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St, Louis Brett Andrew Lucas. "C.L.R. James's social theory : a critique of race and modernity." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297631.
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Halliwell, Joe. "Linguistic probability theory." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29135.
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A theory of linguistic probabilities as is patterned after the standard Kolmogorov axioms of probability theory. Since fuzzy numbers lack algebraic inverses, the resulting theory is weaker than, but generalizes its classical counterpart. Nevertheless, it is demonstrated that analogues for classical probabilistic concepts such as conditional probability and random variables can be constructed. In the classical theory, representation theorems mean that most of the time the distinction between mass/density distributions and probability measures can be ignored. Similar results are proven for linguistic probabilities. From these results it is shown that directed acyclic graphs annotated with linguistic probabilities (under certain identified conditions) represent systems of linguistic random variables. It is then demonstrated these linguistic Bayesian networks can utilize adapted best-of-breed Bayesian network algorithms (junction tree based inference and Bayes’ ball irrelevancy calculation). These algorithms are implemented in Arbor, an interactive design, editing and querying tool for linguistic Bayesian networks. To explore the applications of these techniques, a realistic example drawn from the domain of forensic statistics is developed. In this domain the knowledge engineering problems cited above are especially pronounced and expert estimates are commonplace. Moreover, robust conclusions are of unusually critical importance. An analysis of the resulting linguistic Bayesian network for assessing evidential support in glass-transfer scenarios highlights the potential utility of the approach.
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Govindin, Sully Santa. "Histoire des migrations, dynamiques et créolisation dans les corpus du Mahabharata ou Barldon à la Réunion de 1672 à 2008." Thesis, La Réunion, 2011. http://www.theses.fr/2011LARE0009.
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Ce travail prend appui sur une collecte des données inédites et difficiles, celles d’un corpus complexe du Mahabharata, les textes sacrés de l’Inde, et les corpus de la tradition orale du Barldon, chantés en société créole de La Réunion depuis les présences des migrants indiens dans l’île. Plusieurs corpus de nature différente ont été collectés pour être analysés en synchronie et en diachronie de manière dynamique. Durant les années de recherches, nous avons ouvert une étude dans trois champs disciplinaires conjoints. Nous avons effectué des recherches à Pondichéry et nous avons ramené des documents sur l’esclavage indien et un manuscrit tamoul chanté à La Réunion à l’occasion du rituel de la « marche sur le feu ». Nous avons mené des travaux sur l’histoire de la langue, des cultes, de la culture, et des migrations. Nous avons constitué un appareil critique composé de l’analyse des corpus, des index, des annexes dont l’outillage conceptuel est composé d’un centaine de documents : 8 cartes, 4 croquis, 36 graphiques, 32 tableaux, 5 textes dont une édition tamoule critique, deux textes tamouls et créoles inédits leur traduction, 25 images et une séquence filmique. Nous avons reconstitué des strates de langue et notre travail montre que le Réunionnais a conservé un état de langue bien particulier et exposé au processus de la créolisation linguistique et culturelle, la langue du Barldon, une langue ancestrale que nos prospections n’ont pas permis de retrouver en Inde du Sud. Peut-on parler d’une langue sacrée conservée à la Réunion mais exposée à la dynamique de la créolisation ? Notre questionnement reprend les interrogations formulées par Gillette Staudacher-Valliamee sur la difficulté qu’il y a à poser pour La Réunion une créolisation linguistique et culturelle sans pidginisation, en rappelant que la question de langue est centrale. Notre travail réexamine la place de l’Inde dans la formulation des hypothèses énoncées pour la genèse du créole de l’océan Indien (A.Bollée 2009, R.Chaudenson 2010)This work is based on a collection of unpublished and difficult data, those of a complex corpus of Mahabharata, the sacred texts of India, and corpus of the oral tradition of Barldon, sung in Creole society of La Réunion ever since the Indian migrants settled in the island. Several corpuses of different types were collected for effective synchronic and diachronic analysis. During our research work, we introduced three new areas in the same research field. We carried out research at Pondichery and brought back documents on Indian slavery and a Tamil manuscript sung in Reunion at the time of the ritual of “walk on fire”. We also worked on the history of language, cults, culture and migration. We established a critical apparatus which includes the analysis of the corpuses, indices, appendices whose conceptual tool consists of over hundred documents: 8 maps, 4 sketches, 36 graphs, 32 paintings, 5 texts of which one is Tamil critical edition, two unpublished translated Tamil and Creole texts, 25 images and a cinematic sequence. We reconstructed layers of language and our work shows that the Réunionnais remained a very special language and exposed to the process of linguistic and cultural creolisation, the language of Barldon, an ancestral language that our surveys have failed to find a place in South India. Can one speak of a sacred language in Réunion but kept exposed to the dynamics of creolisation? Our inquiry shows the queries made by Gillette Staudacher-Valliamee the difficulty of asking for Reunion the linguistic and cultural creolisation without pidginisation, by reminding that the question of language is central. Our work re-examines the place of India in formulating assumptions for the genesis of Creole in the Indian Ocean (A. Bollée 2009, R. Chaudenson 2010)
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Cunningham, U. M. "A linguistic theory of timing." Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373610.
