Academic literature on the topic 'Maranao language'
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Journal articles on the topic "Maranao language"
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Esconde, Gerlin Gay M. "Lexicographic Description of Maranao Language." Journal of Social Work and Science Education 4, no. 1 (March 30, 2023): 234–50. http://dx.doi.org/10.52690/jswse.v4i1.365.
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One of the most significant local languages in Mindanao is the Maranao language. It has been featured in popular literary masterpieces of Mindaonaon and played an important part in its culture and history. Using a semi-structured interview guide, the researcher explored the existence of Filipino words in the Maranao language as well as comparing both languages in terms of structure and meaning through the interview conducted with three Maranao native language speakers. The objective of this study is to provide an example of the Maranao language’s overall lexicographic components, patterns and meanings. Results revealed that nouns, adverbs, adjectives, and verbs make up the majority of the researcher’s established Maranao terms collected during this examination. Additionally, “hard consonants” are aspirated in Maranao syllables, which enhance the sound of the vowels that follow. When it comes to words that are used in counting, the Maranao language, like all other languages, makes use of the technique of adding new words to the root words, which alters the meaning of the word and creates a different quantity or way of counting. In addition, words are stressed but in a way that creates a down step accent rather than a stress accent. Additional encouragements for writers, students, professors, and other language experts are required in order to use Maranao as a medium in education, literatures, publications, research, and many other sectors.
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Lobel, Jason W., Erik R. Thomas, Jeff Mielke, and Labi H. Riwarung. "Acoustic correlates of aspirated consonants in Maranao." Journal of the Acoustical Society of America 153, no. 3_supplement (March 1, 2023): A296. http://dx.doi.org/10.1121/10.0018916.
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Aspirated obstruents are rare in Austronesian languages, one exception being the southern Philippine language Maranao, as reported by Lobel and Riwarung [Oceanic Linguist. 48, 403–438 (2009)]. In Maranao, aspirated consonants occur as a reflex of a cluster of a former voiced stop and a homorganic obstruent (*bp > p’, *dt > t’, *ds > s’, *gk> k ’). The most obvious correlate to non-Maranao speakers is a dramatic raising of the following vowel, which also occurs after voiced obstruents, but not after historic single voiceless obstruents—e.g., /təkaw/ [təkaw] ‘startled’ (earlier *təkaw) vs. /tək’aw/ [təkʰɣw] ‘thief’ (earlier *təɡkaw) However, native Maranao speakers regard the raising as a property of the consonants, not the vowels. We examined the correlates of the apparent aspiration. The vowel raising is realized robustly and consistently, with some overlap in F1/F2 space among contrastive vowels. However, aspirated and unaspirated stops also show differences in VOT and in measures of breathiness of the following vowel, albeit with somewhat less consistency. Differences between /s/ and /s’/ were not evident except for realizations of following vowels. We explore the role of pharyngeal expansion due to voicing in the development of these Maranao segmental realizations.
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Millie, Julian. "The poem of Bidasari in the Maranao language." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 157, no. 2 (2001): 403–6. http://dx.doi.org/10.1163/22134379-90003814.
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Aragon, Aimee V. "A Grammar of Mëranaw Language." Journal of Social Work and Science Education 4, no. 1 (March 29, 2023): 198–213. http://dx.doi.org/10.52690/jswse.v4i1.364.
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This paper describes the grammar of Mëranaw (ISO 639-3: mrw). Mëranaw, or more commonly known as Maranao, is a Philippine language prevalently spoken in almost all parts of Lanao del Sur province and in some areas in Lanao del Norte, Maguindanao, and North Cotabato. The primary goal of this study is to provide a grammar of the Mëranaw language that entails linguistic features of the language covering its morphological features. The participants of this study were the three identified professional and native speakers living in Marawi City. The elicited materials consist of the 615-word list and 775-sentence list from UP Department of Linguistics were transcribed and analyzed using the Basic Linguistic Theory. It was found that morphologically speaking, Mëranaw language has a rich culture of affixation as prefixes, suffixes, infixes, and circumfixes are all present to create new words. These affixations include the prefix p-, mak-, and tomi- and the suffix -an. Moreover, the infix ka- -an and circumfix p- -n, miaka- -e. This is to form another lexical category of a given Mëranaw word that most likely entails to tells the time certain Mëranaw verbs take place. Furthermore, this grammar sketch aims to provide a concrete reference for Mother Tongue–Based Multilingual Education (MTB-MLE) as the Mëranaw language is one of the languages being taught. It further implies language description and documentation as the basis for language revitalization and at the same time culture preservation.
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Catoto, Jerson Sabang. "Intelligibility between Iranun and Maranaw Languages through the Lens of Austin’s Speech Acts Theory." World Journal of English Language 12, no. 6 (August 12, 2022): 320. http://dx.doi.org/10.5430/wjel.v12n6p320.
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There are languages in Southern Philippines that are closely related where speakers are mutually intelligible especially on the case of Maranaw and Iranun. The purpose of this qualitative study employing content analysis is to identify the mutual intelligibility of the two Danao languages-the Maranaw and Iranun. The analysis of the study was anchored from the framework of Austin (1962) on illocutionary acts in terms of verdictives, exercitives, commissives, behavitives, and expositives. Results revealed that these languages showed their closeness and easy understanding when speakers converse. In expositives for example, the word affirms, confirms, and not have the same equivalent in both languages. The same with commissives for vow, promise, and pledge. Almost the same in behavitives, however, during the interview, an Iranun speaker used a distinct word that is not intelligible among the Maranaw speakers. For, verdictives and exercitives, both languages used the same terminologies with the same meaning and used in the same contexts and situations. Furthermore, this paper emphasizes preservation of the rich cultural heritage. Though, these Danao languages are not considered endangered, but because of the scarcity of literatures, findings of this study could fill those gaps.
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Hubilla, Caprice Katrine Villaflores. "Contrastive Analysis of Students’ Use of Cohesive Devices: A Basis in Designing an Instructional Material." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 33–41. http://dx.doi.org/10.21016/irrc.2015.ju04wf55o.
