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Zaheer, Aamir. "Les particularités phonétiques et phonologiques des langues du Pakistan et leur incidence sur l'apprentissage du français par les apprenants pakistanais." Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCC002/document.
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Le Pakistan chevauche la frontière linguistique entre deux familles linguistiques ; l’indo-aryen et l’iranien, qui ensemble constituent l'indo-iranien, une branche majeure de la famille indo-européenne. Ainsi, le panorama général de la situation linguistique se caractérise par la diversité linguistique due à différents facteurs sociaux et historiques. Comme beaucoup d’autres pays du monde, le Pakistan est aussi un pays multilingue où plusieurs langues sont présentes avec des statuts plus ou moins différents. A part ce multilinguisme, une grande partie de la population rurale du Pakistan est également monolingue. Sous les effets du colonialisme, les langues natives du Pakistan ne sont pas reconnues par le gouvernement. À cause de la politique linguistique de l’état, ces langues les moins répandues sont considérées comme des langues peu importantes. Ainsi, ces langues régionales restent ignorées même par des linguistes et des chercheurs. Du point de vue de la linguistique, chaque langue possède des particularités et une richesse linguistique malgré son statut officiel dans un pays. Nous avons choisi de présenter cinq langues majeures du Pakistan. Cette diversité linguistique nous a offert ce terrain fertile à l’étude de ces langues au niveau de la phonétique et de la phonologie. Le résultat de ce travail nous a conduits à une étude comparative des systèmes phonético-phonologiques des langues pakistanaises et ceux de la langue française. Cela nous a permis de conclure au fait que les voyelles antérieures arrondies et les semi-voyelles françaises n’existant pas dans les langues pakistanaises sont absentes dans la prononciation des apprenants de FLE. Ces absences sont les causes majeures des erreurs de la prononciation faites par la majorité des apprenants pakistanais de FLEPakistan straddles the linguistic border between two linguistic families; Indo-Aryan and Iranian, which together constitute Indo-Iranian, a major branch of the Indo-European family. Thus, the general panorama of the linguistic situation is characterized by linguistic diversity due to different social and historical factors. Like many other countries in the world, Pakistan is also a multilingual country where several languages are present with more or less different status. Apart from this multilingualism, a large part of the rural population of Pakistan is also monolingual. Under the effects of colonialism, the native languages of Pakistan are not recognized by the government. Because of the state’s language policy, these less widely spoken languages are considered as minor languages. Thus, these regional languages are ignored even by linguists and researchers. From the point of view of linguistics, each language has peculiarities and linguistic richness despite its official status in a country. We chose to present five major languages of Pakistan. This linguistic diversity has offered us fertile ground for the study of these languages at the level of phonetics and phonology. The result of this work led us to a comparative study of the phonetic-phonological systems of the Pakistani languages and those of the French language. This allowed us to conclude that the rounded anterior vowels and French semi-vowels that do not exist in Pakistani languages are absent in the pronunciation of FLE learners. These absences are the major causes of the pronunciation errors made by the majority of Pakistani FLE learners
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Raghibdoust, Shahla. "Interrogative constructions in Persian." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6547.
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This thesis treats the various constructions of interrogativity in colloquial modern Persian, within the Government and Binding framework. Chapter 2 presents the basic properties and the various methods of forming yes-no questions. I argue that changes in word-order may not be considered as a strategy to indicate an interrogativity, and that consequently, the movement of the verb from its position in I to C in Persian, unlike languages such as English, is disallowed. I also propose the possibility of assigning a mood phrase (MP) position to the yes-no particles. Chapter 3 gives a detailed survey of the movement processes of Wh-words which, prima facie, appear to be a syntactic movement. However, exploring the more complicated data, we subsequently arrive at the conclusion that this movement, by and large, patterns with an optional topicalization process, and has nothing to do with the syntactic movement to SPEC CP. I propose that the availability of question particles in a number of languages, including Persian, correlates with the lack of syntactic Wh-movement. Persian extraction patterns are argued to resemble those of Nordic languages in which no structural constraint is imposed. Subjacency, therefore, is unable to explain the extraction phenomenon in this language. To give a reasonable account of the extraction rules in Persian Dominance, in turn, is proposed as a convincing condition. Chapter 4 concentrates on the fact that multiple Wh-fronting in Persian is radically different from extensively-studied languages, such as Bulgarian and Romanian, even though these languages manifest resemblance with respect to a number of properties. Furthermore, it is shown that in multiple Wh-fronting languages, the Wh-phrases are morphologically complex, and need to satisfy a licensing requirement independent of clausal typing. This morphological characteristic is absent, however, in Persian. Analysis of the preceding factors leads me to propose that multiple Wh-fronting in Persian also results from adjunction of Wh-phrases to IP, in other words, topicalization.
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Knaute, David. "Des côtes du Gujarat aux pays de la diaspora : dynamiques identitaires, démographiques et migratoires des communautés parsies d’Inde et du Pakistan." Paris, EHESS, 2014. http://www.theses.fr/2014EHES0624.
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En Inde et au Pakistan, les Parsis – minorité ethno-religieuse présente sur le sous-continent indien depuis le VIIIème siècle après J. -C. – sont considérés comme autochtones, en dépit de leurs racines perses. Longtemps restés à la marge de la société indienne, ils ont traversé un âge d’or à l’époque coloniale britannique, au cours de laquelle ils ont contribué, en tant qu’élite « occidentalisée », à de multiples avancées d’ordre socio-économiques et politiques. L’indépendance de 1947 a marqué un tournant, en scindant les Parsis en deux communautés distinctes et désormais démunies de tout privilège ou statut particulier. De nombreux Parsis ont de fait choisi la voie de l’émigration, dans un premier temps en Grande-Bretagne puis, au cours des dernières décennies, vers le Nouveau Monde. A travers une analyse mêlant histoire et anthropologie, cette thèse explore les dynamiques identitaires, démographiques et migratoires qui en découlent en Inde et au Pakistan ainsi qu’au sein des pays de la diaspora. L’auteur souhaite montrer que les communautés parsies du sous-continent indien ont atteint un point de rupture, notamment avéré par une crise démographique aigüe. Au sein des pays de la diaspora, la thèse vise à dévoiler une situation marquée par l’ambivalence : la reproduction des traits identitaires parsis - en premier lieu la perpétuation d’un esprit pionnier - y est en effet concomitante à l’apparition de nouvelles tendances, dont le rapprochement entre Parsis et zoroastriens d’Iran ou des risques croissants d’assimilation. La question qui se pose est dès lors dans quelle mesure la constitution d’une diaspora implique une transformation de l’identité parsie, y compris au sein des pays d’origine. En se basant sur l’approche complexe, la thèse s’attache à faire ressortir les interactions liant les communautés parsies les unes aux autres, les tensions autour de la religion et les paradoxes marquant l’évolution de la communauté parsie à l’échelle mondiale, pour démontrer la « mutation » identitaire parsie qui est en jeu. La thèse entend contribuer à l’étude des communautés parsies-zoroastriennes à travers le monde, et prolonger l’œuvre des professeurs Mary Boyce et John Hinnells (SOAS), tout en innovant d’un point de vue méthodologique par la parole donnée aux acteurs. Une enquête ethnologique approfondie menée au Pakistan, ainsi que des sources issues des pays de la diaspora ou concernant le patrimoine culturel (y compris la pratique funéraire des tours du silence), permettent de présenter des éléments inédits sur l’histoire et la pratique contemporaine du zoroastrisme. La thèse participe aussi à la compréhension du phénomène diasporique et à l’émergence d’un nouveau champ d’étude sur l’e-diaspora, à travers l’analyse de l’espace web parsi-zoroastrienIn India and Pakistan, the Parsis - an ethno-religious minority present on the Indian sub-continent since the 8th century A. D. - are considered as indigenous, in spite of their Persian ancestry. They remained at the margins of Indian society for a long time and experienced a golden age during British colonial times, during which they contributed as a "westernized" elite to numerous socio-economic and political developments. In 1947, Indian independance was a turning point and split the Parsis into two distinct communities deprived of any specific privilege or status. As a result many Parsis decided to migrate, first to Great Britain then - in recent decades - to the New World. Through a mix of historical and anthropological analysis, this thesis explores the subsequent identity, demographic and migratory dynamics in India and Pakistan as well as in the diaspora. The author attempts to demonstrate that Parsi communities on the Indian subcontinent have reached a point of no return, revealed among other trends, by a severe demographic crisis. Regarding the diaspora, the thesis aims at unveiling the ambivalent situation that prevails: the reproduction of Parsi identity traits - beginning with the perpetuation of a pioneering spirit - is concomitant here with a=new developments, including the coming together of Parsis and Zoroastrians from Iran, or the increasing risks of assimilation. The question is therefore to what extent the constotution of a diaspora implies a transformation of the Parsi identity, including in the countries of origin. Based on the complex approach, the thesis endeavors to highlight the interactions linking Parsi communities to one another, tensions around religion and paradoxes that characterize the evolution of the Parsi community worldwide, in order to show the "mutation" of the Parsi identity which is at stake. The thesis is an attempt to contribute to the study of Parsi-Zoroastrian communities around the world, and to extend the work of Professors Mary Boyce and john Hinnells (SOAS), while innovating from a methodology perspective by giving voice to the actors. A thorough ethnological survey carried out in Pakistan, as well as sources from the countries of the diaspora or concerning the cultural heritage (including the funerary practice of the towers of silence) allows the presentation of new elements on the history and contemporary practice of Zoroastrianism. The thesis also contributes to the understanding of the diasporic phenomenon and the emergence of a new field of study on the e-diaspora, through the analysis of the Parsi-Zoroastrian web
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Sedighi, Anousha. "Subject-predicate agreement restrictions in Persian." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29259.
