Relevant bibliographies by topics / Maori (Langue)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Maori (Langue)'

Author: Grafiati
Published: 12 December 2022
Last updated: 27 January 2023

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Journal articles on the topic "Maori (Langue)"

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Triomphe, Robert. "La mythologie « japhétique » : Marr entre le Caucase, la Bible et la Grèce." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 20 (April 9, 2022): 311–41. http://dx.doi.org/10.26034/la.cdclsl.2005.1522.

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Cet article cherche à présenter Marr non comme un théoricien, mais comme le vivant produit d'un espace et d'une époque particulière, qui a agi et réagi en fonction de son origine (géorgienne) et d'une expérience ethnologique et linguistique corroborée par la révolution bolchévique. D'où l'appel à une langue caucasique (le tchétchène) pour nous mettre d'abord en situation marrienne, puis un résumé de l'expédition de Marr au Lazistan, enfin un commentaire détaillé de la confirmation du «japhétisme», que Marr a expressément demandée à la Bible et à la mythologie grecque. La symbolique de la montagne (l'Ararat, où atterrit l'arche de Noé, ébauche de la tour de Babel et de la «montagne des langues», donc du Caucase tout entier) avec le prototype de la notion de «descendance», sont mis en lumière. Quant à la mythologie grecque, Marr a invoqué Prométhée et une forme archaïque du mythe d'Atlas, qui traduisent une vision méditerranéenne du monde, où l'Orient caucasien et l'Occident atlantique se rejoignent déjà et préfigurent l'unité «ibérique» de l'espace « japhétique». Enfin l’axiome marri en «les langues ne meurent pas, elles se croisent ou on les tue» révèle un Marr «refoulé», qui se sert sans doute du russe (avec l'accent géorgien) comme langue véhiculaire, mais attaque en fait indirectement, par occidentaux interposés, toutes les langues dominatrices, y compris celle de l'empire des tsars. [Ceux qui chercheraient un commentaire actuel de la vision marrienne tragique de la destinée des langues le trouveraient dans le livre de Daniel Nettle et Suzanne Romaine traduit maintenant en français Ces langues, ces voix qui s'effacent (éd. Autrement Frontières)]. Marr a dû aussi refouler le secret d'une naissance illégitime. Sa glottogonie, quels que soient ses parallèles savants, notamment dans la linguistique du XIXème siècle, a sans doute là ses sources profondes. Ainsi au-delà de la superstructure théorique qui recouvre ses idées, Marr demeure attachant. Ses étymologies même fantaisistes font non seulement sourire, mais réfléchir, comme d'ailleurs les étymologies des Anciens et du Moyen-Age, écartées naguère par l'école phonéticienne.
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Lemieux, René. "La souveraineté peut-elle se transférer? Les enseignements de la traduction du traité de Waitangi (1840)." TTR 29, no. 2 (August 27, 2018): 73–98. http://dx.doi.org/10.7202/1051014ar.

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L’objectif de cet article est d’interroger le concept de souveraineté hérité de la modernité européenne à partir de sa « traduction » en maori dans le traité de Waitangi conclu en 1840 entre les chefs maoris d’Aotearoa (Nouvelle-Zélande) et l’Empire britannique. Le concept de souveraineté est difficilement traduisible en maori puisqu’il ne possède pas d’équivalent direct. Le terme kawanatanga choisi par le missionnaire-traducteur Henry Williams n’est qu’une translittération du mot anglais governor auquel le suffixe -tanga a été ajouté; ce terme rend mal l’idée du pouvoir absolu du souverain. Est-ce une « mauvaise » traduction pour autant? Henry Williams était-il incompétent? A-t-il plutôt voulu sciemment tromper les Maoris, comme le laissent entendre certains chercheurs? Le concept était-il lui-même intraduisible? Lorsqu’on analyse la traduction du terme souveraineté, on découvre qu’il n’y a pas d’équivalence formelle préétablie avant sa réalisation et que la souveraineté ne se transfère pas, mais se performe. Le contenu du concept est ainsi isomorphe à sa production : la souveraineté est une performance, et la traduction comme opération de création de termes participe à son actualisation. En utilisant un terme étranger mais profane pour rendre le concept, Henry Williams, sans peut-être le vouloir ou en être conscient, refuse la souveraineté dans son abstraction et, ce faisant, résiste aux tentatives de sceller l’interprétation du texte dans une unicité souveraine. Vue sous ce nouvel angle, la traduction de Williams participerait d’une « pensée sauvage » au sens de l’anthropologue Pierre Clastres, instituant une relativité toujours vulnérable, mais essentielle dans la perspective d’une traduction postcoloniale.
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Harlow, Ray, and Bruce Biggs. "English-Maori Maori-English Dictionary." Oceanic Linguistics 32, no. 1 (1993): 186. http://dx.doi.org/10.2307/3623103.

