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Dehqan, Agri. ""Writing For the enemy" : Kurdish Language standardization online." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5729.
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The aim of this thesis is to study some of the challenges that the Kurdish language and its standardization face, and offer a bottom-up solution through the “collective intelligence” and “good faith collaboration” of Wikipedia. Therefore, the fragmentation in the Kurdish language—caused by both external factors and those that are inherent to the language itself— is discussed and analyzed. Furthermore, this thesis describes some of the efforts that have been made to unify the Kurdish language, its dialects and its different writing systems. Even though these issues exist both in the physical world as well as online, they are rendered more conspicuous on the Internet. As a result, the problems in Kurdish cross-dialect communication are more pronounced. In spite of that, web 2.0 and its favored platforms for online collaboration provide ample opportunity for the general user of the language to participate in solving such linguistic problems. An overview of Wikipedia, as the world’s most successful platform for online collaboration, is presented along with some of its rules and policies. Additionally, an account of the current Kurdish Wikipedia in three dialects of Kurdish: Kurmanji, Sorani and Zazaki is provided. The situation and shortcomings of Kurdish versions of Wikipedia are examined through two case studies based on two Wikipedia articles in Kurdish and their English and Persian counterparts. Moreover, I argue that a robust Kurdish Wikipedia can be a viable solution for standardizing the language, encouraging orthographic consistency, and unifying Kurdish writing systems and knowledge/information dissemination in Kurdish.+46762801113
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Jackson, Elizabeth A. "XML interfaces a growing need for standardization /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EJackson2007.pdf.
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Seefeldt-Strickland, Monica M. "Galego language normativization the role of the real academia Galega in Galego language standardization /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1566903211&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Milic, Nikola. "Language Standardization in the History of Italian : Typology and Effects." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504122.
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Hamilton, John, Ronald Fernandes, Timothy Darr, Charles H. Jones, and Ray Faulstich. "Standardization of the Instrumentation Hardware Abstraction Language in IRIG 106." International Foundation for Telemetering, 2012. http://hdl.handle.net/10150/581628.
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ITC/USA 2012 Conference Proceedings / The Forty-Eighth Annual International Telemetering Conference and Technical Exhibition / October 22-25, 2012 / Town and Country Resort & Convention Center, San Diego, CaliforniaPreviously, we have presented an approach to achieving standards-based multi-vendor hardware configuration using the Instrumentation Hardware Abstraction Language (IHAL) and an associated Application Programming Interface (API) specification. In this paper we describe the current status of the IHAL standard. Since the first introduction of IHAL at ITC 2006, the language has undergone a number of additions and improvements. Currently, IHAL is nearing the end of a 2-year standardization task with the Range Commanders Council Telemetry Group (RCC TG). This paper describes the standardization process in addition to providing an overview of the current state of IHAL. The standard consists of two key components: (1) the IHAL language, and (2), the IHAL API specification.
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Afane, Otsaga Thierry. "The standard translation dictionary as an instrument in the standardization of Fang." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50193.
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Dissertation (PhD)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This dissertation offers metalexicographical criteria for the compilation of standard translation dictionaries in non-standardized languages. It particularly focuses on the role that the proposed dictionary model can play in the language standardization, with special reference to Fang. These criteria are based on different theoretical frameworks. Criteria for the dictionary structure are particularly based on Hausmann & Wiegand's General Theory of Lexicography, while a discussion of the role that dictionaries can play in the standardization process of languages is particularly based on criteria introduced by Zgusta. This dissertation is structured as follows: • Chapter 1, Introduction and problem statement, presents the motivation for the choice of the present topic, as well as the theoretical frameworks that I use to build my metalexicographical criteria. • Chapter 2, Fang and its dialects, focuses on the concerned language and its dialects. Apart from a historical overview of the Fang people, a wide inventory of works that have been implemented in Fang, as well as the choice and the motivation of the standard dialect are presented. • Chapter 3, Dictionaries and corpora, highlights the strong relationship between the compilation of modern dictionaries and electronic corpora. More precisely this chapter intends to demonstrate the importance of electronic corpora in the lexicographic practice. In this regard, the importance of some software and new corpus methods are also demonstrated. • Chapter 4, Aspects of the dictionary structure, mainly focuses on different structures of the dictionary and how data should be spread and organized in each dictionary component. A detailed account is given of the structure of each dictionary component. • Chapter 5, Dictionaries and standardization, focuses on the main purpose of the dissertation and demonstrates why and how the dictionary can be an instrument in the standardization process of languages, with specific reference to Fang. • Chapter 6, Concluding remarks, reviews all chapters by highlighting the focal points of each of them. Some perspectives or potential new developments are foreseen in order to pave the way for the elaboration of new theoretical frameworks and the improvement of the proposed dictionary model.
AFRIKAANSE OPSOMMING: Hierdie proefskrif bied metaleksikografiese kriteria vir die samestelling van standaard vertalende woordeboeke vir nie-gestandaardiseerde tale. Die fokus is veralop die rol wat die voorgestelde woordeboekmodel kan speel in taalstandaardisering, met spesifieke verwysing van Fang. Hierdie kriteria is gebaseer op verskillende teoretiese raamwerke. Kriteria vir die woordeboekstruktuur is veral gebaseer op Hausmann en Wiegand se algemene leksikografieteorie, terwyl 'n bespreking van die rol van woordeboeke in die standaardiseringsproses van tale veral gebaseer is op kriteria wat deur Zgusta voorgestel is. Die proefskrif is soos volg saamgestel: • Hoofstuk 1 bied 'n motivering vir die keuse van die betrokke onderwerp asook vir die teoretiese raamwerke waarvolgens die metaleksikografiese kriteria geformuleer is. • Hoofstuk 2 fokus op die betrokke taal, Fang, en sy dialekte. Naas 'n historiese oorsig van die Fang sprekers word 'n wye keuse uit die Fang literatuur asook die keuse van 'n standaarddialek aan die orde gestel. • Hoofstuk 3 wys op die sterk verhouding tussen die samestelling van 'n moderne woordeboek en elektroniese korpora. Hierdie hoofstuk benadruk die belang van elektroniese korpora vir die leksikografiese praktyk. In hierdie verband word daar ook verwys na die belang van sekere sagtewareprodukte asook nuwe korpusmetodes. • Hoofstuk 4 is veral gerig op die verskillende woordeboekstrukture en op hoe data versprei en in die verskillende woordeboekkomponente aangebied moet word. Die struktuur van elke woordeboekkomponent word in besonderhede bespreek. • Hoofstuk 5 fokus op die hoofdoel van die proefskrif en wys hoe en waarom In woordeboek, met spesifieke verwysing na die situasie van Fang, In instrument kan wees in die taa Istandaardiseri ngsproses. • Hoofstuk 6 gee In oorsig oor die voorafgaande hoofstukke en wys op sekere belangrike aspekte wat bespreek is. Nuwe ontwikkelinge wat voorsien word om die weg te baan vir die ontwerp van nuwe teoretiese raamwerke ter verbetering van die voorgestelde model word beklemtoon.
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Lüdeling, Anke. "Heterogeneity and standardization in data, use, and annotation : a diachronic corpus of german." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/864/.
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This paper describes the standardization problems that come up in a diachronic corpus: it has to cope with differing standards with regard to diplomaticity, annotation, and header information. Such highly het-erogeneous texts must be standardized to allow for comparative re-search without (too much) loss of information.
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Fitopoulos, Lazarus. "The translation and standardization of the Myers-Briggs Type Indicator (MBTI) into the Greek language." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24077.
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The project describes the development and standardization of the Myers-Briggs Type Indicator into the Greek language. Statistical properties of the Greek version were comparable to those of the original American version providing evidence of its adequacy as a psychometric tool. The comparison of the distribution of types of Greek university students (N = 946) with that of French Canadians, and Americans showed a preference for "thinking" and "perceiving". Further, gender associated preferences for thinking and feeling evident in the American and French Canadian norms were also present in the Greek data.
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Lövestam, Elin. "Dietetic documentation : Content, language and the meaning of standardization in Swedish dietitians’ patient record notes." Doctoral thesis, Uppsala universitet, Institutionen för kostvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-263915.
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The aim of this thesis was to explore dietetic notes in Swedish patient records regarding content, language and the meaning of standardization. Firstly, an audit instrument for dietetic notes in patient records, Diet-NCP-Audit, was elaborated and tested. The instrument, a 14-item scoring questionnaire based on the four steps of the Nutrition Care Process (NCP), proved to have high content validity and moderate to high inter- and intra-rater reliability. The instrument was then used in an evaluation of the content, language and structure of 147 Swedish dietetic notes. Although the nutrition intervention and some information about the evaluation were well documented, the overall result showed a need for improvement in several aspects of documentation, such as nutrition prescriptions, goals and the connection between problem-etiology-symptom. After this, 30 of the audited dietetic notes were also included in a critical linguistic study exploring how the patients and dietitians were referred to in the notes. The dietetic notes contained several linguistic devices that impersonalized and passivized both the patient and the dietitian. Thus, the grammar of the dietetic notes did not enhance or reflect the patient-centered care and the active patient-caregiver relationship that is emphasized in most health care guidelines today. Finally, a focus group study was performed. Swedish dietitians’ experiences of the standardized Nutrition Care Process (NCP) and its connected terminology (NCPT) were explored and analyzed from the perspective of Habermas’ system and lifeworld concepts. While recognizing many advantages with the NCP and NCPT, dietitians also expressed difficulties in combining the structured and standardized process and terminology with a flexible, patient-centered approach in nutrition care. In summary, I argue that strategies for the improvement of dietetic documentation are needed. I also suggest that the NCP and NCPT play an essential role in dietetic professionalization. At the same time, however, this standardization may entail the risk of a reductionist view and difficulties regarding how to balance the different ideals of health care. Thus, there is a need for discussions concerning how to use and develop the NCP and dietetic language in a way that ensures the best possible care for the patient.
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Jang, Sunghyun. "The arbitrary power of language: Locke, romantic writers, and the standardizers of English." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1645.
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Writers from the Romantic period embraced Locke's principle of linguistic arbitrariness as they reacted to the threat to their literary authority posed by the standardizers of English such as Samuel Johnson. Their texts articulate a desire to maximize the potential for authorial freedom that Locke's theory of language offers. By exploiting arbitrary properties of language, writers hoped to transcend the linguistic limits imposed by the standardizers and thus to confirm their status as creative practitioners of the English language. Priestley, one of such writers, capitalizes on the arbitrariness of signs as described by Locke when he envisions a perfect language that shall be universally used in the future millennial kingdom. Predicated upon the arbitrary connection between words and "things of considerable consequence," Priestley's universal language scheme allows the writer to ponder meanings outside the semantic range of standard lexicography. In Pigott's Political Dictionary (1795), Locke's semantic theory becomes the means to radicalize Locke's political ideas, especially the idea of the right of revolution. The arbitrariness (or voluntariness) of signification encourages Pigott to revise Johnson's standard definitions in a way that articulates French Revolutionary principles. Wordsworth sides with Francis Grose--the author of A Classical Dictionary of the Vulgar Tongue (1785)--in placing a high value on vulgar English. But unlike Grose, he contends that rural language is "more permanent," i.e. durable, than a refined language. Wordsworth's description of how rustics' language achieves durability reveals that he is deeply conscious of all linguistic signs being arbitrary. Furthermore, the naturalism that Wordsworth attributes to his poetic diction results from his appropriation of the arbitrariness that rules the language of rustics. Coleridge emphatically denies the role of linguistic arbitrariness in his theorization of the symbol. The signifying process that produces the symbol, however, operates by seizing on the possibilities for semantic expansion that the arbitrary quality of the sign opens up. As a result, the privileged status of the symbol, and hence of the "natural" in Coleridge's system, is thrown into question. My reading of Coleridge deconstructs the opposition of natural / arbitrary in his thinking about language. By exerting arbitrary power over the ways in which words stand for ideas, Romantic authors sought to restore the vitality of their literary language and to lead the continued progress of their mother tongue.
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Li, Kit-yi Kitty, and 李潔儀. "Is there such a thing as standard English?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31952185.
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Owen, Jonathon R. ""At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3927.
