Academic literature on the topic 'Manobo languages'
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Journal articles on the topic "Manobo languages"
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Palmera-Blanco, Catherine. "Phonological Features of Manobo Spoken in Davao Occidental." International Journal of Linguistics, Literature and Translation 5, no. 5 (April 24, 2022): 41–55. http://dx.doi.org/10.32996/ijllt.2022.5.5.6.
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The study provides a description of the phonological features projected in Manobo, which is spoken in Jose Abad Santos, Davao Occidental, as an effort to monitor the status and vitality of the language. In eliciting the segmental and suprasegmental features, the respondents translated the questionnaire, a pre-determined word list of Cebuano vocabularies and sentences, and it was documented through audio-recording. The transcribed words were rated through International Phonetic Alphabet symbols. For the suprasegmental features, those focused on length, stress, and intonation in statement form and in answering WH/Yes-No questions. The study identified a total of 42 phonemic units in the Manobo language’s phonetic code: nine (9) vocoids, four (4) vocoid chains, 15 contoids, and four (4) contoid-clusters, and 10 supra-segmental phonemes. Also, factors such as age somewhat affect their phonological features. Native speakers were observed borrowing words from the dominant languages –Bisaya, Tagalog, and English, clipping some of the native words and code-switching to other languages when speaking. Manobo language is still used in home and community; however, it is not being sustained in the formal institution. Finally, the paper echoes the call for future studies of Manobo morphophonemic features of various Manobo speakers.
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Gonzales FSC, Andrew. "Bilingual Communities: National/Regional Profiles and Verbal Repertoires." Annual Review of Applied Linguistics 6 (March 1985): 132–51. http://dx.doi.org/10.1017/s026719050000310x.
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The 1980 Census of the Philippines (National Census and Statistics Office 1983) shows a multi-ethnic population speaking various Austronesian languages of the West Indonesian branch, which are not mutally intelligible but are clearly related to each other under various sub-groupings. The clearest divisions are the Northern Group and the Central Group, with the Northern Group situated in Northern and Central Luzon, and the Central Group located in Central and Southern Luzon, the Visayas, and parts of Mindanao (Zorc 1984). Smaller groups may be found in Eastern Mindanao (Eastern Mindanao Group), Southern Mindanao and Sulu (Sama-Bajaw Group), the area around Lake Lanao (Danao language group), Central Mindanao (the Manobo Group), and the islands of Palawan (the Palawanese Group) (cf., Pallesen 1985).
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Barbosa, Estella. "The Semiotics of the Peace Rituals (Pomaas Atag to Kosunayan) of Obo Manobo People." International Journal of Language and Literary Studies 4, no. 1 (February 2, 2022): 1–18. http://dx.doi.org/10.36892/ijlls.v4i1.622.
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This study looked into the meanings of objects used in peace ritual, how these objects communicate the intention of parties involved, and how the ritual constitutes ideology on peace among the Obo Manobo people. Particularly, it is a semiotic reading of the Obo Manobo’s ritual for peace which employed Halliday’s social and functional approach to language and Lemke’s semiotic thinking. The peace ritual is found to be a semiotic system that embodies the values, symbols, and ideas of the Obo Manobos as a group. It is a multimodal communicative event that comprises various integrating elements to language, thoughts, feelings and aspirations, dramatizes collective representations, encodes the culture of the Obo Manobos and, therefore, conveys ideologies on peace. As embedded in the ritual, the Obo Manobos believe that peace is consequential effect of how they observe customary laws of the tribe, and disregarding this will result to punishment and chaos.
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Gerungan, Ricky, Djeinnie Imbang, and Maya Pingkan Warouw. "Errors Use of Indonesian Language in Public Outdoor Media in Manado City." Edumaspul: Jurnal Pendidikan 8, no. 1 (March 1, 2024): 446–54. http://dx.doi.org/10.33487/edumaspul.v8i1.7669.
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The primary objective of this investigation is to scrutinize the utilization of the Indonesian language in outdoor media within Manado City, focusing on physical attributes, linguistic aspects, and the general application of the language in this specific context. Employing a qualitative research approach, the study centers its analysis on outdoor media installations situated in Manado, utilizing a sample size of 10 randomly selected images. The data collection process involves two main steps: firstly, gathering information on language usage in public spaces throughout Manado City, and subsequently, selecting ten data points that represent seven key aspects of Indonesian language prioritization. The findings of the study reveal two noteworthy outcomes: firstly, public space managers exhibit a preference for foreign languages over Indonesian in their language usage; and secondly, deviations from language rules are apparent, particularly in terms of spelling and word choice. The examination of Indonesian language use in outdoor media within Manado City indicates a presence of linguistic errors that defy established rules. Physically, there is a fusion of languages, comprising both Indonesian and foreign languages. While the language structure adheres to rules, imperfections persist in spelling and word selection. Despite these challenges, there is a positive trend in language typography, signaling an improvement in this specific aspect. In essence, the study underscores the existence of linguistic shortcomings in the public use of the Indonesian language in Manado City, encompassing discrepancies in language mixture, structural errors, and evolving typography practices
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Catoto, Jerson Sabang. "Intratribe Variation in Language Among Obo-Manobo: An Ethnolinguistic Study." World Journal of English Language 12, no. 6 (September 12, 2022): 435. http://dx.doi.org/10.5430/wjel.v12n6p435.
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Obo-Manobo, one of the tribes in Mindanao Philippines, inhabiting some municipalities in the Province of North Cotabato, has ethnic or indigenous language which is not sufficiently analyzed and documented. To account varieties in language and to come up with the glossary of terms, the researcher used the Metalinguistic knowledge from the interviews, focus group discussions, observations and translation of the Swadesh Word List and from the lexical databases such as the word lists of Obo-Manobo accounted by the SIL. The study revealed distinct variations in the Obo-Manobo language from the culture bearers of Kidapawan City, Magpet and President Roxas in the Province of North Cotabato. Obo-Manobo has lexical varieties in the way they name and describe things, person, places, events and concepts (noun and adjectives); use the main verb, prepositions and conjunctions. These are all accounted in the glossary of terms – the output of this study.