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This work investigates two distinct constructions which appear to induce a constraint on verbal agreement. The first construction involves inanimate plural subjects and verbs appearing in third person singular/default morphology. Adopting the framework of Distributed Morphology which has recently been used as a key to capturing several agreement restrictions in languages, I propose that the restriction caused by Animacy in Persian resides in post-syntactic morphology through an impoverishment operation. The second construction I study contains Psychological predicates which have not been entirely explored from the point of view of Psychological Constructions in the previous literature. The nominative experiencer does not induce agreement on the verb and the verb appears in third person singular, which provides evidence for separation of agreement and Nominative case assignment. I argue that the lack of verbal agreement in Persian Psychological constructions is only apparent and I provide evidence to show that they do not involve compound verbs. I propose that these constructions have a Tense requirement and involve applied arguments. The experiencer is licensed by a Super High Applicative head which takes a TP (a sentential predication/full proposition) as complement. Furthermore, I propose that the Super High Applicative phrase is a strong phase, a new category to be added to the set of strong phases proposed by Chomsky 1999-2004.
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Samadi, Habibeh. "The acquisition of Persian : grammatically-based measures for assessing normal and abnormal Persian language development." Thesis, University of Sheffield, 1997. http://etheses.whiterose.ac.uk/14824/.
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This study presents a longitudinal analysis of three monolingual Iranian children's language development between ages 1;8-2;6, 2;2-3;2 and 2;4-3;4. The overall aims are to identify and establish the structural patterns in the acquisition of Persian, a pro-drop, inflectional and mostly verb final language. Structural patterns particular to Persian are identified in contrast to English and data drawn from the children's language progress are discussed in the light of recent theories of language acquisition. In addition, the study provides a comprehensive and systematic description of children's syntactic development in such a way as to be useful for clinical data analysis by Iranian speech and language therapists and includes some cross-linguistic comparisons with other research on language acquisition. The applicability of MLU (Mean Length of Utterance) measures to Persian is investigated and it is found that MLU measured in morphemes is most appropriate for evaluating the Iranian children's early language development up to value 4. In order to give a more detailed analysis of the children's language acquisition, the LARSP (Language Assessment Remediation and Screening Procedure) framework (Crystal, Fletcher and Garman, 1989) is adapted to Persian. Analysing Persian data with LARSP categories shows that there are many features common to both languages. Particular categories are identified. A PLARSP (Persian LARSP) profile is established based on the hypothesis that structures can be assigned to stages according to their number of elements at clause and phrase levels. The profile provides a framework for the analysis of language development in Persian and is employed in chapters 6 and 7 to set out the developmental picture of the children's language at approximately equal MLU values in the early stages, and age in the later stages. Close examination of the data points to the use of formulas by the children at early stages. Apart from the formulas, although the children show different strategies of language acquisition, the resulting distribution of categories is found to fit the data well, presenting an orderly progress down the chart according to MLU and age.
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Rees, Daniel A. "Towards Proto-Persian an Optimality Theoretic historical reconstruction /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436441601/viewonline.
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Sedighi, Anousha. "Quirky subjects: Do they exist in Persian?" Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/6140.
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This thesis studies the nature of certain subject-like NPs in Persian and examines whether or not they can be considered "Quirky Subjects". Quirky subjects are subject-like NP's that bear non-nominative case and a non-agentive theta role, yet have some properties of subjects. This work demonstrates that subject-like NPs in Persian are neither subjects nor, quirky subjects. In fact, they are "Left-dislocated constituents". In these constructions the reason for the default format of the verb is the nature of the subject, which is the psychological state rather than the subject-like NP (experiencer). Moreover, the notion of "Subject" and "Subjecthood" will be discussed and the claim that subject is not a rigid concept will be supported.
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Fathi, Besharat. "Terminology planning evaluation: the case of Persian language." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/432790.
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The strategic importance of terminology planning, its complexities,
and implementation of the policies have been tackled in the
literature from distinct points of views. The diversity of discussions
and methodologies used to advocate the dynamicity of
terminological activities and their context-based characteristics has
brought about challenges in the evaluation of terminology works.
These challenges are associated with the definitions of terminology
planning from different perspectives (i.e. national, international,
local) on the one hand, and on the other hand, are caused by the lack
of an analytical framework that can address complex relations
among terminology planning elements and criteria.
The aim of this study was to investigate the possibility of designing
a methodological framework that can be useful for conducting
evaluations on terminology planning and standardization in the
national or local scenarios. For this purpose, I have adapted the
evaluation methodology used in development plans to the context of
terminology planning based on which I have evaluated the
terminology work and standardization at the Academy of Persian
Language and Literature. It is assumed that this methodology can be
useful for the improvement and development of any type of
terminology activity defined in the framework of language
planning.La importancia estratégica de la planificación terminológica, su complejidad y la implementación de las políticas terminológicas se han abordado en la literatura desde distintos puntos de vista. La diversidad de debates y metodologías utilizadas para defender la dinámica de las actividades terminológicas y sus características basadas en los contextos particulares, han resultado obstáculos en la evaluación de los trabajos terminológicos. Estos obstáculos están asociados con las definiciones de la planificación terminológica según a diferentes perspectivas (nacional, internacional, local) por un lado, y por otro lado, son resultados de la falta de un marco analítico que pueda dirigir las relaciones complejas entre elementos y criterios de la planificación terminológica. El objetivo de este estudio fue investigar la posibilidad de diseñar un marco analítico que pueda ser útil para llevar a cabo evaluaciones sobre planificación terminológica y estandarización en un escenario nacional o local. Para ello, he adaptado la metodología de evaluación utilizada en los planes de desarrollo al contexto de la planificación terminológica a partir de la cual he evaluado el trabajo terminológico y la estandarización en la Academia de Lengua y Literatura Persa. Se supone que esta metodología puede ser útil para mejorar y desarrollar de cualquier tipo de actividad terminológica definida en el marco de la planificación lingüística.
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Aftab, Asma. "English language textbooks evaluation in Pakistan." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3454/.
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This multidimensional study comprehensively explores the English language textbook situation in Pakistan in five stages utilizing mixed methods approach. Two preliminary stages were small scale – a survey of the English language requirements and interviews of the officials involved in sanctioning and publishing textbooks. The main stages were the critical examination of the English curricula and syllabi, the survey of the views of the textbook users, and the detailed coursebook evaluation. The evaluation criteria checklists and questionnaires employed during these stages were mainly based on the materials development, ‘needs analysis’ and curriculum design literature. The research highlighted shortcomings in the overall educational arena and these weaknesses are assumed to be indirectly responsible for the poor standard of English prevailing in the country. The curriculum and textbook policies were found to be inadequate. Generally the teachers/administrators lacked critical, in-depth and practical understanding of language learning objectives, teaching techniques, syllabus design, and materials. By and large, the coursebooks overwhelmingly relied on controlled and artificial activities to teach English. In conclusion, suggested improvements in the curriculum development process, teachers and textbook writers training programmes and, importantly, the prescribed coursebooks can in the long run aid in facilitating English language acquisition in the Pakistani learners.
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Haseeb, Ahmed Abdul, and Asim Ilyas. "Speech Translation into Pakistan Sign Language." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5095.