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Though much work has been done on the definition of Standard English and on the standardization process, little attention has been paid to the role of copy editors in that process. Editors comprise a class of craft professionals employed to remove errors from texts and make them more consistent, but when editors speak about editors at all, they generally rely on anecdotes rather than hard data about what editors do. Since formal written English is often used as a baseline for determining what is standard, and since corpora of published writing are increasingly used to research questions of usage, it is important to understand the role of copy editors in shaping the text that we see on the printed page. This study examines the usage and grammar changes made by student editorial interns in twenty-three academic journal articles. Volunteer professional editors were then solicited to edit the same articles, and their changes were compared against the interns' changes. The changes were counted and categorized to determine which usage rules can be considered most important to copy editors and thus most essential to distinguishing Standard Edited English from standard unedited writing. It was found that the most frequent changes were several grammatical items and a few lexical items, including the that/which rule, avoidance of towards, increased parallelism, and standardization of s-genitive forms. These changes confirm the idea that editors play a role in standardization, particularly codifying certain forms by reducing optional variation. From this data we can conclude that educated written usage and edited usage are not necessarily the same and should not be conflated. These findings also have implications for the use of corpus data in usage studies by showing that the final version of a printed work does not necessarily show the usage of edited writers but likely has a substantial contribution from copy editors.
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Tang, Kin Cheung Kenny. "Dominance of the Chinese language in the courts of Hong Kong : a hundred-year goal." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/349.
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Chiu, Aman Kaman. "Terminology management issue approach to standardization : an an@lysis [i.e. analysis] of Chinese IT terminology problems in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/346.
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Frandsen, Jacob F. "Interpreting Standard Usage Empirically." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3986.
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Writers, editors, and everyday language users look to dictionaries, style guides, usage guides, and other published works to help inform their language decisions. They want to know what is Standard English and what is not. Commentators have been prescribing and proscribing certain usages for centuries; however, their advice has traditionally been based on the subjective opinions of the authors. Recent works have analyzed usage by relying wholly or partly on statistical and descriptive data rather than traditional opinion alone; however, no work has presented statistical usage data in a user-friendly and consistent format. This study presents a statistically based methodology for analyzing the standardness of disputed English usage points that can be presented in a dictionary-like format useful to writers and editors. Using data from the Corpus of Contemporary American English, this study determined the percent of use of several disputed usage items. Percents of use were then applied to a statistically based "standardness" scale with several levels. The scale presented in this study is adapted from scales that have been used previously to study language change. In addition, returns from the Corpus of Historical American English were used to present historical trends, if any, for each usage item. It was found that traditional sentiments about certain prescribed and proscribed usage items differ markedly from actual observed usage. Corpus data make it clear that even usage guides that purport to rely at least partly on descriptive data are often wrong about the prevalence and acceptability of usage items. To produce truly objective and accurate analysis, usage advice must depend on corpus data and use a standard usage-trend scale that accounts for how language changes.
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Louw, Henk. "Standardising written feedback on L2 student writing / H. Louw." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1718.
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Molera, Joan Elizabeth. "Intended and Received Language Arts Curricula in a Standardized Era: Misalignments and Negotiations in Border Community Schools." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/565833.
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This dissertation is about curriculum and leadership in Arizona-Mexico border community schools. Specifically, I examine intended and received language arts curricula (i.e., what content is taught, to whom, and with what pedagogy) (Porter, 2004), the misalignments between these curriculum types, and the misalignments in leadership approaches in border community schools. My dissertation draws on both classic and critical curriculum leadership studies (e.g., Hallinger, 2008; Johnson, 2006) with an emphasis on Funds of Knowledge (e.g., Moll, Amanti, Neff, & Gonzalez, 1992), cultural capital (e.g., Yosso, 2005), and habitus (e.g., Bourdieu & Passeron, 1990). I utilize ethnographic and phenomenological approaches to my study of four elementary and three middle schools located in two Arizona-Mexico border communities 120 miles apart from each other. Findings suggest that children living in border communities exhibit cultural capital (Yosso, 2005) and Funds of Knowledge (Moll et al., 1992), but these strengths are not considered in the intended curricula. Participants see the culture of the border and the culture of the school as two very separate constructs, particularly in relation to curriculum. The children in the study consider this reality commonsensical. Culturally responsive curriculum leaders, though positioned to change the status quo, are compliant and helpless against the dominant standardized regime. External forces silence everything these leaders know about research and practice. My dissertation concludes with implications for research, practice, and policy to blend culturally responsive structures, pedagogy, and behaviors to the standardization movement.
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Zingg, Olgica. "The role of Lomonosov in the formation of the early modern Russian literary language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37245.pdf.
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Hahn, Rosimêri Schuck Schmidt 1966. "Diálogos sobre a escola e a educação bilíngue Libras/Português : olhares de surdos e ouvintes." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250744.
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Orientador: Regina Maria de SouzaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T09:57:11Z (GMT). No. of bitstreams: 1 Hahn_RosimeriSchuckSchmidt_M.pdf: 1291014 bytes, checksum: e2146e07810d0849264f23f4f6905239 (MD5) Previous issue date: 2012
Resumo: Apresento neste estudo, inicialmente, a constituição do projeto de educação bilíngue do Instituto Federal de Santa Catarina, campus São José. Procuro analisar como alunos surdos de uma turma do Curso de Ensino Médio Bilíngue Libras/Português e alunos ouvintes de uma turma de Ensino Médio significam a escola e como percebem o outro diferente ao seu grupo. Os dados foram obtidos através de entrevistas com quatro alunos surdos - com a participação da intérprete da língua de sinais - e quatro alunos ouvintes. Todas as entrevistas foram filmadas e realizadas individualmente com cada sujeito. Para a análise dos dados, foi realizada análise temática a partir das transcrições das entrevistas. Foram estabelecidas as seguintes categorias temáticas: Escola e estudo - para quê?; Imagem do professor; Concepção sobre a surdez, o estudar na mesma classe e a interação com o ouvinte. Teoricamente, as discussões dos dados consideraram a concepção histórico-cultural sobre língua(gem), os conceitos foucaultiano de poder disciplinar e norma, no que se refere aos mecanismos da criação dos normais e, consequentemente, dos excluídos. Os resultados indicam que, do ponto de vista do estudante, a escola é entendida como instituição normalizadora, mas, ao mesmo tempo, como lugar de humanização. Ela é percebida, pelos alunos ouvintes, como um espaço de disciplinamento e como uma etapa obrigatória e necessária para se certificar para o mundo do trabalho; e, para os alunos surdos a escola, que adota uma proposta bilíngue, representa um lugar onde ele podem se olhar como seres humanos que partilham uma língua comum e viva, fator necessário para o processo de subjetivação e para o sentimento de ser parte de uma comunidade mais ampla que a própria família.
Abstract: I present in this study, initially, the constitution of the bilingual education project of the Instituto Federal de Santa Catarina, Unity São José. From this context, I analyze how a group of deaf students of the Course Bilingual High School and listeners students of a common class of high school mean the school and how they perceive the different one to their group. Data were obtained through interviews with four deaf and four hearing students. In the case of deaf students, we had the participation of the interpreter of sign language. All interviews were videotaped and conducted individually with each subject. For the treatment of data was performed thematic analysis of transcripts from the interviews. We defined the following thematic categories: School and study-for what?; Image of the teacher ;Design about deafness, the study in the same class and interaction with the listener. Theoretically discussions of the data were performed considering the cultural-historical conception of language, Foucault's concepts of disciplinary power and rule in relation to the mechanisms of creation of the normal and, consequently, the excluded. The results indicate that, from the stand point of the student, the school is understood as a normative institution, but at the same time as a place of humanization. While to the hearing students the school is perceived as an area of discipline and a mandatory and necessary step to certificate to the world of work, for the deaf students the school, which adopts a bilingual proposal, represents a place where they can look themselves as human beings who share a common and lively language, a factor necessary for the process of subjectivation and to the feeling of being part of a broader community than the family itself.
Mestrado
Psicologia Educacional
Mestre em Educação
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Selzer, Marsanne. "South African Sign Language used in Parliament: Is there a need for standardisation?" Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4200.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: During interpreting in the National Parliament of South Africa, the South African Sign Language (SASL) signs used for terms frequently occurring in political debates appear to differ from one interpreter to the next. The question arises as to whether this could be a possible source of miscommunication, and, if so, whether there is a need for SASL to be standardised in order to promote successful communication and/or avoid misunderstandings while interpreting the proceedings of Parliament for a Deaf Member of Parliament as well as for Deaf members of the public. The present research set out to answer these questions. In order to do so, video-recordings were made of two parliamentary SASL interpreters each independently signing 10 English terms often used during Parliamentary sittings. These recordings were shown to three Deaf adults, from more or less the same linguistic background, who were tasked with writing down the meaning of each sign of each interpreter. Responses given by the informants were allocated marks and a total score was calculated to reveal the level of intelligibility of the signs of each interpreter. It was found that not one of the deaf adults could understand all 10 signs of any one interpreter, and that the signs used by the two interpreters for eight of the 10 English terms differed vastly. The answers indicate the possibility of miscommunication, which could be avoided if standardised terms were available for use in the Parliamentary environment.
AFRIKAANSE OPSOMMING: Tydens tolking in die Nasionale Parlement van Suid Afrika blyk tekens in Suid Afrikaanse Gebaretaal vir terme wat gereeld in politiese debatte voorkom, te verskil van tolk tot tolk. Die vraag is of dit ‘n bron van moontlike wankommunikasie kan wees en, indien wel, of daar dan ‘n behoefte daaraan is om Suid-Afrikaanse Gebaretaal te standardiseer met die doel om suksesvolle kommunikasie te bevorder en/of om misverstande te vermy terwyl die verrigtinge van die Parlement getolk word vir die dowe Lid van die Parlement asook die dowe lede van die publiek. Die huidige navorsing is gedoen om ‘n antwoord op hierdie vrae te verkry. Vir hierdie doeleindes is video-opnames van twee parlementêre gebaretaaltolke gemaak. Elke tolk het onafhanklik van die ander een 10 Engelse terme getolk wat gereeld voorkom gedurende parlementêre sittings. Hierdie opnames is dan aan drie volwasse Dowes gewys, wat afkomstig was van ongeveer dieselfde taalagtergrond, wat die betekenis van elke tolk se gebare neergeskryf het. Tellings is aan die response van elke informant toegeken en die totale telling is uitgewerk om die vlak van verstaanbaarheid van die gebare van elke tolk uit te werk. Daar is bevind dat nie een van die Dowe volwassenes al 10 terme korrek kon verstaan nie en dat ag van die 10 Engelse terme grotendeels verskillend getolk is deur die tolke. Die antwoorde dui daarop dat daar ‘n moontlikheid van wankommunikasie bestaan, wat vermy kan word as gebaretaalterme gestandardiseer kan word in die parlementêre omgewing.
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Hannum, Kathryn Laura. "Sociolinguistic Geographies in Galicia, Spain." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469615983.
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Kilpert, Diana Mary. "Language and value : the place of evaluation in linguistic theory." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002635.
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It is a central claim of modern linguistic theory that linguists do not prescribe, but describe language as it is, without pronouncing on correctness or judging one variety better than another. This attempt to exclude evaluation is motivated by a desire to be ' politically correct', which hinders objective analysis of language, and by an ill-advised imitation of the natural sciences, which obstructs the discipline's progress towards becoming a science in its own right. It involves linguists, as users of a valued variety, in self-deception and disingenuousness, distances them from the concerns of the ordinary language user, and betrays a failure to understand the involvement of social values in language, the nature of language itself, and the limits of linguistic science. On a wider scale, linguistics reflects society's devaluing and mechanisation of language. Despite growing concern expressed in the literature, and the incoherence that becomes apparent when linguists attempt to address social problems using a theory that regards language as an autonomous object, newcomers to the discipline continue to be taught that anti-prescriptivism is the natural corollary of a scientific approach to language. This thesis suggests that the way out of these difficulties is to rethink the meaning of ' theory' in linguistics. If we take the reflexivity of language seriously, building on M.A.K. Halliday's notion of 'linguistics as metaphor', we are reminded that a linguistic theory is made of language. Metalanguage must use the experiential and interpersonal meaning-making resources of everyday language. It follows that a linguistic theory cannot escape being evaluative, because evaluation is an inherent part of interpersonal meaning. If we fail to notice our own metalinguistic evaluation, this is because language disguises its evaluative meanings, or perhaps we are just not used to thinking of them as part of the grammar. To achieve clarity about the involvement of value in language, we need to turn our metalanguage back on itself - 'using the grammar to think with about the grammar' . Some ways of doing this are demonstrated here, turning the resources of systemic functional linguistics on linguists' own language. The circularity of this process should be seen not as a drawback but as a salutary reminder that linguistics is an interpretive rather than a discovery process. This knowledge should help us revalue language and make a place for evaluation in linguistic theory, paving the way for a socially responsible and productive linguistics.