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Sandoval-Delos Santos, Rea Rodesa, Joseph Araneta, Sajed Ingilan, and Raymund Palayon. "Politeness strategies of Manobo students in a classroom in Kidapawan City, Philippines." Southeastern Philippines Journal of Research and Development 28, no. 2 (September 30, 2023): 27–54. http://dx.doi.org/10.53899/spjrd.v28i2.247.
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Awareness of the students in the pragmatics attached to language is crucial to communication success within classroom settings. Therefore, students might devise strategies to mitigate threats that can affect interlocutors’ engagement in communication. However, cultural and social factors can also influence how people communicate; hence, students from different backgrounds have nuances in the language used. This study is aimed at determining the politeness strategies utilized by Manobo students in their interaction in a classroom in a public school in Kidapawan City, Philippines. Using Brown and Levinson’s (1987) politeness strategy framework, the findings reveal that the politeness strategies used by Manobo students in the classroom with their Manobo and non-Manobo teachers were positive politeness, negative politeness, bald on-record, and off record. On the other hand, the politeness strategies among Manobo students were positive politeness, negative politeness, and bald-on record. Hence, the Manobo students have different politeness strategies depending on their relationship with the interlocutors in the classroom interaction. Politeness is relevant and essential in education, such as classroom teaching and learning practice. With a deeper understanding of its role in the academe, there could be more significant ways of improving the learning atmosphere.
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Lensun, Sherly Ferro. "Error analysis of Using Verbs Ruigigo “Belajar” by the Sixth Semester Students of Japanese Language Education FBS UNIMA." Chi'e: Journal of Japanese Learning and Teaching 11, no. 1 (March 24, 2023): 78–80. http://dx.doi.org/10.15294/chie.v11i1.66657.
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his study aims to discover the causes of errors in using the verbs “belajar,' narau and Manabu. A descriptive statistical method was used in this research. This analytical technique is commonly used for exploratory research. This study's participants were 30 students in the semester VI Japanese Language Education Study Program Universitas Negeri Manado. The data collection technique was carried out through tests on the participants. The tests consisted of 15 questions from the textbooks Minna no Nihongo, Shin Nihongo no Kiso I and II, and several reading materials related to education containing the words narau and Manabu. The results of the study are as follows: (1) Respondents still do not clearly understand the rules for using the verbs' learning' narau and manabu in the context of Japanese sentences, while some respondents are misled by the use of the verbs' learning' narau and manabu which have similar meanings. 2) the effect of B2 on B1 can be seen from the respondent's error in placing the right verb. (3) The respondents' vocabulary still needs to improve, which can be seen from the respondents' answers not placing the verb in the context of the existing sentence. (4) Respondents do not need help understanding the verb changes correctly. After the data was processed and formulated into statistical form, 96.1% of errors appeared, and 38.9% of students correctly used the verbs' learning' narau and manabu.
Keywords :
Jurnal Pendidikan Bahasa Jepang Japanese Education JournalRuigigoJapanese Language Education
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Ponce Anchundia, Luis Stiven, and Jairo Andrés Moran Delgado. "LAS TIC COMO MEDIO DE APRENDIZAJE DE LOS IDIOMAS." Revista Cognosis. ISSN 2588-0578 2, no. 3 (August 28, 2017): 23. http://dx.doi.org/10.33936/cognosis.v2i3.857.
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El presente trabajo procura el mejoramiento del aprendizaje de los idiomas a través de la tecnología, las TIC, dentro y fuera del aula en la carrera de Idiomas de la Universidad Técnica de Manabí, debido a que este medio de aprendizaje nos ayudará en el desarrollo de nuestras habilidades y nuestra práctica del idioma. Se ha tomado como referencia las opiniones de diferentes autores para la elaboración de esta investigación para poder explicar las variables positivas y negativas de la situación problemática. Consta de una conclusión que determina y propone la mejora de la problemática en la carrera de Idiomas en dicha Universidad.
PALABRAS CLAVE: Tecnología; investigación; comunicación; aprendizaje; destrezas.
ICT AS A MEANS OF LANGUAGE LEARNING
ABSTRACT
The present work seeks to improve the learning of languages through technology, information and communications technology (I.C.T), inside and outside the classroom in the languages’ career at the “Universidad Técnica de Manabí”, due to this way of learning; it will help us for developing our skills and our language practice. We have taken as reference the opinions of various authors for the elaboration of this research for explaining the positive and negative variables of the problematic situation. It contains a conclusion that determines and proposes the improvement of the problematic in the career of Languages at the UTM.
KEYWORDS: Technology; research; communication; learning; skills.
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Ngenget, Stevanus. "A Revisit of Gricean Maxims in Manado Malay Language." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (October 8, 2017): 203. http://dx.doi.org/10.24903/sj.v2i2.134.
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Some researchers have tried to challenge the dominance of Gricean maxims in terms of its consistency. One way of testing it is by conducting research in vernacular language. This research is therefore conducted to revisit Gricean maxims in Manado Malay language, a language used by the people who live in Manado and its surroundings. This research, therefore, aims to find out (1) how the Cooperative Principle is violated in Manado Malay language, and (2) what the purpose of the generated implicatures are. The data used for analysis in this research were taken from recorded lunch break conversation of the lecturers at Unika De La Salle Manado in July 2016. The result showed that the Gricean maxims: maxim of quantity, maxim of quality, maxim of relation and maxim of manner were observed in Manado Malay language. It was also found that implicatures generated in Manado Malay language were meant for giving information. It can be concluded that Gricean maxims are consistent when implicatures occur in Manado Malay language. Furthermore, speakers of Manado Malay language usually produce implicature to give information and to joke.
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Nauvalia, Nurin, and Ikwan Setiawan. "Peran media “Tik Tok” dalam memperkenalkan budaya Bahasa Indonesia." Satwika : Kajian Ilmu Budaya dan Perubahan Sosial 6, no. 1 (April 28, 2022): 126–38. http://dx.doi.org/10.22219/satwika.v6i1.20409.