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ABSTRACT Context: Communication is a primary human need and language is the medium for this. Most people have the ability to listen and speak and they use different languages like Swedish, Urdu and English etc. to communicate. Hearing impaired people use signs to communicate. Pakistan Sign Language (PSL) is the preferred language of the deaf in Pakistan. Currently, human PSL interpreters are required to facilitate communication between the deaf and hearing; they are not always available, which means that communication among the deaf and other people may be impaired or nonexistent. In this situation, a system with voice recognition as an input and PSL as an output will be highly helpful. Objectives: As part of this thesis, we explore challenges faced by deaf people in everyday life while interacting with unimpaired. We investigate state of art work done in this area. This study explores speech recognition and Machine translation techniques to devise a generic and automated system that converts English speech to PSL. A prototype of the proposed solution is developed and validated. Methods: Three step investigation is done as part of thesis work. First, to understand problem itself, interviews were conducted with the domain experts. Secondly, from literature review, it is investigated whether any similar or related work has already been done, state of the art technologies like Machine translation, speech recognition engines and Natural language processing etc. have been analyzed. Thirdly, prototype is developed whose validation data is obtained from domain experts and is validated by ourselves as well as from domain experts. Results: It is found that there is a big communication gap between deaf and unimpaired in Pakistan. This is mainly due to the lack of an automated system that can convert Audio speech to PSL and vice versa. After investigating state of the art work including solutions in other countries specific to their languages, it is found that no system exists that is generic and automated. We found that there is already work started for PSL to English Speech conversion but not the other way around. As part of this thesis, we discovered that a generic and automated system can be devised using speech recognition and Machine translation techniques. Conclusion: Deaf people in Pakistan lack a lot of opportunities mainly due to communication gap between deaf and unimpaired. We establish that there should be a generic and automated system that can convert English speech to PSL and vice versa. As part of this, we worked for such a system that can convert English speech to PSL. Moreover, Speech recognition, Machine translation and Natural language processing techniques can be core ingredients for such a generic and automated system. Using user centric approach, the prototype of the system is validated iteratively from domain experts.This research has investigated a computer based solution to facilitate communication among deaf people and unimpaired. Investigation was performed using literature review and visits to institutes to gain a deeper knowledge about sign language and specifically how is it used in Pakistan context. Secondly, challenges faced by deaf people to interact with unimpaired are analyzed by interviews with domain experts (instructors of deaf institutes) and by directly observing deaf in everyday life situations. We conclude that deaf people rely on sign language for communication with unimpaired people. Deaf people in Pakistan use PSL for communication, English is taught as secondary language all over Pakistan in all educational institutes, deaf people are taught by instructors that not only need to know the domain expertise of the area that they are teaching like Math, History and Science etc. but they also need to know PSL very well in order to teach the deaf. It becomes very difficult for deaf institutes to get instructors that know both. Whenever deaf people need to communicate with unimpaired people in any situation, they either need to hire a translator or request the unimpaired people to write everything for them. Translators are very difficult to get all the time and they are very expensive as well. Moreover, using writing by unimpaired becomes very slow process and not all unimpaired people want to do this. We observed this phenomena ourselves as instructors of the institutes provided us the opportunity to work with deaf people to understand their feelings and challenges in everyday life. In this way, we used to go with deaf people in shopping malls, banks, post offices etc. and with their permission, we observed their interaction. We have concluded that sometimes their interaction with normal people becomes very slow and embarrassing. Based on above findings, we concluded that there is definitely a need for an automated system that can facilitate communication between deaf and unimpaired people. These factors lead to the subsequent objective of this research. The main objective of this thesis is to identify a generic and an automated system without any human intervention that converts English speech into PSL as a solution to bridge the communication gap between deaf and unimpaired. It is identified that existing work done related to this problem area doesn’t fulfill our objective. Current solutions are either very specific to a domain, e.g. post office or need human intervention i.e. not automatic. It is identified that none of the existing systems can be extended towards our desired solution. We explored state of the art techniques like Machine translation, Speech recognition and NLP. We have utilized these in our proposed solution. Prototype of the proposed solution is developed whose functional and non functional validation is performed. Since none of existing work exactly matches to our problem statement, therefore, we have not compared the validation of our prototype to any existing system. We have validated prototype with respect to our problem domain. Moreover, this is validated iteratively from the domain experts, i.e. experts of PSL and the English to PSL human translators. We found this user centric approach very useful to help better understand the problem at the ground level, keeping our work user focused and then realization of user satisfaction level throughout the process. This work has opened a new world of opportunities where deaf can communicate with others who do not have PSL knowledge. Having this system, if it is further developed from a prototype to a functioning system; deaf institutes will have wider scope of choosing best instructors for a given domain that may not have PSL expertise. Deaf people will have more opportunities to interact with other members of the society at every level as communication is the basic pillar for this. The automatic speech to sign language is an attractive prospect; the impending applications are exhilarating and worthwhile. In the field of Human Computer Interface (HCI) we hope that our thesis will be an important addition to the ongoing research.
Ahmed Abdul Haseeb & Asim ilyas, Contact no. 00923215126749 House No. 310, Street No. 4 Rawal town Islamabad, Pakistan Postal Code 44000
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Raghibdoust, Shahla. "Comprehension and grammaticality judgement in Persian-speaking agrammatics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0019/NQ46539.pdf.
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Moinzadeh, Ahmad. "An antisymmetric, minimalist approach to Persian phrase structure." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/9399.
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In this thesis, I investigate phrase structure in Persian within the Minimalist framework of Chomsky (1995, 1998). Adopting Kayne's (1994) Linear Correspondence Axiom, which examines the relation of hierarchical structure and linear order, I propose a head-initial analysis for Persian, and develop an analysis of SVO word order based on the examination of all lexical and functional categories. Prior to investigating categories which are common to other languages, I examine the Ezafe Phrase (EzP), a functional phrasal category specific to Persian. The EzP is headed by a morpheme which may be phonetically realized as e/ye or null o. This morpheme regulates the occurrence of more than one complement in DPs/NPs and APs. Like the other phrasal categories investigated, the EzP is shown to follow the Spec-Head-Complement configuration (of the Linear Correspondence Axiom). My argumentation for a head-initial configuration for Persian, and the implication of a basic SVO word order is based largely on evidence for noun phrases and verb phrases. I provide support for a DP analysis of Persian nominal phrases, and demonstrate that both DPs and lexical NPs display a head-initial configuration. While Persian VPs exhibit both VO and OV word order in unmarked sentences, I argue that they consistently display a head-initial configuration, an analysis which is theoretically preferable to one based on dual directionality. I support my proposal for a head-initial analysis of VPs and a basic SVO word order in Persian with a variety of empirical evidence about verbal complements, including the exclusive post-verbal generation of CP complements, the placement of clitics, and the position of adverbs relative to verbal heads and their complements. While concentrating on DPs and VPs, I further support my analysis of a head-initial configuration for Persian by examining the Spec-Head-Complement configuration in APs, PPs, IPs and in less detail, the internal structure of CPs and TopPs. On the basis of both theoretical and empirical evidence, I propose a head-initial analysis for all phrasal categories in Persian. In conclusion, I turn to diachronic data which also provides evidence of the Spec-Head-Complement analysis I have proposed for Modern Persian.
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Hosseini, Habib Mir Mohamad. "Analysis and recognition of Persian and Arabic handwritten characters /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phh8288.pdf.
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Amir, Alia. "Chronicles of the English Language in Pakistan : A discourse analysis of milestones in the language policy of Pakistan." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65526.
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In this thesis, I will be investigating educational policies with a focus on English as a medium of instruction. The medium of instruction in Pakistan varies with respect to each province and the social status of the school. Consequently, English is not taught only as a foreign language but is a medium for upward mobility. I will be investigating the chronicles of English as a medium of instruction in Pakistan both before and after the partition (1947) of British India. I have selected three phases: the mid-eighteenth century, the 1970s and the present decade. I will be tracing the similarities and differences in the language policies of these eras, and identifying any patterns which transcend these eras. I shall deal with each phase separately with a brief introduction and the rationale for their selection. The Colonial period which I have marked as an important phase is before 1857; the First War of Independence (also called the War of Mutiny). This is a period of the British East India Company Rule, and indirect involvement of the British Crown. My thesis revolves around the principle that language policy of an alien origin has played an important role in South Asian history which segregated between the colonized and the colonizer, which later turned to the segregation of the masses on the basis of Anglicised and non-Anglicised. I will also be looking at this segregation, in the LPP documents of the present decade as well. The language policy of the 1970s will be analyzed for the patterns in contrast with the present decade. The 1970s in Pakistan are a period of extraordinary chaos, beginning with a language-based separatist movement in East Pakistan gaining independence in 1971, the execution of a deposed elected prime minister and a nationalist language policy. Here, I would like to shed light on the reason of my label “nationalist” for this policy , as this was the only policy which determined, and made some concrete steps towards the establishment of Urdu as a medium of instruction, and Zia’s reinforcement of Urdu as a symbol of nationalism and Islam. But ironically this could not be implemented, in its true spirit either. This policy will not be dealt in detail, but the effect of its annulations on the present decade, if any. This decade will also be analyzed for patterns linked to the past colonial trajectories and the continuity of policies in favour of the English language as a medium of instruction. I will also be investigating the link between the present decade in relation to the interplay between colonial and Post- colonial influences. I would also like to bring forth the research carried on Pakistan’s language policy. The research carried on colonial India is vast, with researchers like Robert Philipson, and his influential book Linguistic Imperialism (1992). Pennycook (2001) also sheds light on the introduction of English language in colonial context and its implications. My contribution in this field is the comparison between the colonial and post-colonial policies with, Discourse Analysis. The selection of the policies of 2008 is also an advancement in this paper, which has helped in looking at the current policies in Pakistan.