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Milena, Rajić. "Model upravljanja tokovima energije u industrijskim sistemima." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2020. https://www.cris.uns.ac.rs/record.jsf?recordId=114076&source=NDLTD&language=en.
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Održivo poslovanje i pozicioniranje kompanija na tržištu zahteva od kompanija da maksimiziraju dodatu vrednost uz minimalno iskorišćenje resursa. Sve veći izazov za kompanije predstavlja racionalna upotreba energije i energetskih izvora, a sve sa ciljem očuvanja životne sredine. Industrijski sistemi, pre svega proizvodni sistemi, predstavljaju najveće potrošače energije. Istraživanje ima za cilj utvrđivanje trenutnog stanja u praktičnoj primeni sistema menadžmenta energijom u proizvodnim i uslužnim sistemima u Srbiji. Motivacija za ovakvu temu je pritisak evropske regulative na primenu mera za uštedu energije, kao i za zaštitu životne sredine. Standardi za sistem menadžmenta energijom, na kojima se ovo istraživanje zasniva, razmatraju energetsku performansu koju postiže organizacija. Jedan od najpoznatijih predstavnika ove vrste standarda je ISO 50001. Istraživanjem su statistički analizirane veze određenih faktora i nivoa primene zahteva za sistem menadžmenta energijom.Sustainable business development and companies market positioning require companies to maximize added value with minimal resource utilization. The rational use of energy and energy sources is also a growing challenge, which aims to preserve the environment. Industrial systems, primarily production systems, are the largest energy consumers. The aim of this research is to determine the current situation regarding the application of energy management practices in production and service systems in Serbia. The motivation for these theme is the pressure of European regulation on the implementation of energy saving measures as well as on the environment. The standard for the energy management system on which this research is based consider the energy performance achieved by the organization. One of the most well-known representatives of this type of standard is ISO 50001. The research has statistically analyzed the relations of certain factors and levels of requirements application for the energy management system
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Nachef, Lahcen. "Normativisation et enseignement de la langue amazighe au Maroc : état des lieux, méthodes et réalisations." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3041/document.
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L’objectif recherché par cette étude est de définir l'état des lieux de l'aménagement (normativisation) de la langue amazighe et de son enseignement au Maroc, de manière à montrer si les méthodes adoptées et les réalisations concrétisées contribuent à la revitalisation de cette langue, très longtemps minorée et cantonnée dans l’oralité, mais qui connaît depuis peu un "important" regain d'intérêt tant de la société que de l'Etat. Ce qui lui confère un nouveau statut, renforcé par la toute récente officialisation que lui a accordée la nouvelle constitution du pays (juillet 2011).Notre problématique a été formulée ainsi : "Normativisation et enseignement de la langue amazighe au Maroc : état des lieux, méthodes et réalisations". Le corpus que nous avons soumis à l'analyse est constitué de documents divers conçus jusqu’à présent par différentes instances éducatives en faveur de l’enseignement/apprentissage de l'amazighe récemment intégré au système éducatif marocain. Nous avons analysé des références institutionnelles, des outils pédagogiques et didactiques (orientations pédagogiques officielles, curricula, ouvrages de références en linguistique et en didactique, manuels scolaires, modules de formation, rapports d'inspection, fiches pédagogiques, …).Nous avons, par ailleurs, mené une enquête de terrain visant à (i) consulter les principaux acteurs éducatifs, (ii) effectuer des observations de classes amazighes dans les différents niveaux où la langue est enseignée pour étudier l’impact des méthodes adoptées.En somme, l'étude a révélé des acquis non négligeables, mais encore perfectibles, pour ce qui concerne l'aménagement et l'enseignement de la langue amazighe au Maroc. Toutefois, son implantation dans les différents domaines de la vie publique demeure problématique pour des raisons notamment sociopolitiquesThe present study aims at defining the inventory of the amazighe language planning (standardization) and its teaching in Morocco, with a view to showing if the adopted methods and the attained achievements contribute to the revitalization of this language which has long been undervalued and confined to orality, but which has recently enjoyed “significant" renewed interest both from the society and the State. This newly conferred status has been reinforced by its very recent officialization granted by the new constitution of the country (July 2011).The research issue has been framed as follows: " Standardization and teaching of the Amazighe language in Morocco: methods, inventory and achievements".The corpus we have submitted for analysis consists of various documents designed so far by various educational authorities in favour of teaching/training of the amazighe language which has recently been integrated into the Moroccan education system. We analyzed institutional references, educational and didactic tools (official teaching guidelines, teaching methodologies, curricula, reference books in linguistics, school handbooks, training modules, surveys, pedagogical material, teaching cards …).In addition, we carried out a field survey aiming at consulting the main educational actors, and conducting classroom observations at the various levels where amazighe is taught to study the impact of the adopted methods.All in all, the study has revealed significant, yet still perfectible achievements, concerning the standardization and the teaching of amazighe in Morocco. However, its establishment in the various fields of the public life still remains problematic notably for socio-political reasons
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Sengo, Tigiti Shaaban Yusuf. "Hali ya kutatanisha ya Kiswahili hivi leo Afrika ya Mashariki." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98041.
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The essay critically discusses the confusing state of the various Swahili language policies and studies brought forth in the colonial and post-colonial periods and examines the historical factors of the diversity within the Swahili language, which was once confined to the coastal area and later spread to the present area of distribution. The discussion focusses on the construction of Standard Swahili and the status of Swahili in regard to other East African languages. Special criticism is raised against recent East African and other authors, who wrote on the apparent unity of the Swahili language which they see as a result of the modern Tanzanian language policy.
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Lauria, Daniela, and García María López. "Instrumentos lingüísticos académicos y norma estándar del español: la nueva política lingüística panhispánica." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102409.
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El contexto de globalización económica y de integraciones regionales impulsó una renovación de los instrumentos lingüísticos académicos. Esta renovación vino de la mano de un aparente cambio en el interés político y teórico de la Real Academia Española capaz de representar el estatuto de lengua internacional del español. En el presente artículo examinamos los discursos que la Academia elaboró en los últimos años con el fin de convalidar sus instrumentos normativos. Para ello, analizamos la Nueva política lingüística panhispánica,documento que expresa las principales líneas de esta nueva política sobre el español, el Diccionario panhispánico de dudas y la Prepublicación de la Nueva Gramática de la Lengua Española en tanto manifestaciones concretas de dicha política. Concluimos que la nueva política lingüística panhispánicaresulta ser más una operación discursiva que otra cosa. En efecto, lejos de fomentar una distribución equitativa y multilateral de las funciones en la estructura organizativa, continúan reproduciéndose las antiguas jerarquíasen la toma de decisiones, sosteniendo una clara centralización en los procesos de estandarización en el mundo hispánico. -- The context of the economical globalization and the regional integration has promoted a renovation of the linguistic devices used by the Royal Academy of the Spanish Language. This renovation came along with an apparent turn in the political and theoretical interests of the Academy —institution that iscapable of representing the statute of Spanish as an international language. In this article, we examine the discourses that the Academy devised in the last few years in order to validate their normative devices. In that sense,we analyze the Nueva política lingüística panhispánica —document that depicts the principal outlines of this new policy regarding Spanish—, and the Diccionario panhispánico de dudas and the Prepublicación de la Nueva Gramática de la Lengua Española as concrete manifestations of that policy.We conclude that the new Panhispanic language policy turns out to be more a discursive operation rather than anything else. Indeed, instead of endorsing an equitable and multilateral distribution of the functions of the organizational structure, they continue to reproduce ancient hierarchies in the decision making, supporting that way a clear centralization of thestandardization in the Hispanic world.
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Yano, Cynthia Tomoe 1985. "Um estudo sobre o emprego de vírgula antes de oração completiva no português europeu clássico : sintaxe, discurso e gramática normativa." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270497.
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Orientador: Charlotte Marie Chambelland GalvesDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O presente trabalho tem como objetivo compreender melhor o funcionamento do sistema de pontuação do português europeu do período do século XVI ao século XIX, focalizando a análise do emprego da vírgula antes de oração completiva verbal e oração completiva nominal. A escolha desses contextos de uso da vírgula não foi fortuita e se deu por duas razões: primeiro, pela dificuldade dos gramáticos, até o início do século XVIII, em definir as diferenças entre as orações completivas e as relativas restritivas e explicativas e, portanto, o uso de vírgula nesses tipos de construções também, e segundo, pela variação no uso de vírgula que se observa em textos literários escritos e publicados na época. Para a análise foi realizada a leitura de gramáticas e tratados de ortografia publicados do século XVI ao XIX e foi selecionado um corpus composto por quatorze textos de autores portugueses nascidos no mesmo período, do século XVI ao XIX, no qual foram realizadas buscas por todas as sentenças em que ocorrem os tipos de construções citados acima, precedida e não precedida por vírgula, com o auxílio da ferramenta de busca Corpus Search. Todos os dados, posteriormente, foram classificados segundo dois critérios: o primeiro de acordo com o ano e a presença ou não de vírgula antes da oração completiva, e o segundo de acordo com a presença ou não de um elemento interpolado entre o verbo e a oração completiva. Após a análise dos resultados, observou-se que a maioria dos dados tinha como verbo regente um verbo dos tipos de discurso, de pensamento ou de opinião, típicos de discurso relatado. Isso levou à hipótese e à confirmação de que a vírgula possuía mais uma função: de introduzir discurso relatado, além das descritas pelos gramáticos e ortografistas, que foi corroborada pelo fato de haver, nos mesmos textos, ocorrências com os mesmos verbos seguidos de dois pontos, que tem como função primeira introduzir citações e discursos indiretos na escrita. Além disso, notou-se também que, a partir do século XVIII, há uma queda progressiva na porcentagem de ocorrências com orações completivas precedidas por vírgula. Apesar do que as gramáticas da época mostram e alguns estudos, como o de Rocha (1997), afirmam, o modo de empregar a vírgula teria sofrido modificações desde a primeira metade do século XVIII, e não a partir do século XVII e nem mais tarde, a partir da segunda metade do século XVIII. Outro resultado interessante a que se chegou com este estudo, ainda que não seja categórico, foi o de que a variação no uso da vírgula entre uma oração completiva e o verbo que a rege nos textos quinhentistas e seiscentistas, embora à primeira vista pareça aleatória, poderia ter como motivação a presença ou não de um elemento seguindo o verbo. A análise pareceu mostrar que, quando não há nenhum elemento interpolado a preferência é pela não colocação de vírgula antes da oração completiva e quando há um elemento, a colocação de vírgula é mais frequente. Já quanto aos textos setecentistas e oitocentistas, foram poucos os casos com vírgula encontrados e desses, a maioria apresenta uma configuração bastante diferenciada, ou com uma oração relativa, uma oração parentética ou um vocativo, que devem obrigatoriamente ser isolados por pontuação, ou são ambíguos, podendo a oração completiva ser interpretada como complemento do verbo que a precede imediatamente ou como complemento ou adjetivo do verbo ou nome da oração anterior
Abstract: The objective of this study is to gain a better understanding of how the punctuation system of European Portuguese worked from 16th to 19th centuries, focusing on the analysis of the use of the comma before completive clauses selected by verb and noun. These contexts of use of the comma were chosen for two reasons: first, because of the difficulty the grammarians had in defining the differences between completive clauses and restrictive and explicative relative clauses and, therefore, the use of the comma in these contexts; and second, because of the variation in the use of the comma in literary texts written and published in the same period of time. For the analysis, we read grammars and orthography treatises published from 16th to 19th centuries and built a corpus composed of fourteen texts written by Portuguese authors born in the same period of time, in which we searched for all the sentences with a completive clause preceded or not by a comma with the help of the program Corpus Search. All data collected were, afterwards, classified according to two criteria: the author's birth year and whether there was a comma before the completive clause and whether there was an element interpolated between the verb and the completive clause. After analyzing the results, we observed that in most of the data the regent verb was a verb of discourse, thought or opinion, typical of reported speech. That led to the hypothesis that the comma had one more function, besides the one described by grammarians and orthographists: to introduce reported speech. That hypothesis was corroborated by the fact that in the same texts there are instances of the same type of verbs followed by a colon, whose main function is to introduce quotations and indirect speech in written texts. Moreover, we also noticed that from the 18th century on the percentage of instances of a completive clause preceded by a comma declines progressively. Besides what grammars and some works, like Rocha (1997), say, it seems that the use of the comma changed in the first half of the 18th century, and not from the 17th century on nor later, from the second half of the 18th century on. Another interesting result of this research, even though it is not categorical, was that the variation in the use of the comma between a completive clause and the regent verb in the 15th and 16th century texts is not random, but could be motivated by the presence or not of an element following the verb. The analysis showed that when there wasn't an element interpolated, the preference was not to put a comma before the completive clause, and when the element was present, the use of the comma was more frequent. In the 18th and 19th centuries texts only a few data with comma were found, of which most have a relative clause, a parenthetical clause or a vocative that must be isolated by a comma, after the verb, or are ambiguous and the completive clause may be interpreted as a complement of the preceding verb or as a complement or adjective of the verb of noun of the preceding clause
Mestrado
Linguistica
Mestra em Linguística
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Henzelmann, Martin. "Der Ausbau des Bunjewatzischen zu einer südslavischen Mikroliteratursprache." De Gruyter, 2016. https://tud.qucosa.de/id/qucosa%3A38603.