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Upaya untuk melestarikan budaya harus dimulai dari bahasa daerah dimana dengan nilai-nilai budaya tersebut dapat dibagikan atau dikomunikasikan di antara anggota masyarakat. Tulisan ini bertujuan untuk mengetahui ragam bahasa daerah yang merujuk pada istilah dalam bahasa Indonesia dalam video “Tik Tok” serta peran media tersebut dalam memperkenalkan ragam Bahasa Daerah sebagai bentuk ekspresi budaya bangsa. Penelitian ini menggunakan perspektif dari new media untuk mendiskusikan persoalan tersebut. Metode penelitian menggunakan penelitian kualitatif. The source of the data obtained is from primary data in the form of a Tiktok video entitled: Compilation of regional languages. The data collection technique uses documentation techniques, namely identifying videos of various regional languages in Tiktok. Data analysis technique using reduction technique. Hasil penelitian menunjukan ragam bahasa yang terdapat dalam video TikTok yang sudah dikumpulkan oleh peneliti, terdapat ragam bahasa dari Daerah Jawa, Sunda, Solo, Minang, Banyumas, dan Manado. Peran media sosial yaitu video tiktok terkait ragam bahasa atau penyebutan Bahasa Daerah dalam memperkenalkan budaya Bahasa Indonesia sehingga dapat menjadikan Bahasa Indonesia yang beragam menjadi populer, terwariskan atau ditirukan, dan diterima dilapisan masyarakat. Video tiktok sudah menjadikan budaya Indonesia yaitu Bahasa Indonesia menjadi populer diterima disetiap seluruh masyarakat baik negeri atau luar negeri. Efforts to be with culture must start from the local language where the cultural values can be shared or communicated among community members. This paper aims to find out the variety of regional languages that refer to the terms in Indonesian in the video "Tik Tok" and the role of the media in introducing various regional languages as a form of national cultural expression. For these problems, this study uses the perspective of new media. The research method uses qualitative research. The results show the variety of languages contained in the TikTok videos that have been collected by researchers, there are various languages from the Java, Sundanese, Solo, Minang, Banyumas, and Manado regions. The role of social media is tiktok videos related to various languages or the mention of regional languages in introducing Indonesian culture so that they can make various Indonesian languages popular, inherited or imitated, and accepted in society. Tiktok videos have made Indonesian culture, namely the Indonesian language, become popular which is accepted by all people, both country and abroad.
Dissertations / Theses on the topic "Manobo languages"
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Quiroga, Liliana. "La destreza comunicativa del español y su empleo en las escuelas suecas para los alumnos del bachillerato : Un estudio sobre el manejo del maestro con respecto a la enseñanza de la expresión oral en las clases de español." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185213.
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Béda, Walquíria Gonçalves. "A construção poética de si mesmo : Manoel de Barros e a autobiografia /." Assis : [s.n.], 2007. http://hdl.handle.net/11449/103671.
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Orientador: Maria Lídia Lichtscheidl MarettiBanca: Ana Maria Domingues de Oliveira
Banca: Sérgio Augusto Zanoto
Banca: Joaquim Alves de Aguiar
Banca: Maria Adélia Menegazzo
Resumo: O estudo intitulado A construção poética de si mesmo: Manoel de Barros e a autobiografia tem como objetivo apontar e analisar possíveis traços autobiográficos na poética barriana. Buscamos desvendar os investimentos "supra-autobiográficos" apresentados sob o manto do regional e do ínfimo - temáticas que também encontramos por detrás da profusa e sedutora variação lingüística da poética barriana. Utilizamos como corpus principal as obras Poemas Rupestres (2004), Memórias Inventadas - A Infância (2003) e Memórias Inventadas - A Segunda Infância (2006)
Abstract: This research entitled The poetic art of himself: Manoel de Barros and autobiography was carried out to point out and analyze the possible autobiographical features found out in Barrosþs poetry. We try to find out the overautobiographical depiction presented under the regional and the lowermost features - subjects which we can also find out behind the exuberant and exciting linguistic variation of Barrosþs poetry. The main corpus used in this research comprises the following works Poemas Rupestres (2004), Memórias Inventadas - A Infância (2003) e Memórias Inventadas - A Segunda Infância (2006)
Doutor
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Béda, Walquíria Gonçalves [UNESP]. "A construção poética de si mesmo: Manoel de Barros e a autobiografia." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/103671.
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O estudo intitulado A construção poética de si mesmo: Manoel de Barros e a autobiografia tem como objetivo apontar e analisar possíveis traços autobiográficos na poética barriana. Buscamos desvendar os investimentos supra-autobiográficos apresentados sob o manto do regional e do ínfimo - temáticas que também encontramos por detrás da profusa e sedutora variação lingüística da poética barriana. Utilizamos como corpus principal as obras Poemas Rupestres (2004), Memórias Inventadas - A Infância (2003) e Memórias Inventadas - A Segunda Infância (2006)
This research entitled The poetic art of himself: Manoel de Barros and autobiography was carried out to point out and analyze the possible autobiographical features found out in Barrosþs poetry. We try to find out the overautobiographical depiction presented under the regional and the lowermost features - subjects which we can also find out behind the exuberant and exciting linguistic variation of Barrosþs poetry. The main corpus used in this research comprises the following works Poemas Rupestres (2004), Memórias Inventadas - A Infância (2003) e Memórias Inventadas - A Segunda Infância (2006)
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Feichtenberger, Mariana Bernardes. "A função terapêutica fonoaudiológica: a importância do manejo num caso clínico de motricidade orofacial." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/12246.