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The aim of this study is to do a contrastive analysis of the dominant errors of Communication Arts 2 students’ use of cohesive devices in English essays. Its four specific objectives are (1) to know the demographic profile of the respondents in terms of academic program, age, available English reading materials and references at home, first language, gender, length of stay in college, number of English courses taken in college and types of school the respondents graduated from; (2) to determine the dominant errors the respondents commit in the use of cohesive devices in essay; (3) to reveal if there is a connection between the respondents’ profile and their use of cohesive devices; and (4) to design an instructional material that will help improve the students’ writing performance. The respondents in the study included fifty-three (53) freshmen college students aged 16-29, taking different academic programs. All of them were enrolled in Communication Arts 2 at STI College for the academic year 2013-2014. They were composed of 37 male students and 16 female students. The research findings are as follows: Academic program of the respondents. The majority of the respondents are HRS students that are 20 out of 53 or 37.7%, followed by 14 (26.4%) BSIT students. Whereas, the least frequency is accounted for is BSCS with only 3.8%; Age. The study reveals that 13 (24.5%) of the respondents are 17 years old; 12 (22.5%) of the respondents are 19 years old; 7 (13. 2%) of the respondents are 18 years old. The least age brackets are 16, 26 and 29 years old. These only accounted for 1.19% of the respondents; Available English reading materials and references at home. The study reveals that 36 (67.9%) of the respondents have a dictionary at home; (66%) of the respondents have a magazine at home; 31 (58.5%) of the respondents have a newspaper at home. Whereas, only 6 (11.3%) of the respondents have a thesaurus at home; Gender. There are more males than females among the respondents in this study. 37 (69.8%) of the respondents are males while 16 (30.2%) are females; First Language. The study reveals that 48 (90.6%) of the respondents use Tagalog as their first language; 3 (5.7%) use Bisaya as their first language; 1 (1.9%) uses Maranao as his first language; 1 (1.9%) uses Waray as his first language; Length of stay in college. The study reveals that 17 (32.1%) of the respondents have been staying in college for 3 semesters and 16 (30.2%) of the respondents have been staying in college for 2 semesters. Only 3 (5.7%) respondents have been staying in college for 7 semesters and 3 (5.7%) have been staying in college for 8 semesters; the Number of English courses taken. The study reveals that that 21 (39.6%) of the respondents have taken two (2) English courses and 18 (34.0%) of the respondents have taken one (1) English course. Only 1 (1.9%) respondent has taken five (5) English courses; Types of school the respondents graduated from. The study reveals that 32 (60.4%) of the respondents graduated from public high schools, while 21 (39.6%) graduated from private high schools; The study reveals that 51 (96.2%) of the respondents committed error in using reference; 43 (81.1%) of the respondents committed error in using conjunction; 15 (28.3) of the respondents committed error in using lexical cohesion; 7 (13.2%) of the respondents committed error in using ellipsis; 2 (3.8%) of the respondents committed error in using substitution. Thus, errors in using references and conjunction are frequently committed by the respondents. In addition, the study reveals that there is no statistical connection between the respondents’ demographic and scholastic profile (academic programs; age; gender; first language; length of stay in college; a number of English courses taken in college; type of school they graduated from) and their use of cohesive devices. The study also reveals that except for thesaurus and lexical cohesion there is no statistical connection between the respondents’ available English reading materials and references at home and the errors committed in the use of cohesive devices. The following inferences are made in the light of the above-mentioned findings: The analysis of the data shows that the respondents’ profile does not affect their writing performance. That means students commit mistakes in the use of cohesive devices regardless of their academic program, age, first language, gender, length of stay in college, number of English courses taken in college, and types of school from which they graduated from. In addition, the available English reading materials and references at home such as a dictionary, journal, newspaper, textbook, and magazine do not have a significant connection with the respondents’ errors in using cohesive devices. However, the findings reveal that there is a significant connection between the respondents with a thesaurus at home and the errors they committed in their essays; All the errors made in learning the L2 could be attributed to ‘interference’ by the L1. Contrastive Analysis could not predict all learning difficulties, but was certainly useful in the retrospective explanation of errors; Differences between two languages affect the way a person produces in the target language because differences among languages cause learning difficulties, and on the other hand, similarities among languages make for ease of learning; The researcher realized that a well-designed instructional material can be used to help improve the students’ writing performance. The following recommendations were made due to the abovementioned findings and conclusions: The Instructors should use supplementary writing materials. They may adapt existing ones or design new ones. The Library should include supplementary writing materials for the students to help and motivate them in writing. The Textbook Authors should adapt their production of English textbooks in order to address the extensive writing materials and activities of the students. The Instructional Designers should include more exercises in the syllabi they make to help the students improve their ability to properly use cohesive devices in writing. The School Administrators should consider this study as an eye-opener regarding the need to raise the level of teaching effectiveness of the faculty, students’ academic performance, and sufficiency in writing materials. The Future Researchers could use error analysis in the use of cohesive devices to make their study profound and wider in scope.
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Raya, Moch Khafidz Fuad, and Johaina Ali Samsodden. "Neglected Islamic Civilization? Muslim Intellectual Network in Mindanao, Philippines 19th Century in Aleem Ulomuddin Said Manuscript Collection." Journal of Islamic Civilization 4, no. 1 (August 28, 2022): 11–23. http://dx.doi.org/10.33086/jic.v4i1.2922.
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This article attempts to fill a research gap on the development of Islam in Mindanao, Southern Philippines, in the 19th century, where Muslim traditions in the region were well established and connected with Muslim intellectuals in other Islamic worlds. This relates mainly to a set of primary sources of Islamic manuscripts recently discovered by scholars such as Gallop, Fathurrahman, and Kawashima in the Mindanao area, which previously belonged to a local Maranao ‘ulamā’, named Shaykh Aleem Ulomuddin Said. This collection of manuscripts is written in three languages: Malay, Arabic, and Maranao, which contains various fields (al-Qur’ān studies, ḥadīth, tafsir, tasawuf, prayer, and ajimat, akidah and theology, and Arabic morphology). Using a qualitative approach and philological research methods, the findings of this study indicate that these Islamic manuscripts show the close relationship of Mindanao Muslim networks during the 18th and 19th centuries with their other Malay counterparts, such as those in Aceh, Banten, Cirebon, and Minangkabau. It also confirmed its network with the wider Islamic world in the Middle East region (Mecca, Medina, and Yemen) through the Sufi order of Shaṭṭārīyah, and influenced the intellectual tradition until the 19th century. Artikel ini mencoba mengisi gap research yang sangat terbatas tentang perkembangan Islam di Mindanao, Filipina Selatan pada abad ke-19 dimana tradisi Muslim di wilayah tersebut sudah mapan dan terhubung dengan intelektual Muslim di dunia Islam lainnya. Ini terutama berkaitan dengan satu set sumber utama manuskrip Islam yang baru-baru ini ditemukan oleh cendikiawan seperti Gallop, Fathurahman, dan Kawashima di daerah Mindanao, yang sebelumnya milik seorang ‘ulamā lokal Maranao, yang bernama Syaikh Aleem Ulomuddin Said. Koleksi manuskrip ini ditulis dengan tiga bahasa yaitu bahasa Melayu, Arab, dan Maranao yang berisi berbagai bidang (studi al-Qur’ān, ḥadīth, tafsir, tasawuf, doa dan ajimat, akidah dan teologi, serta morfologi Arab). Dengan menggunakan pendekatan kualitatif dan metode penelitian filologi, temuan penelitian ini menunjukkan bahwa manuskrip-manuskrip Islam ini menunjukkan hubungan erat jaringan Muslim Mindanao selama abad ke-18 dan 19 dengan rekan-rekan Melayu mereka lainnya seperti di Aceh, Banten, Cirebon, dan Minangkabau. Hal ini juga menegaskan jaringan mereka dengan dunia Islam yang lebih luas, lebih khusus lagi dengan wilayah Timur Tengah (Mekah, Madinah, dan Yaman) melalui tarekat Sufi Shaṭṭārīyah, dan berpengaruh terhadap tradisi intelektual sampai abad ke-19.
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Gledhill, Christopher. "Review of the book: Maradan, Mélanie. 2021. Uncertainty in Deliberate Lexical Interventions. Exploring Esperanto Speakers’ Opinions through Corpora. Berlin: Frank & Timme." Esperantologio / Esperanto Studies 12, no. 4 (July 2023): 110–15. http://dx.doi.org/10.59718/ees10618.
