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Dissertations / Theses on the topic 'Luo language'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Riany, Robert O. M. "On Bible translation into Luo language." Berlin Viademica-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2841154&prov=M&dok_var=1&dok_ext=htm.

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2

Orwenjo, Daniel Ochieng. "Lexical innovation in child language acquisition evidence from Dholuo." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2009. http://d-nb.info/995863237/04.

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3

Abong'o, Christine. "Etude pragmatique des connecteurs argumentatifs luos et français : nature, distribution et effet de sens." Thesis, Pau, 2015. http://www.theses.fr/2015PAUU1009/document.

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La présente est une analyse des connecteurs du français et de la langue luo. Beaucoup d’études de ce genre ont été réalisées et se sont intéressées à la comparaison des connecteurs d’une langue européenne à une autre. Des études portant sur les comparaisons des connecteurs d’une langue européenne à une langue soit bantoue soit nilotique ou couchitique sont rares. Dans une situation de communication, les problèmes liés au vouloir-dire du locuteur retiennent particulièrement notre attention. La présente étude poursuit les objectifs suivants : faire connaître l’origine possible des connecteurs de la langue luo et analyser les similarités et les différences entre les connecteurs de la langue luo et du français quant à leur nature, leur distribution et leur effet de sens. L’étude est basée sur la théorie de l’argumentation d’Anscombre et Ducrot (1987). Une argumentation a lieu lorsque le locuteur présente un énoncé E1 ou un ensemble d’énoncés dans le but de faire admettre à son interlocuteur un autre énoncé E2 (ou une classe d'énoncés). En rapport avec les techniques de collecte de données, notre étude a eu recours à la recherche documentaire, suivie de l’ analyse approfondie des textes littéraires, une pièce de théâtre, des discours politiques et des textes argumentatifs rédigés par les étudiants de Maseno University et Moi University. La recherche prend en considération les correspondances des connecteurs d’addition, d’opposition, de concession, de cause, de conséquence et de temps, luo et français. Les données sont analysées qualitativement car une telle analyse met en relief une description détaillée de données. Nous espérons que les résultats de cette étude intéresseront à la fois les enseignants des langues et ceux de la traduction, ainsi que leurs étudiants, les chercheurs en général et ceux qui travaillent sur les langues africaines en particulier
This is an analysis of French and Luo sentence connectors. Comparative studies are commonly found between one European language and another. Research carried out on connectors of European and Bantu, Nilotic or Cushitic languages are rare. This thesis thus seeks to fill this knowledge gap. As revealed by literature review, European languages have a wide array of connecters that express different semantic values. If identifying and pegging particular semantic values to connectors of European language poses a challenge, it could be asserted that identifying those of African languages is even a more difficult task since African languages have a smaller number of connectors which could convey a bigger array of semantic value. The objectives of the study are: to determine the possible origin of Luo connectors and to analyze the similarities and differences of Luo and French connectors in terms of nature, distribution and semantic value of the connectors. The study is guided by the argumentative theory of Anscombre and Ducrot (1987). According to the theory, in a situation of argument, the locutor presents E1 in order to orient his interlocutor towards E2. The data collection techniques are grounded on library research as well as reading and analyzing of selected literary texts, a short play, political discourse and argumentative texts written by students from Maseno and Moi Universities. The research is limited to connectors of addition, opposition, concession, cause, consequence and of time, Data is analyzed qualitatively since qualitative analysis lays greater emphasis on holistic description of data. The research adopts a descriptive analysis design because it entails analyzing existing data sets. It is hoped that the results of this study will be vital to teachers of language, teachers of translation, students and to researchers who take interest in the Africans languages
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Tang, Wing-sze Cecilia. "A study of paragraphing in Chinese writing primary 1 to primary 6 students in H.K. = Zhong wen xie zuo : duan luo yan jiu : Xianggang xiao yi zhi xiao liu duan luo mo shi de fa zhan jie duan /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B31963213.

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Deng, Yong-shi. "A study of paragraphing in Chinese writing : primary 1 to primary 6 students in H.K. = Zhong wen xie zuo : duan luo yan jiu : Xianggang xiao yi zhi xiao liu duan luo mo shi de fa zhan jie duan /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248935.

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Obondo, Margaret Akinyi. "From trilinguals to bilinguals? a study of the social and linguistic consequences of language shift on a group of urban Luo children in Kenya /." Stockholm : Centre for Research on Bilingualism, 1996. http://catalog.hathitrust.org/api/volumes/oclc/41607675.html.

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Lee, Kwok-chor. "The strategies of segmentation of cluster of sentences and paragrahing of Chinese texts by Hong Kong form 6 students Xianggang zhong liu xue sheng chu li ju qun he duan luo de ce lüe /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960315.

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8

Bussek, Jenny. "Horizons diasporiques dans la littérature transculturelle de trois auteures d’origine chinoise d’expression allemande : Luo Lingyuan, Xu Pei et Lin Jun." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040175.

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Alors qu’un nombre croissant d’écrivains allochtones d’expression allemande avance de la périphérie au centre du champ littéraire allemand, les auteurs d’origine chinoise restent assez méconnus. En les présentant ici, nous souhaitons combler une lacune, notre propos se concentrant par ailleurs sur les œuvres de trois auteures : Luo Lingyuan (1963-), Xu Pei (1966-) et Lin Jun (1973-). Ces dernières ne publient que de la fiction : des nouvelles, des romans et de la poésie. Afin de clarifier les conditions dans lesquelles elles ont fait leur entrée sur la scène littéraire allemande, nous replaçons la littérature « chinoise » d’expression allemande dans son contexte d’émergence. Le rappel de l’historique des relations germano-chinoises depuis la période coloniale jusqu’à aujourd’hui précède ainsi un retour sur l’histoire de la littérature d’expression allemande depuis les années 1970. Mobilisant le concept d’« existence diasporique », qui explicite le mouvement permanent que les auteures opèrent entre les cultures et les langues chinoise et allemande, l’objectif de cette étude est de proposer une première analyse littéraire interne de leurs textes, dont le caractère transculturel est illustré à travers trois enjeux : temporel, spatial et identitaire. Par le détour de la confrontation directe et croisée avec les œuvres, qui problématisent le caractère transnational, transculturel et plurilingue des sujets en diaspora, nous interrogeons finalement la conception monoculturelle et monolingue de l’identité d’une part et de la littérature dite « allemande » d’autre part, dont nous montrons qu’elle se nourrit d’influences culturelles diverses et dépasse l’horizon national
While an increasing number of foreign-born writers using German are leaving the fringes of the German literary scene and gaining prominence, authors of Chinese origin are still relatively unknown. We endeavour to fill this gap with a focus on the works of three of them: Luo Lingyuan (1963-), Xu Pei (1966-) and Lin Jun (1973-). Their publications are exclusively fictional: short-stories, novels and poetry. In order to highlight the conditions in which they entered the German literary scene, we place the literature written by Chinese in German in its context of emergence. We first present the history of Sino-German relations from the colonial period until today. Then, we describe the evolution of the literature written in German language since the 1970s. Using the concept of “diasporic existence”, which describes the authors’ constant back and forth movement between the Chinese and German cultures and languages, the aim of this study is to offer an initial internal literary analysis of the texts. Our ambition is to show their transcultural character in the light of three notions: time, space and identity. Through a direct and cross-cutting confrontation with these literary works that problematise the transnational, transcultural and multilingual quality of diasporic subjects, we finally question the monocultural and monolingual conception of identity on the one hand, and of the so-called “German” literature on the other, by pointing to the fact that the latter is impacted by diverse cultural influences and therefore exceeds the limits of the national horizon
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QUEIROZ, FABIO MASCARENHAS DE. "INTEGRATING THE LUA LANGUAGE AND THE COMMON LANGUAGE RUNTIME." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4937@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O Common Language Runtime (CLR) é uma plataforma criada com o objetivo de facilitar a interoperabilidade entre diferentes linguagens de programação, através de uma linguagem intermediária (a Common Intermediate Language, ou CIL) e um sistema de tipos comum (o Common Type System, ou CTS). Lua é uma linguagem de script flexível e de sintaxe simples; linguagens de script são frequentemente usadas para juntar componentes escritos em outras linguagens, para construir protótipos de aplicações, e em arquivos de configuração. Este trabalho apresenta duas abordagens de integração entre a linguagem Lua e o CLR, com o objetivo de permitir que scripts Lua instanciem e usem componentes escritos para o CLR. A primeira abordagem é a de criar uma ponte entre o interpretador Lua e o CLR, sem modificar o interpretador. Os recursos e a implementação desta ponte são mostrados, e ela é comparada com trabalhos que seguem a mesma abordagem. A segunda abordagem é a de compilar as instruções da máquina virtual do interpretador Lua para instruções da Common Intermediate Language Do CLR, sem introduzir mudanças na linguagem Lua. A implementação de um compilador de instruções Lua para CIL é mostrada, e o desempenho de scripts compilados por ele é comparado com o desempenho dos mesmos scripts executados pelo interpretador Lua e com o de scripts equivalentes compilados por outros compiladores de linguagens de script para o CLR.
The Common Language Runtime (CLR) is a platform that aims to make the interoperability among different programming languages easier, by using a common language (the Common Intermediate Language, or CIL) and a common type system (the Common Type System, or CTS). Lua is a flexible scripting language with a simple syntax; scripting languages are frequently used to join components written in other languages, to build application prototypes, and in configuration files. This work presents two approachs for integratiion between the Lua language and the CLR, with the objective of allowing Lua scripts to instantiate and use components written for the CLR. The first approach is to create a bridge between the Lua interpreter and the CLR, without changing the interpreter. The features and implementation of this bridge are shown, and it is compared with other work following the same approach. The second approach is to compile the virtual-machine instructions of the Lua interpreter to instructions of the CLR s Common Intermediate Language, without introducing changes to the Lua language. The implementation of a Lua instructions to CIL compiler is shown, and the performance of scripts compiled by it is compared with the performance of the same scripts run by the Lua interpreter and with the performance of equivalent scripts compiled by compilers of other scripting language to the CLR.
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Aguilar, Ramírez Mariana. "Using Second Language Acquisition Theories to select technology tools for the Language Classroom." Thesis, Universidad de las Américas Puebla, 2011. http://catarina.udlap.mx/u_dl_a/tales/documentos/lio/aguilar_r_m/.

