence de grammaires locales différenciées selon les langues comme le suggère le cadre du Lexique-Grammaire
Support verbs have been studied to a great extent in the Lexicon-Grammar framework. This thesis aims at filling the gap of studies of support verb constructions in African languages, as well as that of comparative studies among languages of different families in order to validate the notion of the universality of support verbs. Indeed our research has demonstrated that support verbs do exist in Ewe, a Kwa language of the Niger-Congo family for which there had been no prior study of this notion. Moreover, a comparative study also revealed to us that support verb constructions in English, French and Ewe share certain syntax-semantic properties such as the reduction of the support verbe and its reconstruction through a relative clause. The three languages also shared the property of support verbs being agents of nominalization. However, there are also differences in these constructions. One of the differences is the fact that determination plays an important role in support verb constructions in English and French. However, determination is not an important factor in support verb constructions in Ewe. Other differences that were reflected in our thesis include the differences in number and frequency of support verb constructions (SVCs) in the tree languages, as well as differences in the interdependency links among the various elements of SVCs in the three languages. On the whole, English and French seem linguistically close and there were few syntax-semantic differences. On the other hand, Ewe displayed more differences – which supports the concept of different language-specific local grammars suggested by the Lexical-Grammar framework

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Vuillermet, Marine. "A Grammar of Ese Ejja, a Bolivian language of the Amazon- Grammaire de l'ese ejja, langue tacana d'Amazonie bolivienne." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20056/document.

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L’ese ejja (takana) est une langue amazonienne en danger, parlée en Bolivie et au Pérou par environ 1 500 locuteurs. La première partie offre un profil sociolinguistique et décrit la méthodologie de collecte des données auprès d’une douzaine de locuteurs, lors de 5 terrains réalisés dans la communauté de Portachuelo, Bolivie, entre 2005 et 2009. La deuxième partie est une grammaire qui situe l’ese ejja typologiquement parmi les langues du monde, aréalement en tant que langue amazonienne et génétiquement au sein de la famille takana. Phonologiquement la langue est remarquable pour ses deux implosives sourdes et un système accentuel verbal très complexe sensible, entre autre, à la valence du radical. La complexité morphologique est frappante : parmi les 13 positions du prédicat verbal, on trouve des combinaisons lexicales de deux racines, de l’incorporation nominale et de nombreux suffixes plus au moins lexicaux. Particulièrement intéressants sont les suffixes d’Aktionsart qui ont une sémantique d’adverbes, et le riche système (10 suffixes) de ‘mouvement associé’, aussi attesté dans la langue sœur cavineña et des langues australiennes. Les adjectifs les plus fréquents sont prédicatifs et peuvent productivement avoir un nom incorporé. Polygrammaticalisés, les 4 verbes de posture sont omniprésents dans la grammaire, dans les constructions locative, existentielle et possessive, et comme suffixes de présent et d’imperfectif. Enfin, il existe 2 systèmes de co-référence pour 4 types de subordonnées : tous les deux sont tripartites et vont au-delà de l’opposition binaire ‘sujet identique/différent’ mieux connue. Un DVD avec les fichiers audio des textes en annexe et le matériel de revitalisation produit est joint
Ese Ejja (Takana) is an endangered language of the Amazon, spoken by about 1,500 people in Peru and Bolivia. The first part is a sociolinguistic profile and describes the methodology: the data were recorded from a dozen speakers, in the course of 5 fieldtrips between 2005 and 2009 in Portachuelo, a Bolivian community. The second part is a grammar that places Ese Ejja typologically among the world languages, areally as an Amazonian language and genetically within the Takanan family. Among its interesting phonological features are two voiceless implosives and its complex verbal accent that is sensitive to stem valency. The morphology of the verb predicate is also intricate, with its 13 slots: roots can combine to form a compound stem, nouns can be incorporated and numerous morphemes of a (more or less) clear lexical origin suffixed. Of specific interest are the Aktionsart verbal suffixes with their adverbial semantics and the rich system of 10 ‘associated motion’ morphemes, also attested in the sister-language Cavineña and in some Australian languages. Predicative adjectives are the most frequent of the two adjective classes, and productively incorporate nouns. The 4 posture verbs are polygrammaticalized and thus omnipresent in the grammar: they appear in basic locative, existential and possessive constructions or as suffixes of present and of imperfective. Two systems of co-reference are distributed among 4 types of subordinate clauses: both systems are tripartite, i.e. go far beyond the better-known ‘same subject/different subject’ binary opposition. A DVD with the audio-files of the texts in the appendix and with the produced revitalization material accompanies the dissertation

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Gbagbo, Divine Kwasi. "Rites, Recreation, and Rulership: Christianity and Ewe Music of Ghana." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1620229836882229.

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Kliegl, Reinhold, and Ralf Engbert. "Conference Abstracts: 14th European Conference on Eye Movements ECEM2007." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2011/5679/.

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Peng, Long. "A unified theory of tone-voice." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185871.

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This thesis studies the interactions of vowel tone with consonantal voice. Briefly, tone-voice interactions refer to: (i) voiced--not voiceless--onsets block high tone spreading; (ii) voiceless--not voiced--onsets block low tone spreading; (iii) sonorant onsets are transparent to both tonal processes. There are many variations to these archetypical patterns of tone-voice interactions. I argue that these variations as well as the archetypical patterns can receive a revealing account from the phonological theory. Specifically, this thesis explores the Prosodic Hypothesis of Tone-Voice, which claims: (i) tone must be represented prosodically (namely, tone is associated to mora); and (ii) tone-voice relations must be expressed by conditions (namely, path conditions, proposed in Archangeli and Pulleyblank (in prep)). By exploiting tonal representations and conditions on tone-voice, the Prosodic Hypothesis provides a principled account of tone-voice in Ngizim, Ewe, and Nupe. The result is a principled theory that unifies the known phonetic and phonological facts about tone-voice and that makes testable predictions about the nature and type of expected tone-voice interactions. In addition to tone-voice, this thesis investigates a range of theoretical issues from tonal representations, to onset representations, to the privative voicing theory to Grounded Phonology (Archangeli and Pulleyblank in prep.). I demonstrate that detailed formal analyses of tone-voice can not only uncover facts about tone-voice, but can also make important contributions to phonological theory.

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Wong, Ka Keung. "An information-theoretic analysis of phonotactic language verification /." View abstract or full-text, 2007. http://library.ust.hk/cgi/db/thesis.pl?ECE%202007%20WONG.

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Everson, Michael Erwin. "The effect of word-unit spacing upon the reading strategies of native and non-native readers of Chinese : an eye-tracking study /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243525239.

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Thompson, Robin L. "Eye gaze in American Sign Language linguistic functions for verbs and pronoun /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3279427.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed October 16, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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Pozniak, Céline. "Le traitement des relatives dans les langues : une approche comparative et multifactotielle." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC034/document.

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Cette thèse porte sur les différents facteurs impliqués dans le traitement des relatives, notamment le traitement des relatives sujet et objet ainsi que celui de l’attachement des relatives sujet. En prenant appui sur les approches multifactorielles, (Trueswell et Tanenhaus, 1994 ; Spivey et Tanenhaus, 1998), j’insiste sur l’insuffisance de l’approche monofactorielle souvent adoptée dans l’analyse du traitement des relatives, et je mets en avant le rôle des propriétés fines des langues. Je propose alors dans cette thèse de dépasser les notions de langue avec un avantage pour la relative sujet ou objet, ou avec une préférence avec attachement haut ou bas.Je présente d’abord les ressemblances et différences des propriétés des relatives dans les quatre langues étudiées : l’anglais, le cantonais, le français et le mandarin. Cette description permet de mieux appréhender leur rôle dans le traitement, notamment pour comprendre les différences constatées dans les expériences entre les langues.Je me concentre ensuite dans les deux Parties suivantes sur l’interaction entre des facteurs principalement syntaxiques, cognitifs et grammaticaux en jeu dans le traitement des relatives, avec des expériences de jugements d’acceptabilité et de mouvements oculaires avec le paradigme monde visuel (relatives sujet et objet dans les quatre langues étudiées, et attachement en anglais et en français). Je poursuis par une réflexion sur l’approche multifactorielle en tenant compte des facteurs liés aux domaines sémantique et pragmatique. Pour cela, j’observe le traitement des relatives sujet et objet en français et en anglais dans une étude de corpus, des expériences de jugements d’acceptabilité, de lecture par autoprésentation segmentée, et de mouvements oculaires en lecture. Enfin, pour élargir les facteurs en jeu dans le traitement des relatives au-delà du domaine linguistique, je montre l’influence d’un domaine non linguistique (amorçage mathématique) sur le domaine linguistique (attachement) en français avec des expériences de choix restreints, et de mouvements oculaires avec le paradigme monde visuel
The present dissertation focuses on the factors implied in relative clause processing, mainly subject/object relative clauses and relative clause attachment. Based on previous multifactorial approaches (Trueswell et Tanenhaus, 1994; Spivey et Tanenhaus, 1998), I show that the usual monofactorial way of thinking about processing is inadequate and that fine-grained language properties should also be taken into account. I propose to go beyond the notion of subject/object languages or high/low attachment languages. I present the relative clause properties in four languages (English, Mandarin, Cantonese and French). This description is necessary to grasp their influence in processing, especially the differences observed across languages in experiments. Based on the linguistic description, I look at the interaction between cognitive, syntactic and grammatical factors in relative clause processing. I present acceptability judgment tasks and visual world eye-tracking experiments in order to analyse subject/object relatives in the four languages, and relative clause attachment in English and French. In line with the multifactorial approach, I analyse the influence of semantics and pragmatics in relative clause processing, especially in French and English. For that, I show a corpus study, acceptability judgment and self-paced reading tasks and eye-tracking while reading experiments. Finally, to broaden the perspective beyond the linguistic domain, I show the influence of other non-linguistic factors on relative clause processing, by presenting visual world eye-tracking and forced choice experiments about the influence of mathematical priming on relative clause attachment in French