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Salverda, Reinier. "Leading conceptions in linguistic theory /." Dordrecht ; Cinnaminson : NJ : Foris, 1985. http://catalogue.bnf.fr/ark:/12148/cb34925533f.
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McCormick, David Clement. "Linguistic theory and second language teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/MQ29164.pdf.
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Jolliffe, Christine. "After relativism : literary theory after the linguistic turn." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35901.
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In this dissertation I examine the issues concerning the problematics of historical-textual relations in the wake of the linguistic turn. I begin by showing how the emphasis on the generative rather than the mimetic properties of language has led a number of critics to reject the notion of knowledge as "accurate representation" (Richard Rorty), and then go on to demonstrate how this critical position has undermined the way in which literary and intellectual historians alike have traditionally understood such concepts as causality, human agency and social determination.I show that, in the light afforded by the linguistic turn, there can be no unproblematic distinction between literature and history, text and context, but I also contest some of the more dogmatic versions of this position which make the claim that there can be no such thing as history prior to its textualization, or no such thing as human agency because individual human persons are thoroughly constrained by discursive structures. I suggest that in giving up the notion of an uninterpreted reality, we do not have to abandon the idea of the historically real, of reality, of agency, or of truth.
In doing so I examine the work of Alasdair MacIntyre and other critics who provide us with a productive way of approaching the methodological and philosophical issues that are raised by these questions, and then I examine a variety of literary texts which I believe give the questions further historical detail and relevance. In the letters which the twelfth-century abbess Heloise wrote to Abelard, in Geoffrey Chaucer's treatment of the problem of historical-textual relations, and in Brian Friel's inquiry into the linguistic embodiment of traditions in his play Translations we have a variety of testimonies to the dynamic way in which self and world, agency and structure, are related.
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Jolliffe, Christine. "After relativism, literary theory after the linguistic turn." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0026/NQ50196.pdf.
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Jones, Gareth James Francis. "Application of linguistic models to continuous speech recognition." Thesis, University of Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238924.
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Martin, Noel B. "Against the Linguistic Analogy." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/philosophy_theses/114.
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Recently it has been proposed that humans possess an innate, domain-specific moral faculty, and that this faculty might be fruitfully understood by drawing a close analogy with nativist theories in linguistics. This Linguistic Analogy (LA) hypothesizes that humans share a universal moral grammar. In this paper I argue that this conception is deeply flawed. After profiling a recent and appealing account of universal moral grammar, I suggest that recent empirical findings reveal a significant flaw, which takes the form of a dilemma: either there is something wrong with the moral grammar model because we do not actually possess the innate contents (rules, principles, and concepts) it says we have, or the moral grammar model is simply the wrong model of moral cognition. In light of this dilemma, I conclude we ought to be skeptical that the Linguistic Analogy can adequately serve as a general account of moral cognition.
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Hellmuth, Sam, and Stavros Skopeteas. "Information structure in linguistic theory and in speech production : validation of a Cross-Linguistic data set." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1945/.
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The aim of this paper is to validate a dataset collected by means of production experiments which are part of the Questionnaire on Information Structure. The experiments generate a range of information structure contexts that have been observed in the literature to induce specific constructions. This paper compares the speech production results from a subset of these experiments with specific
claims about the reflexes of information structure in four different languages. The results allow us to evaluate and in most cases validate the efficacy of our elicitation paradigms, to identify potentially fruitful avenues of future research, and to highlight issues involved in interpreting speech production data of this kind.
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Diller, A. R. "Frege's theory of functions in application to linguistic structures." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376364.
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Terry-itewaste, Cosette Lelani, and Cosette Lelani Terry-itewaste. "Quinault Language Revitalization: Bridging Linguistic Theory to Community Classrooms." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621357.
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The Quinault language must be revitalized. The question addressed in this dissertation is, "What are the best possible strategies for the Quinault community and its language to achieve language revitalization?" This dissertation provides the strategies that will lay the foundation for Quinault language revitalization. These strategies include utilizing documentary linguistics to analyze previous documentation, selecting Revitalization methods best suited for a community without L1 speakers, ensuring Revitalization documentation meets the community's goals, and planning the first lessons to initiate fluency in the Quinault community. This research is important because the Quinault Indian Nation has prioritized the revitalization of the Quinault language. Based upon previous documentation of Quinault, fluency in its language has proven difficult without a linguistic analysis of its structure. This research will allow the Quinault community to recognize linguistic structures inherent to Quinault. Finally, new language learners and teachers will benefit from the historical and qualitative reviews, the recommendations for language revitalization and the linguistic findings within this dissertation.