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Previous issue date: 2009-07-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Introduction: In the orofacial motricity field is very usual the focus that the speech therapist apply to the functional aspects during the evaluation and in the rehabilitatation of the altered structures. Recent studies have shown that the professionals have already considered the subjective aspects, besides the technology developments, in order to properly achieve a more efficient speech therapy treatment; although, they do not take into account the human condition of the patient. This research points out the importance of the therapist to be very focused in their patients and their life history, considering both the way they think themselves and the world around them. Objective: from a single case study, to discuss and to understand, the speech therapist´s orofacial motricity role as a language work, spotlighting the therapeutic handling postures towards the patient. Method: The research in question is from a clinic-qualitative perspective, developed throughout specific clinic case studies. The decision of having this particular case chosen was due to its uniqueness which affected the punctual way of the speech therapy work in the orofacial motricity area. The material selected was developed from written recorded reports, after meetings with the patient, focusing the significant aspects of the therapeutic process during the period from June 2007 to October 2008. The data was analyzed according to the bakhtinian dialogical perspective and the psychoanalytical concepts of Winnicott. Results: the analysis of the clinic case emphasized the importance of considering the patient, in its constitution, as a person exploited therapeutically in its functional aspects that are found distorted. Throughout the therapeutic process the patient, feeling her essential life needs, could come close to the major reasons that made her to look for the therapy, and enable her to transform them, even before the beginning of the proper technical work. Conclusion: To undertake a dialogical clinical posture that is committed with care and recognition of the historical characteristics of the patient, is very important and contributes to a successful transformation of the therapeutic course. The patient begins to recognize himself better, making his growth as a constituted person, potentially being able to deal with speech language questions that are found modified. In the detailed case of orofacial motricity work, it is possible to conclude that it has a lot to do with language development, in the way that, it is under this dialogical progress work that the patient is found
Introdução: Na área de motricidade orofacial é comum a atuação do fonoaudiólogo incidir nos aspectos funcionais, visando avaliar e reabilitar as estruturas alteradas. Pesquisas recentes mostram que os profissionais já consideram os aspectos subjetivos, além de avanços tecnológicos para garantir maior eficiência no tratamento fonoaudiológico, porém eles ainda não o remetem à questão da condição humana. Esta pesquisa demonstra que é imprescindível que o terapeuta tenha olhar e mente voltados para o paciente que ali se apresenta, considerando sua história de vida e o modo como ele pode dizer de si e do mundo. Objetivo: discutir, a partir de estudo de caso único, o trabalho terapêutico fonoaudiológico de motricidade orofacial como um trabalho de linguagem, com enfoque no manejo terapêutico. Método: A pesquisa em questão é de natureza clínico-qualitativa e se configura num estudo de caso clínico específico. A escolha do caso selecionado para a pesquisa pautou-se pela sua singularidade que afetava o modo pontual do trabalho fonoaudiológico na área da motricidade orofacial. O material selecionado foi elaborado a partir de registros por escrito, após os atendimentos, dos aspectos significativos do processo terapêutico no período de Junho de 2007 a Outubro de 2008. Os dados foram analisados dentro da perspectiva dialógica bakhtiniana e dos conceitos psicanalíticos de Winnicott. Resultados: A análise do caso clínico evidencia a importância de se considerar o paciente em sua constituição como pessoa para que se possa incidir terapeuticamente nos aspectos funcionais que se encontram alterados. No decorrer do processo terapêutico, ao se sentir acolhida em suas necessidades essenciais de vida, a paciente pode se aproximar das questões pontuais que a levaram para a terapia, transformando-as, ainda que o trabalho técnico específico não tivesse sido efetivamente iniciado. Conclusão: Assumir uma postura clínica de cunho dialógico que tenha compromisso com o acolhimento e reconhecimento da historicidade do paciente, contribui para uma efetiva transformação durante o processo terapêutico, pois se observa que ele passa a se apropriar de si, a se constituir como pessoa, com potencialidade para lidar com as questões da área fonoaudiológica que se apresentam alteradas. No caso específico de trabalho com motricidade orofacial é possível afirmar que se trata também de um trabalho de linguagem, na medida em que é pela linguagem, trabalhada dialogicamente, que o paciente se apresenta
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Rocha, Valmira Alves da [UNESP]. "Três infâncias: o aprendizado poético de Manoel de Barros aplicado ao 9º ano do Ensino Fundamental II." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151126.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente trabalho fundamenta-se na poética de Manoel de Barros em suas Memórias inventadas – As infâncias de Manoel de Barros que abordam um diálogo inventivo e regular com o uso das palavras. O objetivo geral foi analisar a poesia de Manoel de Barros e propor sugestões de atividades para o 9º ano do Ensino Fundamental II, como forma de incentivo à leitura e para a promoção do contato do adolescente com a Literatura. Para realizar a pesquisa, o arcabouço teórico foi elaborado a partir do método bibliográfico, por meio da leitura dos poemas selecionados (na primeira infância, O apanhador de desperdícios; na segunda infância analisamos o poema Abandono e finalizamos na terceira infância com o poema Jubilação) e de referenciais teóricos da literatura brasileira e do escritor, bem como a importância do professor enquanto estimulador da leitura para o aluno. Para a análise dos poemas foi utilizada a análise estilística que, por seu escopo enquanto método, permite avaliar a obra pelo viés expressivo e de criação de plurisignificados, presentes nas obras do autor. Após a realização da análise, foi elaborada uma proposta de atividade para o 9º ano do Ensino Fundamental explorando a metapoesia, a reflexão da linguagem e a interpretação dos alunos, propondo e estimulando a leitura, em especial, de poesias. Dessa forma, por meio da realização dessa pesquisa, conclui-se que o gênero poesia é mais uma alternativa de ensino da Literatura no Ensino Fundamental II, de forma inovadora e dinâmica, procurando desenvolver nos alunos o gosto pela Literatura.