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Bordin, Sonia Maria Sellin. "Fale com ele : um estudo neurolinguistico do autismo." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270996.

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Orientador: Maria Irma Hadler Coudry
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-06T11:30:19Z (GMT). No. of bitstreams: 1 Bordin_SoniaMariaSellin_M.pdf: 872364 bytes, checksum: 288924f3f695e59c3fbd036a48cb60d2 (MD5) Previous issue date: 2006
Resumo: O estudo realizado consiste na análise do trabalho lingüístico de LJ, um menino de 10 anos, portador de autismo infantil, em acompanhamento longitudinal fonoaudiológico sob a perspectiva da Neurolinguística Discursiva (ND) que recobre tanto a prática clínica quanto a teorização sobre a linguagem e, em particular, sobre o autismo. A partir da incorporação do estudo neuropsicológico de Luria, dos textos neurológicos freudianos, ¿A Afasia¿ de 1891 e ¿Projeto para uma Psicologia Científica¿, de de 1895, da teoria interacionista de De Lemos que descreve o processo de subjetivação do sujeito na estrutura que se presentificam a língua, o outro, e a criança a vir a se tornar falante; pretende-se focalizar as relações que LJ estabelece entre língua e fala e língua e discurso. Tomando-se, então, essa concepção de linguagem que abrange a entrada e a permanência da criança na linguagem e o vínculo desta com os os processos de percepção, corpo, memória, pensamento, que se constituem na/pela linguagem, o ponto crucial desta dissertação é responder, dentro do possível: Como LJ habita a linguagem?
Abstract: This study consists in linguistical work analysis of LJ, a 10 year old autist boy, this has been made based on a longitudinal view guided by a speech terapist under the perspective of the discussive neurolinguistic, that it in such a way recovers the practical clinic as much as the theory of the language and, in particular, on the autism Taking Luria¿s neuropsychological study, Freud¿s texts ¿ Aphasia¿ 1891 and ¿ Project for a Scientific Psycholo1gy¿ 1895, and De lemos interactionist theory that describes the process of the children becoming subject-speaker, it intents to focus on the relations between LJ language and speech and language and discourse. Taking this language conception that enbraces the entrance and the permanence of the children on the language and the ties of the language with the processes such as: perception, body, memory and thought, that constitute on/by the language. The crucial point of this dissertation is to answer: How does LJ habitates the language?
Mestrado
Linguistica
Mestre em Linguística

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Weger, Ulrich Wolfgang. "Spatial and linguistic control of eye movements during reading." Diss., Online access via UMI:, 2005.

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Mbadinga, Mbadinga André-Marie. "Représentations et stratégies d’enseignement-apprentissage de l’espagnol en milieu exolingue : le cas des hispanisants débutants du Gabon." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100178/document.

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Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs de la classe à enseigner et à apprendre l’espagnol dans ce contexte socio-linguistiquement dominé par le français ? 5) Quelles similitudes et contrastes peut-on relever entre des enseignants novices et des enseignants expérimentés ? 6) Qu'est-ce qui caractérise le discours officiel et les adaptations sociodidactiques de l'enseignement-apprentissage de l'espagnol au Gabon de 1997 à nos jours ? Autour de ces questions, la sociolinguistique et la didactique des langues étrangères avec une approche ethnographique actualisent ici le rôle des substrats linguistiques dans l’enseignement-apprentissage d'autres langues. Cette recherche inscrit donc l’enseignement de l’espagnol en Afrique francophone au cœur des enjeux idéologiques des contacts/conflits de langues. Elle oriente la formation des futurs enseignants d’espagnol du Gabon vers la didactique du plurilinguisme avec une dimension holistique, gage du dialogue des cultures à l’heure de la mondialisation et du numérique
Ethnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology

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O'Brien, de Ramirez Kathleen. "SILENT, ORAL, L1, L2, FRENCH AND ENGLISH READING THROUGH EYE MOVEMENTS AND MISCUES." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194211.

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During 24 silent and oral readings of Guy de Maupassant and Arthur C. Clarke short stories (1294 and 1516 words) by proficient multilinguals, movement of the left eye was tracked and utterances were recorded. Three hypotheses investigate universality in the reading process: reading in English is similar in reading speed, miscues, and eye movements to reading in French (chapter 4); reading in a first, or native language (L1), is similar in reading speed, miscues, and eye movements to reading in a second, or later acquired, language (L2) (chapter 5); silent reading is similar to oral reading in reading speed and eye movements (chapter 6). Hypothesis are partially confirmed; implications are drawn for teaching and research.Silent reading is consistently faster than oral reading, with a mean difference of 28.7%. Reading speed is similar in English and French, but interacts differently with language experience: L2 readers of English read 50% slower than L1 readers, while in French, L2 readers read 13% faster.Retelling scores demonstrate a slight comprehension advantage for oral reading over silent, a wider range after oral than after silent, L1 readers having a slight advantage over L2 readers, and improved scores after second readings. Proscribing rereading to increase oral accuracy may disadvantage some readers: Second oral readings in English (but not in French) produced more miscues than first oral readings. This requires further study with tightly controlled groups. Overall, English readings produced 36% more miscues than French readings.Mean fixation durations are slightly longer during silent than oral reading, and show little variation between English and French reading. Wide variation in reading speed (L1/L2, silent/oral) is not reflected in mean eye fixation durations, although language dominance show an effect in French, where fixations during L1 readings are 18.6% shorter than during L2 readings.Individual variation is a factor. Emotional affect, poetic style, construction of syntax, and attention to metaphor are all observed in this EMMA data. Future analysis of this database may look at anaphoric relations, metaphor, how texts teach; and how readers develop narrative, verb phases, syntactic, semantic, and pragmatic relations in complete textual discourse.

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Reder, John P. "Seeing tongue, tasting eye words as food in American verse /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1851880381&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Rennes, Evelina. "Keeping an Eye on the Context : An Eye Tracking Study of Cohesion Errors in Automatic Text Summarization." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95527.

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Automatic text summarization is a growing field due to the modern world’s Internet based society, but to automatically create perfect summaries is not easy, and cohesion errors are common. By the usage of an eye tracking camera, this thesis studies the nature of four different types of cohesion errors occurring in summaries. A total of 23 participants read and rated four different texts and marked the most difficult areas of each text. Statistical analysis of the data revealed that absent cohesion or context and broken anaphoric reference (pronouns) caused some disturbance in reading, but that the impact is restricted to the effort to read rather than the comprehension of the text. Erroneous anaphoric reference (pronouns) was not detected by the participants which poses a problem for automatic text summarizers, and other potential disturbing factors were detected. Finally, the question of the meaningfulness of keeping absent cohesion or context as a separate error type was raised.

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José, Brian. "Speech acts as a focus of variation studies AAE vs. EAE /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1570.

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Grahl, Larissa. "L1 and L2 Reading Behaviors by Proficiency Level: An English-Portuguese Eye-Tracking Study." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8547.