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Duval, T., and K. Kuiper. "MAORI DICTIONARIES AND MAORI LOANWORDS." International Journal of Lexicography 14, no. 4 (December 1, 2001): 243–60. http://dx.doi.org/10.1093/ijl/14.4.243.

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Holmes, Janet. "Maori and Pakeha English: Some New Zealand social dialect data." Language in Society 26, no. 1 (March 1997): 65–101. http://dx.doi.org/10.1017/s0047404500019412.

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ABSTRACTAspects of the extent and nature of the influence of the Maori language on English in New Zealand are explored here within a broad sociolinguistic framework. The current sociolinguistic distribution of Maori and English in New Zealand society is described, and typical users and uses of the variety known as Maori English are identified. Characteristics of Maori English are outlined as background to a detailed examination of the distribution of three phonological features among speakers of Pakeha (European) and Maori background. These features appear to reflect the influence of the Maori language, and could be considered substratum features in a variety serving to signal Maori identity or positive attitudes toward Maori values. Moreover, Maori English may be a source of innovation in the New Zealand English (NZE) of Pakehas, providing features which contribute to the distinctiveness of NZE compared with other international varieties. (Social dialectology, ethnic identity, Maori English, New Zealand English, language change)
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Macalister, John. "The Maori presence in the New Zealand English lexicon, 1850–2000." English World-Wide 27, no. 1 (March 23, 2006): 1–24. http://dx.doi.org/10.1075/eww.27.1.02mac.

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The presence of words of Maori origin in contemporary New Zealand English is regularly commented upon both by linguists and in the popular press. Such commentary is, however, generally based on intuition and observation rather than empirical analysis. This paper begins with a review of published comment from the late nineteenth century to the present on the Maori presence in the New Zealand English lexicon, and then introduces a corpus-based study of that presence from 1850 to 2000. The corpus produced was the largest yet assembled for the study of New Zealand English. Findings confirmed diachronic changes in the number of Maori word tokens and types used, in the nature of Maori words used, and claims that Maori loanwords have entered New Zealand English in two distinct waves. Reasons for these changes include demographic shifts, revitalisation of the Maori language, political and social changes, and changes in attitudes among English-speakers.
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Bell, Allan. "The Phonetics of Fish and Chips in New Zealand." English World-Wide 18, no. 2 (January 1, 1997): 243–70. http://dx.doi.org/10.1075/eww.18.2.05bel.

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Centralization of the short /I/ vowel (as in KIT) is regarded by both linguists and lay observers as a defining feature of New Zealand English and even of national identity, especially when contrasted with the close front Australian realization. Variation in the KIT vowel is studied in the conversation of a sociolinguistic sample of 60 speakers of NZE, structured by gender, ethnicity (Maori and Pakeha [Anglo]) and age. KIT realizations are scattered from close front through to rather low backed positions, although some phonetic environments favour fronter variants. All Pakeha and most Maori informants use centralized realizations most of the time, but some older Maori speakers use more close front variants. This group is apparently influenced by the realization of short /I/ in the Maori language, as these are also the only fluent speakers of Maori in the sample. Close front realizations of KIT thus serve as a marker of Maori ethnicity, while centralization marks general New Zealand identity. Centralized /I/ appears to have been established in NZE by the early 20th century
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Maclagan, Margaret, Jeanette King, and Gail Gillon. "Maori English." Clinical Linguistics & Phonetics 22, no. 8 (January 2008): 658–70. http://dx.doi.org/10.1080/02699200802222271.