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Against the background of Slavonic microlinguistics, the Bunjevac dialect in the Autonomous Province of Vojvodina in Serbia is particularly interesting, and its sociolinguistic status is not very clear. The Bunjevci speak a Neo-Shtokavian Ikavian dialect, which has developed its own tradition of writing, but it is not standardized yet. Especially after 1990, language codification has become one of the main goals of some activists, and currently, it is questioned whether we should consider Bunjevac to be a dialect or a separate language. In contrast to this fundamental question, the possibility that Bunjevac could be classified as a microlanguage is rarely discussed.
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Rius, Agnès. "Les vocals del català central en parla espontània." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/392660.
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Aquesta investigació es basa en l'anàlisi acústica i perceptiva de les vocals i combinacions de vocals del català central en parla espontània. De cada so vocàlic, se'n fa una descripció acústica, es comprova la influència que exerceix en la vocal el punt d'articulació dels sons adjacents anteriors i posteriors, se'n dibuixa el camp de dispersió i es presenta una anàlisi comparativa amb els resultats que s'han obtingut en estudis precedents basats en un model de parla més formal.
Per portar a terme la recerca, hem utilitzat el Corpus oral de parla espontània (Font¬Rotchés, 2006) i el de Rius-Escudé (2012), a partir dels quals hem seleccionat 30 hores de material audiovisual de programes de la televisió i n'hem extret 557 fragments. Hem constituït un corpus de 2.221 vocals i combinacions de vocals, representat per 257 informants, d'ambdós sexes, d'edats compreses entre 18 i 80 anys, de professions diverses i procedents de diferents contrades de la varietat dialectal central, en un context de parla espontània real i genuTha.
Amb l'objectiu de reduir les diferències acústiques associades a les peculiaritats morfològiques de la cavitat oral dels informants, hem normalitzat les dades dels formants vocàlics —seguint el procediment proposat per Watt i Fabricius (2002)— dels 67 informants que complien els requisits i hem constituït un corpus normalitzat amb 896 vocals.
La metodologia que hem utilitzat és experimental, empírica i quantitativa. Hem realitzat unes proves de percepció per validar les hipòtesis plantejades i ens hem servit de l'aplicació d'anàlisi i síntesi de veu PRAAT, la qual ens ha permès extreure els valors dels dos primers formants (F1, F2) de cada so vocàlic, i del programa SPSS Statistics 17.0 i G-STAT.2.0 per comprovar la fiabilitat dels resultats i per a la representació gràfica.
La finalitat d'aquesta investigació és que pugui esdevenir una aportació en el coneixement de la caracterització acústica de les vocals de la llengua catalana en parla espontània i que pugui afavorir l'ensenyament-aprenentatge de la pronúncia del català als nous aprenents d'aquesta llengua en els diversos nivells educatius.
Els resultats que hem obtingut, i que tenen conseqüències didàctiques, són que les vocals en català central en parla espontània són més obertes, més centrals i que no tenen una pronúncia única; que les vocals anteriors es perceben millor que les posteriors, i que el punt d'articulació del so adjacent anterior i posterior les influeix molt poc. Pel que fa a la combinació de dues vocals, en general, es pronuncien totes dues.This research is based on the acoustic and perceptive analysis of vowels and combinations of vowels spoken spontaneously in Central Catalan. An acoustic description is created for each vowel sound and the influence that the place of articulation of the previous and subsequent adjacent sounds has on the vowel is verified. The field of dispersion is plotted and a comparative analysis is presented of the results obtained from previous research based on a more formal speech model. We have used the Oral corpus of spontaneous speech (Font-Rotches, 2006) and that of Rius-Escude (2012), selecting 30 hours of audiovisual material and extracting 557 fragments. We have built a corpus of 2,221 vowels and vowel combinations, uttered by 257 speakers of both genders in a real and genuine context of spontaneous speech. In order to reduce the acoustic differences, we have normalised the data of the vowel formants -Watt & Fabricius (2002)- of the 67 speakers that meet the requirements, obtaining a normalised corpus with 896 vowels. The methodology used is experimental, empirical and quantitative. We have carried out perception tests to validate the hypotheses established and we have used the PRAAT voice analysis and synthesis application and the SPSS Statistics 17.0 program and G¬STAT.2.0. The objective is to contribute to knowledge regarding the acoustic characterisation of vowels in the Catalan language in spontaneous speech and to facilitate the teaching-learning of Catalan pronunciation for new learners at different levels of education. The results obtained that have educational consequences are that the vowels of Central Catalan in spontaneous speech are more open, more central and that they do not have a single pronunciation, previous vowels are perceived better than subsequent ones and that the point of articulation of the previous and subsequent adjacent sound has little influence on them. We regard to the combination of two vowels, in general, both are pronounced. Teaching-learning proposals for Catalan pronunciation must be based on three fundamental pillars: teach the language based on the model of spontaneous speech, contextualise pronunciation activities and work on pronunciation with a communicative focus.
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Bonet, Sebastià. "Els manuals gramaticals i la llengua normativa: estudis de gramatografia catalana contemporània." Doctoral thesis, Universitat de Barcelona, 1992. http://hdl.handle.net/10803/668095.
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La tesi té com a objectiu principal estudiar com es va constituir, fixar i transmetre, en el mitjà específic dels manuals de llengua catalana publicats entre el 1891 (any de publicació de l’ “Ensayo de Gramática del Catalán Moderno”, de Pompeu Fabra) i el 1975, el conjunt d’enunciats en què consisteix el component morfològic i sintàctic del model normatiu prescrit per l’esmentat P. Fabra. La tesi es divideix en quatre parts, atenent a quatre aspectes característics de l’activitat manualística del fabrisme: 1) Bases gramaticals del model de llengua normativa (on s’analitzen les obres fonamentals de Fabra, i particularment la “Gramática de la Lengua Catalana”, de 1912), la “Gramática Catalana” de 1918, així com dues edicions de les “Converses filològiques”); 2) Manuals pedagògics del Principat; 3) manuals del País Valencià i de les Balears; 4) Dos intents d’ampliació (es refereix a la “Gramàtica Catalana” pòstuma (1956), de Fabra, i a la “Gramàtica Catalana” (1962), de A. M. Badia Margarit). Aquesta part conté, en especial una valoració crítica acurada de les esmentades obres de 1956 i 1962, feta des de l’exigència d’un manual normatiu-descriptiu que complís les condicions d’un tractat gramatical de nivell superior.
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Goulart, Cláudia 1964. "Os limites e os alcances do tratamento da diversidade e variação linguísticas em livros didáticos de português." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270415.
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Orientador: Anna Christina Bentes da SilvaTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta tese tem como objetivo geral investigar como a diversidade e a variação linguísticas são tratadas no interior dos Livros Didáticos de Português (LDP) nos anos finais do ensino fundamental. Para tanto, verificamos se o conceito de língua anunciado pelos autores dos LDP nos Manuais do Professor (MP) é coerente com o conceito de língua que está na base das atividades apresentadas nos livros. O desdobramento dessa proposta é verificar se há, nessas atividades, questões que conduzam os alunos a uma reflexão sobre certos fenômenos importantes para se entender a diversidade e a variação linguísticas, já que a concepção de língua assumida pelos autores de LDP é aquela ligada ao processo dialógico, cujo discurso se manifesta por meio de textos e, portanto, de base interacionista. A partir de um corpus formado pelas cinco coleções didáticas recorrentes nos PNLDs de 2005 a 2011, investigamos como esses materiais promovem o conhecimento sobre três aspectos importantes para o desenvolvimento de habilidades, comportamentos e práticas de uso da língua necessárias tanto para o processo de progressão escolar dos alunos como também para a inserção deles no mundo social como cidadãos de uma sociedade democrática, a saber: (i) as relações entre fala e escrita e entre oralidade e letramento; (ii) as questões de norma linguística; e (iii) o estilo linguístico. As análises revelaram haver uma tipologia em relação às atividades: (i) atividades de correção nos diferentes níveis (fonético-fonológico, morfossintático e lexical); (ii) atividades de proposição de exercícios estruturais (exercícios envolvendo ações de substituição; transformação, preenchimento de lacunas e retextualização). Grande parte dessas atividades trabalha as relações entre fala e escrita e entre oralidade e letramento de forma dicotômica, na perspectiva da polarização diglóssica. Tais atividades, sobretudo as que propõem correção (do coloquial para o formal e do oral para o escrito), comprovam a submissão das marcas da diversidade linguística aos processos de padronização/normatização da língua, um dos aspectos linguísticos do processo mais amplo de "legitimação" da violência simbólica de que nos fala Pierre Bourdieu
Abstract: This thesis aims at investigating how diversity and linguistic variations are treated within the Portuguese Textbooks (LDP) at final Elementary School years. Therefore, we analyzed whether the concept of language announced by LDP authors in Teachers¿ Manuals (MP) is consistent with the concept of language that underlies the activities presented in the books. The unfolding of this proposal is to determine whether there are, in these activities, questions that lead students to reflect on some major phenomena for understanding the diversity and linguistic variation, since the conception of language assumed by the LDP authors is that linked to the dialogic process, whose discourse is manifested through texts and therefore have interactional basis. Based on a corpus formed by five teaching collections recurrent from 2005 to 2011 PNLDs, we investigated how these materials promote knowledge of three important aspects for skills development, expertise and practices of language. These skills use is required for students¿ progression process as well as for their membership in the social world, as citizens of a democratic society, that is: (i) the relationship between speech and writing and between orality and literacy; (ii) the issues of linguistic norm; and (iii) the linguistic style. The analyses revealed that there was a typology in relation to the activities: (i) remediation activities at different levels (phonetic, phonological, morphosyntactic lexical); (ii) proposal of structural exercise activities (replacement actions, processing, filling gaps and retextualization exercises). Most of these activities work out the relations between speech and writing and between orality and literacy in a dichotomous fashion, from a diglossic polarization perspective. Such activities, especially those that propose correction (from colloquial to formal and from oral to written), prove the linguistic diversity marks submission to standardization/normalization processes of language, one of the linguistic aspects of the wider process of symbolic violence "legitimation" mentioned by Pierre Bourdieu
Doutorado
Linguistica
Doutora em Linguística
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Mahsan, Khaled. "Terminologies scientifique et technique dans le monde arabe, terminologie du langage économique : essai de modélisation d'un dictionnaire de terminologie du système bancaire." Paris 3, 2008. http://www.theses.fr/2008PA030026.