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The process of reading in a second language is an under-studied area of research on second language processing. Researchers have found similarities and differences between first- and second-language reading (Koda, 2007; Artieda, 2017; Walter, 2007), and many believe that readers’ successful reading behaviors in their L1 reflect their reading patterns in the L2 (Yamashita, 2007; Cummings, 1991; Sparks & Ganschow, 1995). Others claim that a certain threshold level of L2 language proficiency is necessary before L1 reading ability transfers to L2 reading (Clark, 1978; Cummings, 1991). Eye tracking technology has enabled researchers to investigate early and late reading measures, the former associated with word recognition, and the latter with text integration (Rayner, 1998). However, research has not yet found much evidence for the effect of different proficiency levels in second-language reading behavior. This study builds from the aforementioned reading hypotheses and investigates whether multiple reading proficiency levels impacted reading behaviors of 37 Portuguese learners with native English backgrounds, with the use of eye-tracking technology. Participants read the same amount of passages in Portuguese (their L2), and in English (their L1), each of which ranged from Intermediate to Superior levels, and was followed by comprehension questions. Results indicate that, as expected, participants read faster in their first language and slower in their second language. Unexpectedly, proficiency level did not reveal significant effects on readers’ reading behaviors on their first or second languages.

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幸輝, 伊集院, and Koki Ijuin. "Research on eye gaze activities in conversations under influence of communicative insufficiency." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13106316/?lang=0, 2019. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13106316/?lang=0.

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近年の運輸技術や情報技術の発達により，第二言語での会話の機会が急激に増加している．会話者の言語運用能力に差がある第二言語会話では，円滑なコミュニケーションを行うことは困難であることが示唆されている．本論文は，第二言語による三人会話において非言語情報が円滑な会話成立に与える影響について，発話者の視線動作が母語会話と比べて円滑な話者交替に有意に強く影響を与えることを明らかにした．聞き手の視線動作については，次発話者となる聞き手の長い発話者への注視が，もう一方の聞き手の発話者への注視を促す共同注視が起きている可能性が高く，発話者の注視の影響が強い第二言語会話では，その傾向がより顕著にみられることが明らかになった．以上のことから，第二言語会話において，非言語情報である視線動作は，円滑な話者交替に強く寄与する可能性が高いことがわかった．
博士(工学)
Doctor of Philosophy in Engineering
同志社大学
Doshisha University

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Svensson, Cassandra. "An eye-tracking study on synonym replacement." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119380.

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As the amount of information increase, the need for automatic textsimplication also increase. There are some strategies for doing thatand this thesis has studied two basic synonym replacement strategies.The rst one is called word length and is about always choosinga shorter synonym if it is possible. The second one is called wordfrequency and is about always choosing a more frequent synonym if itis possible. Three dierent versions of them were tried. The rst onewas about just choosing the shortest or most frequent synonym. Thesecond was about only choosing a synonym if it was extremely shorteror more frequent. The last was about only choosing a synonym if itmet the requirements for being replaced and was on synonym level 5.Statistical analysis of the data revealed no signicant dierence. Butsmall trends showed that always choosing a more frequent synonymthat is of level 5 seemed to make the text a bit easier.

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23

Diderichsen, Philip. "Cross recurrence quantification analysis of indefinite anaphora in Swedish dialog : an eye-tracking pilot experiment." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2006/1038/.

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A new method is used in an eye-tracking pilot experiment which shows that it is possible to detect differences in common ground associated with the use of minimally different types of indefinite anaphora. Following Richardson and Dale (2005), cross recurrence quantification analysis (CRQA) was used to show that the tandem eye movements of two Swedish-speaking interlocutors are slightly more coupled when they are using fully anaphoric indefinite expressions than when they are using less anaphoric indefinites. This shows the potential of CRQA to detect even subtle processing differences in ongoing discourse.

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Rybakova, Anastasiia Nikol. "Measuring L2 (Russian) Reading Proficiency Across Various Levels Using Eye Tracking." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9075.

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In recent years interest in L2 reading research has focused largely on word frequency, sentence level, word recognition, and several researchers have begun to use eye tracking to better study reading behaviors. Parshina et al. (under review) have found that high proficiency heritage speakers of Russian read faster in terms of gaze duration and total time and had fewer regressions than low proficiency heritage speakers. The current study focuses on the establishment of benchmarks for L2 Russian readers in terms of first fixation duration, gaze duration, and total time when reading a complete passage, and compares these variables among different proficiency levels. Thirty-two students participated in the study with proficiency levels ranging from Novice to Superior. Subjects completed eye tracking and reading comprehension passages with the use on an eye tracker to asses reading abilities. Results show that all participants read L1 significantly faster than L2 in terms of first fixation duration. Additionally, all proficiency levels read Intermediate passages faster than Advanced passages. These results help establish the first benchmarks for eye tracking in Russian as an L2.

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Gerab, Wilma Terezinha Liberato. "O discurso como ele é ... nas tragédias cariocas de Nelson Rodrigues." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-18092008-101011/.

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A presente pesquisa analisa os dialogos de f i w o das peGas teatrais de Nelson Rod rig ues, especificamente suas tragedias cariocas, a fim de verificar como a lingua literaria pode mostrar exemplos significativos que tenderiam a nos lembrar a naturalidade dos dialogos produzidos em intera~oesfa ce a face. Essa analise sera enfocada sob a perspectiva da teoria da enuncia@o bakhtiana (2002), auxiliada pelos pressupostos da Sociolingiiistica lnteracional e pelas premissas da Analise da Conversa~io, de base etnometodologica. A linguagem do teatro de Nelson Rodrigues B diferente daquela que se praticava entso, e e senso comum que isso se deve a utiliza@o de vocabulario tipico da linguagem praticada correntemente el tambem, a estrutura gramatical corrente, caracterizada pelo emprego de estruturas que podern apresentar desvios gramaticais. Nossa tese versa sobre a questso do efeito de sentido de naturalidade que a linguagem teatral de Nelson Rodrigues cria, e, a partir da hipotese de que isso se deve mais ao trabalho com o discurso que propriarnente com a lingua. Essas peps teatrais s%o consideradas aqui nessa pesquisa nosso corpus de oralidade na escrita, jA que ao lerrnos tais textos, e assistirmos a algumas dessas peps, nos deparamos com dialogos ageis e dinamicos, que representam o discurso vivo. Partimos da hip6tese de que a linguagem teatral de Nelson Rodrigues apresentou-se inovadora para a epoca em que veio a luz porque o autor a construiu n3o somente sobre a representa@o da lingua correntemente praticada, em termos de l6xico e sintaxe, mas tambem sobre a irnita@o do discurso que ocasiona os enunciados efetivamente praticados. A metodologia utilizada 6 a da Anslise do Discurso, ja que partimos do exame das pqas teatrais para analisar as estrategias conversacionais.
The present research analyses the fiction dialogues of Nelson Rodrigues\' theatrical plays, Tragedias cariocas specifically, in order to verify how the literary language can exhibit significant examples to make us remember the spontaneity of dialogues produced in face-toface interactions. This analysis will be focused under the perspective of the theory of the Bakhtin (2002), assisted by the estimated International Sociolinguistics and by the Analysis of Conversation premises, with etno-methodological basis. The language of Nelson Rodrigues\' theatre is different from that one practiced before, and it is common sense this is due to the use of typical vocabulary of the language fluently practiced as well as the fluent grammatical structure, pointed out by the use of structures that may present grammatical deflections. Our thesis turns on the question of the effect of naturalness meaning created by the theatrical language of Nelson Rodrigues, and from the hypothesis that this is due to the work with the speech, more than properly with the language. These theatrical plays are considered here our corpus of verbality in the writing, since when reading such texts, and attending some of these parts, we come across agile and dynamic dialogues that represent the alive speech. We suppose that Nelson Rodrigues\' theatrical language was presented innovative for the time it has shown up to the lights, because the author has shaped it not only on the representation of the currently practiced language, in terms of lexicon and syntax, but also on the replication of speech that causes the effectively practiced verbalization. The used methodology is the Analysis of the Speech, as we start from the evaluation of theatrical plays to study the conversational strategies.

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King, Jeanette Margaret. "Eke ki runga i te waka: the use of dominant metaphors by newly-fluent Māori speakers in historical perspective." Thesis, University of Canterbury. Maori and Indigenous Studies, 2007. http://hdl.handle.net/10092/977.

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In language revitalisation movements the main impetus and passion is often provided by adults who, as second language speakers, have gained fluency in their heritage language. As parents and teachers these adults often have vital roles in the ongoing transmission of the heritage language. This study is based on interviews with thirty-two Māori adults who have each made a strong commitment to becoming a fluent speaker of Māori. The study posited that the informants would have a strongly-held worldview which enabled them to engage with and maintain a relationship with the Māori language. This worldview is expressed through a range of metaphors, the four most frequent being: LANGUAGE IS A PATH, LANGUAGE IS A CANOE, LANGUAGE IS FOOD, LANGUAGE LEARNER IS A PLANT. The worldview articulated by these metaphors has a quasi-religious nature and draws on elements of New Age humanism, a connection with Māori culture and ancestors as well as kaupapa Māori (Māori-orientated and controlled initiatives). The source domains for these metaphors are traced through a study of various Māori sources from the 19th century through to the present day. This study shows how exploitation of these metaphors has changed throughout this time period leading to their current exploitation by the newly-fluent informants. The metaphors preferred by the informants were contrasted with the prominent metaphor LANGUAGE IS A TREASURE, the entailments of which were found to be more relevant to the experience of native speakers. The informants' experience also contrasts with the focus of language planners in that the informants are more focussed on how the Māori language is important for them personally than how they contribute to the revitalisation of the Māori language. These findings have implications for the revitalisation of the Māori language and have relevance for other endangered languages.