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Starks, Donna. "National and ethnic identity markers." English World-Wide 29, no. 2 (April 23, 2008): 176–93. http://dx.doi.org/10.1075/eww.29.2.04sta.

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The New Zealand (NZ) short front vowels are often considered as a defining feature of New Zealand English (NZE), yet research which has considered data from both the Pakeha (NZ European) and the NZ Maori communities has noted slightly different patterns in the realisations of the vowel in the KIT lexical set in the respective communities (Bell 1997a, b; Warren and Bauer 2004). This paper compares the short front vowel series of NZ Maori students with that of NZ Samoan, Tongan, Cook Island and Niuean students and demonstrates how the NZ short front vowel series mark both similarity and difference across NZ communities. Our findings show that NZ Maori students have a greater degree of centralisation in their KIT vowel and a greater degree of raising of their DRESS and TRAP vowels than their NZ Pasifika counterparts. However, the manner in which the vowels raise and centralise distinguishes NZ Maori and Cook Island students from their NZ Samoan, Tongan and Niuean cohorts. The latter observation highlights problems with the pan-ethnic “Pasifika” label used to distinguish NZ Maori from other NZ Polynesian communities.
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Polinsky, Maria. "Maori "He" Revisited." Oceanic Linguistics 31, no. 2 (1992): 229. http://dx.doi.org/10.2307/3623016.

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Dissertations / Theses on the topic "Maori (Langue)"

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Nicole, Jacques. "Au pied de l'Écriture : histoire de la traduction de la Bible en tahitien... /." Papeete : Haere Po No Tahiti, 1988. http://catalogue.bnf.fr/ark:/12148/cb35021264h.

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Tito, Janie. "Māori language use in New Zealand secondary schools : what are the issues for teachers and students? : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Māori Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/544.

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De, Bres Julia. "Planning for tolerability : promoting positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/687.

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Gallagher, Kerrie Louise. "An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1879.

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The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion class settings. A second aim of the study was to explore the cultural responsiveness and pedagogical appropriateness of the intervention approach and the importance of relationship building (whakawhanaungatanga) to successful interventions. Nine children participated in the study. These children (aged between 5 and 8 years) were recruited from two Kura Kaupapa Māori settings in differing urban areas in New Zealand. The children entered the study on a rolling basis in groups of three. The first three participants to enter the study were recruited from the one classroom on the basis of their demonstrating specific language impairment (SLI). The second group of three participants attended a different classroom and these participants were recruited into the study as a result of identified delayed reading development (RD). The third group of three participants from a third classroom was selected as the participants exhibited typical spoken and written language development (TD). The intervention technique utilized in this study adopted a structured approach to teaching the meaning of pre selected vocabulary items that were embedded in class story books. Three different books were selected and each book was read by the teacher to the whole class three times during a one week period. The target vocabulary was highlighted each time it occurred in the story through the following techniques: an adult definition was given for the word, an antonym or synonym was given, and the meaning was acted out by the teacher or the picture detailing the meaning of the word in the book was highlighted. A single subject research design using pre-intervention, intervention and post intervention assessment probes for the target vocabulary items was employed to examine the effectiveness of the intervention in teaching the children the targeted vocabulary. Teacher interviews were also carried out to assess the appropriateness of the intervention in relation to the philosophy of the Kura Kaupapa and its pedagogical appropriateness and cultural responsiveness. The results suggested that the children in all three groups (SLI, RD and TD) made moderate gains in the acquisition of the target vocabulary supporting the hypothesis that targeting vocabulary in story book retelling at a whole class level will lead to acquisition of the vocabulary by the participants' exposed to the intervention. However, using a Two Standard Deviation method to evaluate the significance of each participant's change, the gains made for the RD and SLI participants were not significant. The TD participants did demonstrate a significant difference in the number of words correct. The teachers of the participants involved in the study reported positively on the effectiveness and appropriateness of the intervention for inclusion within the Kura Kaupapa and classroom programme. In particular, teachers' reported that as the intervention included each child in the class (as opposed to a withdrawal intervention model) the intervention was more appropriate for the philosophy of the Kura Kaupapa. The teachers' also reported the effectiveness of the intervention for the development of collaboration and relationship building between the teacher and researcher (a speech-language therapist. The data showed that the intervention investigated in this study was culturally responsive and pedagogically appropriate. It could be included as a component of the class programme as it was responsive to the philosophy of the Kura Kaupapa. The participants' did make moderate gains in the acquisition of the vocabulary (although not at a level to be considered significant for children with delayed development). Further research is necessary to explore the effectiveness of what may potentially be a useful intervention to enhance vocabulary development for children in Kura Kaupapa.
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Gallegos, Carina. "Paradigms on indigenous language revitalisation : the case of te reo Māori in Aotearoa New Zealand and Mapudungun in Chile : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/1041.