The present work is based on the poetics of Manoel de Barros in his Memórias Inventadas – As infâncias de Manoel de Barros that approach an inventive and regular dialogue with the use of the words. The aim of this work was to analyze the poetry of Manoel de Barros and to propose suggestions for activities for the 9th grade of Middle School as a way of encouraging reading and promoting the contact of adolescents with Literature. In order to carrying out the research, the theoretical framework was elaborated from the bibliographic method, through the reading of the selected poems (on first childhood we analyzed O Apanhador de desperdícios, in the second childhood we analyzed the poem Abandono and we finished in the third childhood with the poem Jubilação) and of theoretical references about Brazilian literature and the writer, as well as the importance of the teacher as a stimulator of reading for the student. For the analysis of the poems was used the stylistic analysis that, by its scope as a method, allows to evaluate the work by the expressive bias and creation of multi-meaning, present in the works of the author. After the analysis, a proposal of activity for the 9th grade of elementary school was explored exploring metapoetry, the reflection of language and the students' interpretation, proposing and stimulating the reading, especially of poetry. Thus, through the accomplishment of this research, it we can conclude that the genre poetry is another alternative of teaching Literature in Elementary Education II, in an innovative and dynamic way, trying to develop in students a pleasure for Literature.
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Lima, Flávio Lourenço Peixoto 1957. "Acontecimentos para além da denotação : linguagem, memória, educação." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251053.
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Orientador: Roberto Akira GotoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: esta pesquisa procura pensar as errâncias da vida memorizando-as na e com a linguagem. Errâncias à maneira de acontecimentos que se estendem para além da denotação, estabelecendo trilhas para a educação filosófica e literária dos sujeitos, tomadas como fundamentos para demonstrar que tanto a literatura quanto a filosofia permitem que a prática educativa abra um diálogo com o mundo vivido. Abriguemo-nos de pronto na escrita e na linguagem como princípios por meio dos quais adquirimos conhecimentos e os comunicamos, adotando como categoria o conceito de palavra enquanto presença metonímia, considerado e operado intrinsecamente na linguagem viva, tornando-a plano de contiguidade no agenciamento de sentidos que se reverberam, na construção do ato educativo enquanto fazer referencial, literário, filosófico.
Abstract: This academic research discuss about reproducing memories of life memorizing them in and with language. Wandering in the way of events are extended beyond the denotation, establishing trails for education, philosophical and literary subjects, taken as grounds to demonstrate that both literature and philosophy allow educational practices open a dialogue with the lived world. For this research we are taken writing and language as principles by which we acquire knowledge and communicate, as a category and also adopting the concept of metonymy considered intrinsically and operated in living language, making the contiguity of meanings that reverberate in the construction of the educational act as referential, literary, philosophical.
Doutorado
Filosofia e História da Educação
Doutor em Educação
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Huff, Melissa Lee. "Coming of Age in Spite of the Contrast of Vagueness: Native Speaker and The House on Mango Street as Erziehungsroman." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1489.
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Treating Sandra Cisneros' The House on Mango Street and Chang-rae Lee's Native Speaker as Erziehungsroman—that is, stories whose coming-of-age process depends on the characters' education—reveals the similar process that both Esperanza Cordero and Henry Park experience as they navigate the 1960s and 1970s American school system. The most important obstacle in Esperanza's and Henry's ability to achieve academically is the contract of vagueness, the tacit agreement between federal education policy and English language learning (ELL) students to misunderstand one another. Differing cultural conceptions of education perpetuate this mutually detrimental relationship between education policy and ELL students, forcing Henry and Esperanza to choose between satisfying the cultural expectations of their ethnic communities and fulfilling the cultural expectations of their schools, a decision which initially appears mutually exclusive. Exacerbated by their school experiences, both Henry and Esperanza go through a process of rejecting and reclaiming their ethnicity as they come to terms with their ethnic identity. That both characters eventually turn to social advocacy as a solution not only to their own educational struggles but also to the ghettoization of their ethnic communities suggests cosmopolitanism as a solution to the constraints of the contract of vagueness, both for Henry and Esperanza and for their ethnic communities.
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Di, Giordano Matthew John. "The Impossibility of Freedom in Las manos de Dios and El sueño del ángel." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2378.
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Critics generally read the matter of diagetic subjectivity as existential in Carlos Solórzano's works Las manos de Dios and El sueño del ángel. This study, however, seeks to explore the possibility of non-existential modes of subjectivity in these dramas. It posits an Althusserian mode of subjectivity due to the central conflict of the plays revolving around the oppressive rituals of a controlling church institution. Although the author expresses existential ideals, a reading that takes into account the issue of the church as an ideology producing mechanism, as well as its modes of operation, shows that on the diagetic level the experience of the characters is one in which they find themselves in a world where individuals operate as non-autonomous subjects.
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Wiggins, Annalisa. "Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros's The House on Mango Street." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1649.
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My thesis proposes a theory of relational identity development in Chicana literature. Gloria Anzaldua's Borderlands/La Frontera offers an interpretation of Chicana identity that is largely based on historical models and mythology, which many scholars have found useful in interpreting Chicana literature. However, I contend that another text, Sandra Cisneros's The House on Mango Street, not only illustrates the need for an alternative paradigm for considering identity development, but in fact offers such an alternative. I argue that Cisneros shows a model for relational identity development, wherein the individual develops in the context of her community and is not determined solely by elements of myth or genealogy. In questioning the historical paradigm of identity development, I examine three key aspects associated with Chicana identity development: gender, home, and language. Employing the theories of Édouard Glissant, I discuss how individual identity development is better understood in terms of relationships and experience rather than historical models. For Chicanas, the roles of women have largely been interpreted as predetermined, set by the mythic figures La Malinche and La Virgen de Guadalupe. However, Cisneros's work shows that this historical tradition is less fruitful in understanding identity than recognizing individuals' experience in context of their relationships. With this communal understanding established, I question the common associations of home and Chicana identity. I argue that Cisneros challenges our very concept of home as she engages and counters the notions of theorist Gaston Bachelard. The idea of a house is metaphorical, becoming a space of communal belonging rather than a physical structure to separate individuals. Finally, I consider how both spoken and written language contribute to relational identity development. I argue that Cisneros's use of language demonstrates that not only does language provide the means for development within a community, but also the means for creation within that society. The theoretical implications of such a relational identity construct are not only an expansion of what is entailed in Chicana identity, but an invitation for broadening the community of theoretical discussion surrounding Chicana literature.