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Denis-Noël, Ambre. "Interactions entre langage oral et langage écrit lors du traitement de mots isolés et de phrases : comparaison d'adultes dyslexiques et normo-lecteurs." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0397.

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L’objectif de ce travail est d’examiner les interactions entre représentations orthographiques et phonologiques chez les individus dyslexiques et normo-lecteurs de niveau universitaire. Ces interactions ont été examinées en modalité orale et en modalité écrite, en traitement de mots isolés et de phrases. L’influence des représentations orthographiques sur le traitement de la parole a été examinée via la manipulation de la consistance orthographique et l’enregistrement de l’activité EEG, celle des représentations phonologiques lors de la lecture via la manipulation de la consistance phonologique et l’enregistrement des mouvements oculaires. Les résultats obtenus suggèrent l’existence de connexions bidirectionnelles entre orthographe et phonologie qui influenceraient le traitement du langage à l’oral comme à l’écrit, chez les deux populations. En traitement de mots isolés, ces influences sont plus tardives chez les adultes dyslexiques que chez les normo-lecteurs, dans les deux modalités. En lecture de phrases, les deux populations montrent une influence précoce des représentations phonologiques suggérant l’usage de mécanismes de compensation chez les individus dyslexiques. En compréhension de phrases auditives, les représentations orthographiques semblent influencer différents stades de traitement selon la population : les normo-lecteurs semblent s’appuyer sur ces représentations lors de la désambigüisation des représentations phonologiques ; les individus dyslexiques uniquement lorsque le contexte phrastique permet la pré-activation des diverses représentations associées aux mots. Ces résultats sont notamment discutés dans le cadre du modèle connexionniste en triangle
The aim of the present thesis is to examine the interactions between the orthographic and phonological representations in university students with and without dyslexia. These interactions were examined in the spoken and written modalities, both in isolated word and sentence processing. The influence of the orthographic representations on speech processing was examined through the manipulation of the orthographic consistency and by recording the EEG activity, those of the phonological representations during reading was examined through the manipulation of the phonological consistency and by recording eye-movements. The obtained results suggest the existence of bidirectional connections between orthography and phonology influencing language processing in both modalities and in both populations. During isolated word processing, these influences are delayed in adults with dyslexia compared to skilled readers in both modalities. During sentence reading, both populations showed an early influence of phonological representations suggesting the use of compensatory mechanisms in adults with dyslexia. During spoken sentence comprehension, the orthographic representations seem to influence different processing stages in each population: skilled readers seem to rely on these representations when they need to disambiguate the phonological representations; individuals with dyslexia seem to rely on it only when the different representations associated to the target word could be pre-activated by the sentence context. These results are discussed in light of the triangle connectionist model (Harm & Seidenberg, 2004)

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Kreysa, Helene. "Coordinating speech-related eye movements between comprehension and production." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5802.

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Although language usually occurs in an interactive and world-situated context (Clark, 1996), most research on language use to date has studied comprehension and production in isolation. This thesis combines research on comprehension and production, and explores the links between them. Its main focus is on the coordination of visual attention between speakers and listeners, as well as the influence this has on the language they use and the ease with which they understand it. Experiment 1 compared participants’ eye movements during comprehension and production of similar sentences: in a syntactic priming task, they first heard a confederate describe an image using active or passive voice, and then described the same kind of picture themselves (cf. Branigan, Pickering, & Cleland, 2000). As expected, the primary influence on eye movements in both tasks was the unfolding sentence structure. In addition, eye movements during target production were affected by the structure of the prime sentence. Eye movements in comprehension were linked more loosely with speech, reflecting the ongoing integration of listeners’ interpretations with the visual context and other conceptual factors. Experiments 2-7 established a novel paradigm to explore how seeing where a speaker was looking during unscripted production would facilitate identification of the objects they were describing in a photographic scene. Visual coordination in these studies was created artificially through an on-screen cursor which reflected the speaker’s original eye movements (cf. Brennan, Chen, Dickinson, Neider, & Zelinsky, 2007). A series of spatial and temporal manipulations of the link between cursor and speech investigated the respective influences of linguistic and visual information at different points in the comprehension process. Implications and potential future applications are discussed, as well as the relevance of this kind of visual cueing to the processing of real gaze in face-to-face interaction.

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Kokorian, Nathalie. "Le même et l'ajouté en moyen anglais tardif. : Also et Eke au XIVème et XVème siècles." Paris 7, 2004. http://www.theses.fr/2004PA070002.

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Etude linguistique du remplacement de l'adverbe "EKE" par l'adverbe "ALSO" dans l'expression de l'addition intra-énoncé et inter-énoncés dans la prose à la fin de la période moyen-anglaise. L'analyse s'inscrit dans la Théorie des Opérations Enonciatives d'Antoine Culioli et porte principalement sur six textes littéraires des XIVème et XVème siècles ainsi que sur un recueil de sermons du XVème siècle. Les textes du corpus sont traités dans un ordre chronologique, les occurrences de "EKE" et de "ALSO" font l'objet de relevés statistiques ainsi que d'une analyse détaillée à partir d'une typologie des emplois répertoriés depuis le vieil-anglais. La démarche, qui privilégie l'analyse linguistique, inclut aussi la prise en compte des conditions de production de chacun des textes étudiés. Elle est fondée sur le concept de "situation d'énonciation" et orientée vers une étude des différents types de discours : discours didactique, discours dialectique, discours homilétique, récit et témoignage
A linguistic study of the replacement of the adverb "EKE" by the adverb "ALSO" in the expression of addition within an utterance and between utterances in the prose of the late Middle English period. This analysis is based upon the Theory of Enunciative Operations of Antoine Culioli, it deals principally with six literary texts of the XIVth and XVth centuries, and it also includes a collection of sermons of the first half of the XVth century. The texts of the corpus are treated in chronological order, the occurrences of "EKE" and "ALSO" are first listed and categorized, then they are analysed according to a typology of all the uses since the Old English period. Linguistic analysis is central in the study, but the conditions of text-production are also taken into account. The reflexion is founded on the concept of "situation of enunciation" and it is oriented towards the study of different types of discourse: the didactic type, the dialectic type, the homiletic type, and the narrative type

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Aniko, Utaši. "Illusztráció és szöveg intermediális kapcsolata Janikovszky Éva „gyermekprózájában” (Intermedijalna povezanost ilustracije i teksta u „prozi za decu” Eve Janikovski)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=94833&source=NDLTD&language=en.