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Children and teenagers aged 8 to 18 years old spend an average of 7 hours and 38 minutes a day on-line. If millions of people are already spending many hours a day on these sites, it seems reasonable to take advantage of them and use these sites for more than just conversation and networking. This thesis provides educators the theoretical basis to choose and implement the best and most appropriate web tools in their language classrooms. It reviews some of the second language acquisition theories that can aid in the creation of a computer assisted language learning (CALL) environment that delivers benefits, and follows the standards set by the International Society for Technology in Education (ISTE). This thesis also provides a comprehensive check list of theoretical and technical requirements in order to choose an internet tool, as well as examples on its use. This thesis concludes with the fact that implementing Web 2.0 tools in classrooms should be done with a clear objective in mind in order so there are meaningful and authentic learning opportunities that will provide students new cultural, social and linguistic knowledge.
(cont.) That technology should not be used just because it is a trend and that computers and technology do not constitute a teaching method, they are simply a medium to reach a goal.
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11

Jagacinski, Ngampit. "Tai Lue of Xishuangbanna in China's Yunnan province : description and a study of the OV order in the ?au construction /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621807.

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12

Luo, Tianhua [Verfasser]. "Interrogative Strategies: An Areal Typology of the Languages of China / Tianhua Luo." Konstanz : Bibliothek der Universität Konstanz, 2013. http://d-nb.info/1050348834/34.

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13

Kwan, Che-ying. "A school-based case study an evaluation of the implementation of the "British National Writing Project" in Chinese writing programme = Yi ge xiao ben de ge an yan jiu : Yingguo "Guo jia xie zuo ji hua" zai Zhong wen xie zuo jiao xue shi jian de cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31957900.

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14

Otieno, Teresa Atieno. "La langue luo parlée au Kenya : description systématique et étude contrastive avec le français." Bordeaux 3, 2009. http://www.theses.fr/2009BOR30078.

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Le Kenya est un pays multilingue. Il compte 42 langues ethniques, une langue véhiculaire, le Kiswahili, une langue officielle, l’anglais, et une variété argotique, le sheng’. Notre recherche fait une description de la langue luo parlée à l’ouest du Kenya pour définir sa structure, selon la méthode de l’analyse fonctionnelle d’André Martinet. Cette description est présentée en 8 chapitres. L’étude de la phonologie décrit la façon originale dont le luo utilise les ressources phoniques pour assurer la communication. L’inventaire expose les classes de monèmes définis sur la base de leurs compatibilités. La présentation de chaque classe comporte une étude morphologique. Les 3 chapitres traitant de la morpho-(pho)nologie décrivent les alternances vocalique et consonantique et débouchent sur la formulation des règles les régissant. La syntaxe aborde les fonctions, plus précisément celles de sujet, de prédicat et d’objet, et la façon dont elles sont marquées. L’analyse du lexique englobe la synthématique qui décrit les synthèmes, ou groupements de « monèmes liés », la réduplication, les emprunts et ce que nous appelons dans cette étude, les mots « passifs » en luo. Le dernier chapitre traite de la linguistique appliquée à la didactique du FLE en faisant une étude contrastive entre le luo et le français. Cette étude met en lumière les difficultés ou les facilités rencontrées par les luophones dans l’apprentissage du FLE
Kenya is a multilingual country with 42 ethnic languages, a national language, (Kiswahili), an official language (English), and a slang language (Sheng’). In this work, we are describing the Luo language spoken in the western part of Kenya. A functional analysis, organized in 8 chapters, is presented according to the method recommended by André Martinet. The chapter on phonology gives a description of the way Luo uses the phonetic resources to communicate. The classification contains a list of monème (morpheme) classes defined on the basis of their possibilities of combination. Each class is presented with a morphological analysis where necessary. The three chapters dealing with morphophonemics describe the vowel and consonant changes and lead to the rule formation that governs them. The chapter on syntax describes the functions of the monèmes, that is, of the subject, the predicate and the object, and the types of markings. The lexical analysis covers synthématique analysis, describing the synthèmes, i. E. The grouping of “bound monèmes” which behave as simple monèmes (in composition, derivation, or idiomatic expressions), reduplication, loan words and what we have referred to in this study as “passive words”. The last chapter deals with applied linguistics, that is, sociological aspects and didactics, and attempts to compare the phonetic systems and the syntax of Luo and French. The comparative study highlights the advantages for and the difficulties encountered by Luo speakers when learning French as a foreign language
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Loo, Angelika [Verfasser]. "Teaching and Learning Modern Languages in Large Classes / Angelika Loo." Aachen : Shaker, 2007. http://d-nb.info/1164339230/34.

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Cui, Yan. "The style of Lao She and modern Chinese : a study of Lao She's literary language in his fictional works." Thesis, SOAS, University of London, 2009. http://eprints.soas.ac.uk/29580/.