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FERNANDES, Fernanda Rodrigues. "Lavando a Alma: análise do contexto de uma sala de aula de língua inglesa de escola pública sob a luz da teoria do caos/complexidade." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/2382.
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Previous issue date: 2010-09-13This research is an ethnographic case study that analyzes, in a descriptive form, the English language lessons in a second year high school classroom in a state school in the city of Goiânia. For this, we conducted a participant-observation research study, which, according to Spradley (1980), occurs when the researcher observes what happens in the research field and also participates in the activities that occur therein. The aim of this study was to know the difficulties faced by the actors in the classroom examined in order to propose what we call action or intervention to help control one of the known difficulties that, in this case was indiscipline during the English classes. Our proposed action was to carry out activities that would promote peer interaction and cooperative and/or collaborative learning, encouraging students‟ participation in the classes (FIGUEIREDO, 2006; OXFORD, 1997). During the research, we realized that several factors influenced the English classroom dynamics and thus the students‟ behavior. Therefore, the classroom under study and the issue of indiscipline in the English classes could not be seen in isolation. In order to best understand this reality, we used chaos/complexity theory (LARSEN-FREEMAN, 1997), comparing the English language classroom to a complex system. According to Larsen-Freeman (1997), complex systems are dynamic, complex, nonlinear, chaotic, unpredictable, sensitive to initial conditions, open, selforganizing, adaptive and sensitive response. By proposing this perspective of the classroom as a complex system, this study helps to understand that the difficulties experienced in the English language classroom, amongst them indiscipline, must be faced by all those who, directly or indirectly, take part in this complex system.
Este trabalho se caracteriza por ser um estudo de caso de base etnográfica que busca analisar de forma descritiva as aulas de língua inglesa de uma turma do 2º ano do ensino médio de uma escola pública estadual localizada na cidade de Goiânia. Para isso, realizamos uma observação-participante, que, segundo Spradley (1980), ocorre quando o pesquisador, além de observar o que acontece no campo de pesquisa, também participa das atividades que nele ocorrem. O objetivo deste estudo é conhecer as dificuldades enfrentadas pelos atores da sala de aula analisada a fim de propor o que denominamos de ação ou intervenção para ajudar a contornar uma das dificuldades verificadas, que, no caso, foi a indisciplina durante as aulas de inglês. Nossa proposta de ação foi a realização de atividades em pares que pudessem promover a interação e a aprendizagem colaborativa e/ou cooperativa, incentivando assim a participação ativa dos alunos nas aulas de inglês (FIGUEIREDO, 2006; OXFORD, 1997). No decorrer da pesquisa, percebemos que diversos elementos influenciam a dinâmica da sala de aula de língua inglesa investigada e, consequentemente, o comportamento dos alunos. Dessa forma, a sala de aula analisada e a questão da indisciplina nas aulas de inglês não podem ser vistas de forma isolada. Para compreendermos melhor essa realidade, utilizamos a teoria do caos/complexidade (LARSEN-FREEMAN, 1997), comparando a sala de aula de língua inglesa estudada a um sistema complexo. Isso porque ela apresenta características próprias desse tipo de sistema. Segundo Larsen-Freeman (1997), os sistemas complexos são dinâmicos, complexos, não-lineares, caóticos, imprevisíveis, sensíveis às condições iniciais, abertos, auto-organizáveis, sensíveis à resposta e adaptativos. Ao propor essa perspectiva da sala de aula como um sistema complexo, este estudo contribui para entendermos que as dificuldades vivenciadas na sala de aula de língua inglesa em questão, dentre elas a indisciplina, devem ser enfrentadas por todos aqueles que fazem parte direta ou indiretamente desse sistema complexo.
Books on the topic "Manobo languages"
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Ampalid, Ampatuan. Si Pilanduk: Pilanduk. Manila, Philippines]: Summer Institute of Linguistics--Philippines, 1985.
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Mengsenggilid, Pengendà. Si mehasa wey si telingenup: Thin one and hunter. Manila, Philippines]: Summer Institute of Linguistics--Philippines, 1985.
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Warokka, Djery. Kamus bahasa daerah Manado-Minahasa: Indonesia-Manado-Tountemboan-Toulour-Tonsea-Tombulu. Jakarta: Alfa Indah, 2004.
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Polenda, Francisco Col-om. A voice from the hills: Essays on the culture and world view of the Western Bukidnon Manobo people. Manila: Linguistic Society of the Philippines, 1989.
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Gelacio, Teofilo E. Manobo dictionary of Manobo as spoken in the Agusan river valley and the Diwata mountain range. Butuan City: Urios College, 2000.
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Martha, Salea-Warouw, and Proyek Peningkatan/Pengembangan Perguruan Tinggi Universitas Sam Ratulangi (Indonesia), eds. Partikel bahasa Melayu Manado: Proyek penelitian. Manado: Proyek Peningkatan Perguruan Tinggi, Universitas Sam Ratulangi, 1986.
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author, Kobayashi Yūichirō 1979, ed. R de manabu Nihongo tekisuto mainingu. Tōkyō: Hitsuji Shobō, 2013.
Find full textBook chapters on the topic "Manobo languages"
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Raynor, Eliot. "Chapter 11. The contact origin(s) of ‘hand’ and ‘foot’ > ‘limb’ in Antioquian Spanish." In Lifespan Acquisition and Language Change, 264–93. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/ahs.14.11ray.