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This book is about neology, with a focus not on the products of lexical creation (neologisms, word coinages etc.), but rather on the opinions expressed by language users about potential new word forms / meanings. The key innovation of the study is that it analyses a representative corpus of written contributions from five different discussion forums in Esperanto (including opinions on competing technical terms, problematic dictionary entries, etc.). As stated by the author - Mélanie Maradan - the purpose of the study is to facilitate the work of 'language managers', that is to say those (often self-appointed) language experts who have taken upon themselves the task of maintaining the norms and standards of Esperanto. Throughout the book Maradan prefers this term to 'language planner'. It strikes this reviewer that this is an attempt to appropriate the theory and practices ofbmarketing studies, since the analogy of commercial business and ‘human resource management’ are a leitmotif that permeates many other sections of this work.
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Mayo, Peter, and Aleh Biembiel. "Rodnaje slova i maralna-estetycny prahres." Modern Language Review 82, no. 3 (July 1987): 813. http://dx.doi.org/10.2307/3730524.
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Heathcote, O. "Women Mediating Violence in Balzac's Les Marana and Truffaut's Jules et Jim." French Studies 56, no. 3 (July 1, 2002): 329–44. http://dx.doi.org/10.1093/fs/56.3.329.
Full textDissertations / Theses on the topic "Maranao language"
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Johnston, Patricia Gwen. "Maranao vocabulary of moral failure and rectification." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Miranda, Wânia. "A concordância verbal nas comunidades quilombolas de Alcântara (MA): uma contribuição para a discussão sobre o contato linguístico no português brasileiro." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-06022018-124834/.
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A presente tese realiza uma descrição e análise da marcação de terceira pessoa de plural nas comunidades quilombolas de Mamuna e Itamatatiua, localizadas em Alcântara (MA). Esta marcação está no centro dos debates sobre a formação do português brasileiro, ora sendo tomada para explicar a deriva (Naro & Scherre, 2007), ora para explicar o contato linguístico (Lucchesi et al., 2009; Silva, 2005, entre outros). Esta pesquisa parte do princípio de que o contato ocorrido na época colonial entre o português trazido para o Brasil àquela época, as diferentes línguas africanas trazidas para cá, especialmente as línguas bantas (LBs), e as diferentes línguas indígenas existentes neste território, é o responsável pelas particularidades do português falado no Brasil. Nesse sentido, as especificidades da marcação de terceira pessoa das comunidades alcantarenses podem ser explicadas a partir do contato linguístico estabelecido na formação dessas comunidades. O plural de terceira pessoa em Mamuna e Itamatatiua traz um terceiro tipo de marcação, que emerge a partir do processo fonológico de redução dos ditongos nasais pós-tônicos finais. Esta marcação revela-se como a mais produtiva não só em termos quantitativos, mas também por aparecer em contextos distintos aos de outras comunidades, como verbos no presente do indicativo, verbos de segunda conjugação e verbos irregulares. Os processos fonológicos para evitar encontros vocálicos das LBs e o contexto final átono poderia explicar essa redução, apontada por diferentes autores como característica da fala de pretos (Mendonça, 1933; Raimundo, 1933, entre outros). Adicionalmente, a ecologia externa de formação das comunidades alcantarenses poderia ter ajudado não apenas na manutenção desse final reduzido, mas na sua reinterpretação como morfema plural de terceira pessoa, bem como na sua expansão para contextos nos quais uma redução fonológica para uma vogal posterior não seria prevista no português brasileiro.This thesis presents a linguistic description and analysis of the third person plural mark in the Quilombola communities of Mamuna and Itamatatiua located in Alcântara (MA). This mark is in centering of debates about formation of Brazilian Portuguese and may be used to explain linguistic drift and language contact (Naro & Scherre, 2007), (Lucchesi et al., 2009; Silva, 2005, among others). This research assumes that linguistic contact between the Portuguese brought to Brazil in the colonial era, different African languages, especially Bantu languages (LBs), and different Native Brazilian languages spoken in the territory, is responsible for peculiarities of the Portuguese spoken in Brazil. In this sense, specificities of the third person plural of Alcântara communities can be explained by linguistic contact established in formation of these communities. These third person plural in Mamuna and Itamatatiua have a third type of plural that emerges from the phonological process of reduction of nasal diphthongs in a final post-tonic position which proves to be the most productive in quantitative terms that appear in different contexts, i.e. verbs in present indicative, verbs of second conjugation and irregular verbs. The phonological processes to avoid vowel encounters of LBs and final unaccented context could explain the reduction that characterize black speech or fala de pretos, as pointed out by different authors (Mendonça, 1933; Raimundo, 1933 among others). In addition, the external ecology of Alcântara communitiess formation could have helped not only maintain the final reduced mark but in its reinterpretation as plural morpheme of third person, as well as its expansion into contexts in which phonological reduction for posterior vowel would not be anticipated in Brazilian Portuguese.
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Silva, Flávia Renata da [UNESP]. "A educação alemã na Colônia Riograndense: 1922-1938 (Maracaí/Cruzalia-SP)." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92325.
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silva_fr_me_prud.pdf: 4715532 bytes, checksum: 5f403a0ae7460fddc6e7d0ae5d310566 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Secretaria Estadual de Educação
Este trabalho trata da história educacional de uma colônia de alemães localizada no interior do Estado de São Paulo, a Colônia Riograndense. Esta colônia, que se situa em área rural, foi fundada em 1922 entre os municípios de Maracaí e Cruzália, e é composta por famílias de origem germânica, vindas de outras Colônias Alemãs no Brasil, da Alemanha, e outros países da Europa. A pesquisa sobre os aspectos educacionais dessa colônia se torna importante, uma vez que em plena mata e num lugar praticamente desprovido de recursos, esses colonos conseguiram construir e manter em funcionamento um sistema escolar. Além disso, clubes, igrejas, cooperativa, corais, grupos musicais e de danças, entre outros, no intuito de garantir aos seus filhos, não somente o acesso à educação, mas também a preservação da língua e da cultura. Para tanto, essa pesquisa de cunho qualitativo, pautou-se na História e nos Estudos Culturais, na História Oral e em fontes literárias e bibliográficas sobre a área especifica. Utilizou-se de narrativas orais dos pioneiros da Colônia Riograndense e de material iconográfico relativos ao cotidiano e às práticas escolares e sociais. Como resultados obtidos pode-se afirmar que a Imigração Alemã e sua contribuição cultural e educacional em solo paulista...
This paper presents a study about educational history of a German colony, located within the State of Sao Paulo, Colônia Riograndense. This colony, which is located in a rural areas was established in 1922 between the cities of Maracaí and Cruzália, and is composed of families of Germanic origin, came from others German Colony in Brazil, Germany and other European countries. Research on the educational aspects of this colony becomes important, since in full forest and in a place almost devoid of resources, the settlers managed to build and maintain a functional a school system. Over there, clubs, churches, cooperatives, choirs, bands and dances, among others, in order to ensure their children not only access to education, but also the preservation of language and culture. Therefore, this qualitative research, was based in Cultural History and Studies, in Oral History and literary sources and literature on the specific area. We used the oral narratives of the pioneers of the Colony Riograndense and iconographic material relating to daily life and to the... (Complete abstract click electronic access below)
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Silva, Flávia Renata da. "A educação alemã na Colônia Riograndense : 1922-1938 (Maracaí/Cruzalia-SP) /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/92325.