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Wagha, Muhammad Ahsan. "The development of Siraiki language in Pakistan." Thesis, SOAS, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267685.
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Elyasi, Mahmoud. "Language proficiency and academic achievement of monolingual Persian-speaking and bilingual Turkish-Persian-speaking primary school children in Quchan." Thesis, Bangor University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433684.
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Seraji, Mojgan. "Morphosyntactic Corpora and Tools for Persian." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-248780.
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This thesis presents open source resources in the form of annotated corpora and modules for automatic morphosyntactic processing and analysis of Persian texts. More specifically, the resources consist of an improved part-of-speech tagged corpus and a dependency treebank, as well as tools for text normalization, sentence segmentation, tokenization, part-of-speech tagging, and dependency parsing for Persian. In developing these resources and tools, two key requirements are observed: compatibility and reuse. The compatibility requirement encompasses two parts. First, the tools in the pipeline should be compatible with each other in such a way that the output of one tool is compatible with the input requirements of the next. Second, the tools should be compatible with the annotated corpora and deliver the same analysis that is found in these. The reuse requirement means that all the components in the pipeline are developed by reusing resources, standard methods, and open source state-of-the-art tools. This is necessary to make the project feasible. Given these requirements, the thesis investigates two main research questions. The first is how can we develop morphologically and syntactically annotated corpora and tools while satisfying the requirements of compatibility and reuse? The approach taken is to accept the tokenization variations in the corpora to achieve robustness. The tokenization variations in Persian texts are related to the orthographic variations of writing fixed expressions, as well as various types of affixes and clitics. Since these variations are inherent properties of Persian texts, it is important that the tools in the pipeline can handle them. Therefore, they should not be trained on idealized data. The second question concerns how accurately we can perform morphological and syntactic analysis for Persian by adapting and applying existing tools to the annotated corpora. The experimental evaluation of the tools shows that the sentence segmenter and tokenizer achieve an F-score close to 100%, the tagger has an accuracy of nearly 97.5%, and the parser achieves a best labeled accuracy of over 82% (with unlabeled accuracy close to 87%).
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Mahdiraji, Mohammad Amuzadeh. "The language of press advertising : the case of Persian advertising in pre- and post-revolutionary Iran and abroad /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm2139.pdf.
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Momeninasab, Leila. "Design and Implementation of a Name Matching Algorithm for Persian Language." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102210.
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Name matching plays a vital and crucial role in many applications. They are for example used in information retrieval or deduplication systems to do comparisons among names to match them together or to find the names that refer to identical objects, persons, or companies. Since names in each application are subject to variations and errors that are unavoidable in any system and because of the importance of name matching, so far many algorithms have been developed to handle matching of names. These algorithms consider the name variations that may happen because of spelling, pattern or phonetic modifications. However most existing methods were developed for use with the English language and so cover the characteristics of this language. Up to now no specific one has been designed and implemented for the Persian language. The purpose of this thesis is to present a name matching algorithm for Persian. In this project, after consideration of all major algorithms in this area, we selected one of the basic methods for name matching that we then expanded to make it work particularly well for Persian names. This proposed algorithm, called Persian Edit Distance Algorithm or shortly PEDA, was built based on the characteristics of the Persian language and it compares Persian names with each other on three levels: phonetic similarity, character form similarity and keyboard distance, in order to give more accurate results for Persian names. The algorithm gets Persian names as its input and determines their similarity as a percentage in the output. In this thesis three series of experiments have been accomplished in order to evaluate the proposed algorithm. The f-measure average shows a value of 0.86 for the first series and a value of 0.80 for the second series results. The first series of experiments have been repeated with Levenshtein as well, and have 33.9% false negatives on average while PEDA has a false negative average of 6.4%. The third series of experiments shows that PEDA works well for one edit, two edits and three edits with true positive average values of 99%, 81%, and 69% respectively.
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Youhanaee, Manijeh. "The acquisition of the English Complementizer Phrase by adult Persian speakers." Thesis, University of Essex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363548.
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DeRamus, Nicole L. "Predicting the proficiency of Arabic and Persian Linguists trained at the Defense Language Institute Foreign Language Center." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA361845.
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Thesis (M.S. in Operations Research) Naval Postgraduate School, March 1999.Thesis advisor(s): Lyn R. Whitaker, Samuel E. Buttrey. "March 1999". Includes bibliographical references (p. 125). Also available online.
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Hashabeiky, Forogh. "Persian Orthography : Modification or Changeover? (1850-2000)." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, : Uppsala University Library [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5784.
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Kazemi, Najafabadi Yalda. "Clinical assessment of Persian-speaking children with language impairment in Iran : exploring the potential of language sample measures." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/3028.
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Access to evidence-based assessment for diagnosing children with primary language impairment (PLI) in Iran is limited. This study aimed to explore diagnostic criteria employed by Iranian speech therapists for defining PLI and examine the diagnostic potential of language sample measures (LSMs) for Persian-speaking children. Thirty nine speech and language therapists (SLTs) contributed in a qualitative- quantitative study to explore the criteria currently used by Iranian SLTs to assess and diagnose Persian-speaking children with PLI. Personally-defined diagnostic procedures, based on the results of the questionnaires and focus groups were summarised to obtain a general picture of decision-making methods in identifying Iranian children with PLI. The International Classification of Functioning, Disability and Health (ICF) was used as an organising framework for establishing a consensus as to what constitutes a language impairment, since no commonly accepted reference standard currently exists in Iranian clinical practice. The assessment potential of LSMs in Persian was examined using the framework of diagnostic research and included a pre-accuracy study followed by phase I and II studies. Twenty seven pre-school children with typically-developing language (TDL) and 24 age-matched children with PLI, aged 42 to 54 months, were recruited. Language samples were recorded as each mother played with her child. None of correlations between age and the LSMs were statistically significant in either group of children (pre- accuracy phase). However, a majority of the LSMs could differentiate children at the group level (phase I). Five measures: Grammaticality/Ungrammaticality, Ungrammatical Utterances, MLUw-excluding one-word utterances, and Semantic Errors, provided good diagnostic accuracy when examined at the level of the individual child (phase II). An ICF-based reference standard for defining PLI in Iranian Pre-school children has been developed to enhance the consensus among Iranian SLTs. It was applied to recruit the children to the DA study, resulting in five LSMs which are clinically able to differentiate between children with and without PLI.
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Tamim, Tayyaba. "Capability development : a sociological study of languages in education in Pakistan." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609049.
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Woodland, Andy. "A grammatical description of the Kachi Gujerati language of Sindh, Pakistan." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Jabbari, Ali Akbar. "Acquisition of tense and aspect by Persian learners of English as a second language." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4891/.
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This dissertation is a cross-sectional study of the acquisition of tense and aspect by 45 Persian speakers as the experimental group and 15 native English speaking children as the control group. This study specifically investigates the hypothesis of Primacy of Aspect (POA) that claims there is; (1) a strong association of past/perfective morpheme with achievement and accomplishment verbs, (2) a strong association of progressive morpheme with activity verbs, (3) no overextension of progressive inflection to stative verbs, and (4) strong association of the present morpheme '-s' with stative verbs. The study also argues for the semantic implications of the present data for the Distributional Bias Hypothesis (Andersen 1990), that the distinction of verb type in the input is skewed so as to create the acquisitional pattern found in studies of the POA in language acquisition, and for the Language Bioprogram (Bickerton 1981), that aspectual values are the knowledge a child is born with as the sources of the POA in SLA. The study also examines the syntactic implications of the data for the 'initial state' hypotheses in SLA: The Minimal Trees Hypothesis (Vainikka & Young-Scholten 1994, 1996a, 1996b), The Full Transfer/Full Access hypothesis (Schwartz & Sprouse 1996) and The Weak Parametric Transfer (Valueless Features) Hypothesis (Eubank 1993/94, 1996). The results supported the findings of the POA and the Minimal Trees Hypothesis.
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Qadir, Samina Amin. "Introducing Study Skills at the intermediate level in Pakistan." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337357.
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Shah, Tariq. "An exploration of attitudes towards the English curriculum in educational establishments in urban and rural Pakistan." Connect to e-thesis, 2008. http://theses.gla.ac.uk/269/.
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Thesis (M.Phil (R)) -- University of Glasgow, 2008.M.Phil(R) submitted to the Department of Curriculum Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Bughio, Faraz Ali. "Improving English language teaching in large classes at university level in Pakistan." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45170/.
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This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.