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This study examines the semantic extension of mano ‘hand’ and pie ‘foot’ to their contemporary senses of ‘upper limb’ and ‘lower limb’ in Spanish varieties of Antioquia, Colombia. This dialectally idiosyncratic pattern, hitherto unexplained in the literature, is accounted for here as the combined outcome of adult acquisition among various groups. First, Chocoan languages predominating in the region throughout the early colonial period show a congruent pattern in the lexemes for ‘upper limb’ (e.g., Embera Chamí húa) and ‘lower limb’ (e.g., Embera Catío hẽ́ɾṹ), and their speakers plausibly initiated the change via L1 transfer. Chroniclers’ accounts also reveal that Antioquia’s earliest Europeans relied heavily upon enslaved African(-descendants), and records of ships carrying enslaved peoples to the nearby port cities demonstrate that much of the African-born population in 16th-century Antioquia spoke languages with congruent patterns also (e.g., Kikongo kóoko ‘upper limb’ and kúulu ‘lower limb’). It is proposed that adult Spanish learners with these L1s reinforced the innovative variant.
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Häberl, Charles. "35. A ‘Mandæo-Arabic’ Letter from Lady Drower’s Correspondence." In Semitic Languages and Cultures, 431–40. Open Book Publishers, 2021. http://dx.doi.org/10.11647/obp.0208.41.
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"6 Manabu: Negotiating Multilingual Identity in Francophone Canada." In Language Learning, Digital Communications and Study Abroad, 119–37. Multilingual Matters, 2024. http://dx.doi.org/10.21832/9781800415065-010.
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Lino, Patrícia. "Manoel de Barros e a poética do rewind." In Materiais para a Salvação do Mundo 1, 35–51. FLUP/ILCML, 2021. http://dx.doi.org/10.21747/978-989-54784-7-7/lib26a3.
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In order to contest the superiority of the colonizer’s language and cosmovision, Manoel de Barros builds, especially starting from Compêndio para Uso dos Pássaros (1960), a series of micro-cosmogonies or micro-universes. The contiguous elaboration of these universes represents, I argue, a direct response to the erasure by European colonization of wild, unextracted, Amerindian universes. Manoel’s timeless poetic word portrays an anarchic vision of humans, animals, vegetal world that exists in an original, untouched, and imaginary space. This space, however, is modeled on an imposed colonial language built or premised on the irrecoverable loss of the past and is manifested through the plurality of mediums of expression (alphabetical, visual, and performative), as well as recourse to humor, and a confrontation with the insufficiency of Latin alphabet. The narration imparted by Manoel of several vestiges of the world not only challenges the Western account of logocentric knowledge, but also invites the reader to understand that no one cosmogonic and cosmologic rendition is truer or more valid than any of the others. The return to this plurality of beginnings materializes itself in Manoel’s interest for drawing as well as in the way Manoel explores and reinvents the use of footnotes on the page.
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Pinnavaia, Laura. "Literary quotations in Charles Richardson’s A New Dictionary Of The English Language (1836-7): a sophisticated lexicographical method." In Esempi di seconda mano, 179–90. Ledizioni, 2019. http://dx.doi.org/10.4000/books.ledizioni.10670.
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Sadeghi, Aram Reza, and Soheila Ghorbani. "The Impact of TED-Vodcast on Iranian EFL Learners' Academic Oral Proficiency." In Multiculturalism and Technology-Enhanced Language Learning, 80–96. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch005.
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The main purpose of this study was to investigate the effect of TED-Vodcast on academic oral proficiency, with a focus on accuracy and fluency of Iranian intermediate EFL learners. There is no doubt that most of the university students in different fields of study face a lot of hardships while attending international conferences for presenting a paper which is due to lack of English proficiency. In this research, 34 female freshman students of English Language and Literature at Semnan University aged between 18-27 were selected and assigned into 2 groups of experimental (N=19) and control (N=15). TED-Vodcast was integrated into experimental group and conventional method of teaching listening and speaking was applied for the control group. Both groups took pretest and posttest which were in the form of interviews. The relation of 3 dependent variables of the two groups were computed by MANOVA and independent sample T-test was used as well. The findings of the study indicated that TED-Vodcast had significant effects on learners' oral proficiency as well as accuracy but not on fluency.
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Zhao, Ke. "Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy." In Computer-Assisted Foreign Language Teaching and Learning, 54–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch004.
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Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.
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Cooper, Helen. "The Summoner’s Tale." In Oxford Guides to Chaucer, 201–8. 3rd ed. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198821427.003.0012.
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Abstract The tale is an antifraternal satire that points beyond its overt narrative to insult the pilgrim friar as well as friars in general. It is unusual among Chaucer’s fabliaux in its scatological rather than sexual content, though its main focus is on clever trickery. Although it is given a familiar setting in the plausible everyday life of a village and its manor, its possible sources include arcane religious iconography. It shows up the slipperiness of language, but the direct speech that makes up the bulk of the narrative creates a strong sense of individual speech patterns.
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Manalo, Ino. "A Prohibition on Digging Up the Bones of the Dead (1813)." In The Spanish Pacific, 1521–1815. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463720649_ch15.
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In 1813, the Bishop of Cebu, Joaquín Encabo de la Virgen de Sopetrán, issued an edict prohibiting the exhumation of the dead, written primarily in the local language of Cebuano Visayan. This document from the archives of the Roman Catholic parish of Patrocinio de Maria in Boljoon, a town in the Philippine province of Cebu, suggests that inhabitants of the diocese were digging up the bones of the dead in order to hold rituals for a secondary burial along traditional, non-Christian lines. Ino Manalo discusses the edict in light of the emphasis placed by Spanish colonialism on urbanism and literacy, and outlines the ways in which it provides evidence of the persistence of traditional beliefs and practices centuries after the introduction of Christianity to the Visayas.
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Ďurčo, Peter. "Korpuslinguistik als Innovation im DaF-Studium und Korpora im DaF-Unterricht. Fallbeispiel Trnava (Slowakei)." In 121Germanistik in Maribor: Tradition und Perspektiven, 33–38. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-019-6.3.