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Orientador: Arilda Inês Miranda RibeiroBanca: Luiz Bezerra Neto
Banca: José Luis Felix
Resumo: Este trabalho trata da história educacional de uma colônia de alemães localizada no interior do Estado de São Paulo, a Colônia Riograndense. Esta colônia, que se situa em área rural, foi fundada em 1922 entre os municípios de Maracaí e Cruzália, e é composta por famílias de origem germânica, vindas de outras Colônias Alemãs no Brasil, da Alemanha, e outros países da Europa. A pesquisa sobre os aspectos educacionais dessa colônia se torna importante, uma vez que em plena mata e num lugar praticamente desprovido de recursos, esses colonos conseguiram construir e manter em funcionamento um sistema escolar. Além disso, clubes, igrejas, cooperativa, corais, grupos musicais e de danças, entre outros, no intuito de garantir aos seus filhos, não somente o acesso à educação, mas também a preservação da língua e da cultura. Para tanto, essa pesquisa de cunho qualitativo, pautou-se na História e nos Estudos Culturais, na História Oral e em fontes literárias e bibliográficas sobre a área especifica. Utilizou-se de narrativas orais dos pioneiros da Colônia Riograndense e de material iconográfico relativos ao cotidiano e às práticas escolares e sociais. Como resultados obtidos pode-se afirmar que a Imigração Alemã e sua contribuição cultural e educacional em solo paulista... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This paper presents a study about educational history of a German colony, located within the State of Sao Paulo, Colônia Riograndense. This colony, which is located in a rural areas was established in 1922 between the cities of Maracaí and Cruzália, and is composed of families of Germanic origin, came from others German Colony in Brazil, Germany and other European countries. Research on the educational aspects of this colony becomes important, since in full forest and in a place almost devoid of resources, the settlers managed to build and maintain a functional a school system. Over there, clubs, churches, cooperatives, choirs, bands and dances, among others, in order to ensure their children not only access to education, but also the preservation of language and culture. Therefore, this qualitative research, was based in Cultural History and Studies, in Oral History and literary sources and literature on the specific area. We used the oral narratives of the pioneers of the Colony Riograndense and iconographic material relating to daily life and to the... (Complete abstract click electronic access below)
Mestre
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Correia, Joelma Reis. "Concepções e práticas do ensino de leitura em turmas de alfabetização em São Luís do Maranhão /." Marília : [s.n.], 2011. http://hdl.handle.net/11449/102175.
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Orientador: Dagoberto Buim ArenaBanca: Lázara Nanci de Barros Amâncio
Banca: Maria Rosa Rodrigues Martins de Camargo
Banca: Cyntia Graziella Guizelim Simõees Girotto
Banca: Stela Miller
Resumo: Esta pesquisa de doutorado tem como objetivo compreender as concepções de leitura e a sua influência na apropriação de conceitos de leitura pelos alunos por meio da análise da prática pedagógica. Orientada por esse objetivo geral busco, ainda, caracterizar as opções teórico-metodológicas que orientam a ação docente no ensino da leitura e analisar essas opções e sua influência na apropriação, pelos alunos, de conceitos de leitura. Para a efetivação do objetivo proposto foi realizada uma pesquisa em educação do tipo etnográfica com duas turmas do 2º ano do Ensino Fundamental de uma escola da Rede Municipal localizada na cidade de São Luís no Estado do Maranhão. Assim, tornaram-se sujeitos da pesquisa as duas professoras, uma de cada série, bem como seus alunos. O processo de geração de dados ocorreu durante o segundo semestre do ano de 2009, com a utilização dos seguintes instrumentos: observação participante, entrevista semi-estruturada e o caderno de Português das crianças. Os dados gerados foram analisados a partir da organização dos seguintes núcleos temáticos: a concepção de linguagem das professoras alfabetizadoras; a concepção de leitura; a metodologia do ensino da leitura; a apropriação do conceito de leitura pelos alunos e a ação da pesquisadora. Além disso, me orientei pela análise microgenética com o objetivo de centrar o olhar para o aspecto particular da situação com atenção às "pistas" significativas para extrair dados. Autores como Mikhail Bakhtin e estudiosos da área da leitura, Frank Smith, Jean Foucambert, Josette Jolibert, dentre outros, foram fundamentais para nortear a análise dos dados. As conclusões revelam que as concepções de leitura das professoras exercem grande influência na formação do conceito de leitura como ato de pronúncia, em vez de aproximar os alunos de uma concepção de leitura... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research doctorate group has how objective understand the read conceptions and its influence on appropiation of concept of litarecy by students through the analyses of the pedagogical pratice.Guided by this general objective I moreover seek to characterize the theoretical-methodological options that guide the docent action on the teach reading and analyze these options and their influence on appropriation of reading concepts by the schoolchildren. To effectuation of the objective proposed a ethnografic research was held with two classes of the second year of High School on a municipal school located on São Luiz city on state of Maranhão. Thus, two schoolteachers became subjectives of the research, one of each classes, even as their schoolchildren. The process of data colection happened during the second semester of 2009, with the use of the following instruments: partipant observation, semi-structured interview and the portuguese workbook of the children. The data collected were analyzed from the organization of the following thematic categories: the language conception of the literacy teacher; the conception of reading; the methodology of teaching reading; the learning of reading conception by the scoolchildren and the researcher‟s action. Furthermore I also guide me by the microgenetic analyzes aiming necessarily see the particular aspect of the situation with attention of the significant "slops" to extract data. Authors like Mikhail, Bakhtin and scholars of reading area, like Frank Smith, Jean Foucambert, Josette Jolibert, and others, were fundamental for doing the data analyses. The findings reveal that the conception of reading of the schoolteachers exert great influence on concept formation of reading how a act pronunciation, instead bring the schoolchildren on a reading conception with assignment meaning and how cultural practice
Doutor
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Correia, Joelma Reis [UNESP]. "Concepções e práticas do ensino de leitura em turmas de alfabetização em São Luís do Maranhão." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/102175.
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Esta pesquisa de doutorado tem como objetivo compreender as concepções de leitura e a sua influência na apropriação de conceitos de leitura pelos alunos por meio da análise da prática pedagógica. Orientada por esse objetivo geral busco, ainda, caracterizar as opções teórico-metodológicas que orientam a ação docente no ensino da leitura e analisar essas opções e sua influência na apropriação, pelos alunos, de conceitos de leitura. Para a efetivação do objetivo proposto foi realizada uma pesquisa em educação do tipo etnográfica com duas turmas do 2º ano do Ensino Fundamental de uma escola da Rede Municipal localizada na cidade de São Luís no Estado do Maranhão. Assim, tornaram-se sujeitos da pesquisa as duas professoras, uma de cada série, bem como seus alunos. O processo de geração de dados ocorreu durante o segundo semestre do ano de 2009, com a utilização dos seguintes instrumentos: observação participante, entrevista semi-estruturada e o caderno de Português das crianças. Os dados gerados foram analisados a partir da organização dos seguintes núcleos temáticos: a concepção de linguagem das professoras alfabetizadoras; a concepção de leitura; a metodologia do ensino da leitura; a apropriação do conceito de leitura pelos alunos e a ação da pesquisadora. Além disso, me orientei pela análise microgenética com o objetivo de centrar o olhar para o aspecto particular da situação com atenção às “pistas” significativas para extrair dados. Autores como Mikhail Bakhtin e estudiosos da área da leitura, Frank Smith, Jean Foucambert, Josette Jolibert, dentre outros, foram fundamentais para nortear a análise dos dados. As conclusões revelam que as concepções de leitura das professoras exercem grande influência na formação do conceito de leitura como ato de pronúncia, em vez de aproximar os alunos de uma concepção de leitura...