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Horton, Philippa. "Determiners and complementizers in Cook Islands Maori." Connect to full text, 2000. http://hdl.handle.net/2123/5310.

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Thesis (M. Phil.)--University of Sydney, 2000.
Title from title screen (viewed July 29, 2009) Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Linguistics, Faculty of Arts. Bibliography: leaves 185-189. Also available in print form.
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Rewi, Poia, and n/a. "Te Ao o te whaikōrero." University of Otago. Te Tumu - School of Māori, Pacific and Indigenous Studies, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060705.121343.

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Te Ao o te Whaikōrero, the �world of Māori oratory�, explores the complexity of ̂Māori oratory, both past and present. What makes whaikōrero more than merely a theatrical speech is the origin and function of the various components, the rites associated with the selection and qualification of its exponents, and its delivery. This thesis delves into the underlying philosophies inherent in whaikōrero which impact on, and are influenced by, a diverse range of systems within the Māori world, its culture, etiquette, and belief system. We must also recognise the effect of colonisation and urbanisation on Māori practices. Whaikōrero is tragically undermined by some of its �performers� and observers alike, and possibly, through ignorance, arrogance and complacency, a sense of disregard has developed about its true value. The effect of this is whaikōrero of inferior quality. With this in mind, this thesis expounds the �underlying philosophies� of whaikōrero through both oral and literary sources, as well as objective and subjective discussion. The chapters illustrate the inter-tribal, intra-tribal, and individual variations which make each delivery of whaikōrero unique. The thesis begins with the origin of whaikōrero, after which modes of learning and the acquisition of whaikōrero are discussed. This provides the basis to discuss the locations where whaikōrero takes place and who is permitted to deliver whaikōrero. Having designated the people to deliver whaikōrero and their �space� for delivery there is an exploration of the speaker, and the attributes which qualify a particular individual, or the type of delivery that is acceptable. The issue of �quality�, or lack of it, is of paramount importance in terms of the mana of the individual performer, and the people (s)he represents. The range of information discussed up to this point is historical and tracks the evolution of whaikōrero to the present; the conclusion, therefore, also addresses some of the issues raised which are potentially challenging in regard to current adherence to custom and etiquette. This opens the window into the future of whaikōrero, and what adaptations may lie ahead. Perhaps with broader, and more in-depth discussion, and in particular, the explanation of the diversity of whaikōrero, this thesis will provide a) a means by which the spirit of older whaikōrero can be reinvested in the modern context by current and potential orators, and b) raise the awareness of speakers whereby they themselves can seek excellence in their own whaikōrero. Perhaps with an invigorated approach to both the delivery, observance, and a more informed appreciation of whaikōrero, there will be a resurgence of excellence in whaikōrero.
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Lewis, Roger Brian. "A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regeneration strategy for Whakamārama marae." The University of Waikato, 2007. http://hdl.handle.net/10289/2303.

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The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.
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Paterson, Lachlan, and n/a. "Nga reo o nga niupepa : Maori language newspapers 1855-1863." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2004. http://adt.otago.ac.nz./public/adt-NZDU20070502.151028.