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Rafiee, Abdorreza. "Variables of communicative incompetence in the performance of Iranian learners of English and English learners of Persian." Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283460.
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Picard, Michelle Yvette. "Academic literacy right from the start?: a critical realist study of the way university literacy is constructed at a Gulf university." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004121.
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The aim of this research was to examine how university literacy is constructed at a university in the Arabian Gulf and to evaluate the appropriateness of this construction where students of a low level of English are exposed to academic English (Right from the Start). Unpacking this construction is a complex task and to gain even a limited insight into the numerous Discourses, epistemologies and pedagogies constituting the construction of university literacy at Gulf universities, a stratified approach that probes the layers of ‘reality’ is necessary. Therefore, a critical realist approach is engaged, along with a variety of methods to probe the layers of the phenomenon. In terms of thesis organization, the traditional empirical structure common to the Social Sciences and the argumentative structure common to the Humanities are integrated. While the information obtained by a variety of methods is analysed and conclusions are reached, this material is also used along with additional literature to support the central contention that university literacy and academic English are possible ‘right from the start’, if the students’ literacy is examined from a certain perspective and if there is an appropriate pedagogy which promotes the desired literacies. This combination of thesis structures would be deemed appropriate in the critical realist ontological framework since the rigour of the thesis lies both in its “reliability” resulting from the empirical data and its focus on the ‘real’; and its “reflexivity” and “persuasivness” arising from the transparently ‘critical’ argument of the thesis (Cadman 2002). In order to conduct the empirical research, the lenses suggested by each of the major views of literacy as outlined by Lea and Street (1998) - namely the “study skills” view, the narrow “academic socialization view” and the “academic literacies view” are utilized in succession. However, the central argument is revealed as the manifestations of each ‘view’ of literacy in the specific context are examined, the research outcomes obtained by utilizing each view in succession are outlined and both are critiqued from the perspective of the “academic literacies” view. Corpus research is undertaken from a “study skills” perspective and the effect of the vocabulary taught to the students on their use of vocabulary in their writing is examined. Also, using the “study skills” lens, the students’ “global language development” in terms of changes or fluctuations in “fluency, accuracy and complexity” (Wolfe-Quintero, Inagaki et al. 1998) over a period of at least three semesters is examined. Utilizing a narrow “academic socialization lens”, studies conducted at the University on learning strategies and motivation and the comments made by respondents in interviews and on an electronic discussion board are compared to comments made by teachers and lecturers. Major flaws in these views of academic literacy are acknowledged and the way each view manifests itself in the Discourse(s) prevalent at this particular university is demonstrated. Finally, Discourses evidenced in the student interviews in particular, are unpacked and then compared and contrasted with those in the lecturer interviews as well as the curriculum and other university documents. The limitations of the study are examined and suggestions for further research and ways to address ‘problems’ associated with university literacy are given.
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Nair, Shankar Ayillath. "Philosophy in Any Language: Interaction between Arabic, Sanskrit, and Persian Intellectual Cultures in Mughal South Asia." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11258.
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This dissertation examines three contemporaneous religious philosophers active in early modern South Asia: Muhibb Allah Ilahabadi (d. 1648), Madhusudana Sarasvati (d. 1620-1647), and the Safavid philosopher, Mir Findiriski (d. 1640/1). These figures, two Muslim and one Hindu, were each prominent representatives of religious thought as it occurred in one of the three pan-imperial languages of the Mughal Empire: Arabic, Sanskrit, and Persian. In this study, I re-trace the trans-regional scholarly networks in which each of the figures participated, and then examine the various ways in which their respective networks overlapped. The Chishti Sufi Muhibb Allah, drawing from the Islamic intellectual tradition of wahdat al-wujud, engaged in "international" networks of Arabic debate on questions of ontology and metaphysics. Madhusudana Sarasvati, meanwhile, writing in the Hindu Advaita-Vedanta tradition, was busy adjudicating competing interpretations of the well-known Sanskrit text, the Yoga-Vasistha. Mir Findiriski also took considerable interest in a shorter version of this same Yoga-Vasistha, composing his own commentary upon a Persian translation of the treatise that had been undertaken at the Mughal imperial court. In this Persian translation of the Yoga-Vasistha alongside Findiriski's commentary, I argue, we encounter a creative synthesis of the intellectual contributions occurring within Muhibb Allah's Arabic milieu, on the one hand, and the competing exegeses of the Yoga-Vasistha circulating in Madhusudana's Sanskrit intellectual circles, on the other. The result is a novel Persian treatise that represents an emerging "sub-discipline" of Persian Indian religious thought, still in the process of formulating its basic disciplinary vocabulary as drawn from these broader Muslim and Hindu traditions.
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Hänska-Ahy, Maximillian. "Public communication as ideal and practice : definitions of the common good in Persian-language transnational newswork." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/627/.
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Public communication’s normative task is to support the legitimacy of collective decisions. Theoretically, two challenges in particular have proved persistent: (1) defining the purpose of public communication under conditions of pluralism, and (2) defining the composition of the public sphere as communication becomes increasingly transnational. It is argued that shared definitions of these, among actors participating in public communication, are prerequisites for the democratic legitimacy of collective decisions. Achieving this is difficult, particularly because it remains unclear how practices of public communication relate to ideals such as participation, inclusion and public reason. In part these difficulties can be attributed to a lack of congruence between the way political theory and empirical social research frame questions about the public sphere. To deepen understanding of these challenges, this study asks how purpose and composition are defined in Persian-language transnational newswork. It also asks whether communicating actors enjoy any meaningful definitional agency. The study is designed to align these empirical results with normative questions about public communication so that they speak more fully to one another. An interview-based qualitative study of the way newsworkers who engage in transnational Persian broadcasting define the public sphere provides the setting for this research. Newsworkers are examined because, it is argued, they enjoy a privileged kind of agency over processes of public communication and play an important role in the public sphere. The results show that transnational newsworkers enjoy some definitional agency, and that both purpose and composition find multiple, sometimes overlapping, and sometimes incommensurable and contradictory definitions in newswork. Newsworkers define a polymorphous public sphere characterised by a plurality of communicative purposes and constituted of a multiplicity of groups with different political allegiances. Some aspects of their definitions resonate with deliberative or agonistic conceptions of the public sphere. Despite these resonances, there are some contradictions between the requirements normative theory makes for a unified single-purpose public sphere and the multiplicity of purposes and criteria for inclusion found in practices of public communication. It is argued that these can be addressed by reducing the fact/value dichotomy and by shifting attention from compositional questions about the public sphere to a greater emphasis on the efficacy of public communication. This thesis contributes to the analysis of transnational and pluralistic public spheres. Moreover, based on both conceptual and empirical analysis, it examines how practices of public communication relate to ideals of the public sphere, an issue that is neglected in the literature
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Memon, Muhammad. "An illuminative study of curriculum changes in English language teaching and learning in Pakistan." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847795/.
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Pakistan's curriculum change mechanism is based on a bureaucratic model in which teachers are 'humble servants' of the system. The study is concerned with understanding the teachers' and students' perspective on innovations developed externally to the schools in the realms of teaching and learning English as an Additional Compulsory Language. Further, it explores a possible alternative curriculum development model, grounded in the learning context, which may improve the existing situation. Schwab's (1973) 'deliberative approach' and Kelly's (1955) 'theory of personal construct psychology' provided the theoretical underpinning to a naturalistic approach to the inquiry. A modified form of Parlett and Dearden's (1977) illuminative evaluation method allowed for an emergent research design model which included both the survey and case studies as complementary methods. The former provided information for generating 'working hypotheses' while the latter allowed for in-depth probing in the natural setting. The case studies indicated that teachers were faced with a conflict of demands between the desired goals of innovation and the current examination system. They were not familiar with the innovation and they lacked a support mechanism to guide their classroom actions. Consequently, they fell back on various survival strategies. The main sources of the practical problems were identified: governing factors (teachers' personal theories), frame factors (instructional milieu) and social factors (learning milieu). Mismatch between teachers' teaching styles and students' preferred learning strategies also produced problems. This detail accords with the general sources of the failure of curriculum innovation attempts in both developed and developing countries as identified in the literature. The proposed alternative model contains five main dimensions as a basis for formulating coherent curriculum change policy: curriculum negotiations; curriculum materials; professional development; reflective teaching; supportive mechanisms. The feasibility of this model is discussed in the light of the research findings and relevant literature. Some conclusions are drawn with the implications for further research described.
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Kakvan, Roshanak. "Translation and Validation of the Clinical Learning Environment and Nurse Teacher Scale (CLES+T) in Persian Language." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671523.