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The works of Lao She have inspired many people from all over the world to carry out research into different aspects of his life. However, to date, the study of Lao She's literary language has been largely neglected in comparison to the large volume of work that has been dedicated to other aspects of his writings, so there are still gaps in the study of his literary language. This present research provides a detailed analysis of the nature and development of Lao She's literary language style, and of the unique linguistic characteristics of his works over the thirty-seven year period of his writing career. The distinctive features of the literary language he used in his novels are identified and classified in the following categories through a thorough investigation based on a large amount of selected language data. These are the usage of (1) spoken language, (2) the Beijing dialect, (3) classical Chinese and written language, (4) English and unconventional language phenomena and (5) his distinctive modes of expression, on which no previous research has been carried out. In addition, this research also provides evidence of the development of Lao She's literary language through different historical periods by using charts and statistics which have been produced by the present writer. Lao She's literary language developed with the changes in society around him in China. The pattern of this development reflects the reality of modem Chinese language development: from classical Chinese to the vernacular, and then to the normalised Chinese common language. The Beijing dialect in Lao She's works is not solely the property of the Beijing citizens in the stories. From the usage of classical words to lexical items of written language, Lao She had his own theories on which he based his choice of words. He always consciously used his literary language in order to widen his readership. He regarded the adoption of a foreign language style in the modem Chinese written system as a way of helping the development of the Chinese language. The proof of this lies in the discovery of a large amount of language data which has an English language style and the lexical items which cannot be found in Chinese dictionaries.
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Sylla, Bernhard. "Hermeneutik der langue : Weisgerber, Heidegger und die Sprachphilosophie nach Humboldt /." Würzburg : Königshausen & Neumann, 2009. http://deposit.d-nb.de/cgi-bin/dokserv?id=3178496&prov=M&dok_var=1&dok_ext=htm.

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Peltier, Anatole-Roger. "Le Roman classique Lao." Paris : École française d'Extrême-Orient : diff. A. Maisonneuve, 1988. http://catalogue.bnf.fr/ark:/12148/cb35292925k.

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Larsson, Helena. "LUS i teori och praktik : LUS in theory and practice." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1267.

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LUS is short for reading development schedule, which is a concept that schools in a municipality or parts of a municipality uses, to get an overview at the pupils’ reading capacity.

The purpose with this C-paper is to analyse if LUS is a relevant and useful instrument in the upper level of compulsory school of today, concerning the work with pupils’ reading development.

My research contains a theoretical section and a practical section witch is based on qualitative interviews with three teachers. The result of my research shows that LUS is built on sociocultural thoughts, where – despite a competence theoretical structure – the individual reading experience is in focus and the optimal reading is considered the reading which lies within the readers’ closest zone of development. The relevance of LUS in the upper level of compulsory school is mostly justified as a clarifying model of reader competences that can be used as a help when putting together small goals to those pupils that doesn’t reach the goal of the syllabus. For those pupils that, considering age, follow that development which the reading development schedule explains, LUS feels some what unnecessary in the upper level of compulsory school.


LUS är en förkortning för läsutvecklingsschema, vilket är ett koncept som skolor i hela eller delar av kommuner använder sig av, för att få en överblick på elevernas läsförmåga.

Syftet med denna C-uppsats är att analysera huruvida LUS är ett relevant och användbart instrument i dagens högstadieskola, vad gäller arbetet med elevers läsutveckling.

Min undersökning innehåller dels en teoretisk del som bygger på LUS egen forskning, dels en praktisk del som grundar sig på tre kvalitativa lärarintervjuer. Resultatet av min undersökning visar att LUS bygger på sociokulturella tankegångar, där – trots en kompetensteoretisk uppbyggnad – den individuella läsupplevelsen står i fokus och den optimala läsningen anses vara den som ligger inom läsarens närmaste utvecklingszon. LUS relevans på högstadiet är dock mest befogat som en tydliggörande mall av läskompetenser, för uppsättande av delmål i åtgärdsprogram för de elever som inte når upp till kursplanens mål. För de elever som åldersmässigt följer den utveckling läsutvecklingsschemat målar upp, känns LUS överflödigt på högstadiet.

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Berglund, Malin. ""¿Mailing, por necesidad o por lujo?. Un estudio sobre anglicismos en prensa española." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2496.

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Síntesis: En la prensa española hay periodistas que utilizan anglicismos en ausencia de palabras españolas, pero también lo hacen por factores culturales y estilísticos. Esta tesina es el resultado de un estudio de anglicismos en artículos del periódico El País publicados entre octubre y diciembre de 2007. El estudio tiene tres hipótesis como punto de partida y se ha respondido a ellas con un método cuantitativo-cualitativo, incluido allí la medición de la frecuencia de los anglicismos encontrados. Las hipótesis implican estudiar la frecuencia de diferentes anglicismos, cómo se utilizan los anglicismos y, también, en cuáles secciones del periódico se usan asiduamente. Como delimitación en la investigación, se estudian artículos provenientes de las secciones de economía, tecnología y sociedad. Muchos estudios anteriores dicen que la influencia de los anglicismos es un resultado de la internacionalización, y de que hay muchas maneras y orientaciones de cómo se los puede estudiar. También muestran que hay diferentes grupos de anglicismos para analizarlos como, por ejemplo, los anglicismos que se usan por lujo o los por necesidad. El resultado de la tesina muestra que se usan más anglicismos en la sección de tecnología que en las de sociedad y economía, y también que los anglicismos de informática son los más frecuentes en el corpus. Asimismo, el resultado exhibe que, en general, los periodistas del periódico usan los anglicismos porque no hay palabras en español que se relacionan con los conceptos que quieren escribir. Hipótesis: En el presente trabajo se formulan tres hipótesis, a saber: 1. En artículos periodísticos de tecnología se usan préstamos ingleses más frecuentemente de lo que se hace en artículos de economía y de sociedad. 2. Se usan préstamos ingleses en el lenguaje periodístico porque no hay palabras en español que correspondan al sentido que los periodistas quieren mediar. 3. Los anglicismos del corpus que vienen del dominio informático son más frecuentes que los anglicismos que vienen del campo económico o del social.
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Hanebrink, Karolina. "Hur fungerar tidig läs- och skrivinlärning i teori och praktik? : Hur förhåller sig detta till läroplanen, Lpo 94?" Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-505.

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Sammanfattning

Syftet med detta arbete har varit att undersöka hur lärare arbetar med tidig läs- och skrivinlärning, hur det praktiska förhåller sig till det teoretiska och slutligen hur deras arbete ställer sig i förhållande till styrdokumenten, det vill säga dagens läroplan.

Detta arbete berör även svenskundervisningens historiska utveckling, kortfattad definition av läsning och skrivning, arbetsmiljö, teorier om inlärning och olika arbetsmetoder.

Intervjuerna som gjordes till detta arbete har skett i form av kvalitativa samtal. De intervjuade pedagogerna arbetar allesammans på lågstadiet.

Resultatet av undersökningen är att lärare inte kan arbeta med läs- och skrivinlärning efter en färdig mall. Lärare måste anpassa sig själc, material och arbetsmetod efter barngruppen och dess individer. Ingen arbetsmetod används uteslutande, utan en lärares uppgift består i att plocka de bästa delarna ur varje metod för att sedan komponera egna arbetssätt som passar såväl lärare som målgrupp. Alla lärare arbetar med samma målstyrning, Lpo 94, men vägarna till målen varierar lika mycket som det finns lärare.


Abstract

The purpose with this document has been to find out how teachers work with the early reading and writing learning, how reality relates to theories and finally how their work relates to the curriculum, this being Lpo 94.

This document also brings up the Swedish language training from a historical point of view, a short definition of reading and writing, work environment, theories of learning and different work methods.

The interviews done for this document have been of the qualitative sort. The teachers interviewed all work in the junior level of school.

The outcome of the researches is that teachers can’t work with the reading and writing learning after a pre-made pattern. The teacher has to adjust him/her self, material and work method after the group of children. No work method is used exclusively, a teachers job is to single out the best pieces of all methods, to later on compose these to there own way of working to suit the teacher as well as the target group. All teachers have to work with the same guidance, Lpo 94, but the ways of reaching the goals are as many as there are teachers.

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Sengo, Tigiti Shaaban Yusuf. "Hali ya kutatanisha ya Kiswahili hivi leo Afrika ya Mashariki." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98041.