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Vanden, Wyngaerd Emma. "Bilingual Implications: Using code-switching to inform linguistic theory." Doctoral thesis, Universite Libre de Bruxelles, 2021. https://dipot.ulb.ac.be/dspace/bitstream/2013/314230/5/Contrat.pdf.
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In the last few decades, there has been increased interest in the incorporation of data from bi- and multilingual individuals in linguistic theory: from second language acquisition and language attrition to heritage varieties and code-switching. This dissertation discusses a range of ways in which code-switching data can provide insight into the mechanisms that underlie linguistic structures. The data will be analysed within the framework of Minimalist Generative syntax and Distributed Morphology.The first part investigates grammatical gender assignment in code- switching between English, a language without grammatical gender, and two languages with grammatical gender: French and Belgian Dutch. These languages have comparable, but different gender systems. French has two genders: masculine and feminine, whereas Belgian Dutch adds a third: neuter. The study in this part of the dissertation compares gen- der assignment strategies in bilinguals with different profiles. In addition, the code-switching data provide evidence against the default status of neuter in Belgian Dutch.The second part focuses on word order and includes two studies: one on verb-second word order in Dutch-English code-switching and one on adverb placement in English-French and Dutch-English code- switching. The verb-second chapter identifies a lacuna in the traditional Generative analysis for verb second and uses the CS data to address this. The chapter on adverb position looks at placement of the adverb between the verb and its direct object, which is allowed in Dutch and French, but not in English. For all domains investigated, it is found that the finite verb predicts word order.Taken together, these studies demonstrate that bilingual data can shine a light on elements of the theory of grammar which remain in the shadows when only monolingual data is used.Les dernières décennies ont vu croître l’intérêt pour l’intégration à la réflexion en linguistique théorique des données produites par des locuteurs/trices bilingues ou multilingues, que celles-ci concernent l’acquisition d’une langue seconde, l’attrition, les langues d’héritage ou l’alternance codique. Le présent travail développe plusieurs exemples où les données issues de l’alternance codique éclairent les mécanismes qui sous-tendent les structures linguistiques. Les données recueillies sont interprétées dans le cadre de la syntaxe générative minimaliste et de la morphologie distribuée (« distributed morphology »).Dans un premier temps, nous analysons l’attribution du genre grammatical dans l’alternance entre l’anglais, d’une part, et le français et le néerlandais de Belgique, de l’autre. Alors qu’il n’y a pas en anglais de genre grammatical, le français et le néerlandais de Belgique marquent ce genre, mais de façon différente :si le français distingue deux genres, masculin et féminin, le néerlandais de Belgique y adjoint un troisième, le neutre. Dans cette partie de la thèse, nous dressons le profil des stratégies d’attribution du genre auprès de deux types distincts de bilingues et nous établissons également que le neutre n’est pas le genre par défaut en néerlandais de Belgique.Dans un second temps, nous nous penchons sur l’ordre des constituants. Dans une première étude, nous examinons l’ordre des mots avec « verbe second » (V2) dans l’alternance anglais-néerlandais. Nous abordons ensuite le placement de l’adverbe dans l’alternance anglais- français et anglais-néerlandais. Le chapitre consacré à V2 identifie une lacune dans la littérature générative et tire profit des données de l’al- ternance pour y proposer une solution. Le chapitre consacré à l’adverbe s’intéresse au placement de celui-ci entre le verbe et son objet, position licite en français et néerlandais mais pas en anglais. Dans ces deux études, il apparaît que c’est la langue du verbe à la forme finie qui prédit l’ordre des constituants.L’ensemble des recherches ici réunies démontre que les données bilingues mettent en lumière des aspects de la théorie grammaticale qui restent dans l’ombre lorsque le chercheur se limite à des données monolingues.
Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished
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Lai, Catherine. "A formal framework for linguistic tree query /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001594.
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Zhou, Yiming. "Knowledge-based real-time linguistic fuzzy controllers." Thesis, University of Bristol, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303780.
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Hutton, C. M. "The type-token relation : Abstraction and instantiation in linguistic theory." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384777.
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Johnstone, M. J. "The central role of variation and change in linguistic theory." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605675.