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Nursing is considered a profession with reliable knowledge and practical skills. Nursing education is a combination of two complementary parts: a theoretical part and clinical practice.Clinical practice provides up to half of the educational experience for students undertaking registration nurse education programs. Clinical learning objectives are affected by a large number of factors, including individual attitudes, experience and characteristics, psychomotor skills, problem-solving ability and knowledge of the student, physical structure of the environment, educational content, and methodology. All these factors occur within a complex and dynamic learning environment known as the clinical environment. Recently, a great deal of attention has been given to the clinical learning environment to emphasize the importance of multi-dimensional placement for students’ learning.The aims of this study are: to investigate the Clinical learning environment, supervision, and nurse teacher (CLES+T) scale in 10 countries all around the world; to describe the process of translation, cultural adaptation and to validatethe CLES+T questionnaire in Persian language. Methods: in general The Clinical Learning Environment and Supervision, Nurse Teacher (CLES+T) Evaluation Scale was used in this study. CLES+T consist of 34 items defined in 5 dimensions that were identified in the psychometric testing: pedagogical atmosphere (9 items) supervisory relationship (8 items), premises of nursing in the ward (4 items), leadership style of the ward (4 items) and the role of nurse teachers (9 items). Each CLES+T items evaluates on five-Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results: The review study includes 7 cross-sectional studies, five studies were carried out in Europe and two studies were in Asia, it was carried out by systematic review and meta-analysis (PRISMA).The other objective consists of a cross sectional study carried out in 2018-2019in four universities in Iran, descriptive statistics such as demographic and characteristics of data showed by excel, The reliability of the instrument was estimated with Cronbach’s alpha coefficient that examine the internal consistency of the Persian version of the instrument and each sub-dimension.The construct validity of CLES+T scale was assessed by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).In overallthe actions, which were used in this confirmation of validity and reliability, were: (1) The evaluations of results of pilot study.(2) The use of an expert panel.(3) Test-retest with a small sample.(4) Content validity, face validity, concurrent validity, construct validity and internal consistency reliability were measured and confirmed.There are no significant differences in the mean value related to different topographical territories and different educational system.The result of this study indicate that the Persian version of the CLES+T instrument showed acceptable psychometric properties for evaluating student nurses clinical placement the adapted CLES+T scale when used among nursing student in Iran, was understandable, useful, and had high internal consistency and reliability so the CLES+T can be considered to be promising tool for the evaluation the learning environment for nursing student. Discussion:TheCLES+Tis a valuabletool to evaluatepractical part of nursing studies and to identifykey factors in clinical learning environmentof student nurses in differentcountries from distinct geographical areas. The most important factors of the Iranian version of CLES+T are the role of nurse teacher and the pedagogical aspects.La educación en enfermería es una combinación de dos dimensiones complementarias: una teórica y una práctica. La enfermería es una profesión con un corpus de conocimientos propiosdonde las habilidades prácticas son muy importantes. La práctica clínica proporciona a los estudiantes de enfermería la mitad de la experiencia educativa. Los objetivos de aprendizaje clínico se ven afectados por diferentesfactorescomo las actitudes, la experiencia, las habilidades psicomotoras, la capacidad de resolución de problemas y el conocimiento del alumno. Asimismo, la estructura física del entorno, el contenido educativo y la metodologíason factores a tener en cuenta; ya que son factores que ocurren dentro delentorno delaprendizaje clínico. Los objetivos de esta tesis son: describirel entorno de aprendizaje clínico, la supervisión y la escala del profesor de enfermería (CLES+ T) en 10 países de todo el mundo; describir el proceso de traducción, adaptación cultural y validar el cuestionario CLES+T en lengua persa.En este estudio se utilizó la Escala de Evaluación de Entorno y Supervisión Clínica de Aprendizaje, Enfermera Docente (CLES+T). CLES+T consta de 34 ítems definidos en 5 dimensiones: ambiente pedagógico (9 ítems) relación de supervisión (8 ítems), premisas de enfermería en la sala (4 ítems), estilo de liderazgo (4 ítems) ítems) y el papel de los profesores de enfermería (9 ítems). Cada ítem de CLES + T se evalúa en una escala de Likert que va de 1 (muy en desacuerdo) a 5 (muy de acuerdo).Resultados: revisión sistemática mediante el modelo PRISMA. Estudio transversal realizado en 2018-2019 en cuatro universidades de Irán. En general, las acciones que se utilizaron en esta confirmación de validez y confiabilidad fueron:1) Las evaluaciones de resultados delestudio piloto.(2) El uso de un panel de expertos.(3) Prueba-reprueba con una pequeña muestra.(4) Medicióny confirmación dela validez de contenido, la validez aparente, la validez concurrente, la validez de constructo y la fiabilidad de la consistencia interna.Noexisten diferencias significativas en el valor medio relacionado con diferentes territorios topográficos y diferentes sistemas educativos. El resultado de este estudio indica que la versión persa del instrumento CLES+T mostró propiedades psicométricas aceptables para evaluar la ubicación clínica de los estudiantes de enfermería, la escala CLES+T adaptada cuando se usó entre estudiantes de enfermería en Irán, fue comprensible, útil y tuvo una alta consistencia interna y confiabilidad para que el CLES+T pueda considerarse una herramienta prometedora para la evaluación del ambiente de aprendizaje del estudiante de enfermería.Discusión:El instrumento CLES + T es una valiosa herramienta para evaluar la parte práctica de los estudios de enfermería e identificar factores clave en el entorno del aprendizaje clínico de los estudiantes de enfermería en diferentes países. Los factores más importantes de la versión iraní de CLES + T son el papel del profesor de enfermería y los aspectos pedagógicos.
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Gholami, Tehrani Laya. "Language and cognitive factors in learning to read and write among dyslexic and non-dyslexic Persian pupils." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/842848/.
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The main purpose of this study was to inform the development of screening tools for identifying dyslexia in the Persian language. Measures based on those used in English tests were investigated to assess their relevance for Persian-based assessments. Five studies were conducted. In the first, 140 Persian speaking pupils from five different grades were tested to determine the appropriateness of the measures for use across these grades. In the second study, 64 students were examined with more complex test items to reduce ceiling effects in the data. Overall, the results of these studies suggested a high level of accuracy in text reading in early stages of Persian literacy development. Three further studies then contrasted Persian and English, and dyslexic and non-dyslexic, children. Study 3, in which 40 Persian and 50 English pupils in the third and forth year of schooling were tested, revealed consistency in phonological processing predictors of literacy levels across cohorts. Study 4 compared 36 dyslexic and 58 non-dyslexic grade 1 and 2 Persian children and identified deficits among dyslexic children in literacy and phonological processing. Similar conclusions were derived in study 5, which contrasted differences in performance of year 3 English dyslexics (N=23) and non-dyslexics (N=25) with those found with grade 2 Persian dyslexics (N=16) and non-dyslexics (N=30). These results could be argued to be confirmatory of theories of dyslexia that propose a universal (cross-language) phonological deficit as the primary cause of dyslexia amongst children. However, the studies reported in this thesis also indicated that the Persian learners reached higher levels of accuracy earlier than their English counterparts, a finding more consistent with script-dependent viewpoints. The data are discussed in terms of these underlying causes and the implications for practice (assessment and intervention) are considered for this relatively under-studied language.
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Kassam, Shelina. "The language of Islamism : Pakistan's media response to the Iranian revolution." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69615.
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In recent Muslim history, the Iranian Revolution of 1978/79 has been a watershed event which has had--and continues to have--a significant impact on Muslim societies. Indeed, the Revolution is often perceived as the single most important example in contemporary times of the manner in which Islamism has been utilized as a revolutionary tool. The success of the Revolution in utilizing ideological Islam has had important implications for Pakistan, given the latter's reliance upon Islamism in its public life. This thesis examines editorial response in the Pakistani press to the Iranian Revolution of 1978/79 and analyzes the factors which influenced this reaction.Pakistan's response to the Iranian Revolution provides a glimpse into the nature of a country coming to terms with itself and its own interpretation of its dominant socio-political ideology. The Revolution highlighted already-existing tensions within the Pakistani national psyche: questions were raised with regard to the ideological direction of the country, its pragmatic concerns for security as well as the role of Islam in the formation of a public identity. The Iranian Revolution, by presenting differing perspectives on some of these issues--though all were framed within the context of the language of Islamism--served to deepen the collective Pakistani soul-searching. The nature of Pakistani response was essentially one of an intricate balancing act amongst competing loyalties, perspectives and imperatives. This response highlighted Pakistan's somewhat tense relationship with itself and its reliance upon Islam as a dominant socio-political ideology. (Abstract shortened by UMI.)
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Koul, Ashok K. "Lexical borrowings in Kashmiri /." Delhi : Indian Institute of Language Studies, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=8186323295.
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Originally presented as the author's thesis (doctoral)--Kurukshetra University, 1986.Originaltitel: A linguistic study of loan words in Kashmiri, Titel der Originaldiss. Includes bibliographical references (p. [103]-104).