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The essay critically discusses the confusing state of the various Swahili language policies and studies brought forth in the colonial and post-colonial periods and examines the historical factors of the diversity within the Swahili language, which was once confined to the coastal area and later spread to the present area of distribution. The discussion focusses on the construction of Standard Swahili and the status of Swahili in regard to other East African languages. Special criticism is raised against recent East African and other authors, who wrote on the apparent unity of the Swahili language which they see as a result of the modern Tanzanian language policy.
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Harries, James Osmar. "Pragmatic theory applied to Christian mission in Africa : with special reference to Luo responses to ‘bad’ in Gem, Kenya." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/15/.

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Linguistic research showing dependence on context in deriving language meaning discloses the integral linking of the Luo language with their departed ancestors and the upholding of customary laws. Meaning and impact being transformed in the process of translation from one context to another explains the severe limitations found in previous attempts at cross-cultural understanding between Western and Luo (African) peoples. Studying Luo people’s understanding of ‘bad’ in the light of the above reveals much that often remains invisible to Westerners. ‘Bad’ arises from the activities of ghosts acting through people’s hearts often as a result of breaking taboos. Cleansing, especially of ghosts, through prayer, keeping customary laws and salvation are used to counteract such ‘bad’. Conventional Biblical and mission hermeneutics are, in failing to account for pragmatic linguistics, found seriously wanting. Forces and powers being spiritually based in a monistic worldview amongst the Luo render clear cross-cultural communication with a rationalist and monotheist West impossible. Theological education based on African languages is advocated as the way to engage the challenges of Christianity with Luo ways of life in a way that will result in a deeply rooted African church, and a moral, vibrant, intellectually and economically active African society.
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Vinolo, Stéphane. "Jean-Luc Marion : apologie de l'inexistence." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAK007.

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La phénoménologie de la donation se présente sous la forme d´un projet d´ouverture radicale du champ de la phénoménalité. Après avoir montré que la modernité a enfermé les phénomènes dans des conditions de possibilité dictées par un Sujet, et que la phénoménologie allemande a poursuivi ce geste en indexant les phénomènes sur l´horizon de l´objectité ou de l´étantité, Marion propose de reconduire le geste de la réduction phénoménologique à la seule donation. Ce faisant, il réintroduit en phénoménologie des phénomènes paradoxaux – phénomènes saturés – qui font violence, par excès, aux capacités réceptrices du Sujet. Marion introduit donc en phénoménologie une nouvelle modalité de l´invisibilité (et donc de la visibilité) que nous appelons « inexistence » (en opposition tout autant avec le non-être qu’avec la non-existence), dont la structure est paradoxalement fondée sur celle de l´écrit, puisqu´il s´agit ni plus ni moins, pour elle, que de présenter de façon positive une absence selon la logique de la signification. Ce faisant, et de par cette structure discursive de la visibilité, toute la phénoménologie de Marion peut être lue comme une véritable apologie de l´inexistence
The phenomenology of givenness is presented in the form of a project of radical opening of the field of phenomenality. After having shown that modernity has enclosed phenomena under conditions of possibility dictated by a Subject, and that German phenomenology has pursued this gesture by indexing phenomena in the horizon of objectivity or of beingness, Marion proposes to reestablish the gesture of phenomenological reduction to single donation. In so doing, he reintroduces into phenomenology some paradoxical phenomena —saturated phenomena— which violate, by excess, the receptive capacities of the Subject. Marion thus introduces into phenomenology a new modality of invisibility (and thus of visibility) which we call "inexistance" (equally opposed to non-being as to non-existence), whose structure is paradoxically founded on that of writting, since it is neither more nor less, for inexistence, than to present in a positive way an absence according to the logic of meaning. In so doing, and through this discursive structure of visibility, all Marion's phenomenology can be read as a true apology for existence
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Mayani, Luh Anik Verfasser], and Nikolaus P. [Gutachter] [Himmelmann. "A Grammar of Tajio. A Language Spoken in Central Sulawesi / Luh Anik Mayani ; Gutachter: Nikolaus Himmelmann." Köln : Universitäts- und Stadtbibliothek Köln, 2014. http://d-nb.info/1120557917/34.

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Mayani, Luh Anik [Verfasser], and Nikolaus P. [Gutachter] Himmelmann. "A Grammar of Tajio. A Language Spoken in Central Sulawesi / Luh Anik Mayani ; Gutachter: Nikolaus Himmelmann." Köln : Universitäts- und Stadtbibliothek Köln, 2014. http://d-nb.info/1120557917/34.

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27

Jiao, Nina. "Jincheng hua jie gou zhu ci de fen bu he lai yuan : jian lun Shanxi fang yan jie gou zhu ci de ge ju ji xing cheng /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202006%20JIAO.

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28

Serra, Aníbal José Ribeiro. "O Português, língua de herança nos Estados Unidos: o caso de Hudson, Massachusetts." Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/31047.

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Usando como trampolim uma panorâmica histórica da presença portuguesa no Canadá e nos Estados Unidos da América, neste trabalho analisar-se-á a situação atual da língua portuguesa em Hudson, Massachusetts. Durante as últimas três gerações o português tem passado de uma língua falada como língua materna por imigrantes oriundos de Portugal — particularmente da ilha de Santa Maria — a uma Língua de Herança (LH) e finalmente a um vetor cultural usado como alavanca pela nova geração que a aprende ex novo como L2. A análise de amostras linguísticas da terceira geração de luso-americanos da Escola Secundária de Hudson permitirá descrever o perfil destes indivíduos que não se tornam falantes de uma realidade completamente desconhecida; antes se tornam falantes de um português com base e estrutura anglófonas. São, portanto, falantes de uma herança cultural, mas não falantes da língua cuja cultura são herdeiros; Portuguese, Heritage Language in the United States: the Case of Hudson, Massachusetts ABSTRACT Using as a springboard a historical overview of Portuguese presence in Canada and the United States, I analyze the current stage of the Portuguese language in Hudson, Massachusetts. Indeed, by looking at how during the past three generations Portuguese has gone from a full-fledged living language spoken by immigrants hailing from Portugal—particularly the island of Santa Maria, Azores—who spoke it as a native tongue, to a Heritage Language (HL), and eventually to a cultural vector whereby its speakers rely on their shared legacy to learn it anew as a L2. The analysis of linguistic samples of the third generation of Portuguese-Americans of Hudson High School will provide a profile of these individuals who do not become speakers of an unknown reality yet they become Portuguese speakers with an Anglophone base and structure. They are therefore speakers of a heritage and culture, but not speakers of the inherited language.
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Mahjoub, Wafa. "Écriture diaristique, poétique et dramatique dans l'ɶuvre de Jean-Luc Lagarce : hybridité générique." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2001.