This research doctorate group has how objective understand the read conceptions and its influence on appropiation of concept of litarecy by students through the analyses of the pedagogical pratice.Guided by this general objective I moreover seek to characterize the theoretical-methodological options that guide the docent action on the teach reading and analyze these options and their influence on appropriation of reading concepts by the schoolchildren. To effectuation of the objective proposed a ethnografic research was held with two classes of the second year of High School on a municipal school located on São Luiz city on state of Maranhão. Thus, two schoolteachers became subjectives of the research, one of each classes, even as their schoolchildren. The process of data colection happened during the second semester of 2009, with the use of the following instruments: partipant observation, semi-structured interview and the portuguese workbook of the children. The data collected were analyzed from the organization of the following thematic categories: the language conception of the literacy teacher; the conception of reading; the methodology of teaching reading; the learning of reading conception by the scoolchildren and the researcher‟s action. Furthermore I also guide me by the microgenetic analyzes aiming necessarily see the particular aspect of the situation with attention of the significant “slops” to extract data. Authors like Mikhail, Bakhtin and scholars of reading area, like Frank Smith, Jean Foucambert, Josette Jolibert, and others, were fundamental for doing the data analyses. The findings reveal that the conception of reading of the schoolteachers exert great influence on concept formation of reading how a act pronunciation, instead bring the schoolchildren on a reading conception with assignment meaning and how cultural practice
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Souza, Vilton Soares de. "Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão." Pontifícia Universidade Católica de São Paulo, 2019. https://tede2.pucsp.br/handle/handle/22007.
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This thesis aims to show that it is possible to better prepare the students from IFMA for academic mobility in France, considering the linguistic-enunciative-discursive needs of students who have already experienced the exchange through the Science without Borders program (Ciências Sem Fronteiras) and as a consequence to reflect future offers of French courses for international academic mobility in IFMA. The general objective, therefore, is to present didactic reflections on French teaching and learning for international academic mobility, from a dialogic perspective, based on the experience of IFMA students at French universities. In order to achieve our general objective, the following research question needs to be answered: how can a teaching-learning proposal of French, in the dialogic perspective, respond to the needs of the IFMA exchange students at the French university? To reach this answer, one needs to know: (a) From the point of view of the Brazilian exchange students, what are the main linguistic-enunciative-discursive needs experienced in French universities? and (b) How does a didactic practice focusing on the language as an interaction contribute to the Brazilian programs of international academic mobility? This thesis dialogues with the theoretical and methodological perspective of Bakhtin and the Circle, known as a dialogical perspective, and on the prototypical didactic procedure of French for Academic Purposes (FOU). The context covered is that of professional education in Brazil, based on the Federal Institute of Maranhão – IFMA and the linguistic-enunciative-discursive needs felt by the students in French universities, which must emerge from the analysis of the speeches of the IFMA exchangers by the Science Without Borders program in France. The participants are the professor/researcher and the six students, who experienced the exchange experience in France. The selected corpus covers the period from 2011 to 2017. We applied a questionnaire to the students using the SurveyMonkey platform. The questionnaire along with its answers formed the starting point of the corpus. In addition to the questionnaire, the corpus is composed of an interview (questions and answers) with the purpose of clarifying and/or amplifying the answers of the questionnaire. The results point out obstacles in the integration of the Brazilian students in the French university in three inseparable levels: Linguistic, Enunciative and Discursive. Therefore, the needs are linked to the non-sharing of the French language-culture in use and the non-active understanding of the statements; which leads to the emergence of problems in the construction of knowledge. In order to address this issue, it is necessary to construct didactic practices that enable Brazilian students to become agents of language, intercultural agents, and thus allow them to learn to learn in another way. In the end, the student must be able to exist/act in the academic sphere as a result of an active understanding of the French language
Nesta tese, considera-se possível preparar melhor os estudantes do IFMA para a mobilidade acadêmica na França, levando em consideração as necessidades linguístico-enunciativo-discursivas emersas dos estudantes que já vivenciaram o intercâmbio pelo programa Ciência sem Fronteiras, e, como consequência, refletir didaticamente sobre futuras ofertas de cursos de francês para fins de mobilidade acadêmica internacional no IFMA. O objetivo geral, portanto, é apresentar reflexões didáticas sobre o ensino-aprendizagem do francês para a mobilidade acadêmica internacional, na perspectiva dialógica, com base na experiência de estudantes do IFMA em universidades francesas. O objetivo geral, para ser alcançado, implica a seguinte pergunta de pesquisa: como uma proposta de ensino-aprendizagem de francês, na perspectiva dialógica, pode responder às necessidades dos intercambistas do IFMA na universidade francesa? Para construir essa resposta, precisa-se saber: (a) Do ponto de vista dos intercambistas brasileiros, quais são as principais necessidades linguístico-enunciativo-discursivas vividas na esfera universitária francesa? e (b) De que forma uma prática didática com foco na língua como interação pode contribuir com os programas brasileiros de mobilidade acadêmica internacional? O recorte teórico está fundamentado na perspectiva teórico-metodológica de Bakhtin e o Círculo, conhecida como perspectiva dialógica e no procedimento didático prototípico do Francês com Objetivo Universitário – FOU. O contexto abordado é o do ensino profissional no Brasil, com base no Instituto Federal do Maranhão – IFMA, e das necessidades linguístico-enunciativo-discursivas sentidas pelos estudantes na esfera universitária francesa, que devem emergir da análise dos discursos dos intercambistas do IFMA pelo Programa Ciência sem Fronteiras na França. Os participantes são o professor-pesquisador e os seis estudantes, que vivenciaram a experiência de intercâmbio na França. O corpus selecionado envolve o período de 2011 a 2017. Foi aplicado inicialmente um questionário aos seis estudantes via plataforma digital SurveyMonkey, ponto de partida do estabelecimento do corpus, assim como as respostas dele derivadas. Além do questionário, o corpus é composto por uma entrevista (perguntas e respostas) com o objetivo de esclarecer e/ou ampliar as respostas do questionário. Os resultados apontam óbices na integração dos estudantes brasileiros na universidade francesa em três planos, inseparáveis, linguístico-enunciativo-discursivo. Portanto, as necessidades ligam-se ao não compartilhamento da língua-cultura francesa em uso e à compreensão não ativa dos enunciados; o que faz emergir fronteiras para a construção do conhecimento. Em resposta, é necessário construir práticas didáticas que possibilitem aos estudantes brasileiros tornarem-se agentes de linguagem, agentes interculturais e, assim, permitir que eles aprendam a aprender de outra forma. Ao final, o aluno deve poder existir-agir na esfera acadêmica com e graças à língua francesa
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Mota, Jaqueline Ferreira da. "A confissão tupi: a problemática dos confessionários jesuítico-tupi nos séculos XVI-XVIII nas missões do Grão-Pará e Maranhão e do Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-26052017-112650/.