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La terminologie est une discipline qui a acquis récemment une importance et une place reconnue parmi les disciplines qui s'occupent de la langue. Dans le monde arabe, les terminologies scientifiques et techniques, parmi lesquelles la terminologie économique, sont en évolution. La langue arabe, ancien véhicule de sciences, essaie de rattraper son retard en terminologie en utilisant plusieurs procédés tels que la dérivation, la composition, etc. Pour pouvoir exprimer les nouveaux concepts, elle opte quelquefois à l'emprunt et au calque, deux procédés qui ne font l'unanimité des langagiers arabes. Ces procédés mènent à la synonymie qui perturbe la communication interarabe. La normalisation des termes constitue une solution à ce problème. En fait, les académies et les instituts de la langue arabe conjuguent leurs efforts dans le but de normaliser les terminologies dans les deux parties du monde arabe: l'Orient et le Maghreb. Elles essaient également de profiter du succès de l'informatique et d'Internet en élaborant des bases de données terminologiques multilingues et en produisant des logiciels de traitement automatique de l'arabe qui permettent de tenir les données mises à jourTerminology is a discipline that has recently acquired an important and recognized position among the disciplines concerned with the study of language. In the Arab world, scientific and technical terminology, including economic terminology, are in evolution. The Arabic language, which used to be the vehicle of scientific research, has employed such word-formation processes as derivation and composition in an endeavour to keep up with the growth of terminology. To be able to express new concepts, sometimes it opts for borrowing and calque, two processes which are not unanimously received by Arab linguists. These processes lead to synonymy that disturbs communication among Arabic users. The standardization of terms is a solution to this problem. In fact, the academies and institutes of Arabic combine their efforts in order to standardize the terminology in both parts of the Arab world: the East and the Maghreb. They also try to take advantage of the success of computers and the internet in developing databases for multilingual terminology and producing software for the automatic processing of Arabic, which allows for the continual updating of data
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Ulldemolins, Subirats Amanda. "Grau d’integració del tortosí en l’estàndard planificat i difós pels mitjans de comunicació i pel sistema d’ensenyament." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/663843.
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Aquesta tesi té per objectiu analitzar, des del punt de vista de la planificació lingüística i amb una perspectiva sincrònica, el model de llengua estàndard oral vehiculat pel sistema d’ensenyament i pels mèdia públics de televisió de l’àrea tortosina. Així, aquesta investigació es divideix en dos eixos: el de l’àmbit educatiu i el dels mèdia.
En primer lloc, pel que fa a l’ensenyament, ens centrem en l’estudi de l’estàndard oral difós pels mestres del primer curs de primària de les escoles de 9 poblacions catalanes i d’11 valencianes, situades a banda i banda de la frontera administrativa. En total, analitzem 29 tutors d’aquest nivell educatiu i contrastem les seues dades amb les dels alumnes, això és, prenem com a filtre de l’objecte de recerca els usos lingüístics adquirits pels 416 alumnes d’aquests ensenyants.
En segon lloc, amb relació als mèdia, examinem el model lingüístic emprat pels tres periodistes tortosins que apareixen en les dos edicions del Telenotícies de TV3: Glòria Boquizo, Fàtima Llambrich i Víctor Sorribes. El corpus de treball està format per 101 peces televisives d’informació.
Quant a l’estructura, la tesi té quatre parts. A la part i n’exposem el marc teòric: les nocions d’ecologia lingüística, de llengua estàndard i d’estandardització. Dediquem la part ii a la contextualització de diversos aspectes de la investigació. En primer lloc, definim l’àrea objecte d’estudi, circumscrita a la Mancomunitat de la Taula del Sénia, mitjançant dades de caràcter demogràfic i econòmic; en segon lloc, descrivim geolectalment el tortosí de les comarques examinades: el Montsià, el Baix Maestrat i els Ports. En tercer lloc, centrant-nos en aquesta àrea central del domini lingüístic, resseguim el procés d’estandardització en aquest territori a partir del model de llengua vehiculat. Finalment, mostrem una panoràmica de l’estàndard oral català difós a TV3 durant els darrers 30 anys.
Bastim la part iii amb l’anàlisi de les dades recollides distribuïdes, d’una banda, tenint en compte el nivell de llenguatge —fonètica, morfologia i lèxic— i, de l’altra, segons l’àmbit d’investigació: ensenyament i mèdia. En primer lloc, quant a l’àmbit educatiu, les dades revelen la manca de discerniment dels docents entre les variants tortosines codificades per l’estàndard i les col·loquials i també la difusió de formes estàndards del català central en detriment de les tortosines. En aquest sentit, l’arraconament de les solucions estàndards tortosines es concentra, sobretot, en el lèxic i, en menor mesura, en la morfologia nominal. Tanmateix, el grau d’integració del tortosí en el model de llengua dels docents valencians és superior al dels catalans, atès que l’estàndard imperant al País Valencià és l’occidental. En segon lloc, de l’anàlisi lingüística dels mèdia se’n desprèn l’heterogeneïtat de models entre els locutors, tot i que la tendència general és l’abdicació de les variants verbals estàndards tortosines. Per contra, es demostra que la fonètica és el nivell lingüístic més refractari a l’estàndard del català central, per bé que hem documentat realitzacions al·lòctones com la reducció vocàlica.
En darrer terme, en la part iv, per un cantó, presentem les conclusions de la tesi, en què es posa de manifest la vehiculació parcial de l’estàndard planificat tortosí. Més concretament, es revela que el grau d’integració del tortosí en l’estàndard difós és elevat en la fonètica, mitjà en la morfologia nominal i irregular en la morfologia verbal i en el lèxic —nivells en què convé distingir entre els resultats a l’ensenyament i als mèdia. Per l’altre cantó, proposem un model de llengua d’estàndard oral per a la zona tortosina per a cada sector analitzat a partir de les dades recollides, les quals permeten traçar futures línies de recerca sobre l’estandardització d’àrees administrativament frontereres.The present dissertation aims to analyze, from the language planning point of view and with a synchronic prospective, the spoken standard spread by the Tortosin educational system and public television. Research is divided into two main areas: the education sector and the mass media. Firstly, regarding the education sector, this dissertation focuses on the spoken standard spread by first grade elementary school teachers in nine Catalan and eleven Valencian towns. We study a total of 29 first grade elementary school instructors and we contrast their data with that of their students; in other words, we use data collected from 416 children to filter the linguistic model they learn from their teachers. Secondly, concerning the media, we examine the spoken standard spread by three Tortosin journalists that appear in two separate editions of the newscast Telenotícies, broadcasted by TV3: Glòria Boquizo, Fàtima Llambrich and Víctor Sorribes. The research corpus is comprised of 101 informative pieces. This dissertation has been divided into four chapters. In Chapter i, we explain the theoretical framework of this thesis: the concept of linguistic ecology, standard variety and standardization. In Chapter ii, we contextualize several details of the research. First, we delimit the area of study within la Mancomunitat de la Taula del Sénia with demographic and economic information. Secondly, we describe the Tortosin geolect that is spoken in the Montsià, Baix Maestrat and Ports regions. Also, we expose the process of standardization inside the area of focus. Finally, we show a panoramic view of the Catalan spoken standard spread by TV3 for the last 30 years. In Chapter iii, we analyze the collected data in two different ways: according to the language system (phonetics, morphology and vocabulary) and regarding the sector examined (education and media). From the first perspective, data from the educational system reveals the lack of discernment between the Tortosin codified standard and colloquial forms. Additionally, it reveals the spread of Eastern Catalan standard variants at the expense of Tortosin variants. Accordingly, the disappearance of the Tortosin standard focuses on vocabulary, and to a lesser extent, nominal morphology. However, the degree of Tortosin features in the standard spread by Valencian teachers is higher than that spread by Catalan teachers, due to the dominant standard in País Valencià being the Western variety. From the second perspective, linguistic analysis of the media shows the heterogeneity of models among the studied journalists. Nonetheless, the general tendency is the disappearance of the Tortosin standard verbal forms. In contrast, this research shows that phonetics most strongly resists the influence of Eastern Catalan standard features. Finally, in Chapter iv we present the conclusions of this dissertation, such as the partial vehiculation of the Tortosin codified standard. Particularly, this study reveals that the grade of integration of Tortosin into the spread standard is high in phonetics, medium in nominal morphology and irregular in verbal morphology and vocabulary (we must distinguish between these two latter sections). Moreover, we propose a Tortosin spoken standard model for the Tortosin speaking area to each studied sector and future lines of research regarding standardization in administrative border areas.
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Christensen, Filip, and Peter Skoggård. "HUMOROUS ADVERTISING : A STUDY OF U.S. TV ADS IN SWEDEN." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64146.
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Globalization has resulted in cultures becoming more alike in many ways. The challenge is determining when communication methods can be common for a global market as opposed to targeted messages for a specific geographic area or demographic. When companies try to expand internationally they face the challenge of adapting their advertisement when communicating with customers from a new market. This study strives to analyze the impact of U.S. humorous television advertisements on Swedish consumers. Theory suggests that if the culture between the markets are close to each other, standardization is the most cost efficient plan. Humor is a common tool for companies to employ when communicating with consumers through television advertisement. It has many positives affects, but can also result in negative impact if the humor is misunderstood by the consumer. A case study was applied for this project, and all data was gathered from two separate focus groups. The focus groups included six members each, equal divided between genders. Both focus groups were introduced to five humorous television ads that have been aired in the U.S. market but not in the Swedish market. After the participants were introduced to the humorous ads, the moderator had four questions to the participants which led to discussions within the focus groups. The result of this study indicates that U.S. companies must adapt their humorous television advertisements when communicating with Swedish consumers. The Swedish consumers experienced the ads as confusing and hard to understand. Findings also indicates that the culture and the language became an issue for companies when trying to convey a message to Swedish consumers without any adaptations of the ad.Globalisering har resulterat i att kulturer har närmat sig varandra. När organisationer och företag expanderar internationellt ställs de inför utmaningen om dom ska anpassa eller standardisera sin reklam för att kommunicera med den nya marknaden. Denna studie strävar efter att analysera vilken påverkan humoristisk tv-reklam från USA har på svenska konsumenter. Teori hävdar att standardisering av reklam är det mest kostnadseffektiva tillvägagångssättet och det mest effektiva om kulturerna är lika varandra. Humor är ett vanligt förekommande tillvägagångssätt när företag försöker att kommunicera med konsumenter genom tv-reklam. Humor i reklam har många positiva effekter men kan också resultera i det motsatta om den missförstås av konsumenten. Denna studie har genomförts som en fallstudie där data har samlats in genom att använda två fokusgrupper. Fokusgrupperna innehöll sex deltagare jämt fördelade mellan kön. Båda fokusgrupperna fick se fem olika humoristiska reklamfilmer från USA som inte har visats tidigare i Sverige. Efter varje reklamfilm fick deltagarna fyra frågor av moderatorn som ledde till en givande diskussion. Resultaten av denna studie hävdar att företag från USA måste anpassa deras humoristiska tv-reklam när de kommunicerar med svenska konsumenter. De svenska konsumenterna uppfattade reklamen som förvirrande och svår förståelig. De kulturella och språkliga skillnaderna mellan marknaderna medför ett problem för företagen när de försöker förmedla ett budskap till svenska konsumenter utan att anpassa reklamen.
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Malherbe, Emmanuel. "Standardization of textual data for comprehensive job market analysis." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLC058/document.