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La thèse est consacrée à l’Écriture diaristique, poétique et dramatique de Jean-Luc Lagarce et à l’hybridité générique qui la régit. Elle tente d’apporter un éclairage original sur les écritures variées du Journal et de certaines pièces de théâtre du dramaturge. L’écrivain met, en effet, en évidence dans son travail une esthétique de l’échec. Il tente le pari d’une poétique du décousu. En naviguant entre les genres, le journal personnel fait écho aux pièces tandis que les œuvres dramatiques puisent, de leur côté, leur essence dans une actualité personnelle et historique. Écrivain de son temps, le dramaturge représente des personnages dans leur milieu quotidien, précipitant le lecteur au cœur de l’intime et tressant, dans une écriture lyrique toutefois dénuée de pathos, des liens entre le particulier et l’universel, l’intime et le collectif. Le tragique qu’il insuffle à son écriture est lié à une tragédie du quotidien, ensemble de blessures vives véhiculées par un passé houleux et un présent tissé de souffrances et d’incompréhension. L’absurdité de l’existence conditionne une « action-état », presque passive, comme si les personnages enduraient une véritable « passion », qui freine l’action dramatique. Dès lors, le mouvement constant de la parole se substitue à l’action. Voix, images, mouvements, l’écriture lagarcienne se révèle alors à la fois poétique et dramatique, mettant l’hybridité au cœur de l’esthétique. Théâtre psychologique, psychanalytique et sociologique de la parole, il est aussi tragédie et poésie précaire du quotidien. Il est, finalement, tout ce qui constitue l’individu même : complexité, pluralité et sensibilité de l’être-au monde
The thesis is devoted to the diaristic, poetic and dramatic writing of Jean-Luc Lagarce and to its generic hybridity. It tries to bring an original light on the playwright various writings of the Journal and some other plays.The writer puts in evidence in his work an aesthetics of failure. He tries to bet on a poetics of desultory. Navigating between genres, the diary echoes the pieces while dramatic works draw their essence in personal and historical actuality.Writer of his time, the playwright represents characters in their daily environment driving the reader into the heart of the intimate. In a lyrical writing, he braided links between the particular and the universal, the intimate and the collective.The tragedy he infuses into his writing is linked to a tragedy of everyday life, a set of vivid injuries conveyed by a stormy past and a present made of pain and misunderstanding.The absurdity of existence determines an “action-state”, almost passive, as if the characters endured a real "passion", which slows down the dramatic action. From then on, the constant movement of speech replaces action. Voice, images, movements, the Lagarcian writing is then both poetic and dramatic, putting hybridity at the heart of aesthetics.Psychological, psychoanalytical and sociological theater of speech, it also represents tragedy and precarious poetry of everyday life.It is, ultimately, all that constitutes the individual itself: complexity, plurality and sensitivity of being-to the world
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30

Chan, Kam-wing Philip. "The stylistic analysis of literary language in relation to English teaching in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31948935.

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31

Lundgren, Madeleine, and Emma Sande. "LUS- och skrivutveckling." Thesis, Stockholm University, Department of Education in Languages and Language Development, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8654.

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The purpose of this study was to compare reading development assessments with writing assessments to create an understanding about the relationship between the reading and writing ability of children. Another aim of the study was to look at other factors that cohere with the ability to read and write, such as background and socio-economic status. Our hypothesis was that explicit instruction in writing is necessary to develop good writing skills. We chose to conduct a quantitative study containing an inquiry, a dictation and a writing task. We compared our results with reading assessments based on a reading development schedule (LUS). In total 79 children from four classes took part in the study. All four classes came from the same municipality, two classes from grade two and two classes from grade four. According to our results we cannot say that one who is a good reader (according to LUS) also is a good writer. Neither can we say the opposite, that one who has low results in reading is a poor writer, since the class with the lowest results in reading is the one with the highest results in many parts of the study. The reading ability benefits from reading at home. However, the children’s attitude towards writing and how often they claim to write in their spare time has not shown a connection with their writing ability. Our conclusion supports our hypothesis, explicit instruction in writing is necessary to develop good writing skills.

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32

Sookasame, Navarat Aksorn. "L' assimilation des tons en thaï dans la parole lue et spontanée." Paris 7, 2012. http://www.theses.fr/2012PA070081.

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Cette étude porte sur l'assimilation des tons dans la langue thaï. L'assimilation des tons est un phénomène qui apparaît quand les deux tons sont en contact, un ton peut modifier une ou plusieurs caractéristiques d'un autre ton voisin. Le thaï est une langue polytonale. Il y a 5 tons en thaï : le ton moyen, le ton bas, le ton descendant, le haut et le ton montant. Les tons ont une valeur distinctive. Le même mot prononcé sur un ton différent a un sens différent. Chaque ton a une courbe mélodique différente. L'assimilation des tons dans la langue thaï se produit de façon aléatoire. Cette étude est un essai de la description de ce phénomène. Elle est divisée en deux parties. Dans la première partie, le corpus de la parole lue est étudié. Et dans la deuxième partie on s'intéresse à la parole spontanée. En général, l'assimilation des tons se produit souvent quand les tons sont en contact avec le ton descendant et le ton montant dans la parole lue et aussi dans la parole spontanée. Ces deux tons partagent la même propriété. Elles présentent toutes les deux la courbe mélodique montante. La courbe montante est donc très susceptible à l'assimilation des tons
This study examines the assimilation of tones in Thaï language. The assimilation of tones is a phenomenon that occurs when the two tones are in contact with each other, a tone may modify one or more characteristics of another tone. Thai language is polytonal. There are five tones in Thai: mid tone, low tone, falling tone, high tone and rising tone. These tones have a distinctive value. The same word spoken with a different tone has a different meaning. Each tone has a different contour melodic. The assimilation of tones in Thai language occurs randomly. This study is trying to describe this phenomenon. It is divided into two parts. In the first part, the corpus of reading speech is studied. And in the second part we focus on spontaneous speech, In general, the assimilation of tones often occurs when the tones are in contact with the falling tone and high tone both in reading speech and also in spontaneous speech. These two tones share the same property. They present both the upward curve. The upward curve is very susceptible to tonal assimilation
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Olavison, Kristina. "LUS - LäsUtvecklingsSchemat -en undersökning av ett kartläggningsinstruments tillförlitlighet." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-564.

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Syftet med min undersökning är att undersöka tillförlitligheten då det gäller den kronologiska ordningen i LUS, LäsUtvecklingsSchemat, utarbetat av Allard, Rudqvist och Sundblad (2001). Detta eftersom den högstadieskola jag väljer att göra min studie vid sedan ett år tillbaka arbetar efter LUS, samt att frågor och åsikter är många kring analysverktyget bland pedagogerna på skolan.

För att undersöka detta har jag delat upp min studie i två delar - dels en direkt observation av elever under hemkunskapslektioner för att undersöka om de kan läsa, förstå och utföra en instruktion eller arbetsbeskrivning i flera led, punkt 16 i LUS. Den andra delen bygger på en granskning av elevernas resultat i LUS. Jag jämför sedan de två undersökningarna med varandra och tar reda på om flytande läsning, punkt 15 i läsutvecklingsschemat, är nödvändig för att lösa uppgiften i punkt 16. Det citat av författarna Allard och Askeljung (2003) som jag koncentrerar mig på och ifrågasätter är: ”Förutsättningen för att klara punkt 16 är att läsningen flyter obehindrat” (s.44), alltså att eleven måste har nått punkt 15 innan han/hon klarar av att läsa och följa en instruktion eller en arbetsbeskrivning i flera led. Vidare, är det då möjligt för en elev som läser mycket och är placerad i punkt 18 i LUS, att misslyckas med punkt 16?

Resultatet av min undersökning visar att det är möjligt för en del elever att klara av en arbetsbeskrivning trots brister i den flytande läsningen och för de som behärskar läsningen mycket väl och gärna läser kan arbetsbeskrivningen ändå bli ett misslyckande.

Min slutsats är att ingenting är svart eller vitt, det finns gråzoner där en del av de aktuella eleverna hamnar. LUS är ett bra analysverktyg, men det behöver ifrågasättas, studeras och möjligen också kompletteras med andra instrument som testar elevers läsförmåga.

Nyckelord: flytande läsning, instruktion/arbetsbeskrivning, LUS, läsutveckling


This research has been done in order to investigate the reliability of the chronological order of a Swedish reading development schedule – LUS. This method has been established by Allard, Rudqvist and Sundblad (2001). The reason why I chose this subject is that the school where I did my research uses LUS as their reading analysis tool; however, there are many questions as to the reliability of this tool among the teachers.

My research is twofold – firstly, a direct observation of students during domestic science lessons, in order to see their capability to read, understand and perform a working instruction in several stages (phase 16 in the reading development schedule); and secondly, a study of the students’ results at LUS. Then I will compare the two in order to find out whether reading fluency, or a great desire to read (phase 15 and 18 in the reading development schedule) is necessary to solve a task in phase 16. The statement made by Allard and Askeljung (2003) that I will focus on, and call in question, is the following (in translation): In order to manage phase 16 in the reading development schedule, it is necessary to be a fluent reader. So the student should have reached phase 15 before he or she manages to read and follow a working instruction in several stages. Furthermore, is it possible that students who read a lot and reach phase 18 in the reading development schedule can fail in their attempt to accomplish phase 16?