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Doktorska teza pod naslovomIllusztráció és szöveg intermediális kapcsolataJanikovszky Éva„gyermekprózájábanˮ(Intermedijalnapovezanost ilustracije i teksta u „prozi za decuˮEve Janikovski) se bavi proznim stvaralaštvomza decu Eve Janikovski (Janikovszky Éva). Ovaspisateljica svetsku slavu postigla jeprvenstveno sa svojim „slikovnicamaˮ, prevelisu ih čak na trideset i pet jezika, pa ipak, stručneliterature i detaljnih analiza o njenim delimapraktično nema. Dakle, kritička recepcijanjenog opusa je veoma oskudna, a i monografijao njenom stvaralaštvu je objavljena tek 2014.godine.Autorka doktorske disertacije smatra daove „slikovniceˮ zauzimaju posebno mesto u opusu Eve Janikovski. One su stvorile jedannovi tip, novi žanr knjige u mađarskojknjiževnosti; u ovim knjigama za decu tekst iilustracija čine jednu nerazdvojivu celinu. Takoda one svakako zaslužuju našu posebnu pažnju.Rad sa jedne strane pokušava dažanrovski odredi pojedina dela napisana za decuEve Janikovski. U okviru toga smatra sepotrebnim i da se pronađe mesto „slikovniceˮ unjenom celokupnom opusu, a i da se ukaže na tozašto se koriste navodnici za ovaj termin, zaovu vrstu knjige. Nadalje, doktorska teza skrećepažnju i na glavnu izražajnu formu ovespisateljice, a to je monolog, te na večitu temunjenih knjiga, na međusobni odnos deteta iodraslih.Sa druge strane doktorska teza posebnose bavi i Laslom Reberom (Réber László),isključivim ilustratorom knjigâ Eve Janikovski.Autorka teze je ubeđena da bez poznavanjaumetnosti, grafičkog sveta ovog crtača, bezrazumevanja dinamike njegovih ilustracija, ni„slikovniceˮ ne možemo da tumačimo ianaliziramo na adekvatan način.Ako je i sama umetnost diskurs, onda uovom slučaju možemo govoriti u susretu dvajudiskursa, književnog teksta Eve Janikovski iilustracije Lasla Rebera. U centru pažnjeautorke disertacije, dakle, stoji intermedijalniodnos između ovih, verbalnih i vizuelnih,diskursa.Uzimajući u obzir najznačajnije inajsavremenije teorijske radove ointermedijalnosti, one teorijske diskurse kojeanaliziraju međusobni odnos verbalne i vizuelnereprezentacije u knjigama, oslanjajući se narezultate istoričara umetnosti i naučnih radovakoji se bave istraživanjem ilustracije, autorkadoktorske teze vrši analizu „slikovnicaˮ premasopstveno izrađenom, posebnom metodičkompristupu.Naposletku vrši se i analiza jezika EveJanikovski, te komparativna analiza originalnogteksta „slikovnicâˮ i prevoda istih. Posmatra se ito kakav će biti intermedijalni odnos teksta unemađarskom jezičkom okruženju i crteža LaslaRebera, pošto se i prevodi ovih knjigâ uvek seobjavljaju sa originalnim ilustracijama.
The doctoral dissertation entitledIllusztráció és szöveg intermediális kapcsolataJanikovszky Éva „gyermekprózájábanˮ(English translation: Intermedialcorrespondence between text and illustrationsin „children's proseˮ by Éva Janikovszky) dealswith fiction prose for children written by ÉvaJanikovszky. This writer has become worldfamous primarily thanks to her „picturebooksˮ.They have been translated into as many asthirty-five world languages and yet there ispractically no scholarly research or detailedanalysis of her works. Obviously, her literaryopus has not been paid enough critical attentionand even the first monograph on her workappeared only in 2014.The author of this doctoral dissertationbelieves that these „picturebooksˮ have aspecial place in the literary opus of Éva Janikovszky. Namely, with her „picturebooksˮshe has created a completely new and uniqueliterary genre in Hungarian literature. In thesebooks for children, text and illustrations makeone inseparable whole. As such, they certainlyought to be given special attention.On the one hand, this doctoraldissertation attempts at determining the genre ofselected prose works for children by ÉvaJanikovszky. In line with that, it is considered asnecessary to analyze and evaluate theimportance of „picturebooksˮ among all otherworks by this author, as well as to explain theusage of inverted commas when referring to thistype of books. Furthermore, this doctoraldissertation also addresses monologue as themain narrative form of Éva Janikovszky andfinally analyzes the relationship betweenchildren and adults, as the predominant topic inall of her books.On the other hand, this doctoraldissertation gives special attention to the workof László Réber, as a single illustrator workingexclusively on Éva Janikovszky's books. Theauthor of this thesis strongly holds it thatwithout knowing Réber's artistic expression anddynamics of his illustrations, we cannot evenfully and correctly analyze and discuss the„picturebooksˮ.If we consider art to be a specialdiscourse, then in this case we can talk about theinterplay between two discourses- literary textby Éva Janikovszky and Réber's illustrations. Hence, the focal part of this doctoraldissertation is the intermedial correspondencebetween these two discourses: verbal and visual.Based on the most influential and mostcontemporary theoretical studies onintermediality, in particular such theoreticaldiscourses that analyze the peculiar interplaybetween verbal and visual representations inbooks, while at the same time relying onfindings of art historians and scholarly papersdealing with illustration, the author of this thesisanalyzes „picturebooksˮ according to her own,specially created methodological concepts.Finally, the author also touches uponlanguage used in Éva Janikovszky's works,making a comparative analysis of original textin her „picturebooksˮ and their translationcounterparts. Considering the fact that translatedversions of her books always appear withoriginal illustrations, this dissertation alsoobserves the intermedial correspondencebetween László Réber's drawings andtranslation equivalents in languages other thanHungarian, which is the source language of ÉvaJanikovszky's literature.

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Kuperman, Victor, Michael Dambacher, Antje Nuthmann, and Reinhold Kliegl. "The effect of word position on eye-movements in sentence and paragraph reading." Universität Potsdam, 2010. http://opus.kobv.de/ubp/texte_eingeschraenkt_verlag/2011/5682/.

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The present study explores the role of the word position-in-text in sentence and paragraph reading. Three eye-movement data sets based on the reading of Dutch and German unrelated sentences reveal a sizeable, replicable increase in reading times over several words in the beginning and the end of sentences. The data from the paragraphbased English-language Dundee corpus replicate the pattern and also indicate that the increase in inspection times is driven by the visual boundaries of the text organized in lines, rather than by syntactic sentence boundaries. We argue that this effect is independent of several established lexical, contextual and oculomotor predictors of eye-movement behavior. We also provide evidence that the effect of word position-intext has two independent components: a start-up effect arguably caused by a strategic oculomotor program of saccade planning over the line of text, and a wrap-up effect originating in cognitive processes of comprehension and semantic integration.

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Nicholls, Emily Joy. "Language-Mediated Eye Behaviors During Storybook Reading as aFunction of Preschool Language Ability." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9139.

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Children with Developmental Language Disorder (DLD) are at risk for reading disability and academic failure, and there remains a lack of scientific consensus about the underlying deficits that may explain their language difficulties. This study examined how language ability predicts preschoolers' eye movements during a naturalistic storybook reading task, a possible indicator of comprehension processes in real-time. We used eye-tracking measures to examine comprehension processes in 49 preschoolers with wide-ranging language abilities, using language skill as a continuous predictor variable. Participants viewed and listened to a storybook presented on an eye-tracking computer. Portions of each illustration that corresponded with a noun phrase in the text were considered target images during the time course of the spoken referent. Eye-tracking analyses revealed that children had similar latency to target images regardless of language level. However, language ability was a significant predictor of proportion of fixations; children with higher language skills had more fixations on target images and less fixations on control images than children with lower language skills. These results suggest that children with lower language abilities attended to the story but did not sufficiently sustain attention to relevant images and continued to attend to extraneous images after the onset of spoken noun phrases. Speech-language pathologists and early childhood educators should be aware that children with language difficulties may need help identifying what is most important to attend to during shared storybook reading.

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Crew, Christopher M. "The time course for structuring complex utterances." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24783.

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Castaño, Arques Ana. "Literacidad crítica en ELE: una investigación sobre la lectura entre estudiantes sinohablantes." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/668779.

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En esta tesis se investiga cómo leen críticamente los aprendientes de español como lengua extranjera (ELE), partiendo del análisis cualitativo del discurso producido por seis estudiantes universitarios chinos. Para analizar ese discurso, se propone un esquema de clasificación de prácticas críticas, que bebe de los supuestos de la literacidad crítica. Leer críticamente supone poder identificar los intereses e ideologías que subyacen a los textos, y es una capacidad en la que los aprendientes en distintos ámbitos educativos presentan grandes carencias (Cassany, Cortiñas, Hernández y Sala, 2008; Stanford History Education Group, 2016; Murillo, 2009). Nuestra investigación, por su parte, pone de manifiesto que los participantes pueden responder muy críticamente ante los textos que leen, pero que su grado de criticidad varía en función de elementos diversos: el género discursivo de los textos leídos, la libertad para elegir los materiales de lectura o el tamaño del grupo-clase en el que tiene lugar la instrucción.
This doctoral thesis investigates how learners of Spanish as a Foreign Language (SFL) conduct critical reading, through a qualitative analysis of the written and spoken production of six Chinese university students. A classification framework of critical literacy practices is put forward to carry out said analysis. Reading critically means being able to identify the agendas and ideologies that underpin texts, and this is an ability that learners at different stages and in different educational contexts struggle to master (Cassany, Cortiñas, Hernández y Sala, 2008; Stanford History Education Group, 2016; Murillo, 2009). Our research shows that learners can indeed respond critically when reading, but also that their degree of criticality depends on certain factors: the discourse genre of the texts, their freedom to choose the reading material, and the group size of the class where instruction takes place.

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Jackson, Veda Kimber. "It's all about color: an analysis of color symbolism in Toni Morrison's Sula and the bluest eye." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2011. http://digitalcommons.auctr.edu/dissertations/204.