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Sachant qu'une grande partie des offres d'emplois et des profils candidats est en ligne, le e-recrutement constitue un riche objet d'étude. Ces documents sont des textes non structurés, et le grand nombre ainsi que l'hétérogénéité des sites de recrutement implique une profusion de vocabulaires et nomenclatures. Avec l'objectif de manipuler plus aisément ces données, Multiposting, une entreprise française spécialisée dans les outils de e-recrutement, a soutenu cette thèse, notamment en terme de données, en fournissant des millions de CV numériques et offres d'emplois agrégées de sources publiques.Une difficulté lors de la manipulation de telles données est d'en déduire les concepts sous-jacents, les concepts derrière les mots n'étant compréhensibles que des humains. Déduire de tels attributs structurés à partir de donnée textuelle brute est le problème abordé dans cette thèse, sous le nom de normalisation. Avec l'objectif d'un traitement unifié, la normalisation doit fournir des valeurs dans une nomenclature, de sorte que les attributs résultants forment une représentation structurée unique de l'information. Ce traitement traduit donc chaque document en un language commun, ce qui permet d'agréger l'ensemble des données dans un format exploitable et compréhensible. Plusieurs questions sont cependant soulevées: peut-on exploiter les structures locales des sites web dans l'objectif d'une normalisation finale unifiée? Quelle structure de nomenclature est la plus adaptée à la normalisation, et comment l'exploiter? Est-il possible de construire automatiquement une telle nomenclature de zéro, ou de normaliser sans en avoir une?Pour illustrer le problème de la normalisation, nous allons étudier par exemple la déduction des compétences ou de la catégorie professionelle d'une offre d'emploi, ou encore du niveau d'étude d'un profil de candidat. Un défi du e-recrutement est que les concepts évoluent continuellement, de sorte que la normalisation se doit de suivre les tendances du marché. A la lumière de cela, nous allons proposer un ensemble de modèles d'apprentissage statistique nécessitant le minimum de supervision et facilement adaptables à l'évolution des nomenclatures. Les questions posées ont trouvé des solutions dans le raisonnement à partir de cas, le learning-to-rank semi-supervisé, les modèles à variable latente, ainsi qu'en bénéficiant de l'Open Data et des médias sociaux. Les différents modèles proposés ont été expérimentés sur des données réelles, avant d'être implémentés industriellement. La normalisation résultante est au coeur de SmartSearch, un projet qui fournit une analyse exhaustive du marché de l'emploiWith so many job adverts and candidate profiles available online, the e-recruitment constitutes a rich object of study. All this information is however textual data, which from a computational point of view is unstructured. The large number and heterogeneity of recruitment websites also means that there is a lot of vocabularies and nomenclatures. One of the difficulties when dealing with this type of raw textual data is being able to grasp the concepts contained in it, which is the problem of standardization that is tackled in this thesis. The aim of standardization is to create a unified process providing values in a nomenclature. A nomenclature is by definition a finite set of meaningful concepts, which means that the attributes resulting from standardization are a structured representation of the information. Several questions are however raised: Are the websites' structured data usable for a unified standardization? What structure of nomenclature is the best suited for standardization, and how to leverage it? Is it possible to automatically build such a nomenclature from scratch, or to manage the standardization process without one? To illustrate the various obstacles of standardization, the examples we are going to study include the inference of the skills or the category of a job advert, or the level of training of a candidate profile. One of the challenges of e-recruitment is that the concepts are continuously evolving, which means that the standardization must be up-to-date with job market trends. In light of this, we will propose a set of machine learning models that require minimal supervision and can easily adapt to the evolution of the nomenclatures. The questions raised found partial answers using Case Based Reasoning, semi-supervised Learning-to-Rank, latent variable models, and leveraging the evolving sources of the semantic web and social media. The different models proposed have been tested on real-world data, before being implemented in a industrial environment. The resulting standardization is at the core of SmartSearch, a project which provides a comprehensive analysis of the job market
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Olson, Nanna, and Mathilda Ulander. "Fonologisk utveckling hos 4- och 5-åringar : En normering av uttalstestet Bedömning Av Fonologi (B.A.F.)." Thesis, Uppsala universitet, Logopedi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339456.
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Children with pronunciation difficulties are at risk of consequences later on, such as reading and writing difficulties. Problems with pronunciation could make a child less intelligible and affect their ability to discriminate between different speech sounds. To facilitate the assessment of pronunciation difficulties it is necessary to use appropriate and updated assessment tools suitable to analyze the children’s phonological development. The Swedish pronunciation test, Bedömning Av Fonologi (B.A.F.), has therefore been developed. This new test can be used by professionals to evaluate the phonological realisations of children. The purpose of this study was to gather normative data of 4 and 5 year olds for B.A.F. and to investigate if girls and boys performed differently concerning the pronunciation of the words in B.A.F. Furthermore, the intention was to investigate if there was any correlation in the performance of the words in B.A.F. with oral motor precision (by oral motor movements tasks), oral motor speed (by repeating syllables) as well as auditory perception (by repetition of nonwords). 63 children (36 girls and 27 boys) in the ages of 48 to 71 months participated in the study. The results showed that by using B.A.F. it is possible to see that the number of correctly pronounced words increases with age. Further, the results indicated that children in the ages of four and five had established /p, t, k, d, f, v, j, h, l, m, n/ and /ŋ/ and all the vocals except /y:/ and /Y/. The only speech sound that did not prove to be established was /r/. Neither the 4 nor the 5 year olds had established consonant clusters containing /r/. A significant correlation was found between oral motor speed and correctly pronounced words in B.A.F. The children’s auditory perception also correlated with the number of correctly pronounced words in B.A.F. This study suggests that skills concerning auditory perception and oral motor speed have more effect on pronunciation skills than oral motor precision. The results gave no indication of a difference in pronunciation between girls and boys.Barn med uttalssvårigheter löper risk för senare konsekvenser, som exempelvis läs- och skrivsvårigheter. Problem med uttal kan göra ett barn svårförståeligt för omgivningen och kan påverka förmågan att särskilja mellan språkljud. För att underlätta bedömningen av uttalssvårigheter behövs uttalstest som är aktuella och anpassade efter barns utveckling. Därför har det nya uttalstestet Bedömning Av Fonologi (B.A.F.) producerats. Med hjälp av B.A.F. kan barns fonologi undersökas genom uttal av språkljud i ord. Denna studie syftade till att ta fram normativa data för testet hos 4- och 5-åringar. Studien syftade även till att undersöka om några skillnader mellan könen gällande prestationen på B.A.F. fanns samt om något samband mellan uttal av orden i B.A.F. och ett antal uppgifter som mätte oralmotorisk precision (oralmotoriska rörelser) och snabbhet (upprepning av stavelser), samt auditiv perception (repetition av nonord) kunde påvisas. I studien deltog 63 barn (36 flickor och 27 pojkar) i åldrarna 4;0 år till 5;11 år. Under analysen delades barnen in i grupper av halvårsintervall. Resultaten visade att man i B.A.F. kan se att antal korrekt uttalade ord ökar i linje med stigande ålder. Det påvisades även att barn i fyra- och fem årsåldern etablerat /p, t, k, d, f, v, j, h, l, m, n/ och /ŋ/ samt alla vokaler utom /y:/ och /Y/. Det enda konsonantfonem som ej visade sig vara etablerat i dessa åldrar var /r/. Ingen av åldersgrupperna hade heller etablerat kluster innehållandes /r/. Ett signifikant samband kunde påvisas mellan oralmotorisk snabbhet och antal korrekt uttalade ord i B.A.F. Även barnens auditiva perception korrelerade signifikant med antal korrekt uttalade ord i B.A.F. Föreliggande studie tyder på att auditiv perception och oralmotorisk snabbhet har ett större samband med uttalet än oralmotorisk precision. Inga uttalsskillnader mellan könen framkom.
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Eduardo, Albano Agostinho. "Aquisição do português língua segunda no contexto da escola angolana. Perspectivas para a normalização do português falado em Angola." Doctoral thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/25461.
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Adquirir uma língua segunda é, sem dúvida, um processo individual e colectivo de integração e socialização suportado pela linguagem. Reveste-se de muita complexidade, no seu ensino, por se tratar de alterar o comportamento linguístico dos falantes para um novo, num contexto de maior exigência. No entanto, os alunos, sendo detentores de uma base cultural e linguística diferente, deparam-se com elementos estranhos às suas culturas. Revelam-se então dificuldades, traduzidas em desvios em distintas áreas do novo sistema linguístico chegando, às vezes, a construir outro, diferente quer da primeira língua, quer da língua segunda (Leiria1991, Madeira 2008).
Sendo Aquisição do Português Língua Segunda no Contexto da Escola Angolana o foco desta dissertação, passa pela didactização da norma padrão europeia (Língua Oficial dos angolanos), numa perspectiva de contacto num ambiente multilinguístico, onde existe necessariamente variação. Hoje, e, na essência, Que português falar/ensinar no contexto angolano? é a pergunta de partida à qual se subordina todo o procedimento da pesquisa.
Com base na hipótese, faz-se uma revisão da literatura (Cap.I) e, de seguida, caracterizamos, inicialmente, o ambiente sociolinguístico de aquisição da língua portuguesa (Cap. II - IV) e, do contacto, procedemos à caracterização da estrutura interna do Sintagma Nominal (SN) das línguas cokwe e português (Cap. V), na Escola Superior Pedagógica da Lunda Norte (ESPLN). Desta observação (variação), por meio de contrastes das produções dos alunos, reflectimos em torno do futuro da variedade emergente no país (Cap. VI).
A metodologia impôs-se com o auxílio de um teste de produção induzida (TPE) que permitiu aferir a proficiência dos alunos do 1º e 2º anos da ESPLN, como a amostra do estudo. A partir dos dados e das conclusões da revisão da literatura, reflectimos em torno da norma ideal e da norma emergente neste espaço multilinguístico; Abstract:
Without a doubt, to acquire a second language is an individual and a collective process of integration and socialization. It is a task of great complexity in its teaching process, because this changes the linguistic speaker’s behaviour. Students having different cultural and linguistic support, so they face some foreign elements to their cultures. They have difficulties in dealing with deviations in different areas of the new linguistic system, and even build up a different system according to the identity of the first or second language (Leiria1991, Madeira 2008).
Since the subject of this thesis is the acquisition of Portuguese as a second language in the context of the Angolan school, and the perspective for the normalization of the Portuguese language spoken in Angola, the aim of this research is to identify the teaching of the Portuguese standard language (the oficial language of the Angolan people), from the contact in the multilingual context (where variation necessarily exists) until the acquisition of its system. Today and essentially the procedure was subjected to the following question: what Portuguese to speak/teach in the Angolan context?
Based on the hypotheses, we, first, revised the literature (Chap. I), next we characterized the sociolinguistic context in which the acquisition of Portuguese language takes place (Chap II - IV) and by the contact of the Cokwe and Portuguese language we proceeded to the characterization of the internal structures (Chap. V) at ESPLN. From this observation (variation /instability of the estruture) and by means of it we contrast phrases’ structures in order to reflect on the future of emerging variety in this country (Cap. VI).
The methodology used an induced production test, which allowed the access of the students’ proficiency of I and II years of higher education in Lunda Norte (Dundo), as a sample of this study. The analised data and the conclusions of the literature review, lead us to present this reflection around the ideal standard and the emerging standard in this multilinguistic space.
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Sáez, Quetglas Daniel. "L'Escola Municipal de Mallorquí de Manacor i la recuperació del paper educatiu i social de la Llengua Catalana a Mallorca (1960-1980)." Doctoral thesis, Universitat de les Illes Balears, 2015. http://hdl.handle.net/10803/369040.
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L’estudi que es presenta gira entorn al procés de recuperació de la identitat lingüística i cultural que es va viure a Mallorca a partir dels anys 60 i 70, durant la darrere etapa del franquisme i el període de transició democràtica. La hipòtesi de la investigació és demostrar de quina manera un grup de persones compromeses i lluitadores en defensa de la cultura pròpia va articular tota una estratègia, organitzada i planificada, per estendre l’ensenyament de la llengua i facilitar el camí cap a la normalització del seu ús formal.
L’autor sosté que sense el conjunt d’accions i actuacions que es varen desplegar amb aquest objectiu, la societat mallorquina no hagués estat prou madura ni conscient per reivindicar el reconeixement del català com a llengua oficial de les Illes a la classe política sorgida de les primeres eleccions democràtiques a finals dels anys 70.
S’ha volgut arribar en aquest anàlisi general partint d’una experiència concreta, d’una iniciativa pionera i genuïna en el moment que va tenir lloc. Ens referim a l’Escola Municipal de Mallorquí de Manacor, la primera institució pública que va impulsar la creació d’un centre, obert i assequible per a tothom, per a oferir cursos d’ensenyament de llengua i cultura als ciutadana del seu municipi. El valor històric rau en el fet que es tracta d’un consistori franquista (1973), i per tant encara no democràtic i sotmès a l’autoritat política i administrativa de la dictadura. Un règim autoritari, que per altra banda, s’havia preocupat molt de reduir a la mínima expressió els trets culturals i lingüístics diferenciats de les nacionalitats històriques. Especialment dura va ser la repressió que es va viure a Catalunya, però també a Mallorca durant la postguerra.
Explicarem el paper protagonista que va tenir l’OCB i particularment Francesc de Borja Moll en tot el procés de reactivació i activisme cultural. Entrarem a definir el sistema d’ensenyament gradual i estructurat que es va posar en marxa a tal efecte i que, poc a poc, es va estendre a diferents indrets de l’illa. Els cursos de llengua varen tenir l’encert de connectar amb una parta de la població que cercava quelcom alternatiu al discurs oficial i a l’adoctrinament de l’escola franquista. És a dir, descobrir una història i uns elements culturals desconeguts i amagats, agermanats amb la resta de territoris de parla catalana.
És important assenyalar la connexió de moviments educatius renovadors com l’escoltisme que influïren de manera significativa a moltes de les persones que posteriorment s’implicarien en la defensa i la resistència cultural, mitjançant la participació en activitats de l’OCB, l’EMM o des dels moviments de renovació pedagògica reivindicant canvis profunds en l’ensenyament (l’Escola d’Estiu de Mallorca n’és un exemple).