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By 1855, most Maori still lived in a tribal setting, with little official Pakeha interference. This would have been as they expected, exercising their tino rangatiratanga, the chiefly rights guaranteed by the Treaty of Waitangi. However, their world was changing. In an effort to gain Pakeha goods, many Maori had entered the market economy. Most had converted to Christianity. Many could read and write. Some had sold land to accommodate the increasing numbers of Pakeha settlers. These trends gratified the government. It envisaged a New Zealand society dominated by Pakeha, in which European mores would be norm, and where its sovereignty, gained through the Treaty, would be substantive rather than nominal. At this time, the government pursued the policy of iwi kotahi (one people) or "amalgamation". This policy included the aim of elevating Maori socially and economically by extending to them the benefits of European civilisation. It sought too to encourage Maori to give up their "waste" lands for Pakeha settlement and for Maori to accept the rule of English law, and government authority. Ultimately the two races would become one society- a Pakeha-style society. The government used newspapers for disseminating its message to Maori, publishing the bi-lingual Maori Messenger-Te Karere Maori from January 1855 to September 1863. This thesis investigates the government�s newspaper, plus other Maori language newspapers appearing within the period, printed by government agents, evangelical Pakeha, the Wesleyan Church, and the rival Maori government, the Kingitanga. The thesis not only looks at the impact of newspapers upon Maori society and politics at this time, but also how the newspapers portrayed the major social and political issues to Maori, including the first Taranaki War, the Kohimarama Conference, and the impending all-out war with the Kingitanga in Waikato. Using the newspapers as its major source, this thesis seeks to show how Maori might have understood the issues, and where possible, to allow them to respond in their own voices. We are fortunate that for almost a year the Kingitanga was able to publish its own views in Te Hokioi, thus allowing the anti-government Maori voice to articulate its stand. However, Maori opinion was hardly unitary. The Pakeha-run Maori language newspapers, through reports, reported speeches, and their corresponence columns, provide another set of Maori opinions, which show a variety of opinions on political and social issues. Many histories of this period focus on the tensions and conflicts between Crown and Maori, thus marginalising pro-government Maori, the waverers, and those who merely wanted to keep trouble from their door. This thesis endeavours to illuminate the whole colonial discourse as it appeared in the Maori language newspapers, providing as wide a range of opinions as possible.
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Moorfield, John C., and n/a. "A discourse on the nature of Te Whanake [kit] : a series of textbooks and resources for adult learners of Maori : a commentary on the body of work submitted for the degree of Doctor of Literature at the University of Otago." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 1999. http://adt.otago.ac.nz./public/adt-NZDU20070523.152527.

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As suggested in the regulations for the degree, this discourse on the nature of the Te Whanake series of Maori language textbooks and resources is being submitted with the series in support of the application for the award of the degree of Doctor of Literature (LittD) at the University of Otago. The purpose of this discourse is to make explicit some of the principles that underlie what is contained in the textbooks, the audio-and videotapes and the teachers� manuals. Some of this commentary repeats information provided in Maori or English in the teachers� manuals. As well as concentrating information about the nature of the Te Whanake series into one document, it is also for the benefit of those who do not understand Maori. This commentary will: outline the author�s background leading up to the writing of the Te Whanake series; discuss the content of the textbooks and resources; make explicit the teaching methodology underpinning the series and how these methods are implemented; explain the principles used in creating the textbooks and tape-recorded exercises; and discuss the pedagogic grammar of the Maori language contained in the textbooks. While the four student textbooks are central to the submission, the total set of resources needs to be considered. The description in Chapter Two will give an insight into what the four student textbooks, the teachers� manuals, the study guides and the audio-and videotaped exercises contain. While the textbooks, teachers� manuals, study guides and audiotapes of the Te Whanake series are original work by the author, the series does draw on the work of fluent speakers and writers of Maori, especially in the more advanced textbooks and supporting resources. This was necessary to expose the learners to a variety of contemporary texts as well as examples by writers from last century when Maori was still very much the language of Maori communities. It seems that by 1929 Maori was being offered as a unit for the Bachelor of Arts degree by the University of New Zealand, although there is conflicting information regarding the precise date when this started. However, it was not until 1951 that the language was actually taught by a permanent member of the faculty at any constituent college of the University of New Zealand when Professor Bruce Biggs was appointed Lecturer in Maori Studies at the University of Auckland.The other universities in New Zealand have gradually followed. The University of Waikato introduced Maori as a subject for a Bachelors degree early in its life in 1970 under the leadership of Timoti Karetu, but the University of Otago, which was established in 1869, only introduced Maori as a subject in 1981 despite having produced some outstanding Maori graduates such as Sir Peter Buck. It was only with the production of the Te Whanake textbooks and resources that a comprehensive series designed to teach Maori as a second language to adults has become available. Prior to the production of these resources the material available for teaching Maori language to adults was limited to a few grammar textbooks, the best of which was Bruce Biggs� Let�s Learn Maori. Other textbooks available were designed for teaching the language to children, the most notable of which are the more advanced textbook by Timoti Karetu called Te Reo Rangatira. There were no Maori language textbooks designed for developing the receptive and productive skills of adult learners of Maori. Some European languages such as English, French, Spanish and German have a variety of helpful and well designed textbooks and accompanying resources for adult foreign language learners. Maori had no such resources. The Te Whanake series provides the basis for a structured Maori language programme from beginner level through to the advanced learner of Maori. While further resources will continue to be added to the series, with the publication in 1996 of Te Whanake 4 Te Kohure and its set of six videotapes there is finally a comprehensive set of resources for teaching Maori to adults.
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Books on the topic "Maori (Langue)"