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This study examines Toni Morrison’s use of symbolism in Sula and The Bluest Eye, especially archetypal and color symbolism, in an effort to recover the culture that has been lost to Diasporic Africans. Moreover, the color symbolism and symbolic archetypes that Morrison employs in both novels, but to a greater extent Sula, are a direct reflection of her awareness of the African ancestral heritage and spirituality associated with those colors and archetypes. A vast majority of the literary critiques of Sula have focused on either Sula as a scapegoat for the community, Morrison’s use of race, gender, and sexual themes, or the characterizations throughout the novel. The literary criticism of The Bluest Eye has mainly focused on issues of race, class, and gender and the effects that these issues have upon black and white societies in America. Although these themes warrant the attention that has been given them, little or no focus has been given to the prevalence of color symbolism that Morrison employs in both novels. Therefore, this paper will attempt to provide a focus on color symbolism that has not been explored in other literary reviews.

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McCaffrey, Tony. "The effect of context on the interpretation of noun-noun combinations eye movement and behavioral evidence /." Connect to this title, 2008. http://scholarworks.umass.edu/theses/217/.

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Hohenstein, Sven, Jochen Laubrock, and Reinhold Kliegl. "Semantic preview benefit in eye movements during reading: a parafoveal past-priming study." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2011/5720/.

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Eye movements in reading are sensitive to foveal and parafoveal word features. Whereas the influence of orthographic or phonological parafoveal information on gaze control is undisputed, there has been no reliable evidence for early parafoveal extraction of semantic information in alphabetic script. Using a novel combination of the gaze-contingent fast-priming and boundary paradigms, we demonstrate semantic preview benefit when a semantically related parafoveal word was available during the initial 125 ms of a fixation on the pre-target word (Experiments 1 and 2). When the target location was made more salient, significant parafoveal semantic priming occurred only at 80 ms (Experiment 3). Finally, with short primes only (20, 40, 60 ms) effects were not significant but numerically in the expected direction for 40 and 60 ms (Experiment 4). In all experiments, fixation durations on the target word increased with prime durations under all conditions. The evidence for extraction of semantic information from the parafoveal word favors an explanation in terms of parallel word processing in reading.

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Vieira, Renato Caruso. "Aquisição da proforma \"ele mesmo\" no português brasileiro." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-08052014-113756/.

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O presente estudo investiga a aquisição da expressão reflexiva \'ele mesmo\' por crianças adquirindo Português Brasileiro como língua materna, considerando a influência que tal expressão sofre da alternância entre os traços semântico-pragmáticos de reflexividade [+ provável] e reflexividade [- provável] dos predicados em que se encontra. Dois experimentos foram conduzidos, um de produção e um de compreensão, para descobrirmos que, nem mesmo dentre as crianças mais velhas testadas por nós (5;7 - 6;6), o desempenho adulto com a proforma complexa foi verificado. A variação semântica dos predicados, tendo se mostrado apreendida já pelas crianças entre 3;6 - 4;6, foi descartada como agente causador dos erros cometidos pelos sujeitos, razão pela qual recorremos à explicação que responsabiliza, pelo domínio tardio da expressão, a sobrecarga computacional que as operações mentais relevantes à interpretação do \'ele mesmo\' impõem sobre a limitada memória de trabalho infantil.
The present study investigates the acquisition of the reflexive expression \'ele mesmo\' by children acquiring Brazilian Portuguese as their mother language, considering the influence that such expression suffers from the variation between the semantic-pragmatic features of [+ probable] reflexivity and [- probable] reflexivity of the predicates in which it is included. Two experiments were conducted, one of production and another of comprehension, and we discovered that, not even among the oldest children tested (between 5;7 - 6;6 years of age), adult performance with the complex proform was achieved. The younger children tested (between 3;6 - 4;6 years of age) showed mastery of the semantic variation of the predicates. Therefore, the mistakes committed by the subjects cannot be explained by a lack of knowledge of these pragmatic features. In order to account for such non-adult behavior, we resorted to an explanation that blames the computational overload that the relevant mental operations to the interpretation of \'ele mesmo\' impose over the limited working memory of the children.

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Persson, Anna. "Imágenes de Hispanoamérica : Un análisis crítico de material didáctico de ELE." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-6220.

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This paper investigates how Latin America and its cultures are represented in textbooks on Spanish as a foreign language. The study aims at investigating how much attention and of what type is dedicated to Latin America in the investigated material, whether the textbooks contribute to giving a varied and nuanced image of the Spanish-American cultures and how this relates to the educational goal of promoting an intercultural competence.A qualitative method of analysis has been applied in order to carry out the analysis of three textbooks for intermediate levels of language studies: Caminando 3, Alegria and De acuerdo.The results of the investigation show that the investigated textbooks mostly present a simplified, ethnocentric, homogenized and sometimes postcolonial image of the Spanish-American cultures. Texts where the culture constitutes the context and not the subject can promote a process of identification and consequently an intercultural competence.The study’s main conclusions show that Spanish-American cultures are underrepresented in the investigated material and that a non-native perspective dominates in the majority of the texts. This combined with the lack of variety and profundity, may have consequences for the promotion of an intercultural competence and for teachers’ work with textbooks and cultural content.

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Martínez, Jesús. "Les politiques linguistiques destinées aux migrants adultes en Cantabrie (Espagne) : une formation plurilingue ?" Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030070.

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Il existe actuellement un nombre considérable d'instruments qui précisent quels sont les principes et les dispositifs propices à la mise en place d'une politique encourageant l'intégration linguistique des migrants adultes en Europe. Cette thèse examine ces outils et elle essaie de montrer leur pertinence dans le cas de la communauté autonome de Cantabrie en Espagne, un territoire qui a vu augmenter sa population étrangère de manière considérable et inhabituelle pendant les premières années de ce siècle. Pour ce faire, un état des lieux des formations linguistiques destinées aux migrants adultes existant dans la région a été établi. Le document qui combine des procédures mixtes de collecte de données a été analysé postérieurement en prenant en compte des variables considérées comme essentielles. Le travail inclut également une série de propositions qui se veulent une invitation à l'adoption d'une approche plurilingue pour aborder la problématique de la formation et de l'intégration linguistiques des migrants adultes. Le destinataire primaire de ce travail est l'ensemble des acteurs de la politique linguistique de la région. Or, cette thèse entend avoir comme destinataires également tous les professionnels qui d'une manière ou d'une autre et sous d'autres latitudes travaillent sur l'intégration linguistique des migrants adultes, particulièrement ceux qui cherchent à améliorer la qualité des dispositifs mis en place ou à concevoir de nouvelles planifications pour des territoires qui sont dépourvus de ces mécanismes
There is currently a considerable number of instruments that specify the principles and the mechanisms favorable to implement a policy for encouraging linguistic integration of adult migrants in Europe. This thesis examines these tools and tries to show their relevance in the case of the autonomous community of Cantabria in Spain, a region that has seen its foreign population increased dramatically and unusually during the early years of this century. A study on the situation of existing language courses for adults migrants in the region was conducted. The document which combines data collection procedures was subsequently analyzed taking into account a group of variables considered essential. The work also includes a series of proposals that constitue an invitation to adopt a multilingual approach in order to address the issue of linguistic training and integration of adult migrants. The primary recipient of this work is the language policy setters in the region. However, this thesis also intends to have as recipients any professional working in one way or another on the linguistic integration of adult migrants, particularly those seeking to improve the quality of the systems implemented or devising new plans for territories where there is lack of these programmes

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Yagüe, Barredo Agustín. "La caracterización del cederrón en la enseñanza / aprendizaje del ELE." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/84150.

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La tesis analiza un corpus de 74 cederrones dedicados a la enseñanza del español como lengua extranjera fechados mayoritariamente entre los años 1997 y 2007 con los siguientes objetivos: a) determinar el panorama de este tipo de soporte a partir de sus características intrínsecas, de acuerdo con las teorías de las adquisición de segundas lenguas y, especialmente, las de enseñanza de lenguas asistida por ordenador. b) establecer el eventual rendimiento de esos materiales didácticos concretos en ese soporte en el proceso de enseñanza / aprendizaje del ELE a partir de sus características intrínsecas. c) diseñar, en relación con lo anterior, unos instrumentos de análisis didáctico y también de valoración. d) finalmente, subordinado a los resultados del análisis, proponer una serie de recomendaciones didácticas (y en menor medida técnicas) para el diseño, implantación y uso de estos materiales en este u otros soportes análogos.

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Nicholls, Emily Joy. "Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9139.

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Children with Developmental Language Disorder (DLD) are at risk for reading disability and academic failure, and there remains a lack of scientific consensus about the underlying deficits that may explain their language difficulties. This study examined how language ability predicts preschoolers' eye movements during a naturalistic storybook reading task, a possible indicator of comprehension processes in real-time. We used eye-tracking measures to examine comprehension processes in 49 preschoolers with wide-ranging language abilities, using language skill as a continuous predictor variable. Participants viewed and listened to a storybook presented on an eye-tracking computer. Portions of each illustration that corresponded with a noun phrase in the text were considered target images during the time course of the spoken referent. Eye-tracking analyses revealed that children had similar latency to target images regardless of language level. However, language ability was a significant predictor of proportion of fixations; children with higher language skills had more fixations on target images and less fixations on control images than children with lower language skills. These results suggest that children with lower language abilities attended to the story but did not sufficiently sustain attention to relevant images and continued to attend to extraneous images after the onset of spoken noun phrases. Speech-language pathologists and early childhood educators should be aware that children with language difficulties may need help identifying what is most important to attend to during shared storybook reading.