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A proposta desta tese de doutoramento consiste no estudo comparativo de cinco confessionários tupi aplicados em regiões missioneiras do Grão-Pará e Maranhão e do Brasil entre os séculos XVI e XVIII. O objetivo geral do estudo é apresentar os modelos de confissão católica pretendidos em cada um dos séculos tratados, considerando os locais de origem dos penitentes índios e a instituição religiosa à qual pertenciam os confessores, os modelos disponíveis para aplicar esse sacramento(ora impressos, ora manuscritos) e os contextos em que se desenvolveram as respectivas missões jesuíticas. Partimos do pressuposto de que os jesuítas, ainda que tivessem um propósito universalista de evangelização, tiveram de se adaptar às diferentes realidades apresentadas pelos interlocutores indígenas, condicionados pelos diferentes espaços culturais (físicos e temporais) onde ocorria a missionação. Para além da análise linguística (terminológica e de tradução) conduzida por dentro de uma perspectiva histórica com seus desdobramentos antropológicos, outra metodologia orientativa e de apoio será aquela já traçada pela Escola Italiana de História das Religiões.This doctoral dissertationpresents acomparative study of five Tupi confessionals establishedin missionary regions of the Grão-Pará and Maranhão and Brazilprovincesbetween the 16thand 18thcenturies. The overall objective of the study is to present the intended Catholic confession models in each of the centuriesreferred to, considering the places of origin of penitent Indians and the religious institution to which theconfessorsbelonged, the different models available to apply the Sacramentof Penance(sometimes printed, sometimes manuscripts),and the contexts in which theJesuit missionswere developed. We assume that the Jesuits, despite havinga universal purpose of evangelization, had to adapt to the different realities presented by their indigenous interlocutors, conditioned by the different cultural spaces (physical and temporal) where the missioning had arisen. Besides the linguistic analysis (terminology and translation) conducted within a historical perspective andits anthropological repercussions, another methodologyusedfor guidance and support isthe one drafted by the Italian School of History of Religions.
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Aranha, Marize Barros Rocha. "Os impactos da globalização e da reestruturação produtiva no mundo do trabalho: a exigência da Língua Inglesa como competência técnica no mercado de trabalho no Maranhão." Universidade Federal do Maranhão, 2006. http://tedebc.ufma.br:8080/jspui/handle/tede/198.
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Previous issue date: 2006-01-19Research on the demand of the English Language as a technical competence in the marketplace in the State of Maranhão, presenting as its background, the globalization process and the productive re-structuration in the labor world. An investigation was carried out at a local enterprise, ALUMAR, which deals with high technological innovation, in order to detect if the company is requiring the appropriate English knowledge from its employees, and to which positions this linguistic competence is indispensable to develop their performance. In order to reach this goal, some job agencies were investigated to identify to what extent the workers are fulfilling the necessary requirements of the laboring market in the professional qualification field. The methodology applied was a study of case with focus on a very expressive job agency in Maranhão. At the end of this research, it can be realized that there is a consider demand of the English Language by the company. In the meantime the most of the workers do not have this competence, and among those who have this competence, it is seen only as a step to the marketplace, not to be, mainly, a cultured citizen.
Pesquisa sobre a exigência da Língua Inglesa como competência técnica no mercado de trabalho no Maranhão, tendo como pano de fundo os impactos da globalização e da reestruturação produtiva no mundo do trabalho. Investigou-se uma empresa com inovações tecnológicas localizada no Estado do Maranhão ALUMAR - a fim de detectar se esta está exigindo que o trabalhador tenha o domínio da Língua Inglesa e para quais cargos este domínio é imprescindível para o desempenho da função. Para materialização deste objetivo, pesquisou-se algumas agências de empregos e empresas de serviços, procurando identificar, até que ponto, os profissionais estão correspondendo às exigências do mercado de trabalho no campo da qualificação profissional. A metodologia utilizada foi o estudo de caso, focalizando uma das agências de emprego de grande expressividade no Maranhão. Ao final da pesquisa, conclui-se que a exigência do domínio da Língua Inglesa é considerável por parte da empresa, entretanto o que se percebe é que a grande maioria dos funcionários ainda não possui esse domínio e os que o possuem ainda não o percebem para além da produção, buscam aprender o idioma somente para servir ao mercado de trabalho e não, primordialmente, para ser um cidadão culto.
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Cardoso, Junior Waldemar dos Santos. "Alfabetização na educação do campo: relatos de professores de classes multisseriadas da Ilha de Marajó." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/16593.
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Previous issue date: 2009-12-04Conselho Nacional de Desenvolvimento Científico e Tecnológico
The rural education teachers who work in multigraded classes have to face great challenges, especially when they alphabetize children. The objectives of the present work included: learning about those teachers; describing the teaching-learning difficulties regarding written language in the initial grades; discussing the ways of alphabetizing and the projections for the teachers efficient work; analyzing the teachers comments under the approach of the relation between metalinguistic abilities and learning of written language. The research involved a group of 74 rural education teachers who work in multigraded classes in a small town named Breves in the state of Pará. The data were collected through a questionnaire containing 24 open and closed questions based on the objectives of the present study. The data analysis procedure was based on the content analysis approach. The results showed that most teachers are 31 to 50-year-old women who are graduate in teacher education and work part time; they have had 1 to 10 years experience in alphabetization and in rural education. Some difficulties were found regarding the challenge of alphabetizing children: an operational difficulty involving work in multigraded classes, lack of didactic resources, lack of school transportation and adequate room, lack of professionals for school maintenance, and other difficulties related to alphabetization practice. It was observed that most teachers do not have a specific theoretical approach to teach how to read and write. In general, they do not mention activities related to the development of metalinguistic abilities as a facilitation tool for the teaching of written language. However, they try to create several didactic resources and have great motivation to work in that reality despite all setbacks
Os professores de classes multisseriadas da educação do campo enfrentam grandes desafios, inclusive no momento de alfabetizar seus alunos. Os objetivos deste trabalho foram: conhecer o perfil desses professores; descrever as dificuldades de ensino e aprendizagem da linguagem escrita nas séries iniciais; relatar os modos de alfabetização e as projeções para um trabalho docente eficaz; analisar os relatos dos professores sob a abordagem das relações entre habilidades metalinguísticas e aprendizagem da linguagem escrita. A pesquisa foi realizada com um grupo de 74 professores que atuam na educação do campo em classes multisseriadas no município de Breves (PA). O instrumento de coleta de dados foi um questionário com 24 perguntas abertas e fechadas, delineado a partir dos objetivos deste estudo. O procedimento de análise de dados se baseou na abordagem da análise de conteúdo. Os resultados mostraram que, na sua maioria, o grupo pesquisado é formado por mulheres com idade entre 31 e 50 anos, com formação em magistério, trabalham um período, são funcionárias efetivas, com uma média de 1 a 10 anos de prática na alfabetização e de atuação na educação do campo. Em relação aos desafios relatados ao alfabetizar crianças, foram encontrados relatos de duas naturezas: de ordem operacional, como por exemplo, atuação em classes multisseriadas, ausência de recursos didáticos, de transporte escolar e espaço físico adequado, falta de pessoal de apoio para a manutenção da escola; e outras mais ligadas às práticas de alfabetização. Constatou-se que, em sua grande maioria, esses docentes não se referem à utilização de um enfoque teórico específico para ensinarem a ler e escrever. De modo geral, não mencionam o uso de práticas voltadas para o desenvolvimento de habilidades metalinguísticas como facilitadoras de ensino da linguagem escrita. Observa-se ainda a busca de utilização de diversos recursos didáticos e uma grande motivação para atuarem naquela realidade apesar de todos os impasses a serem transpostos
Books on the topic "Maranao language"
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1922-, McKaughan Howard, Macaraya Batua, and Summer Institute of Linguistics--Philippines, eds. A Maranao dictionary. Manila, Philippines: De La Salle University Press, 1996.