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The Mehri language of Oman. Boston: Brill, 2010.

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English-Maori, Maori-English dictionary. Auckland: Auckland University Press, 1990.

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Biggs, Bruce. English-Maori, Maori-English dictionary. Auckland: Auckland University Press, 1990.

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Calman, Ross. The Reed essential Maori dictionary: Maori English/English Maori. Auckland, N.Z: Reed Publishing (NZ), 2001.

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1914-1986, Parker William, and Evans Te Kareongawai, eds. Maori. London: Routledge, 1993.

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Ngata, H. M. English-Maori dictionary. Wellington, N.Z: Learning Media, 1993.

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Nihongo-Maorigo Maorigo-Nihongo jiten =: Japanese-Maori Maori-Japanese dictionary. Tōkyō: Kokusai Gogakusha, 2007.

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Buse, Jasper. Cook Islands Maori dictionary. Rarotonga, Cook Islands: Ministry of Education, Government of the Cook Islands, 1995.

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Head, Lyndsay. Making Maori sentences. Auckland, N.Z: Longman, Paul, 1989.

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Buse, Jasper. Cook Islands Maori dictionary with English-Cook Islands Maori finderlist. Canberra: The Australian National University, 1996.

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Book chapters on the topic "Maori (Langue)"

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Aikio, Ante. "On the reconstruction of Proto-Mari vocalism." In Journal of Language Relationship, edited by Vladimir Dybo, Kirill Babaev, Anna Dybo, Alexei Kassian, Sergei Kullanda, and Ilya Yakubovich, 125–58. Piscataway, NJ, USA: Gorgias Press, 2010. http://dx.doi.org/10.31826/9781463235956-012.

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Saarinen, Sirkka. "Chapter 11. The Mari essive and its functional counterparts." In Typological Studies in Language, 261–81. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/tsl.119.11saa.

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Bauer, W. "Maori." In Encyclopedia of Language & Linguistics, 482–83. Elsevier, 2006. http://dx.doi.org/10.1016/b0-08-044854-2/02131-3.

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Keegan, Te Taka, Sally Jo Cunningham, and Mark Apperley. "Indigenous Language Usage in a Bilingual Interface." In Information Technology and Indigenous People, 175–88. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch023.

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In this chapter we investigate the extent and characteristics of use of the Maori language, the indigenous language of Aotearoa (New Zealand), in a large bilingual Web site. We used transaction log analysis to investigate whether Maori was utilised by users of the Web site and how usage characteristics differed between users of Maori and users of the more commonly spoken English language. We found that Maori language was used in one quarter of all active sessions, and that in these sessions users were more likely to browse the Web site, whereas users working in the non-indigenous English were more likely to use the search facility. We also identified a new category of user of bilingual Web sites: the bilingual user.
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Saarinen, Sirkka. "Mari." In The Oxford Guide to the Uralic Languages, 432–70. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198767664.003.0024.