The result of my research is that there is a possibility for some students to manage a working instruction even though they lack reading fluency; and for those who are fluent readers, the working instruction can become a failure.

The conclusion of my study is that nothing is black or white. There are some grey zones where some of the current students turned out to be at the moment. LUS is a good analysis tool, but it needs to be questioned, investigated and perhaps also be complemented with other instruments that diagnose the students’ reading ability.

Key words: reading fluency, working instruction, LUS, reading development

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34

Andersson, Stål Elenor. "Pragmatisk förmåga hos barn i åldern 24-29 månader mätt med en svensk forskningsversion av Language Use Inventory (LUI)." Thesis, Umeå universitet, Logopedi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183923.

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Bakgrund Bedömning av pragmatisk förmåga hos barn förutsätter kunskap om när pragmatiska funktioner tillägnas. Idag finns inga etablerade riktlinjer för tidig pragmatisk utveckling. Detta har bidragit till att det saknas formella material för bedömning av pragmatiska svårigheter i Sverige. Syfte Studiens syfte var att undersöka pragmatisk utveckling hos svenska barn i åldrarna 24–29 månader mätt med den svenska forskningsversionen av Language Use Inventory (LUI). Föreliggande studie ämnade undersöka huruvida svenska LUI-versionen kan differentiera pragmatisk förmåga mellan åldersgrupperna (2;0–2;2 och 2;3–2:5) och om skillnader mellan flickor och pojkar kan urskiljas samt hur icke-verbal förmåga relateras till verbal förmåga hos dessa barn.  Metod Föräldrar till 70 barn fyllde i en digital föräldraenkät av den svenska LUI-versionen. Deltagarna var hemmahörande främst i de norra delarna av Sverige. Enkäterna sammanställdes och analyserades utifrån exklusionskriterier, ålder, kön och gestanvändning. Resultat Resultatet indikerar på en förbättrad pragmatisk förmåga med ålder och att flickor presterar bättre resultat jämfört med pojkar. Signifikant skillnad på del 2 avslöjades för kön till fördel för flickor. Resultatet visade även tendenser på att gestanvändningen avtar med ökad verbal förmåga. Exklusionskriterierna beaktades men tillämpades inte för denna studie då de inte gav utslag på resultatet.   Slutsatser Den aktuella studien bidrar till kunskap om pragmatisk utveckling mätt med svenska LUI-versionen avseende svenska barn i åldersgruppen 24–29 månader. Dessa kunskaper är ett viktigt steg på vägen till ökade möjligheter för klinisk bedömning av pragmatiska svårigheter men ytterligare studier är nödvändigt.
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Girard, Pierre. "La langue de quatre auteurs-compositeurs-interprètes Québécois : analyse stylistique /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1999. http://theses.uqac.ca.

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36

Siphanthong, Bounchanh. "La standardisation de la terminologie medicale Lao : approche linguistique." Rouen, 2004. http://www.theses.fr/2004ROUEL483.

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En ce début de 21e siècle, au Laos, il n'existe aucune instance officielle de normalisation terminologique. Notre étude s'attachera à décrire les modalités pratiques d'apparition des termes en fonction des besoins, les habitudes sociales de diffusion de la terminologie et les procédures de standardisation terminologique. Nous avons choisi détudier le vocabulaire médical comme champ particulier d'expérimentation terminologique dans une perspective sociolinguistique
In the begining of the 21 st century, no official authority exists in Laos for terminological creation and standardization. Our study attempts to describe the terminological innovation according to the needs, the social pratices of diffusion of terms and proceedings of terminological standardization. We study medical vocabulary like particular field of terminological experimentation from a sociolinguistic point of view
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37

Sylla, Bernhard. "Hermeneutik der langue Weisgerber, Heidegger und die Sprachphilosophie nach Humboldt." Würzburg Königshausen & Neumann, 2008. http://d-nb.info/991333403/04.

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38

Järnefelt, Pia. "¿Una democracia transparente? : La destitución del ex presidente Fernando Lugo en Paraguay." Thesis, Stockholms universitet, Avdelningen för spanska, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-90991.

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En el presente estudio se pretende analizar si existe una verdadera democracia en Paraguay, investigando el juicio político y la destitución del ex presidente Fernando Lugo en junio del 2012. Tras el golpe de estado en 1989, que puso fin a una dictadura de 35 años, el país empezó la transición hacia la democracia, la cual sigue hoy en día inconclusa. Dentro de un marco teórico de la sociedad civil y utilizando el concepto de accountability, se trata de investigar y comprobar la hipótesis de que no existe una democracia transparente en Paraguay. Nuestras preguntas de investigación son: ¿Cuáles son las causas de la destitución del ex presidente Fernando Lugo? Y ¿Qué nos dice este acontecimiento sobre la calidad de la democracia en Paraguay hoy? Para hacer posible el análisis se presenta una breve historia de las últimas décadas en Paraguay y se analiza la democracia en este país hoy en día, utilizando determinados requerimientos y características para la democracia. Usamos el método cualitativo. Concluimos que la destitución del ex presidente Fernando Lugo ha sido un “golpe de estado institucional” y que la democracia no es fuerte y transparente en el país. También concluimos que hay una sociedad civil fuerte en Paraguay, pero que esto no indica una democracia institucional sólida o transparente.
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Miller, Caroline Grace. "The Dual Power of Language: Theories of Maurice Blanchot in Practice." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami159528857275781.

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40

Carneiro, João Paulo Jeannine Andrade. "A morada dos Wapixana: Atlas toponímico da região indígena da Serra da Lua - RR." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-08072008-143712/.

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A morada dos Wapixana (Arawak) são os campos do nordeste do estado de Roraima. Em sua porção sudeste encontramos a região indígena da Serra da Lua, composta por 17 malocas indígenas com 5.000 Wapixana. Desenvolvemos esta pesquisa por meio da análise toponímica (Dick, 1980, 1999) e etnolingüística (Potier, 1970) das malocas e das paisagens vegetais da região. Objetivamos, desta forma, detalhar a realidade toponímica em suas características denominativas, no conjunto de mapas taxionômicos, dialetológicos, além de um fitogeográfico com os termos em Wapixana. Com isso, procuramos obter a cosmovisão do grupo denominador. Para tanto, dividimos este trabalho em três partes: os fundamentos teóricos; aspectos histórico-geográficos e etnolingüísticos dos campos do Rio Branco; e por último a análise das motivações toponímicas. O resultado das análises demonstrou que os campos ora citados, são frutos da geografia mítica Wapixana, bem como as taxionomias toponímicas preponderantes são os zootopônimos e fitotopônimos. Identificamos três camadas dialetológicas na região: a mais antiga de origem Wapixana;. a segunda, também de origem ameríndia, porém exógena à área de pesquisa, são os nomes de origem Tupi, provindos da Língua Geral Amazônica; e finalmente a portuguesa.
The homeland of the Wapixana (Arawak) are the fields at the northeast region of the state of Roraima. In its southwest portion we find the indigenous region of Serra da Lua, composed by 17 indigenous hamlets, inhabited by 5000 Wapixana. This research was developed through the toponymic (Dick, 1980, 1999) and etnolinguistical (Potier, 1970) of the hamlets and the regional vegetation landscapes. It\'s goal is to detail the toponymic reality in its denominational characteristics in the collection of taxonomical and dialetological maps, as through a phytogeographic map with terms in Wapixana language. This way, the objective is to obtain the cosmovision of the denominating group. This paper was made in three parts: the theoretical fundaments; the historical-geographical and etno-linguistic aspects of the fields of Rio Branco and the analysis of the toponymic motivation. The result of these analyses demonstrates that the mentioned fields are fruit of the Wapixana mythical geography and that the preponderant toponymic taxonomy corresponds to the zootoponyms and phytotoponyms. Three dialetological layers where identified at the region: the oldest, of Wapixana origin; the second, also of Amerindian origin, but exogenous from the research area, with nouns of Tupi roots, prevenient of the Amazonian General Language and, at the end, the Portuguese.
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Hjort, Malin. "Kravställningar och språkförmågor : En analys av kursplaner i svenska tillhörande Lpo 94/Lgr11." Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180751.