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In der universitären Lehre für Studierende der philologischen Fachrichtungen in der Slowakei besteht u. E. ein großes Manko in der Vermittlung der Informationen über die neuesten Technologien bei der Verarbeitung von sprachlichen Daten, was direkt mit dem Bereich der Korpuslinguistik zusammenhängt. Dies steht in krassem Gegensatz zu der Situation z. B. in Deutschland, wo an vielen Universitäten die Kurse zur Korpuslinguistik seit längerer Zeit angeboten werden. Man kann natürlich fragen: Brauchen DaF/DaZ-Lehrende und Studierende überhaupt Korpora? Wenn ja, wozu? Von welchen Korpora könnten sie am meisten Gebrauch machen? Welche Korpustools und Korpuseigenschaften sind am ehesten einsetzbar und hilfreich im Studium und DaF/DaZ-Unterricht? Solche und noch viele andere Fragen kann man im Zusammenhang mit der rasanten Entwicklung im Bereich der sprachlichen Ressourcen und Quellen und dem immensen technologischen Fortschritt im Bereich von verschiedenen Tools für NLP (Natural Language Processing) formulieren.
Conference papers on the topic "Manobo languages"
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Meruntu, Oldie, Donal Ratu, and Selviana Mumu. "Language Options Used By Communities manado Service Language Writingbased On Social Dimensions." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.41.
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Espitia Mendoza, Vanessa. "¡Manos a la Obra! Leadership in Dual Language Bilingual Education." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114201.
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Perdana, Yusuf Ade Putra, and Yusuf Sulistyo Nugroho. "An empirical study of the popularity of three programming languages on stack overflow: Trends, solutions, and users." In VI INTERNATIONAL SCIENTIFIC CONVENTION OF UNIVERSIDAD TéCNICA DE MANABí: Advances in Basic Sciences, Informatics and Applied Engineering. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0182877.
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Bondarenko, Natalia. "The Russian manor interior in the context of the West-and-East." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.183.
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Runtuwarouw, Jourike J. "Analysis of the Use of Japanese Jujudoushi no Tsukaikata by Students at Japan Language Department of Language and Art Faculty of Manado State University." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.135.
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Vasilache, Simona. "CULTURAL DIMENSIONS OF USING A LEARNING MANAGEMENT SYSTEM BY NON-NATIVE ENGLISH SPEAKING INTERNATIONAL STUDENTS IN JAPAN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-204.
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Numerous learning management systems exist that support the process of e-learning all over the world. Japan is no exception and the University of Tsukuba in Japan employs manaba, a cloud-based collaborative learning system developed by the Internet service provider Asahi NET, Inc., which allows switching between English and Japanese interfaces. The University of Tsukuba is also the home of several undergraduate programs taught entirely in English, as part of the Global 30 Project. While all students in this program are international students, the vast majority of them are non-native English speakers. Our paper focuses on the impact of using a Japanese/English learning management system on the studying habits of non-native English speaking international students in Japan. We conducted an empirical study involving 30 international students and we collected data regarding the students' experience with the manaba learning management system. The subjects in our study, Global 30 social studies undergraduate students, come from more than 20 different countries, on 4 different continents, with only a small number originating from English-speaking countries. Based on a number of questionnaires, the aim of our study is to reveal the subjects' views with regard to manaba on aspects like: overall usefulness, difficulty of using one language interface or the other, level of interaction with the course instructor, usefulness of features like reminders, notifications etc. Furthermore, we intend to observe how different cultural backgrounds influence the way that learning management systems are approached by different students. Last but not least, we intend to analyze the extent to which the e-learning content is accessed using a mobile device as opposed to a personal computer. We believe that our paper can offer an interesting view on the cultural dimensions of using a learning management system in a Japanese heterogeneous academic group.
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Estrada-Cota, Italia, Monica A. Carreno-Leon, J. Andres Sandoval-Bringas, and Amado Alejandro Leyva-Carrillo. ""Manos que hablan": tool for teaching – learning the Mexican Sign Language for children with or without hearing disabilities." In 2020 3rd International Conference of Inclusive Technology and Education (CONTIE). IEEE, 2020. http://dx.doi.org/10.1109/contie51334.2020.00039.
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"Increasing Intrinsic Motivation of Programming Students: Towards Fix and Play Educational Games." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3996.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are focusing on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. Background: Traditionally, learning computer programming is considered challenging. Educational games can be used as a tool to motivate students to learn challenging subjects such as programming. Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. Methodology: We created a prototype for a casual game to teach the fundamentals of conditional structures. Casual games, compared to other genres, are easy to learn and play. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. In order to fix a bug, a student should understand the underlying program of the game. In this strategy, we believe that the self-esteem of the students will be built as they fix the bugs. This in turn will intrinsically motivate the students to actively engage in learning while playing. Contribution: Learning first programming language is considered very challenging. This research, investigates a novel approach to teach programming using educational games. Findings: A pilot study was conducted using the prototype to evaluate our claim. The outcome of the evaluation is encouraging. Allowing the gamers, who use educational games for learning programming, to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. This paper will describe the problem statement, research methodologies, preliminary results, and future directions of the research. Recommendations for Practitioners: Creating industry level educational games to teach programming will be beneficial to the society. Recommendation for Researchers: Learning first computer programming language is considered challenging. This research investigates a novel approach to teach programming. we focused on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. We used casual games for investigation. This research may be extended for other genres. Comparing this approach with other approaches such as Algorithm Animation techniques will be another potential research topic. Impact on Society: Today, digital technology plays a key role in our daily lives. Even the kids’ toys are becoming more and more digital and some of which are programmable. The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying computer programs. Nevertheless, learning computer programming is considered challenging, and beginning students are easily frustrated and become bored. This research investigate a novel approach to alleviate this disenchantment. Future Research: In future, different types of casual games will be developed to learn different topics in computer programming, and a full scale evaluation (including objective evaluation using game scores) will be conducted. This research will follow the principles outlined in the US Department of Education’s Common Guidelines for Education and Research The reliability of the questionnaire will be measured using Cronbach’s alpha. One-way MANOVA will analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience. The sample sizes may be different. A priori analysis will be conducted to verify existence of multivariate outliers, normality condition, and homogeneity of covariance. Power and Effect size analysis will be reported