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3
Philippines. Komisyon sa Wikang Filipino., ed. Bokabularyong Maranao-Filipino-English. Maynila: Komisyon sa Wikang Filipinos, 2003.
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Tungol, Mario. Modern English-Filipino Maranao dictionary. Manila, Philippines: Merriam & Webster, 1992.
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Macaraya, Batua. Maranao words and phrases. Iligan City: University Research Center, 1991.
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Alonto, Almahdi G. Maranao dialogs and drills. Hyattsville, Md: Dunwoody Press, 2009.
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Center, Gowing Memorial Research. A catalogue of the Maisie Van Vactor collection of Maranao materials in the Arabic script at the Gowing Memorial Research Center. Tokyo: Institute of Asian Cultures, Sophia University, 2011.
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Movshovits, Yosef Eliyahu, ha-Leṿi, editor and Mosad ha-Rav Ḳuḳ, eds. Torat Eliyahu: Perushe u-veʼure marana ṿe-rabana Rabenu Eliyahu mi-Ṿilna ʻal pesuḳe Torah, Neviʼim u-khetuvim ; Diḳduḳ u-ferush ʻal ha-Torah. Yerushalayim: Hotsaʼat Mosad ha-Rav Ḳuḳ, 2017.
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Lexicon of classical literary Maranao words and phrases. Marawi City, Philippines: Mindanao State University Research Center, 1993.
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English--Filipino synonyms: Including, Tagalog, Cebuano, Ilocano, Hiligaynon, Bicol, Waray, Pampango, Pangasinense, Maranao, Maguindanao, other native languages/dialects. Quezon City, Philippines: Royal Pub. House, 1987.
Find full textBook chapters on the topic "Maranao language"
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Ura, Hiroyuki. "Ergativity and Its Typological Variation." In Checking Theory and Grammatical Functions in Universal Grammar, 180–229. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195118391.003.0006.
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Abstract Ergativity has long been one of the hottest issues in the modern theory of linguistics, especially, within the framework of language/linguistic typology and that of Relational Grammar (RG). Under the framework of the PP-approach, there were several pieces of important work on the topic of ergativity in the GB era (e.g., among others, Marantz 1984 and B. Levin 1983), though the number of papers dealing directly with the topic in this framework was far less than that of papers written under the framework of language/linguistic typology and that of RG. This scarce concern about ergativity under the GB-framework may be due to the fact that the theory available in that era, which was being established mostly through the study of typical accusative languages like English and Japanese could hardly disentangle the intricate relations of the systems of case-marking, agreement, grammatical relations, and so forth found in ergative languages like Dyirbal, Georgian, and Basque. However, since Chomsky’s (1992) invention of the Agr-based Case theory, which gives some clear vision concerning the relation between the system of case-marking and that of agreement by exploiting the Spec-head relation as the platform for both systems, many studies have appeared on ergativity and ergative languages under the Minimalist framework (e.g., Austin and López 1995; Belvin 1990b; Benua 1995; Bobaljik 1992, 1993; Laka 1993; Lyle 1995; Mahajan 1994, 1996; Manga 1996; Murasugi 1992, 1995; Nash 1996; and Phillips 1995, to list just a few).
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Yang, Charles D. "Rules over Words." In Knowledge and Learning in Natural Language, 59–100. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780199254149.003.0003.
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Abstract The acquisition of English past tense has generated much interest and controversy in cognitive science, often pitched as a clash between generative linguistics and connectionism (Rumelhart & McClelland 1986), or even between rationalism and empiricism (Pinker 1999). This is irregular: the problem of past tense, particularly in English, notorious for its impoverished phonology, is a marginal problem in linguistics, and placing it at the center of attention does no justice to the intricacy of the study of language; see e.g. Halle (2000), Yang (2000), and Embick & Marantz (in press). Yet this is not to say the problem of English past tense is trivial or uninteresting. As we shall see, despite the enthusiasm and efforts on both sides of the debate, there remain many important patterns in the published sources still unknown and unexplained. We show that the variational learning model, instantiated here as competition among phonological rules (rather than grammars/parameters, as in the case of syntactic acquisition), provides a new understanding of how phonology is organized and learned.
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Pereira, Amanda Gomes, and Lucas Oliveira dos Santos. "Malala and the struggle for the right to education of girls and adolescents." In CHALLENGES AND INNOVATIONS IN EDUCATION: SCIENTIFIC PERSPECTIVES. Seven Editora, 2023. http://dx.doi.org/10.56238/chaandieducasc-007.
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The purpose of this work is to present the exchange of experiences lived by the executing team of a teaching project developed in a state public school in the municipality of São Bernardo/MA, whose objective was the implementation, reflexive and critical, of methodologies of Sociology teaching. From the interface with different languages – such as cinema and literature, as well as the insertion of social media – we sought to transpose the contents taught in higher education to the language of high school. During the months in which the activities took place at the school, the institution's own materials were used, such as the book by Pakistani activist Malala Yousafzai, distributed by the government of the state of Maranhão. The young Malala's book contributed to the establishment of debates through the central concepts of Sociology, such as: social and gender inequalities, citizenship, equal right to education – related to the themes addressed in the textbooks and with the syllabus of the Sociology discipline. As a conclusion, it was possible to perceive that Paulo Freire's proposal, centered on valuing students' experiences, constituted a powerful tool to make the teaching of Sociology contextualized, interdisciplinary and plural.
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Johns, Alana. "Polysynthetic words." In Word Prominence in Languages with Complex Morphologies, 33–65. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198840589.003.0002.
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Abstract This chapter is an overview of some current issues of polysynthetic words from a morpho-syntactic perspective in Generative Grammar. The central idea explored is that polysynthetic languages are characterized by lack of ‘bundling’ (Harley 2017), which results in a higher ratio of minimal functional morphemes than seen in more bundling languages like English (see Mattissen 2004; 2017 for a related perspective). The polysynthetic word is constructed in the syntax (Halle and Marantz 1993) and a post-syntactic process amalgamates the functional morphemes into a single domain or word (Compton and Pittman 2010; Harizanov and Gribanova 2018 inter alia). It is proposed that minimal features are by default attached like clitics. The role of morphophonological representations in affixation in Inuttitut is briefly discussed. This chapter also looks at some historical evidence for change in languages from phrases to polysynthetic words.