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Gharehgozlou, Bahareh. "A Study of Persian-English Literary Translation Flows:Texts and Paratexts in Three Historical Contexts." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532555559014889.
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Taleghani-Nikazm, Carmen Masoomeh. "Politeness in native-nonnative speakers' interaction : some manifestations of Persian taarof in the interaction among Iranian speakers of German with German native speakers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.
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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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Columeau, Julien-Régis. "Les mouvements pour le panjabi à Lahore entre 1947 et 1960." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0144.
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Le panjabi, en tous ses dialectes, est une langue indo-aryenne lointainement issue du sanskrit comme le français l’est du latin et parlée aujourd’hui par plus de 108 millions de locuteurs au Pakistan et par plus de 42 millions en Inde. Cette répartition résulte de la partition de l’Inde britannique en 1947 entre l’Union indienne (ou, plus simplement, l’Inde) et le Pakistan, qui vit la province du Panjab – dont le nom, les « cinq eaux » en persan, renvoie aux cinq grands affluents de rive gauche de l’Indus – divisée selon une ligne de partage attribuant au Pakistan les districts à majorité musulmane et à l’Inde les districts à majorité hindoue ou sikhe. Du côté indien, en 1966, le nouvel État province du Panjab, linguistiquement composite, fut à la suite d’un long mouvement d’agitation des sikhs, divisée en trois États de l’Union, dont le Panjab avec pour langue officielle le panjabi. Du côté pakistanais, le Panjab devint l’une des provinces du nouveau pays. Mais les gouvernements pakistanais successifs ont établi l’ourdou comme langue officielle du Pakistan et du Panjab, sans jamais reconnaître au panjabi le moindre statut officiel dans la province où il est parlé comme langue maternelle par la quasi-totalité de la population. Or il existe en panjabi une riche et diverse littérature dont les premières attestations remontent au 16e siècle. Toute une partie de cette littérature s’est développée en contexte musulman et en écriture arabe adaptée, et elle forme l’héritage littéraire des Panjabis pakistanais. Une telle situation a très vite généré des tensions au Pakistan, des intellectuels panjabis réclamant un statut pour leur langue dans un pays où les tensions sociales et politiques ont toujours été très vives et où la démocratie a toujours été menacée par une armée toute puissante et des forces islamistes très actives. C’est ce que les chercheurs ont appellé le mouvement panjabi, et notre thèse porte sur les débuts de ce mouvement, jusqu’en 1960. Notre thèse se présente en deux grandes parties. La première est consacrée au contexte dans lequel est né le mouvement panjabi : politique linguistique d’imposition de l’ourdou d’une part, et mouvements linguistiques nés en réaction à ladite politique d’autre part, dans les autres provinces de ce qu’était le Pakistan d’avant la sécession de son aile orientale, devenue le Bangladesh, et au Panjab, à propos duquel est retracée l’histoire du début des mouvements de défense et de diffusion du panjabi. La deuxième partie, qui relève autant de l’histoire sociale que de l’histoire culturelle, commence par caractériser le champ intellectuel de Lahore, capitale politique et intellectuelle du Panjab pakistanais. Dans ce champ, nous identifions trois groupes agissant pour la promotion du panjabi, que nous appellons respectivement traditionaliste, marxiste et moderniste. Nous avons procédé à l’histoire de chacun de ces groupes jusqu’en 1960, présentant et étudiant ses activités et sa production littéraire ainsi que son discours et le profil social de ses membres et caractérisant sa stratégie et son impactPunjabi is an Indo-Aryan language spoken today by more than 108 million speakers in Pakistan and by more than 42 million in India. This distribution results from the partition of British India in 1947 between the Indian Union and Pakistan, as a consequence of which the province of Punjab was divided along a line attributing to Pakistan the predominantly Muslim districts and to India the predominantly Hindu or Sikh districts. On the Indian side, in 1966, the new, linguistically composite, province of Punjab was the result of a long movement of Sikh agitation, divided into three states of the Union, including Punjab with Punjabi as its official language. .On the Pakistani side, Punjab became one of the provinces of the new country. But successive Pakistani governments have established Urdu as the official language of Pakistan and Punjab, without ever granting to Punjabi any official status in the province where it is spoken as a mother tongue by almost the entire population. There is a rich and diverse literature in Punjabi, whose earliest records date back to the 16th century. Much of this literature has developed in Muslim context and adapted Arabic writing, and it forms the literary legacy of the Pakistani Punjabis. Such a situation very quickly generated tensions in Pakistan, with Punjabi intellectuals demanding a status for their language in a country where social and political tensions have always been very strong and where democracy has always been threatened by an all-powerful army and very active Islamist forces.This is what scholars have called the Punjabi movement, and my thesis focuses on the beginnings of this movement, until 1960. My thesis is divided in two major parts. The first is devoted to the context in which the Punjabi movement was born: linguistic policy of imposition of Urdu on the one hand, and linguistic movements born in reaction to the said policy on the other hand, in the other provinces of what was Pakistan before the secession of its eastern wing, as well as in Punjab. I have in this part presented the history of the Punjabi movement in undivided India (until 1947).The second part begins with a mapping of the intellectual field of Lahore, the political and intellectual capital of the Pakistani Punjab. In this field, I have identified three groups acting for the promotion of Punjabi, which I have called respectively Traditionalists, Marxists and Modernists. I have traced the history of each of these groups until 1960, presenting and analyzing its activities and literary output as well as its discourse and the social profile of its members and characterizing its strategy and impact
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Safaie, Ebrahim. "Sensitivity to subject-verb agreement in second language sentence processing : evidence from L1 Persian speakers of L2 English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701425.
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Whereas variability in Second Language (L2) learners' use of Subject-Verb (S-V) agreement is uncontroversial, there is little agreement as to the causes of this variability in both SLA and L2 processing research. Theories differ as to whether this variability is related to a syntactic deficit in the hierarchical feature checking system or to surface realization of inflectional morphology. The purpose of the study is to investigate whether the agreement checking system is impaired in L2 grammar, and what the sources of difficulty are, if this system is not impaired. To explore the above questions, this study investigates the extent to which L2 learners of English are sensitive to S- V agreement errors with thematic verbs and copulas. Proficient Persian speakers of L2 English (i.e., L2 learners) participated in three online speeded grammaticality judgment tasks. Experiment 1 tests whether L2 learners perform more efficiently in S- V agreement with copula be than with thematic verbs (i.e., the suppletive-affixal asymmetry). This has been robustly reported in Second Language Acquisition (SLA) research (e.g., Dulay & Burt, 1973; Lardiere, 1998a, b; Ionin & Wexler, 2002). The findings replicate those of the SLA research. These observations reveal that the agreement checking system is not impaired in L2 grammar; otherwise, L2 learners may not be able to check S- V agreement in copula be. The results also show that L2 learners are likely to have problems with both omission and commission errors. Yet, proficiency seems to be a strong predictor of native-like processing of S- V agreement. To tap into the agreement checking system empirically, experiments 2 and 3 examine the singular-plural mismatch asymmetry. This asymmetry refers to the occurrence of agreement attraction in singular subject-plural local noun configurations (e.g., The key to the cabinets) bu not the reverse pattern (e.g., The keys to the cabinet). This effect has robustly been confirmed in First Language (Ll) research (e.g., Bock & Cutting, 1992; Bock, et al., 1999; Pearlmutter, et al., 1999). Since agreement attraction occurs in the former configuration but not the latter, it has been suggested that the plural attract or in the former hierarchically percolates upwards to the head noun (the key) and overwrites its singular number leading to agreement attraction. In line with this robust effect, the results of experiments 2 and 3 reveal the effect of the mismatch asymmetry in both NSs and L2 learners. The results of these experiments are argued to be partially consistent with the Missing Surface Inflection Hypothesis (MSIH) (Prevost & White, 2000), which asserts that the agreement checking system is not impaired in L2 grammar. However, L2 learners' problems with commission errors do not seem to support the MSIH which considers missing inflection as the source of variability.
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Hassan, Syed Sabih Ul. "Recent education changes at higher education level in Pakistan : English language teachers' perceptions and practices." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7662/.