L’activisme social i polític antifranquista que es va constituir a durant els anys 60 va es va mostrar sensible davant el discurs que s’anava edificant entorn a la recuperació i normalització de la llengua i la identitat del poble mallorquí. En aquest sentit, es varen registra col•laboracions entre certs mitjans de comunicació, partits polítics en la clandestinitat, associacions de veïns, moviments progressistes d’Església i professorat amb l’activisme cultural que practicaven l’OCB i l’EMM.
En darrer terme, es presentarà un exhaustiu estudi dels primers anys de funcionament de la institució de Manacor, sobretot la posada en marxa i l’extensió del sistema d’ensenyament per graus als centres educatius d’EGB (Ensenyança General Bàsica) i ensenyament mitjà de la comarca.El estudio que se presenta gira en torno al proceso de recuperación de la identidad lingüística y cultural que se vivió en Mallorca a partir de los años 60 y 70, durante la última etapa del franquismo y el periodo de transición democrática. La hipótesis de la investigación es demostrar de qué manera la iniciativa de un grupo de personas comprometidas y luchadoras en defensa de la cultura propia abrió el camino hacia la normalización de la lengua en todos los ámbitos de uso. Veremos como este camino se pone en marcha a partir de un conjunto de acciones organizadas y estructuradas de educación no formal, que van extendiendo una red de puntos de enseñanza del catalán por toda la isla. El autor sostiene que sin el activismo de estos hombres y mujeres, la sociedad mallorquina no hubiera sido suficientemente madura ni consciente para reivindicar el reconocimiento del catalán como lengua oficial de las Islas ante una nueva clase política surgida de las primeras elecciones democráticas. Francesc de Borja Moll lideró el proceso y puso en marcha, con otras personas igualmente comprometidas, la Obra Cultural Balear, una entidad que nació con la misión de restituir la cultura propia de las Islas. Rápidamente desde otros ámbitos de la sociedad se unieron para lograr el mismo objetivo: el movimiento escolta, algunos sectores más progresistas de la Iglesia mallorquina y personas procedentes del mundo de la enseñanza, entre otras. Finalmente, concretaremos todo lo que estaba pasando a nivel más general, a través de la iniciativa que se llevó a cabo en el municipio de Manacor para crear una escuela, pública y asequible a toda la ciudadanía, dedicada a la enseñanza de la lengua y la cultura, todavía dentro del periodo franquista. Estudiaremos los hechos históricos que lo hicieron posible y las repercusiones que tuvo durante la primera etapa de funcionamiento, desde un punto de vista pedagógico y también de impacto social.
The present study revolves around the process of recovery of the linguistic and cultural identity which took place in Majorca around the 60s and 70s, during the last stage of the Franco regime and the period of democratic transition. The hypothesis of the research is to demonstrate, how the initiative of a group of committed fighters defending the people's culture, paved the way for the normalization of the language in all areas. You'll see how this path starts from a set of organized and structured actions of non-formal education, which spread through a network of teaching points of Catalan across the island. The author argues that without the activism of these men and women, the Majorcan society would not have been mature or conscious enough to vindicate the Catalan as the official language of the islands to the new political class that emerged from the first democratic elections. Francesc de Borja Moll with the support of other equally committed people led the process and launched the “Obra Cultural Balear”, an organization that was founded with the mission of restoring the culture of the Islands. Quickly other areas of society came together to achieve the same goal: the Scout movement, the more progressive sectors of the Church and people from the field of education, among others. Finally, all that was happening around the island, came down to the creation of a public school accessible to all citizens in the town of Manacor, dedicated to the teaching of the local language and culture, still within the Franco period. We will study the historical events that made it possible and the impact it had during the first stage of operation, from a pedagogical point of view and it’s social impact.
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Wang, Ying. "A study of the standardization of Chinese writing/." 2008. https://scholarworks.umass.edu/theses/2060.
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Malatji, Mmatlou Jerida. "An exploration of the restandardization of Sepedi : the inclusion of the Khelobedu dialect." Thesis, 2017. http://hdl.handle.net/10386/2388.
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Thesis ( M. A. (Translation Studies and Linguistics)) -- University of Limpopo, 2017The study explored the restandardization of Sepedi with the aspiration of including Khelobedu dialectical lexicons in the standard form. The standardization of Sepedi, unlike the case of Shona, excluded many of its dialects from the process, thus, left Khelobedu speakers outside of this medium and later subjected them to learn it in schools, putting them at a point of disadvantage academically. Very few studies have been conducted around this term restandardization. This study is mixed method in approach and sequential in design. Data is collected via self-administered questionnaires and face-to-face interviews using an interview guide. A total of 20 participants from four villages in the Mopani District made up a sample for the quantitative data collection phase, while four participants who are Language practitioners by profession made up the qualitative phase of the study. The findings of the study reveal that dialect speakers do not have much confidence in their dialectical variety. They still believe that English and Sepedi are mediums of development and progress. Although restandardization according to the language practitioners is said to possible, PanSALB still has a lot to do in terms of developing Indigenous Languages in South Africa.
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Funnell, Barry John. "A contrastive analysis of two standardised varieties of Sena." Diss., 2004. http://hdl.handle.net/10500/1830.
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The main aim of this study was to assess the degree of similarity or variation between the two cross-border standardised varieties of the Sena language spoken in Malawi and Mozambique. The study sets out to test the hypothesis that the two varieties are similar enough to be standardised into one common standard Sena. A contrastive analysis was done on the translated Biblical texts of Jonah and Matthew in both varieties on the grammatical, orthographical and lexical level. The findings show that on a grammatical and lexical level there is minimal variation, but on an orthographical level there is a 20% variation partly due to different orthographic conventions used by the translators. These findings suggest that in the light of the current trend of regionalisation, standardisation is desirable and could be achieved by a cross-border language commission.Linguistics
M.A.
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Silva, Catarina Pinto da. "The importance of language standardization/adaptation strategies on european web retail." Master's thesis, 2016. http://hdl.handle.net/10071/13704.
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JEL Classification System: Code MThe discussion around strategy adaptation or standardization, in an internationalization context, has been intensified since the year 2000. This associated with the increasing internet consumption habits creates the necessity of more specific studies relating e-commerce and marketing mix strategy, namely on communication. This project aimed at studying the impacts of website communication adaptation and standardization strategies on results of the top 500 European web retailers. Aligned to what was expected, the study concluded that there is a positive correlation between language adaptation and results, with particular relevance on the variable web sales, although standardization is the preferred strategy. Additionally, it was observed that English presence has a positive influence on results.
A discussão em torno de estratégias de adaptação e padronização, em contexto de internacionalização, tem-se intensificado desde 2000. Isto associado aos crescentes hábitos de consumo na internet cria a necessidade de estudo mais específicos que relacionem comércio eletrónico e estratégias de marketing mix, nomeadamente na comunicação. Este projeto teve como objetivo estudar os impactos da adaptação e da padronização da comunicação dos websites nos resultados dos maiores retalhistas online na Europa. Em linha com o esperado, o estudo conclui que existe uma correlação positiva entre a adaptação da língua e os resultados, com particular expressão na variável vendas online, apesar de a padronização ser a estratégia preferida. Adicionalmente, foi observada uma influência positiva da presença do inglês nos resultados.
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"Linguistic variations and the question of standardization in Setswana." Thesis, 2015. http://hdl.handle.net/10210/13288.
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Ph.D. (African Languages)The main concern of this study has to do with the investigation of linguistic variation and standardization in Setswana. We are of the idea that linguistic variation and standardization occur as a result of both internal and external factors. Focus of this study was both on some of those areas inhabited by Batswana both in Botswana and South Africa. An investigation has been made on the different orthographies used in these countries. Although their orthographies presently differ, they were initially the same. They separated after the revision of the 1937 orthography version by the then Tswana Language Committee in South Africa. But, however, Setswana Standard Orthography 1981 (1981) in Botswana, is the same as Tswana Terminology and Orthography No.3 (1972) in South Africa. This similarity was caused by the great influence and presence of Professor E.S. Moloto. Botswana dependency on South Africa during that time, on language planning may have been because 'South Africa has more speakers of Setswana, has had larger total resources in money and manpower, and thus rather naturally took the lead and Botswana ended following suit' (Janson and Tsonope, 1991:78). During that time, South African policies were directed by the ideology of the apartheid system. So, 'to ignore linguistic developments in South Africa was impossible, but to accept them has often been unpalatable and maybe important' (Janson and Tsonope, 1991:78). Data collected bear testimony that standard language is what Botswana people really want to be taught at schools and tertiary institutions. Most of them do not really understand why their children are expected to use standardized language as formal style. The reason behind all these is that they were never involved in language planning. Therefore, there is great need to involve people from different sectors where Setswana is involved. The language policy for the new South Africa in the future should be written in all official languages not just in English and Afrikaans only (refer to Government Gazette, 9 May 1997).
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Eira, Christina. "Discourses of standardization: case study-the Hmong in the west." 2000. http://repository.unimelb.edu.au/10187/2328.
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This thesis investigates language standardization from linguistic, sociolinguistic and critical applied linguistic perspectives. It arises from my involvement with a local ex-refugee Hmong community, who asked me a few years ago to assist in an ongoing standardization project; working first on orthography establishment, then moving on to dictionary work. This work has led me to consider what directs the phenomenon, the goals and the procedures of standardization. An intricate web of ideologies, intergroup relations, linguistic considerations and practical requirements motivate and shape the course it follows. Speakers and researchers, the minority community and the dominant culture all influence its processes and outcomes. For my primary Hmong consultancy group, a strong socio-politico-religious position leads the standardization agenda, manifested particularly in the choice of a unique script. Throughout the wider Hmong community, values including orthodoxy, progressivism and nationism interact with communicative, pedagogical, scientific and technological imperatives, as well as the broader context of recent relocation to a western environment. This complex of conditions informs the salient problems and directions discussed. My approach comprises (i) a descriptive linguistic and sociolinguistic assessment of how particular aspects of language are treated in standardisation, and (ii) a post-Foucauldian investigation of how the processes of standardization are given form as possible objects of thought, discussion or action. In order to explore these questions:(i) I ground my case study in a descriptive and analytical presentation of the language and linguistics topics most salient to standardisation. Base linguistic issues include phonology and word formation. Key language planning issues are standard dialect, orthography, lexical elaboration, tools of standardisation and dissemination. Contentions and solutions are discussed for each issue which arises, as seen from various positions from both inside and outside the Hmong-speaking community. The focuses and projects of many different subgroups are incorporated, and the local dictionary project discussed in depth.
(ii) I excavate and construct the discourse formations—that is, the structures which predispose the particular ideas, principles and directions of standardization that emerge. I examine the strategies people employ in their movement within these discourse formations, and explore how the discourses are perpetually reworked and reconstituted in the process of their actualisation during the standardization processes.
The strong orientation of this thesis on the one hand to the work and ideas of the speech community, and on the other hand to exploring the underlying structures shaping language and linguistics work, calls attention to the some of structures implicit in the research itself. Specifically, this thesis foregrounds considerations of the changing roles of researchers and speakers, the legitimation of certain kinds of knowledge, and the differences in what can be understood of the object of research depending on the discursive position of the viewer. I develop working principles which pursue diversity of viewing positions, emphasise the knowledge and perspectives of speakers, and privilege the small and particular over the dominant and central.
The thesis as a whole contributes to: • furthering current understanding of linguistic and sociolinguistic aspects of the Hmonglanguage and its standardization
• expanding linguistic theory to incorporate social conditions and discursive bases as aninextricable part of the language ecology.
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Tangit, Trixie M. "Planning Kadazandusun (Sabah, Malaysia) : labels, identity, and language." Thesis, 2005. http://hdl.handle.net/10125/11691.
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"Standaardafrikaans : herstandaardisering via harmonisering in die Afrikaanse media." Thesis, 2014. http://hdl.handle.net/10210/8991.
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M.A. (Afrikaans)Guided by contemporary Afrikaans media, with specific reference to print 'media and television, this study aims to look at certain possible changes to one of the varieties of Afrikaans, known as Standard Afrikaans. Furthermore, it takes a historic and future glance at respectively the origin as well as possible restandardisation of this variety. While language manuals are consulted in the first instance, recent internet and newspaper articles reflect the current attitude of various coloured academics, journalists and writers toward a possible new standard that includes those varieties of Afrikaans that used to be stigmatized. Willemse (2011) suggests that a purposeful process of inclusion and expansion of Standard Afrikaans is necessary for the sake of the legitimisation by the greater majority of Afrikaans speakers. This study makes various suggestions to enrich this variety, without necessarily changing its level of formality. While the dissertation does not over-emphasise the sociopolitical influences on Standard Afrikaans, it does become obvious that politics and skin colour played a significant role in the establishment of written Afrikaans - especially Standard Afrikaans. In the past, the voice of coloured Afrikaans speakers was mostly absent in the standardisation process. Today, however, there are talks of closer cooperation between all of the relevant parties in the possible restandardisation process of Afrikaans. One of the most prominent role players in the standardisation, with specific reference to the possible future restandardisation of Afrikaans, is the media. This study, in other words, wants to look at the role contemporary Afrikaans can play in the restandardisation of Afrikaans by harmonizing different varieties.