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Calabrese, Andrea. "The Latin passive morpheme /-r/ and its morphosyntactic similarity with Romance si." In Rich Descriptions and Simple Explanations in Morphosyntax and Language Acquisition, 334–95. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198889472.003.0014.
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Abstract Latin synthetic passive forms display a suffixal /-r/ that is added to the AGR endings (cf. am-ā-t vs. am-ā-t-[u]-r ‘love-pres-3sg-act/pass’ (cf. Meillet 1964, Ernout and Thomas 1951/1972, Weiss 2009). The positioning of this voice morpheme to the periphery of AGR violates the basic generalizations on the positioning of verbal functional elements, according to which Voice should have a very low position in the extended projection of the verb close to v0 and probably lower than Asp0 (Cinque 1999, Zyman and Kalivoda 2020). In this chapter, I will propose an analysis of this positioning based on the close similarity between the morpho-syntactic distribution of the Latin passive morpheme /-r/ and the Romance clitic si in terms of Schäfer’s (2008) analysis of si-constructions in Romance and Distributed Morphology (Halle and Marantz 1993).
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HODIEB, Liliane. "Le syntagme génitival en wushi." In Relations syntagmatiques, 171–86. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7224.
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Dans les théories traditionnelles du langage, la langue est faite de composantes bien distinctes, soumises à des représentations et à des procédés différents : c’est ainsi qu’on a la phonologie, la morphologie, la syntaxe, la morphosyntaxe, etc. La Morphologie Distribuée (Halle - Marantz, 1993) en revanche considère que la morphologie en particulier n’est pas confinée dans une seule composante mais selon elle processus morphologiques sont « distribués » ou répartis tout le long de la structure syntaxique. La Morphologie Distribuée prend sa source dans le Programme Minimaliste de Chomsky (1995) qui est lui-même un modèle dérivé de la théorie générative ou grammaire générative, développée au début des années cinquante. Le syntagme génitival du wushi, langue Grassfields bantu parlée au Cameroun anglophone, illustre bien la difficulté de distinguer les mots des phrases, et partant, devrait être décrit non pas en séparant de manière nette la morphologie de la syntaxe, mais bien au contraire en les associant, selon les principes de la Morphologie Distribuée. Il reste cependant, comme toute théorie, que la Morphologie Distribuée comporte des limites qu’il conviendra de relever.
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Pérez Machado, Reinaldo Paul, and Ulisses Denache Vieira Souza. "The potential of Cybercartography in Brazil: ‘A Cybercartographic Atlas for Lençóis Maranhenses National Park, state of Maranhão, Brazil’." In Further Developments in the Theory and Practice of Cybercartography - International Dimensions and Language Mapping, 349–66. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-444-64193-9.00020-8.
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Alexiadou, Artemis, and Hagit Borer. "Introduction." In Nominalization, 1–24. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865544.003.0001.
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The introduction to this book reviews detail the major claims put forth in RoN in 1970, and in particular, the claim that complex words, with deverbal nominals being the case at point, represent a formation that is neither predictable nor productive, and are hence lexically listed. This claim goes hand in hand, in RoN, with the claim that whatever similarities do hold between the deverbal nominal such as destruction and the verb destroy emerge from the existence of a category neutral listed form, DESTROY, which has a consistent subcategorization frame (an object in this case), which is realized identically in the syntax, in accordance with the X’-theory, and where the form DESTROY itself inherits its category from its categorial insertion context (N, V etc.). Since 1970, a rich body of studies has emerged which investigated the properties of lexical formations such as destruction and their relationship with the verb destroy, giving rise to multiple accounts of the emergence of complex words, as well as to the emergence of distinct argument structure combination in the context of nominalizations in particular, and word formation in general. Particularly influential was Grimshaw’s (1990) work, which introduced a typologically sound distinction between nominalizations with event structure (Complex Event Nominals, or Argument Structure Nominals) and nominals which lack event structure, and which may be result nominals or referential nominals or Simple Event Nominals, i.e. nouns which denote an event, but which do not have an event structure in the verbal sense (e.g. trip). More recently there has been the questioning of the partition between word formation and syntactic constituent building altogether, starting with Marantz (1997), and continuing with influential work by many of the contributors to this volume. This volume brings together a sample of contemporary approaches to nominalization, based on the historical record, but also branching into new grounds, both in terms of their syntactic approaches, and in terms of the range of languages considered.<320>
Conference papers on the topic "Maranao language"
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Xavier, Fernando, Gustavo Rick Amaral, and Antonio Mauro Saraiva. "Brazilian discussion about COVID-19 lockdown policies on Twitter." In Escola Regional de Computação do Ceará, Maranhão e Piauí. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/ercemapi.2022.225834.
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The COVID-19 pandemic affected all countries worldwide, causing big changes in people's routines due to public policies for disease spreading control. Among the most impacting measures were social distancing policies and lockdown, leading to an intense discussion by the population. To describe this discussion in Brazil, this research applied data science and natural language methods to analyze posts on Twitter. It processed more than 12.9 million tweets between 2020 and 2021, and the results highlighted the main topics discussed by Brazilian Twitter users, such as the ideological-political component. The approach employed in this research proved to help extract valuable information in massive data mass.
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Pei Shan Yap, J. Hosking, and J. Grundy. "Automatic diagram layout support for the Marama meta-toolset." In 2011 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC 2011). IEEE, 2011. http://dx.doi.org/10.1109/vlhcc.2011.6070379.
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Silva, Ianne Melo da, and Francieli Goulart Ribeiro. "Phonoaudiological profile of patients in post-operative research of intracranial tumor." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.645.
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Introduction: Primary intracranial tumors have increased the incidence and mortality rate in recent years. The speech-language disorders found in patients with intracranial tumor vary according to the histological type and anatomical location. Objective: To characterize the population of post-surgical patients with resection of intracranial tumors treated by the Speech-Language Pathology Service from January 2015 to January 2018. Methods: This is a cross-sectional retrospective study, carried out at the University Hospital of the Maranhão Federal Unit-Presidente Dutra Unit, with a sample by convenience, based on the data collected in the medical records and speech therapy protocols. The data were treated using the Stata software, version 14.0. The normality of continuous variables was verified by the Shapiro Wilk test. Student’s t-tests were used for continuous variables and Fisher’s exact or Chi-square tests for categorical ones. Results: 22 speech therapy protocols were analyzed. Gender equality was observed (50% men and 50% women). Average age of 48.77. Meningioma was the most prevalent type of tumor (41.0%). As for location, most tumors were located in the left frontal region (22.7%), but it was observed that tumors in the posterior fossa were more severe. Changes in speech articulation (p=0.002), vocal quality (p=0.007), mobility (p=0.001), sensitivity (p=0.020), tonicity (p=0.003), altered oropharyngeal dynamics (p=0.048) and wet vocal quality (p=0.034) were associated with a worse speech-language profile. Conclusion: The speech-language disorders found and the degree of dysphagia were directly associated with the location of the tumor in the posterior fossa.