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Mari (in older literature also known as "Cheremis"), a minority language in European Russia, comprises two closely related languages, Meadow and Hill Mari, differing from each other mainly in phonology, and to some extent, in morphology. Mari has nine to ten cases marked with suffixes, some of which are derived from Proto-Finno-Ugric and some historically compound suffixes or borrowings. Mari has three moods, three simple tenses, and four compound past tenses. Half of the past tenses express non-experienced action. Mari has a rich system of derivational suffixes. Instead of subordinate clauses different non-finite constructions are used. Syntactically Mari is a SOV language. During its history Mari has been most strongly influenced by the Turkic languages Chuvash and Tatar. Because of this Mari has several hundred, in some dialects even over 2,000 loanwords from Turkic. Also, derivational suffixes and even some inflectional morphemes have been borrowed.
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"Te Kohanga Reo: Maori Language Rev italization." In The Green Book of Language Revitalization in Practice, 119–31. BRILL, 2001. http://dx.doi.org/10.1163/9789004261723_012.

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Peszynski, Konrad J. "Trust in B2C E-Commerce for the New Zealand Maori." In Encyclopedia of Information Science and Technology, First Edition, 2882–86. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch513.

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This study was performed to allow an understanding of some of the elements of trust that are apparent to encourage the Mäori Internet shopper to feel comfortable to shop online. Mäori arrived in New Zealand from the Pacific over 1,000 years ago. Since then, New Zealand was colonised by Europeans in the 19th century. As a result, the Mäori have become a minority (Belich, 1996). That is, their culture, language and values have become secondary to those of the dominant European culture (Liu, Wilson, McClure & Higgins, 1999). Mäori have been defined as including “all those who identify themselves as belonging to the New Zealand Mäori ethnic group, either alone or in combination with any other ethnic group” (Statistics New Zealand, 1998, p. 94).
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"Maori or English? The Politics of Language in Patricia Grace’s Baby No-Eyes." In The Politics of English as a World Language, 419–29. BRILL, 2003. http://dx.doi.org/10.1163/9789401200929_033.

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Saarikivi, Janne. "The divergence of Proto-Uralic and its offspring." In The Oxford Guide to the Uralic Languages, 28–58. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198767664.003.0002.

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The chapter deals with the dispersal of Proto-Uralic into reconstructible intermediate protolanguages, from which the current Uralic languages can easily be derived: Proto-Saamic, Proto-Finnic, Proto-Mordvin, Proto-Mari, Proto-Permic, Proto-Samoyedic and the three Ugric languages or language groups traditionally conflated into a subtaxon: Proto-Hungarian, Proto-Mansi, and Proto-Khanty. The Uralic intermediate protolanguages are localized and dated on the basis of loanword strata, areal linguistics, and toponymy. The chapter also discusses the prehistory of each proto-language in terms of speaker populations and their contacts with other ethnic groups, in the light of archaeological evidence of their subsistence and possible migrations. The chapter includes maps and diagrams illustrating the original speaking areas and dispersal of the intermediate protolanguages.
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Ivancu, Emilia. "The Raven and the White Dove." In Advances in Linguistics and Communication Studies, 285–300. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6458-5.ch014.

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Starting with mid-19th century, song collecting in Brittany has remained important especially as the status of the Breton language depreciated in favour of French. Today the traditional Breton ballads (gwerziou) are an important instrument of remembering and understanding of both the past of the Breton people, and of their culture, as well as treasure of folk Breton language. The present chapter aims at analysing the representations of women in the traditional Breton ballads, ranging from witches, such as in Janik Kokard's leprotic lover, sinners such as Mari Kelen or saints like Bertet, Virgin Mary's kind midwife, all with the end of understanding the engines that led to (un)customary representations in which the woman is portrayed as both by the gaze of male sovereignty and the restrictions and projections of Catholicism.
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Conference papers on the topic "Maori (Langue)"

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Mohaghegh, Mahsa, and Abdolhossein Sarrafzadeh. "Parallel Text Identification Using Lexical and Corpus Features for the English-Maori Language Pair." In 2016 15th IEEE International Conference on Machine Learning and Applications (ICMLA). IEEE, 2016. http://dx.doi.org/10.1109/icmla.2016.0163.

