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Relevant bibliographies by topics / Maka language (Cameroon)

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Journal articles

Academic literature on the topic 'Maka language (Cameroon)'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Maka language (Cameroon)"

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PANDIN, DONATA S., and YULIANUS R. MATANA. "Karakteristik Tanaman Muda Plasma Nutfah Kelapa Sawit Asal Kamerun." Buletin Palma 16, no. 1 (2016): 8. http://dx.doi.org/10.21082/bp.v16n1.2015.8-22.

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<p><span style="font-size: medium;">ABSTRAK </span></p><p>Penelitian dilakukan dari bulan Januari 2012 sampai dengan Agustus 2014, di Kebun Percobaan Sitiung, Kabupaten Dharmasraya, Provinsi Sumatera Barat. Bahan tanaman yang digunakan adalah plasma nutfah kelapa sawit asal Kamerun sebanyak 99 aksesi, yang ditanam dalam blok tunggal dengan sistem baris tanpa ulangan pada Desember 2011. Setiap aksesi terdiri atas 5 - 10 tanaman sehingga seluruh tanaman berjumlah 959 tanaman. Hasil pengamatan menunjukkan bahwa hampir semua koleksi asal Kamerun, memiliki posisi anak

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2

Evangeline Agwa Fomukong, SEINO. "Pragmastylistic Naming and Describing in Two Cameroonian Plays: What God Has Put Asunder by Victor Epie’ngome and Family Saga by Bole Butake." International Journal of Applied Linguistics and English Literature 6, no. 5 (2017): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.11.

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In pragmatics, language is understood in context, taking into consideration the speaker, the addressee, their interaction, background information and the situation of communication. Therefore the speakers make utterances taking account of the context of communication and the cognitive environment between them and the audience. The perspective of the Relevance Theory is that the speaker gives a clue to the audience on their intention which will help the audience infer into the message with the consideration of the context. This study is based on the assumption that in naming and describing in t

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Bakel, M. A., H. Esen-Baur, Leen Boer, et al. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 141, no. 1 (1985): 149–88. http://dx.doi.org/10.1163/22134379-90003405.

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- M.A. van Bakel, H. Esen-Baur, Untersuchungen über den vogelmann-kult auf der Osterinsel, 1983, Franz Steiner Verlag GmbH, 399 pp. - Leen Boer, Bronislaw Malinowski, Malinowski in Mexico. The economics of a Mexican market system, edited and with an introduction by Susan Drucker-Brown, London: Routledge and Kegan Paul, 1982 (International Library of Anthropology)., Julio de la Fuente (eds.) - A.P. Borsboom, Betty Meehan, Shell bed to shell midden, Australian Institute of Aboriginal Studies, Canberra, 1982. - H.J.M. Claessen, Peter Geschiere, Village communities and the state. Changing relation

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Alobwede, Charles Esambe. "LINGUISTIC HYBRIDITY AND DEVELOPMENTAL PERSPECTIVES IN CAMEROON." International Journal of Research -GRANTHAALAYAH 9, no. 4 (2021): 501–21. http://dx.doi.org/10.29121/granthaalayah.v9.i4.2021.3852.

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Language politics and the issue of official bilingualism have been factors in Cameroonian politics since the country obtained independence from its respective colonial masters. These phenomena have impacted not only on the operation of state institutions, but also on the cultural and linguistic make-up of the society. This has given birth to cultural and linguistic and perspectives in development. French and English, the two official languages of the country and a legacy of colonialism have created linguistic and sometimes political, social and cultural barriers. Bilingualism, a policy adopted

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Atanga, Lilian Lem. "A gendered academy – women’s experiences from higher education in Cameroon." International Journal of the Sociology of Language 2021, no. 267-268 (2021): 27–42. http://dx.doi.org/10.1515/ijsl-2020-0080.

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Abstract Women make up less than 20% of the faculty in Cameroon and continue to work in male-dominated workplaces against a context of patriarchal gendered ideologies. This paper explores women’s experiences in the academy in Cameroon, highlighting the way they navigate these challenges to position themselves in higher education. Through autoethnography and critical discourse analysis, it examines literature within the area of gendered discourse and texts on higher education, and the author’s personal experiences as a female academic in Cameroon. It is argued in this paper that the challenges

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Tante, Achu Charles, and Charles A. Tante. "Teachers’ approaches to language classroom assessment in Cameroon primary schools." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (2013): 114–22. http://dx.doi.org/10.31273/eirj.v1i1.77.

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Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is both a subject and also a language of learning all the other subjects. For children still acquiring L1 it is daunting sometimes to be expected to understand concepts in L2. It may be difficult then to gather information to make an impartial judgement with regards to a pupil’s language level. This study is a preliminary inquiry that attempts to find out teachers’ approaches to classroom assessment in Cameroon primary schools. Using a qualitative open-ended question the researcher finds out three ma

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Ouafeu, Yves Talla Sando. "Intonational marking of new and given information in Cameroon English." English World-Wide 28, no. 2 (2007): 187–99. http://dx.doi.org/10.1075/eww.28.2.05oua.

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Studies on English intonation have shown that native English speakers consistently accent new information and deaccent given information in the discourse structure (Brown 1983; Fowler and Housum 1987; etc.). On the other hand, findings on the intonation of some non-native English varieties, Nigerian English (Gut 2003, 2005) and Indian English (Gumperz 1982) for example, suggest that speakers of these varieties of English rarely deaccent given information in the discourse structure, hence making both types of information prominent. This study reports findings of the analyses of the intonational

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8

O'Neill, Paul, and Gladis Massini-Cagliari. "Linguistic prejudice and discrimination in Brazilian Portuguese and beyond." Journal of Language and Discrimination 3, no. 1 (2019): 32–62. http://dx.doi.org/10.1558/jld.37344.

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In this article we make a distinction between the prejudice and discrimination towards (a) different languages and their speakers and (b) different non-standard varieties of the same language and their speakers, and argue that while the discrimination and prejudice towards (a) have been denounced by international institutions and both national and international laws are in place to guarantee the rights of speakers of different languages, the same protection has not been afforded to speakers of non-standard varieties of a language. We examine a specific case of this type of linguistic prejudice

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Kouega, Jean Paul, and Mildred Aseh. "Pidgin in Creative Works in English in Cameroon." Sustainable Multilingualism 10, no. 1 (2017): 98–120. http://dx.doi.org/10.1515/sm-2017-0005.

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Summary This study, which deals with code-switching and language choice in multilingual contexts, describes the use of Pidgin in creative works in English in Cameroon, with the focus on the forms that this language takes in the works, the types of characters who are made to speak this language, and the functions that this language plays in these works. The data comprise three plays and two novels, all published between 2000 and 2006 by experienced writers who have a good command of English and yet make their characters speak in Pidgin. The analysis shows that Pidgin in the corpus takes the for

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Sala, Bonaventure M. "Writing in Cameroon pidgin English: begging the question." English Today 25, no. 2 (2009): 11–17. http://dx.doi.org/10.1017/s0266078409000133.

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ABSTRACTCameroon Pidgin English (CPE) is increasingly becoming an important language in the country, judging from its use in the media (both private and public), in literary texts, the Bible and other religious materials. The soaring of writing in CPE has been hailed by many as a positive signal for the spread and survival of the language, but this begs the question of how it should be written. Formal statements made so far on how CPE should be written are divergent (see Todd, 1986; Mbangwana, 1983; Ayafor, 1996 and Schr¨der, 2003) and in practice the present situation of CPE writing is marred

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