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I det här arbetet jämför jag kunskapskrav, syfte och målsättningar för språkförmågorna läsförståelse och skrivförmåga i de två kursplanerna för svenska tillhörande de två senaste läroplanerna Läroplan för det obligatoriska skolväsendet, förskoleklassen och fritidshemmet Lpo 94 och Läroplan för grundskolan samt för förskoleklassen och fritidshemmet Lgr11. Jag undersöker dessutom om någon av dessa två språkförmågor prioriteras i någon av kursplanerna. Metoden för min undersökning är textanalyser och klusteranalyser i flera steg. Jag analyserar också begripligheten i kursplanernas formuleringar. Resultatet visar att min hypotes om att läsförståelse prioriteras framför skrivförmåga i den nu aktuella läroplanen Lgr11 stämmer. Min hypotes grundar sig på Sveriges resultat i PISA-undersökningarna för åren 2000–2018. Sverige visar sjunkande resultat 2003, 2006 och 2009 och mitt antagande utgår ifrån att dessa sjunkande resultat är ett bidragande motiv till förändringarna i kursplanerna i svenska och formuleringarna däri. Ett av de konkurrerande imperativen för läroplans-reformen Lpo 94>Lgr11 tycks för regeringen ha varit att svensk skola ska prestera bättre i de internationella PISA-undersökningarna.
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42

Ilkka, Liina. "Tiesitkö? Tällaisia klikkiotsikoita suomalaismediat suosivat verkossa: Lue yllättävät havainnot! : Kriittinen diskurssianalyysi internetin uutispalvelimissa julkaistujen otsikoiden sisällöstä ja rakenteesta." Thesis, Stockholms universitet, Institutionen för slaviska och baltiska språk, finska, nederländska och tyska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146697.

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43

Scarato, Luciane Cristina. "Language, identity, and power in colonial Brazil, 1695-1822." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269859.

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This dissertation investigates the diverse ways in which the Portuguese language expanded in Brazil, despite the multilingual landscape that predominated prior to and after the arrival of the Europeans and the African diaspora. It challenges the assumption that the predominance of Portuguese was a natural consequence and foregone conclusion of colonisation. This work argues that the expansion of Portuguese was a tumultuous process that mirrored the power relations and conflicts between Amerindian, European, African, and mestizo actors who shaped, standardised, and promoted the Portuguese language within and beyond state institutions. The expansion of Portuguese was as much a result of state intervention as it was of individual agency. Language was a mechanism of power that opened possibilities in a society where ethnic, religious, and economic criteria usually marginalised the vast majority of the population from the colonial system. Basic literacy skills allowed access to certain occupations in administration, trading, teaching, and priesthood that elevated people’s social standing. These possibilities created, in most social groups, the desire to emulate the elites and to appropriate the Portuguese language as part of their identity. This research situates the question of language, identity, and power within the theoretical framework of Atlantic history between 1695 and 1822. Atlantic history contributes to our understanding of the ways in which peoples, materials, institutions and ideas moved across Iberia, Africa and the Americas without overlooking the new contours that these elements assumed in the colony, as they moved in tandem, but also contested each other. Focusing on the mining district of Minas Gerais for its economic and social importance, this dissertation draws on multiple ecclesiastical and administrative sources to assess how ordinary people and authoritative figures daily interacted with one another to shape the Portuguese language.
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Nogelmeier, Marvin Puakea. "Mai Pa'a I Ka Leo: Historical voice in Hawaiian primary materials, looking forward and listening back." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/1252.

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This dissertation explores a unique body of historical writings published in the native-language newspapers of the Hawaiian kingdom during the 19th century and examines the incorporation of these materials into contemporary knowledge. Scholars of the 20th century have translated a fraction of the historical material, reorganized its contents and published those portions as reference texts on Hawaiian history, culture and ethnography. These English presentations, along with other translated texts have become an English-language canon of Hawaiian reference material that is widely used today. The canon of translated texts is problematic in that it alters the works of the original authors, recasting important auto-representational writings by Hawaiians of the 19th century into a modern Western framework. General reliance upon these translated texts has fostered a level of authority for the canon texts similar to that of primary source material. Such authority and reliance have in many ways eclipsed the Hawaiian authors' original works and have obscured the larger corpus of published writings from the period. General acceptance of the sufficiency of the translated works, a dearth of access tools and few fluent readers of Hawaiian has resulted in much of the archive of historical material remaining unutilized and largely inaccessible to date. However, the impetus of Hawaiian language renewal efforts and more recent Hawaiian scholarship has brought new attention to this body of writings, and such awareness is generating new efforts to rearticulate this neglected resource into the production of knowledge, now and in the future.
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Kwan, Che-ying, and 關之英. "A school-based case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957900.

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Park, Moon-Kyou. "Contribution à l'étude des structures rythmiques en parole lue et en parole spontanée : autour de l'accent focal en coréen et en français." Paris 7, 2000. http://www.theses.fr/2000PA070117.

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L'objectif de cette thèse est l'étude contrastive de certains aspects du rythme (accentuation, variation temporelle, intonation) du coréen par rapport à ceux du français, et ce, dans la parole lue et dans la parole spontanée. Dans une première partie, une étude préliminaire a été menée à partir d'un corpus de phrases lues, afin de décrire la réalisation des différents accents, accent de groupe et accent de focalisation et de contraste. Les résultats de cette étude sont les suivants: - les deux langues partagent les mêmes profils temporels et intonatifs qui reflètent l'accent de groupe: on observe une congruence entre syntaxe et prosodie; - par contre les structures prosodiques sont distinctes quant à la réalisation de l'accent focal et de contraste. Cette différence est encore plus visible dans le corpus de français produit par la locutrice coréenne, chez qui on note une interférence de la prosodie de la langue maternelle sur celle de la langue cible. A partir des résultats obtenus dans l'étude préliminaire, nous nous proposons de consacrer la seconde et majeure partie de la thèse à l'étude de la réalisation acoustique et perceptive de différentes catégories accentuelles (accent de groupe et accent régulateur rythmique), autour de l'accent focal, dans les deux langues, et ceci dans un corpus de parole lue et spontanée. Plus particulièrement, les variations des durées sont méthodiquement analysées an niveau des différents domaines prosodiques (des segments phonétiques aux énoncés en passant par les syllabes, les groupes rythmiques et les séquences rythmiques). L'influence des accents sur les profils temporels y est également évaluée. Un des résultats qu'il convient de retenir est celui du rôle crucial de l'accent focal dans l'organisation rythmique du spontané
The goal of this thesis is to present a comparative study of some aspects of rhythm (emphasis, duration, intonation) of the Korean language, as compared to these of French, and this, in the read speech and in the spontaneous speech. In the first part of this thesis, a preliminary study accounting for data of read sentences, so as to describe the realization of the different accents, the group accent and the accent of focalisation and of contrast. Results of this study are as followed : - the two languages share the same temporal and melodic patterns reflecting the group accent : one observes a congruency between syntax and prosody ; - on the other hand the prosodic structures are distinct as for the realization of the focal accent and the accent of contrast. This difference is again more visible in a corpus of French produced by a Korean speaker, at that one notes an interference of the mother tongue prosody on that of the language targets. From the results obtained in the preliminary study, we plan to develop the second and major part of the thesis to the study, in the two languages, of the perceptive and acoustic realizations of different accents (group accent and rhythmical accent) around the focal accent, in spontaneous speech, as compared to its read text. More particularly, variations of duration are methodically analysed to different prognostic levels (of phonetic segments in statements by passing by syllables, rhythmical groups and rhythmical sequences). The influence of the analysed accents on temporal profiles is equally evaluated. One of the main results to observe is the important role of the focal accent in the rhythmical organization of spontaneous speech
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Raimond, Sophie. "Les enjeux esthétiques et politiques des métamorphoses de l'œuvre de Jean-Luc Godard." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2019/document.