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Higher Education Institutes (HEIs) of any country could be a source of providing professionals to the country in many fields. By doing so, HEIs could play a pivotal role in the economic growth of the country. In Pakistan, it seems that, in the wake of this realization, steps have been taken to reform Higher Education. Drawing on the Triple I model of educational change covering Initiation, Implementation and Institutionalization (Fullan, 2007) this study focuses on the planning and implementation of reforms in the Education system of Pakistan at higher education level that have been introduced by the Higher Education Commission (HEC) since its inception in 2002. Kennedy’s model of hierarchical subsystems affecting innovation and Chin and Benne’s (1985) description of strategies for implementing change also provided guidelines for analyzing the changes in education in the country to highlight the role that the authorities expect the language teacher to play in the process of implementing these changes. A qualitative method is followed in this study to gather data from English language teachers at three universities of the Khyber Pakhtunkhwa province of Pakistan. A questionnaire was developed to look into the perceptions of English language teachers regarding the impact of these reforms. This was followed up by interviews. Responses from 28 teachers were received through questionnaire out of which 9 teachers were interviewed for detailed analysis of their perceptions. Thematic Content analysis was used to analyze and interpret the data. Some of the most significant changes that the respondents reported knowledge of included the introduction of Semester System, extending the Bachelors degree to four years from two years, promotion of research culture, and increased teachers’ autonomy in classroom practices. Implications of these reforms for English teachers’ professional development were also explored. The data indicate that the teachers generally have a positive attitude towards the changes. However, the data also show concerns that teachers have about the practical effectiveness of these changes in improving English language teaching and learning in Pakistani Universities. Some of the areas of concern are worries regarding resources, the assessment system, the number of qualified teachers, and instability in the educational policy. They are concerned about the training facilities and quality of the professional training available to them. Moreover, they report that training opportunities for their professional development are not available to all the teachers equally. Despite the HEC claims of providing regular training opportunities, the majority of the teachers did not receive any formal training in the last three years, while some teachers were able to access these opportunities multiple times. Through the recent reforms HEC has empowered the teachers in conducting the learning/teacher processes but this extra power has reduced their accountability and they can exercise these powers without any check on them. This empowerment is limited to the classroom and there appears to be no or minimal involvement in decision making at the top level of policy making. Such lack of involvement in the policy decisions seems to be generating a lack of sense of ownership among the teachers (Fullan 2003a:6). Although Quality Enhancement Cells have been developed in the universities to assure the desired quality of education, they might need a more active role to contribute in achieving the level of enhancement in education expected from them. Based on the perceptions of the respondents of this study and the review of the relevant literature, it is argued that it is unlikely for the reforms to be institutionalized if teachers are not given the right kind of awareness at the initiation stage and are not prepared at the implementation stage to cope with the challenge of a complex process. The teachers participating in this study, in general, have positive and enthusiastic attitudes towards most of the changes, in spite of some reservations. It could also be interesting to see if the power centers of the Pakistani Higher Education appreciate this enthusiasm and channel it for a strong Higher Education system in the country.
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Jebeli, Mojgan. "Metaphors and Cultural Imprints : A comparative study of Persian and English Metaphors in Jamalzadeh's 'Roast Goose' and Maugham's 'The Luncheon'." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142002.
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The main goal of this study is to identify conceptual metaphors in two genetically distinct languages, namely Iranian Persian and British English, analyze their domains and attempt to detect possible cultural impacts on their construction. Although there are a good number of studies on the relationship between metaphor and culture in some languages, there appears to be a limited number of comparative studies on different languages with culturally distinct contexts and their metaphors. In an attempt to investigate the cultural imprints on metaphor, this thesis has a special focus on metaphors applied in two Persian and English short stories. ‘Roast Goose’ by M.A. Jamalzadeh and ‘The Luncheon’ by W.S. Maugham are two well-known near contemporary short stories, which are subject to our study. The two emotions of anxiety and greed, as the most dominant subjects of metaphorical expressions in these stories, are identified following MIP (Metaphor Identification Procedure) and the concepts involved in the construction of their underlying conceptual metaphors will be analyzed based on Kövecses’s (2010a) method. The thesis presents a conceptual approach within a cognitive linguistic perspective to pinpoint metaphors and the stories behind them in these two literal texts.
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Saberi, Kourosh. "Routine Politeness Formulae in Persian: A Socio-Lexical Analysis of Greetings, Leave-taking, Apologizing, Thanking and Requesting." Thesis, University of Canterbury. School of Social and Political Sciences, 2012. http://hdl.handle.net/10092/7887.
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Speakers of Persian, like speakers of other languages, utilise Routine Politeness Formulae (RPF) to negotiate central interpersonal interactions. RPF in Persian have not received any systematic description as to their forms, their functions, their typical conditions of use and their discourse structure rules. Bridging this gap, for the first time, RPF from five frequently-used speech acts – namely, greeting, leave-taking, apologizing, thanking and requesting – are documented in this thesis.
Data were derived from Persian soap operas and from role-plays with native speakers, and were entered into a database for further analysis. The analysis is qualitative and the data are conceived of as phraseological units to be represented as dictionary entries.
The study of the aforementioned speech acts and their related array of RPF reveals the dynamics of interpersonal polite behaviour among Persians, reflecting the following socio-cultural values prevalent in Iranian society: (i) its group-oriented nature, (ii) a tendency towards positive (solidarity) politeness, (iii) sensitivity to remaining in people’s debt, (iv) sensitivity to giving trouble to others, (v) a high premium on reciprocity in interpersonal communications, (vi) the importance of seniority in terms of age and social status, and (vii) differentiation between members of the ‘inner circle’ and the ‘outer circle’. This thesis also reveals the dominance of the strategy of self-lowering and other-elevating. Almost all RPF in Persian allow for the use of this pervasive strategy, which is also manifested by two further sub-strategies: (i) a propensity to exaggerate favours received from others, and (ii) giving precedence to others over oneself. Finally, it is suggested that Islamic teachings have significantly influenced the formation and use of certain RPF.
The dictionary resulting from this work can serve as a resource for researchers in sociolinguistics and pragmatics, and for the teaching of Persian to non-Persian speakers.
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Major, Angela L. "The interpretation of Islam and nationalism by the elite through the English language media in Pakistan." Thesis, University of Kent, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300942.
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Emami, Mohammad. "The dynamics of literary translation : a case study from English to Persian." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5955.
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This thesis aims to elucidate the translation process by devising a way of retrieving evidence of this process from its output. It further aims to assess the claims made by some scholars concerning the possible existence of Translation Universals. In order to isolate the interaction of texts and contexts, a corpus of American short stories was created, with their translations into Persian published after the 1979 Revolution. Three complementary methodologies gave a rounded picture: (1) Corpus-based Descriptive Translation Studies; (2) The pragmatic and rhetorically-based approach of Thinking Translation devised at St Andrews; and (3) The analytical framework mostly established by Halliday in his Systemic Functional Grammar. Approaching the process of translation in the specific order devised in this thesis provided four vantage points to analyse the data in a systematic way from linguistic, discourse, cultural and literary views before reaching what are at once the most personal and most characteristic aspects of a translator's work. The research begins with a literature review of the field and an account of linguistic constraints and of all Translation Universals hypothesised so far, followed by an extensive analysis of data in two consecutive chapters. With reference to the choices made in this corpus, it is discussed in the Conclusions chapter that most of the Translation Universals so far claimed are not in fact universal. It is the role of the translator which has emerged as the determining factor in producing a translated text, and thus as the key to resolving the issues explored in this thesis. It seems there are no constraints beyond the translator's reach, and there are no parameters which do not involve the translator, who introduces his or her own choices, or manipulates certain parameters. Only when they have done so, will the translation, as both process and product, be accomplished.
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Ali, Khan Muhammad. "Social meanings of language policy and practices : a critical, linguistic ethnographic study of four schools in Pakistan." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658057.
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In this thesis, I present a study in which I investigate language-in-education policy and practices in four schools in Pakistan: School (A) and (B) are both fee-charging private English-medium schools, located in Karachi, with a wide margin between their fee structure. School (C) is a no-tuition-fee, public sector Urdu-medium school, located in Quetta, north-west of Pakistan, and School (D) is also a no-tuition-fee Urdu-medium religious school in Karachi, locally known as a Dini Madrassah. The study aimed to address the following over-arching research questions: 1) What is the relationship between the language-in-education policy of Pakistan and the everyday language practices found in its schools? '2) How do pupils, teachers and parents become socialized into the language practices of a school, in the classrooms, at school functions and in the social spaces in the school? 3) How are the languages of pupils, teachers and parents valued/legitimized or constrained by the schools' overt and covert language practices? 4) Why is a particular discursive practice legitimized in some schools but not in others? Following the critical interpretive tradition of research on multilingual classroom discourse (Martin-Jones and Heller, 1996; Heller & Martin-Jones, 2001), I combined methods and perspectives mainly from post-structuralist theory (Bourdieu, 1991), critical ethnographic sociolinguistics (Heller, 2011), and sociolinguistics (Bakhtin, 1986; Gumperz, 1982). I gathered data using a number of different methods, mainly: observation, audio-recording, note-taking, interviews, photography and the use of a questionnaire. The findings of the study suggest that there is a mismatch between the language practices observed in these schools and language policy at the government level. The language practices of the research participants are more complex than they are assumed to be at the governmental policy level and in findings of survey-based research on language-in-education in Pakistan.
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Ahmed, Irfan. "Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43289/.
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The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.