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Zorina, Zoya, and Nadezhda Krasnova. "ABOUT THE IMPORTANCE OF TWO HILL MARI PHONEMES IN LANGUAGE EDUCATION OF FUTURE HILL MARI TEACHERS." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202078.

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M. Krasnova, Nadezhda, and Galina A. Ertsikova. "HILL MARI ORTHOEPY: CONCEPT, RULES AND THE IMPORTANCE FOR FUTURE TEACHERS OF THE HILL MARI LANGUAGE." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202136.

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M. Krasnova, Nadezhda, and Galina A. Ertsikova. "HILL MARI CONSONANT SYSTEM IN THE LANGUAGE EDUCATION OF FUTURE LANGUAGE TEACHERS." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202137.

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Nesterova, Yulia. ""Destroying Language, We Destroy Our Identity as Mari People": Indigenous Language Education Policy in Russia." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574183.

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Glukhova, Natalia. "MARI ETHNOLINGUISTICS IN THE EDUCATIONAL PROCESS: OPPORTUNITIES AND PROSPECTS FOR LANGUAGE ECOLOGY." In 18th International Multidisciplinary Scientific GeoConference SGEM2018. Stef92 Technology, 2018. http://dx.doi.org/10.5593/sgem2018/5.4/s22.023.

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Zorina, Zoya, Nadezhda Krasnova, and Tatyana Yantsukova. "HISTORICAL NOTES ON THE SOUND STRUCTURE OF THE HILL MARI LANGUAGE AS AN IMPORTANT ASPECT IN LANGUAGE EDUCATION." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202075.

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"LANGUAGE EDUCATION IN THE FIELD OF SYNTAX AND STYLISTICS (BASED ON THE MATERIAL OF CONJUNCTIONLESS COMPLEX SENTENCES IN THE MARI LANGUAGE)." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202121.

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Dyachkov, V. V., I. A. Khomchenkova, P. S. Pleshak, and N. M. Stoynova. "ANNOTATING AND EXPLORING CODE-SWITCHING IN FOUR CORPORA OF MINORITY LANGUAGES OF RUSSIA." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-228-240.

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This paper describes code-switching with Russian in four spoken corpora of minority languages of Russia: two Uralic ones (Hill Mari and Moksha) and two Tungusic ones (Nanai and Ulch). All narrators are bilinguals, fluent both in the indigenous language (IL) and in Russian; all the corpora are comparable in size and genres (small field collections of spontaneous oral texts, produced under the instruction to speak IL); the languages are comparable in structural (dis)similarity with Russian. The only difference concerns language dominance and the degree of language shift across the communities. The aim of the paper is to capture how the degree of language shift influences the strategy of code-switching attested in each of the corpora using a minimal additional annotation of code-switching. We added to each corpus a uniform annotation of code-switching of two types: first, a simple semi-automatic word-by-word language annotation (IL vs. Russian), second, a manual annotation of structural code-switching types (for smaller sub-corpora). We compared several macro-parameters of code-switching by applying some existing simple measures of code-switching to the data of annotation 1. Then we compared the rates of different structural types of code-switching, basing on annotation 2. The results of the study, on the one hand, verify and enhance the existing generalizations on how language shift influences code-switching strategies, on the other hand, they show that even a very simple annotation of code-switching integrated to an existing field records collection appears to be very informative in code-switching studies.
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Sokolova, Galina L., and Anna L. Kolyago. "KNOWLEDGE OF STYLISTIC AND SYNTACTIC FEATURES OF COMPLEX SENTENCES IN THE MARI LANGUAGE AS A COMPONENT OF LANGUAGE EDUCATION (THE CASE OF PARALLELISM)." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202064.

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