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Cette recherche est située aux frontières de l’Esthétique et Sciences de l’art et des Sciences de l’information et de la communication. Notre hypothèse de départ réside dans la contribution de l’œuvre de Godard à une recherche pluridisciplinaire. Cinéaste, critique, théoricien, vidéaste, archiviste et téléaste, Jean-Luc Godard est l’auteur d’une œuvre métamorphique qui redéfinit radicalement les frontières du cinéma. Condamnant l’ambition hégémonique des technologies actuelles, tout en les absorbant dans une pratique cinématographique expérimentale, Godard développe une pensée en actes filmiques qui n’a pas rompu avec l’actualité. Le montage, au fondement de la création de Godard comme de ses prises de paroles, aménage un espace où la rencontre contrariée de signes discursifs, visuels et sonores, issus aussi bien du vaste champ de la culture littéraire, philosophique, musicale, cinématographique, artistique, classique et moderne que de la production artefactuelle contemporaine, permet de rompre avec nos habitudes spectatorielles. Le montage de Godard interroge le devenir de la communication par l’image et la parole et offre une issue esthétique au règne du visuel. Notre développement s’appuie sur des analyses de discours et de l’image, avec une attention soutenue aux métrages produits par Godard en parallèle et à la suite de la conception des Histoire(s) du cinéma (1988-1998). De manière affirmée depuis les années 1990, la pratique cinématographique de Godard s’est convertie à une écriture essayiste et multimédiatique. Le principe du réemploi étant au fondement même des métrages de Godard, nous avons développé une analyse des fragments et citations du cinéaste, selon une approche comparatiste, qui nous a permis de croiser, dans une ouverture pluridisciplinaire, plusieurs théories de l’image, de l’œuvre d’art et du langage, comme autant de points de vue critiques pour penser les potentialités de communication de la création audiovisuelle. Godard, acteur paradoxal de la fin du cinéma, redéfinit le devoir-être du cinéma dont il s’agit de devoir faire les leçons théoriques, dans un court-circuitage des premières théories du cinéma (Epstein, Faure, de la phénoménologie merleaupontienne et de la pensée deleuzienne. Traditionnellement perçue comme consubstantielle au cinéma, la représentation du réel procède d’une dialectique du visible et de l’invisible, à l’œuvre dans les créations de Godard qui métamorphosent les enjeux esthétiques et politiques de l’image en mouvement. Dans la filiation des penseurs de l’École de Francfort (Adorno, Benjamin) et du poststructuralisme français (Baudrillard, Deleuze, Derrida, Foucault), les propositions esthétiques de Godard déploient une pensée qui redéfinit les conditions de l’émancipation politique et spectatorielle. Le cinéaste amène le spectateur-citoyen à une mise en cause radicale du semblant démocratique et lui propose, dans l’idée même de création et d’amour qui la génère, la possibilité de révéler les contours cachés du réel et de le modifier. Sarajevo, sujet central du cinéma tardif de Godard, permet d’ouvrir notre argumentaire aux possibilités d’action d’un montage éthique et politique pour dénoncer les formes plurielles d’aliénation qui s’établissent dans les politiques de disparition, la médiatisation des conflits et une communication qui agit à plusieurs niveaux. L’ambition de notre démonstration réside dans les possibilités de révolution contenues dans une forme que Godard appelle cinéma ou montage : un art de l’immaîtrisé et une force dissensuelle qui permettent d’interroger les relations entre esthétique et politique, dans le cadre d’une mutation généralisée des signes qui affecte le devenir anthropologique, économique et symbolique des sociétés
This research is at the intersection of aesthetics, arts, and information and communication sciences. My initial hypothesis was based on the contribution of Godard's work to multidisciplinary research. As a filmmaker, critic, theoretician, video producer, archivist and television director, Jean-Luc Godard is the author of a metamorphic work, which radically redefined the boundaries of cinema. Godard challenged the hegemonic ambition of current technologies and, at the same time, integrated them in an experimental film practice. Thus, he has developed a pensée en actes filmiques, without breaking with current times. The montage at the foundation of Godard's creation, and also expressed in his discourses, has created a space in which the contrary confluence of discursive, visual and acoustic signs – stemming as much from the vast field of literary, philosophical, musical, cinematographic, classical and modern artistic culture as from contemporary artefact production – and leads the viewer to break with his habits. Godard’s montage has questioned the future of communication by image and word, and has offered an aesthetic concept to the domination of the visual. My thesis was based on discourse and image analysis, paying a close attention to the films produced by Godard during and following the conception of Histoire(s) du cinema (1988-1998). Since the 1990s, Godard's film practice has become that of an essayist and a writer of multimedia. The principle of re-use has been at the very foundation of Godard's films. By exploiting this, I analysed the filmmaker's fragments and quotes. I used a comparative and multidisciplinary approach which allowed me to embrace several picture, artwork and language theories, all of them being critical points of view to think about the potentials of communicating by audiovisual creation. Godard, as a paradoxical player of the end of cinema, redefined the film's devoir-être, i.e. an imperative short-circuiting of early film theory (Epstein, Faure), of Merleau-Ponty’s phenomenology and of Deleuze’s philosophy. Traditionally perceived as an inherent element of cinema, the representation of reality proceeded from a dialectic of the visible and the invisible, at work in the creations of Godard which has metamorphosed the aesthetic and political issues of the moving image. In the wake of the Frankfurt School (Adorno, Benjamin) and of French poststructuralism (Baudrillard, Deleuze, Derrida, Foucault), Godard's aesthetic propositions have deployed a thought that redefined the conditions of political and spectatorial emancipation. The filmmaker has encouraged the citizen-spectator to a radical questioning of the democratic facade and, in the very idea of creation and love, he has revealed the hidden contours of reality and the possibility of changing it. Sarajevo, the central subject of Godard's late cinema, opened up a debate on the possibilities of action of an ethical and political montage to denounce the plural forms of alienation in the policies of disappearance, the media coverage of conflicts and communication acting on several levels. The ambition of my demonstration lies in the possibilities of revolution contained in a form that Godard has called cinema or montage: an art of the uncontrolled and of dissent allowing to question anew the relations between aesthetics and politics, as part of widespread mutation of signs wich affects the anthropological, economic and symbolic future of societies
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Dargaj, Matthew Richard. "Maurice Merleau-Ponty and Jean-Luc Nancy: A Shared Concern about Retrospection at the Art Museum." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309048986.

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Wong, Lai-wing. "The application of systemic functional linguistics to the teaching of evaluative writing at matriculation level Xi tong gong neng yu yan xue zai yu ke ping lun xie zuo jiao xue de ying yong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37609531.

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Sipaseuth, Kinsoukhone. "Analyse des interactions langagières dans une classe de langue en vue de l'amélioration de la compétence orale des apprenants lao." Rouen, 2001. http://www.theses.fr/2001ROUEL395.

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Un des problèmes majeurs de l'enseignant du français au département de français de l'Université nationale du Laos est la passivité de la plupart des apprenants. Pourquoi les apprenants parlent-ils si peu? Quelles sont leurs difficultés ? Quelles méthodes doit-on adopter pour favoriser la prise de parole ? Tels sont les problèmes qui se posent. Après une réflexion sur les processus d'apprentissage, la thèse analyse un corpus de trois débats réalisés en cours de français langue étrangère au département de français. L'étude s'effectue selon trois dimensions : cognitive, communicative et didactique. Elle débouche sur une évaluation de ce type d'exercice.
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