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Sirri, Louah. "L'organisation du système lexico-sémantique dans le cerveau monolingue et bilingue en développement." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA05H103/document.

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L'objectif de cette thèse est d'étudier le développement du système lexico-sémantique chez les enfants monolingues et bilingues. La question posée est la suivante : quand et comment les significations des mots commencent à être reliées entre elles et à s'intégrer dans un système sémantique interconnecté. Dans un premier temps, trois études ont été menées chez des enfants monolingues français. L'Etude 1, a pour but d'observer si les mots sont organisés selon des liens taxonomiques (e.g., cochon - cheval). L'Etude 2 explore si l'effet d'amorçage sémantique est sous-tendu par des mécanismes cognitifs, comme les processus d'activation automatique et contrôlé. Puis enfin, l'Etude 3 observe si les mots sont organisés en fonction de leur distance de similarité sémantique (e.g., vache - mouton versus vache - cerf). Dans un deuxième temps, deux études ont été conduites chez des enfants apprenant deux langues simultanément. L'Etude 4 vise à déterminer si les mots sont taxonomiquement liés dans chacune des langues. L'Etude 5 explore si les mots présentés dans une langue activent leurs représentations sémantiques dans l'autre langue et vice versa. Dans le but de répondre à ces questions, le traitement lexico-sémantique a été étudié en utilisant deux techniques : l'eye-tracking et les potentiels évoqués (PEs). Ces deux techniques enregistrent lors de la présentation des mots des réponses comportementales (Etude 3) et neuronales (Etude 1, 2, 4 et 5) de haute résolution temporelle. Les Etudes 1 et 2 montrent que chez les monolingues les mots sont liés taxonomiquement à l'âge de 18 et 24 mois. Durant le développement du langage, les deux processus d'activation automatique et contrôlé sont impliqués dans le traitement des mots (Etude 2). L'Etude 3 montre qu'à 24 mois, les mots sont organisés dans le système lexico-sémantique en développement selon la distance des similarités sémantiques. L'Etude 4 montre que chez les enfants bilingues, le traitement sémantique ne diffère pas selon les deux langues, mais la topographie des PEs varie selon la langue traitée. L'Etude 5 montre que les mots présentés dans une langue activent leurs représentations sémantiques dans la deuxième langue et vice versa. Toutefois, la topographie des PEs est modulée selon la direction de traduction. Ces résultats suggèrent que l'acquisition de deux langues, bien qu'elle soit très précoce, requière deux ressources neuronales bien distinctes, sous-tendant ainsi le traitement lexico-sémantique des langues dominante et non-dominante
The present doctoral research explored the developing lexical-semantic system in monolingual and bilingual toddlers. The question of how and when word meanings are first related to each other and become integrated into an interconnected semantic system was investigated. Three studies were conducted with monolingual French learning children which aimed at exploring how words are organized, that is, according to taxonomic relationships (e.g., pig - horse) and to semantic similarity distances between words (e.g., cow - sheep versus cow - deer), and whether cognitive mechanisms, such as automatic activation and controlled processes, underlie priming effects. An additional two studies conducted with children learning two languages simultaneously, aimed at determining, first, whether taxonomically related word meanings, in each of the two languages, are processed in a similar manner. The second goal was to explore whether words presented in one language activate words in another language, and vice versa. In an attempt to answer these questions, lexical-semantic processing was explored by two techniques: eye-tracking and event-related potentials (ERPs) techniques. Both techniques provide high temporal resolution measures of word processing but differ in terms of responses. Eye-movement measurements (Study III) reflect looking preferences in response to spoken words and their time-course, whereas ERPs reflect implicit brain responses and their activity patterns (Study I, II, IV, and V). Study I and II revealed that words are taxonomically organized at 18 and 24-month-olds. Both automatic and controlled processes were shown to be involved in word processing during language development (Study II). Study III revealed that at 24-month-olds, categorical and feature overlap between items underpin the developing lexical-semantic system. That is, lexical-items in each semantic category are organized according to graded similarity distances. Productive vocabulary skills influenced word recognition and were related to underlying cognitive mechanisms. Study IV revealed no differences in terms of semantic processing in the bilinguals¿ two languages, but the ERP distribution across the scalp varied according to the language being processed. Study V showed that words presented in one language activate their semantic representations in the second language and the other way around. The distribution of the ERPs depended, however, on the direction of translation. The results suggest that even early dual language experience yields distinct neural resources underlying lexical-semantic processing in the dominant and non-dominant languages during language acquisition

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Nylin, Kristina. "Why Read Fiction in the English Language Classroom? : Toni Morrison's The Bluest Eye." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12828.

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The essay makes a case for the use of the Nobel Prize-winning (1993) author Toni Morrison's novel The Bluest Eye (1970) in the English language classroom. The essay argues that the novel is an excellent reading choice and to what is appropriate according to the learning goals stated in Gy11's course syllabus English 6. Since the course English 6 syllabus is new some aspects different from previous course syllabus English B are mentioned by way of comparison. In order to develop the arguments for using the novel, different perspectives of reading and the learning process are discussed and how they match the curriculum Gy 11. Some points about how Morrison has managed to voice the former unspoken experiences of African American society are made to make it clear why reading The Bluest Eye is such a superb text in relation to the learning goals that are outlined in Gy11.The essay focuses mainly on mother - daughter relationships because most pupils will easily relate to this theme since they have experiences of this relation themselves, and therefore they will find it easy to find issues to discuss after reading the novel.

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Marx, Sheryl Ann. "Turning a blind eye to racism no more : naming racism and whiteness with pre-service teachers /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008388.

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Oprea, Alina Daniela. "La variable sexo y las calificaciones en ELE." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46502.

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The aim of this paper is to investigate if there is a difference between the grades of boys and girls inSpanish as a foreign language within the Swedish secondary school and what are some of thereasons for the existence of such differences.For this purpose we have used the following method: we have analyzed the research reportsprepared by the Delegation for gender equality in schools in Sweden (which aim to collect anddisseminate knowledge and stimulate discussion on gender equality in Swedish schools) and wehave collected supposed qualities of girls and boys that might influence their academicperformance; we have made a survey based on those assumptions.This questionnaire study was conducted with 158 students representing 3 secondary schools. Thequestionnaire contains, in addition to the personal information and the grade of each student, 20affirmations which measure students levels of agreement or disagreement (Likert ordinal scale).The results show that girls get better grades than boys. They also show that girls have easier forSpanish as a foreign language than boys; that more girls (36%) than boys (22%) consider to workharder and spend more time at work in the same subject; that when it comes to the instrumentalintrinsic motivation and the gender of the students we have observed that statistically significantcorrelation does exist. The girls would be more motivated than boys by practical factors such as thegrade of access to high school.

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Apel, Jens. "Representations of spatial location in language processing." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/9782.

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The production or comprehension of linguistic information is often not an isolated task decoupled from the visual environment. Rather, people refer to objects or listen to other people describing objects around them. Previous studies have shown that in such situations people either fixate these objects, often multiple times (Cooper, 1974), or they attend to the objects much longer than is required for mere identification (Meyer, Sleiderink, & Levelt, 1998). Most interestingly, during comprehension people also attend to the location of objects even when those objects were removed (Altmann, 2004). The main focus of this thesis was to investigate the role of the spatial location of objects during language processing. The first part of the thesis tested whether attention to objects’ former locations facilitates language production and comprehension processes (Experiments 1-‐5). In two initial eye-‐tracking experiments, participants were instructed to name objects that either changed their positions (Experiment 1) or were withdrawn from the computer screen (Experiment 2) during language production. Production was impaired when speakers did not attend to the original position of the objects. Most interestingly, fixating an empty region in which an object was located resulted in faster articulation and initiation times. During the language comprehension tasks, participants were instructed to evaluate facts presented by talking heads appearing in different positions on the computer screen. During evaluation, the talking heads changed position (Experiment 3) or were withdrawn from the screen (Experiments 4-‐5). People showed a strong tendency to gaze at the centre of the screen and only moved towards the head’s former locations if the screen was empty and if evaluation was not preceded by an intervening task as tested in Experiment 5. Fixating the former location resulted in faster response time but not in better accuracy of evaluation. The second part of this thesis investigated the role of spatial location representations in reading (Experiments 6-‐7). Specifically, I examined to what extent people reading garden-‐path sentences regress to specific target words in order to reanalyse the sentences. The results of two eye-‐tracking experiments showed that readers do not target very precisely. A spatial representation is used, but it appears to be fairly coarse (i.e., only represents whether information is to the left or to the right of fixation). The findings from this thesis give us a clearer understanding of the influence of spatial location information on language processing. In language production particularly, it appears that spatial location is an integral part of the cognitive model and strongly connected with linguistic and visual representations.