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Chuang, Hui-Chin, and 莊慧瑾. "The Impact of Language Policy to The National Identity: A Case Study of Standardization of Serbo-Croatian." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/efhh9e.
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碩士國立政治大學
斯拉夫語文學系
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The thesis aims to, on the one hand, figure out how language policies have influenced national identity in Yugoslavia, and investigate the collapse of the Serbo-Croatian language. The Serbo-Croatian language was a cultural invention of nationalism during the eighteenth and nineteenth centuries. Under the influence of romanticism, south Slavic scholars began to trace back who they were and tried to reconstruct their identity and to build their nation. Sharing the same spirit, Serbian linguist Vuk Karadžić and Croatian linguist Ljudevit Gaj reformed both Serbian and Croatian languages, as an approach to demonstrate their independent national identity to other Europeans. In 1850, the term “Serbo-Croatian” was coined and had existed until the end of the twentieth century. However, the term “Serbo-Croatian” was eventually collapsed and divided into “Serbian,” “Croatian,” “Bosnian,” and “Montenegrin.” The names of these languages also embody their “state-nations.” The thesis reaches a conclusion that language is a key to unite people; however, when the civil war broke out in 1990s, the name of this unified “language” had nonetheless become a critical site of struggles. This particular case study demonstrates how nationalism and national identities have affected language policies, instead of the other way around. It is important to emphasize that while a nation endeavors to create its “language,” such a linguistic formation would simultaneously construct its creator. The thesis is to provide a case study of Yugoslavia, we can see how nationalism affects language policy, but at the same time how language policy makes impact on national identity. I hope this paper can bring some insights for Taiwan's current language policy and language planning.
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Fredericks, Niklaas Johannes. "A study of dialectal and inter-linguistic variations of Khoekhoegowab: towards the determination of the standard orthography." 2013. http://hdl.handle.net/11394/3525.
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Nama is a Khoekhoe-language variety spoken in more than three countries namely Namibia, South Africa, Botswana and Angola. The language was previously called the Nama language, however, for pragmatic reasons, to cater for a Damara/Nama union, it is called Khoekhoegowab in Namibia. As far as I know there has been no comprehensive study on Nama/Damara/Khoekhoegowab. A preliminary study was done by Haacke, Eiseb and Namaseb (1997). However, as can be seen from the title of this study, it was ‘preliminary’ which means the authors are the first to admit
that their study was not complete. The aim of this thesis was to undertake an extensive linguistic analysis of Khoekhoegowab as a way to come up with a comprehensive dialectal inventory. The established dialectal inventory will not only help in the linguistic development of Khoekhoegowab, but also in the determination of a standard linguistic code, leading to iv development of materials. This is important in grammatical descriptions needed for literacy material development and language policy implementation. Following Haacke, Eiseb and Namaseb (1997) and Guldenmann (2000, 2003, 2008), the study employed a dialectal difference or comparative approach. Considering the nature of the study, a mixed research design was used to collect the data. The data was drawn from the few available
studies on Nama/Damara or Khoekhoegowab dialects such as those by Haacke, Eiseb and Namaseb (1997) and Du Plessis (2009). This was supplemented and complemented by document analysis and the various Khoekhoegowab literature. Interviews of limited key informants and focus groups were undertaken in various regions namely (Hardap, Karas and Kunene). The narratives from these interviews were used to determine the dialects currently in place as well as the differences and similarities. The collected data was then treated to a linguistic and dialectal analysis (cf. Guldenmann 2000, 2003, 2008; Du Plessis, 2009) as a way to discover similarities and differences, which will in turn inform the proposal on a possible standard form and composite orthography. The phonological differences of the three dialects under discussion were identified where the vowel system was discussed. With regard to the plain vowels, an argument was made that the Central Nama and Central Damara are in fact similar in terms of vowel inventory compared to Central Nama and the Bondelswarts dialects. The phonetic aspects of the consonant system of the identified dialects were also discussed. A discussion on clicks and click consonants was also made where a distinction was drawn between plain clicks and complex clicks. The morphosyntax v of Khoehoegowab was also discussed where it was obvious that there were mainly more similarities than differences between the dialects. The phonetic inventories identified in chapters
4 and 5 were assessed using data from different sources such as the Bible, the Social Security booklet, the grade 9 school textbook, Facebook (a social media page), Google maps, Khoekhoegowab orthography (2003), and the Ministry of Health booklet. The aim of this was to account for differences and similarities between various materials in terms of symbols used for writing Khoekhoegowab. There were differences observed which were because of the influence of modern technology (especially the electronic keyboard) on the writing practices of Khoekhoegowab speakers. The proposed orthography takes technological developments into account. As a contribution, this study provides new insight into the issues of voicing, and voiced and voiceless consonants. In terms of theory the handling of tone and length was discussed in detail where it was established that tone is phonemic and not vowel length. The issue of whether or not complex clicks should be treated as units or clicks plus an accompaniment was discussed where I
argued that the sounds are co-articulated and should be treated as one. Regarding the orthography, although there is orthography, the existing orthography is clearly not adequate as some of the sounds were not correctly captured. This has an implication on teaching the language in the schools. It will help in the revitalizing of Khoekhoegowab compared to more established Bantu languages.Philosophiae Doctor - PhD
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Pieterse, H. J. 1960. "Taalpolitiek en "Alternatiewe Afrikaans"." Thesis, 1994. http://hdl.handle.net/10500/15785.
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Text in AfrikaansDie term "Alternatiewe Afrikaans" is die afgelope dekade telkens gebruik in taalpolitieke publikasies, maar tot dusver is daar relatief min gedoen om die begrip te analiseer, om die "Alternatiewe Afrikaanse beweging" histories te kontekstualiseer, en om die "beweging" se taalpolitieke uitgangspunte en publ ikasies krities te evalueer as ideologiese teenpool vir Standaardafrikaans of "Establishment Afrikaans". Hierdie proefskrif poog om, na aanleiding van 'n analise van die politieke faktore rondom die opkoms en "kanoni sering" van Standaardafri kaans, die totstandkoming van (wit) Afrikanerhegemonie en die daarmee gepaardgaande breuk in die Afrikaanse taalgemeenskap, die ontstaan van die term "Alternatiewe Afrikaans" en die taalpolitieke "agenda" van die "Alternatiewe beweging" te ondersoek. In die eerste hoofstuk word die taalsosiologie en taalpolitiek as studieterreine ontleed en terme soos "politiek", "mag" en "ideologie" en die verskei e wyses waarop hull e met taa 1 in verband gebri ng kan word, word ondersoek. Die "Kritiese Linguistiek" word onder die loep geneem en die hegemoniemodel van Gramsci word bespreek as deelteoretiese raamwerk vir hierdie studie. In die tweede hoofstuk word die taalpolitiek van Standaardafrikaans bespreek aan die hand van die volgende temas: Afrikanernasionalisme en Afrikaans, die politisering en mitologisering van die ontstaansgeskiedenis van Afrikaans, en die Afrikaanse taalbewegings. Tel kens word "alternatiewe", ontmitologiserende beskouings teenoor "standaardbeskouings" van die temas gestel. Die ontsluiting van 'n alternatiewe hegemonie, verbind met die "Alternatiewe beweging" en "People's Education", word in hoofstuk 3 bespreek en die term "Alternatiewe Afrikaans" word ontleed. Daar word besin oor die "Alternatiewe beweging" as "taalbeweging". In die vierde hoofstuk word die ideologie van "bevryding" in 'n aantal tekste wat met "Alternatiewe Afrikaans" geassosieer word, geanaliseer aan die hand van verskeie tegnieke uit die kritiese diskoersanalise. Manipulatiewe en propagandistiese diskursiewe praktyke word uitgelig. Die "depolitisering" en "demokratisering" van Afrikaans word in die slothoofstuk bespreek. Daar word aangetoon dat "Alternatiewe Afrikaans" deur 'n duidelike polities-mobiliserende agenda onderle word, dat die varieteit 'n verpolitiseerde "ideologiese metalek" van Afrikaans is en uiteindelik 'n etiket is vir " 'n ideologie van bevryding" ten opsigte van die heersende hegemoniese strukture
During the past decade the term "Alternative Afrikaans" has frequently been used in publications on language politics. Until recently little has been done concerning the analysis of this term and the contextualisation of the "Alternative Afrikaans movement". The politico-linguistic premises and publications of the "Alternative movement", as an ideological opposition to Standard Afrikaans or "Establishment Afrikaans", have not yet been sufficiently and critically evaluated. The aim of this thesis is to investigate the origin of the term "Alternative Afrikaans" and the politico-linguistic "agenda" of the "Alternative movement", with analogical reference to the political factors surrounding the rise and "canonisation" of Standard Afrikaans, the establishment of (white) Afrikaner hegemony and the concomitant division within the Afrikaans language community. In the first chapter the sociology of language and language politics are discussed, and terms such as "politics", "power" and "ideology" and the various ways in which they may be connected with language, are examined. The field of "Critical Linguistics" and Gramsci's hegemonic model are discussed as partial theoretical frameworks for this study. In the second chapter the language politics of Standard Afrikaans is discussed on the basis of the following themes: Afrikaner Nationalism and Afrikaans, the politicisation and mythologising of the ontogenesis of Afrikaans, and the Afrikaans language movements. "Alternative", demythologising views, contrary to the "standard" views on these themes, are discussed. The develpment of an alternative hegemony, linked with the "Alternative movement" and "People's Education", is considered in chapter three and the term "Alternative Afrikaans" is analysed. The "Alternative movement" is analysed as "language movement". In chapter four the ideology of "liberation" in a number of texts associated with "Alternative Afrikaans" is analysed on the basis of various techniques used in critical discourse analysis. Manipulative and propagandistic discursive practices are highlighted. The "depoliticisation" and "democratisation" of Afrikaans are considered in the final chapter. It is argued that "Alternative Afrikaans" is based on a specific agenda of political mobilisation, that this variety is a politicised "ideological metalect" of Afrikaans and ultimately a "label" for an "ideology of liberation" with regard to the prevailing hegemonical structures
Afrikaans & Theory of Literature
D. Litt. et Phil. (Afrikaans)
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Hasselbring, Sue. "Cross-dialectal acceptance of written standards : two Ghanaian case studies." Thesis, 2006. http://hdl.handle.net/10500/715.
Full textAbstract:
Cross-dialectal acceptance of a written standard (CAWS) is essential for that standard to be used
by speakers of divergent dialects of a language. Earlier works have focused on the influence of
linguistic differences on comprehension of the standard, but little attention has been given the
influence of socio-cultural and programmatic factors on acceptance of a standard. Case studies
of the Lelemi and Likpakpaanl language development programmes provide information
through which the socio-cultural and programmatic factors which influence CAWS can be
identified. Due to the complex nature of the topic, various indicators are used to measure levels
of acceptance of the written standard by speakers of each dialect.
Socio-cultural factors which influence CAWS relate either to the language community's degree
of interdialectal communication or to their perception of being a unified people. These factors
include social structure, governance, cultural and religious activities, and patterns of marriage,
commerce, transportation and migration. The existence of extensive social networks and the
role of opinion leaders were also influential
Activities of the two language development programmes which positively influenced CAWS
included those which informed and involved speakers of all dialects of the language. These
activities built on the existing levels of unity and inter-dialectal communication by using
existing social networks. The Lelemi programme involved speakers of all dialects more
uniformly than did the Likpakpaanl programme. However, both programmes informed and
involved speakers of all dialects to some extent.
The dialect communities of each language did not equally accept the written standards.
Acceptance appeared to correlate more strongly with programmatic factors than with sociocultural
or linguistic factors.
This thesis provides a model for language teams to follow in 1) identifying socio-cultural factors
which have the potential to influence CAWS; 2) applying knowledge about the socio-cultural
situation to programme planning; and, 3) assessing levels of acceptance by speakers of each
dialect.Linguistics
D. Litt. et Phil. (Linguistics)