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Jie, Shen. "El artículo en la enseñanza de ELE / Estudiantes de origen chino." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/96120.

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Desde el punto de vista de la tipología lingüística, el chino-mandarín es uno de los idiomas más alejados del castellano, dado que en cualquier nivel de descripción gramatical presenta su peculiaridad en comparación con el español: escritura, fonética y fonología, morfología, léxico, sintaxis o semántica. En este estudio, nos concentramos en una de las diferencias que más singularizan a ambas lenguas: el artículo, una partícula totalmente desconocida para la lengua asiática. La investigación se lleva adelante con los siguientes objetivos: a). encontrar los procedimientos que emplea el chino para realizar las funciones que presenta el artículo en español; b). Obtener una visión global de la situación de conocimiento del artículo por parte de los alumnos chinos en diferentes niveles, detectar los errores más frecuentes que cometen los estudiantes y comprobar la influencia que ejerce la lengua materna en su proceso de aprendizaje a la hora de utilizar este tipo de determinantes: los errores no siempre se deben a la influencia de la L1, pero una buena parte de los errores se explican por ella. c). Describir y explicar las causas de los errores y tratarlos elaborando una propuesta pedagógica dirigida especialmente a los futuros profesores chinos de ELE. La investigación se realiza dentro de varios marcos teóricos y metodológicos: las explicaciones y síntesis del uso del artículo se hacen de acuerdo con la teoría del funcionalismo; los apartados de comparación y análisis, así como la propuesta didáctica, se apoyan en las teorías de tipología y lingüística aplicada y se emplean los métodos de análisis contrastivo y análisis de errores. Esta tesis se organiza en ocho capítulos, además de la presente introducción. Estos capítulos se estructuran en tres partes principales: una parte teórica (Aspectos Teórico-metodológicos), una parte aplicada (el análisis de errores) y una parte complementaria (Anexos y Bibliografía).
The Castilian is gaining importance in China. Therefore, it seems necessary to develop research in teaching of ELE, especially to students of Chinese origin. In this thesis, we just see the article, a particle completely unknown to the Asian language. The research was carried out with the following objectives: a). Explain the values found in Spanish article and find the methods used by the Chinese to perform the same functions. b). Get an overview of the situation of dominance of the article by Chinese students at different levels, detect the most common mistakes and check the influence of the mother tongue in the learning process. c). Describe and explain the causes of the errors and try to develop a pedagogical grammar aimed specifically at prospective Chinese teachers of ELE. This thesis is organized into eight chapters, in addition to this introduction. These chapters are structured into three main parts: a theoretical part (Theoretical and methodological issues), A applied part (error analysis) and a complementary part (Appendices and Bibliography).

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Dimitrov, Luciana Duenha. "Uma leitura de The bluest eye, de Toni Morrison." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/2143.

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Made available in DSpace on 2016-03-15T19:45:33Z (GMT). No. of bitstreams: 1 Luciana Duenha Dimitrov.pdf: 2042178 bytes, checksum: fc578e0ab9aa394548d39d8a17c560d8 (MD5) Previous issue date: 2007-01-30
In this study, racial prejudice is the basis of Toni Morrison s The bluest eye, despite not being the only aspect evidenced in the novel. What should be spotlighted as well is how the time is deconstructed; the evident presence of several discourses that can rise racism up, or bring it down; and the strong influence of colors in the conception of scenes that, in some of the narrative moments, can be associated with pictorial images. When the facets mentioned among many others are put together, there is the achievement of a great result in the novel s aesthetics. The main goal of this study is to exploit those aspects, looking forward to establishing those inseparable relations between the novel s main theme and its form, in order to consolidate their relevance both to the romance s construction and constitution.
Neste trabalho, o preconceito racial que fundamenta The bluest eye, de Toni Morrison, não é o único aspecto em destaque no romance; merece ser ressaltada igualmente a forma como se desconstrói o tempo, a coexistência de discursos que ora enaltecem, ora abominam o racismo, a forte influência de cores na concepção de cenas que, em muitos momentos, podem ser associadas a imagens pictóricas. A confluência desses e de outros tantos aspectos sem dúvida contribui para o excelente resultado estilístico alcançado na narrativa. O objetivo, aqui, é explorar tais aspectos, buscando essas relações indissociáveis entre o tema central e a forma, no intuíto de comprovar sua relevância para construção e constituição do romance.

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Lindqvist, Alice. "Los factores motivadores y desmotivadores en chicos y chicas en sus estudios de ELE." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105446.

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El estudio que se presentará investiga la relación entre la variable “género” y los diferentesfactores de motivación y desmotivación de los estudiantes suecos que aprenden español comolengua extranjera. Además, la investigación se centra en las diferencias entre los géneros y susactitudes hacia el español como lengua extranjera, junto con las posibles diferencias en el gradode motivación y cómo esto puede variar a medida que aumenta el aprendizaje. El objetivo del estudio es investigar si existen factores que aumenten odisminuyan la motivación para aprender español y revelar si haya diferencia estadísticamentesignificativa en el afecto de estos factores en los géneros. El estudio se basa en los resultados de cuestionarios respondidas por una muestrade 86 estudiantes suecos que aprenden español como lengua extranjera en Växjö y Eskilstuna.De estos, la muestra se redujo a 64 respuestas debido a aspectos éticos. Los participantes eranestudiantes en su primer año estudiando español como lengua extranjera (el sexto grado), en sucuarto año de español (noveno grado) o en su sexto año de español (tercer año de la secundaria).Los cuestionarios contenían 66 preguntas que cubrían los temas de las actitudes de losestudiantes hacia sus estudios de español, seguidas de declaraciones sobre el aumento odisminución de la motivación de los alumnos y una escala para que los estudiantes indicaran elefecto de los diferentes factores. Las respuestas se analizaron utilizando un documento de Excel y los promediosfueron calculados. Estos promedios se utilizaron para identificar tendencias con respecto a laspreguntas de la investigación. El Chi-Square Test se utilizó para calcular la significaciónestadística en la correlación de género y los diferentes factores de motivación y desmotivación.Los resultados indicaron una correlación estadísticamente significativa entre lavariable de “género” y la experiencia del fracaso. El estudio muestra que las estudiantesfemeninas de esta investigación se mostraron significativamente más desmotivadas por elmiedo al fracaso que los estudiantes masculinos. El estudio también demostró tendencias de unalto grado de motivación al comienzo de los estudios (el primer año), luego una disminuciónde la motivación (en el cuarto año) y un aumento después de pocos años de estudios más (sextoaño). El estudio no pudo concluir ninguna diferencia de género considerando las actitudes delo estudiantes con respecto a sus estudios del español como lengua extranjera.
The following study investigates the relation between the variable “gender” and differentmotivational and demotivational factors of Swedish students learning Spanish as a foreignlanguage. In addition to this the investigation also focuses on differences between the gendersand their attitudes towards the foreign language of Spanish, alongside with potentialdifferences in degree of motivation and how this may vary as the learning increases. The aim of the study is to investigate if there are any factors which increase ordecrease the motivation of learning Spanish and reveal if any of these affects the gendersdifferently to a statistically significant degree. The study is based on the results from questionnaires completed by a sample of 86Swedish students learning Spanish as a foreign language in Växjö and Eskilstuna. Of these,the sample was narrowed down to 64 answers due to ethical aspects. The participants werestudents in either their first year of Spanish (6th grade), their 4th year of Spanish (9th grade)or in their 6th year of Spanish (junior year of high school). The questionnaires contained 66questions covering the topics of the attitudes of the students towards their Spanish studies,followed by statements regarding the increase or decrease of the motivation of the studentsand a scale for the students to indicate the effect of the different factors. The answers were analysed using an-Excel document and calculated averages. Theseaverages were then used to identify tendencies in regard to the questions of the study. TheChi Square test was further used to calculate statistical significance in the correlation ofgender and the different motivational and demotivational factors. The results indicated a statistical significance in the correlation of the variable“gender” and the experience of failure. The study shows that the female students of this studybecame significantly more demotivated by the fear of failing than the male students. Thestudy also demonstrated tendencies of a high degree of motivation at the beginning of thestudies (the first year), then a decrease in motivation (in the 4th year) and an increase afterfurther learning (6th year). The study could not conclude any gender differences consideringthe attitudes of the students in regard to their studies of the foreign language Spanish.

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