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In this thesis I aim to clarify the implications of variation and change for linguistic theory: to examine how linguists deal with variability and to show the implications of their theoretical choices. Firstly, I discuss in detail what linguistic theories are trying to achieve in terms of description and explanation, and how they should deal with variability. Much modern linguistic theory idealizes languages as invariant states, and goes beyond this to look for language universals. It is also commonly assumed that linguistics should be a study of psychological reality. I show that linguists often adopt these idealizations without explicitly discussing the relation between invariant states and variation, universals and tendencies, the psychological and the non-psychological, even when such theories are used to account for variation and change. I show how these unexamined assumptions have led to over-complex, uninsightful models and inappropriate explanations, both for states and for changes. Following this theoretical discussion, my first case study examines Optimality Theory phonology. I argue that incorrect assumptions about synchronic universals have led to unnecessary and uninsightful elaborations of the theory. Many patterns are better characterised and explained in terms of diachronic changes, and we need to consider carefully the interaction between synchrony and diachrony. As well as qualitative variation, I also examine analyses of quantitative variation, showing that they are too powerful and have difficulties with explanation. Work on quantitative variation in syntax has similar problems with statistical significance and external explanation. My second case study considers definiteness marking in Scandinavian noun phrases. I examine how three different synchronic theories (HPSG, OT and minimalist) analyse the variation between languages, and conclude that they are either too loose or too restrictive to be particularly insightful. I then trace the diachronic development of the languages and suggest that it is more revealing to take a historical view with less abstract representations, and that frequency of usage is also significant for explaining later categorical synchronic patterns. I conclude that progress in linguistics requires a broad perspective which compares alternative models and considers how they can be motivated in the light of variation, change, and external explanation.
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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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Ehala, Martin. "Self-organisation and language change : the theory of linguistic bifurcations." Thesis, University of Cambridge, 1995. https://www.repository.cam.ac.uk/handle/1810/252057.
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Barber, Alexander. "Tacit-knowledge of linguistic theories." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41974.
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What is the best way to understand 'applies to' when it is said of a linguistic theory that it applies to a particular language-user? We can answer by saying that a linguistic theory is applicable to an individual language-user just in case that individual tacitly-knows the theory. But this is an uninformative answer until we are told how to understand 'tacit-knowledge'. The end goal of this thesis is to defend the claim that we should take tacit-knowledge to be, simply, knowledge. Towards this end I argue against the satisfactoriness of competing ways of understanding 'tacit-knowledge'. For example, the instrumentalist position is neutral on whether linguistic theories are actually known by the ordinary language-users who tacitly-know them; instead, linguistic theories are to be such that knowing them would enable someone to do whatever it is that the tacit-knower can do. Other competing positions hold that, though tacit-knowledge is a psychological relation of some sort, it is not genuine knowledge. I also attempt to meet specific objections to the claim that a typical language-user (as opposed to a linguistic theorist) could plausibly be said to know a linguistic theory. An objection on which I focus is based on the claim that typical language-users do not possess the requisite concepts for having genuine knowledge of a linguistic theory. The aim in attempting to meet these objections is to open up the way for the linguistic theorist to exploit a paradigm of explanation: explanation of behaviour by knowledge attribution. Attributing knowledge of linguistic theories would be potentially explanatory of linguistic behaviour in exactly the same way that attributions of knowledge in non-linguistic spheres are potentially explanatory of behaviour. Finally, because my emphasis is specifically on semantic theories, I attempt to explicate and defend the claim that a semantic theory could and should have the form of a theory of truth.
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Simms, K. N. "Assertion, negation and contradiction : A conjunction of literature, psychoanalysis and philosophy in modern thought." Thesis, Imperial College London, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382900.
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Zilis, Michael A. "Societal Semantics: The Linguistic Representation of Society." Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177369105.
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Jones, Sara Leah Rhys. "Impression formation in British sign language and deaf-linguistic identity theory." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432903.
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Kelly, Renata K. "Toward a theory of metaphor as cognitive process and linguistic product." Thesis, University of Essex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328793.
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Trousdale, Graeme Murray. "Variation and (socio)linguistic theory : a case study of Tyneside English." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22698.
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This thesis is concerned with the relationship between (a) patterns of sociolinguistic variation and (b) issues in theoretical linguistics. The patterns of sociolinguistic variation are derived from data collected from twenty speakers of Tyneside English. The recordings of the speakers were made broadly following a social network model, divided to sample the speech community along parameters of age and gender. The issues in theoretical linguistics concern the semantics and (morpho)syntax of modal verbs in English, and the phonological behaviour of the oral stops in specific linguistic environments. The thesis aims to show how a holistic approach to variation in the speech community, informed by knowledge of both sociolinguistic and formal linguistic theory, can best account for the data. The introduction expands on the aims of this thesis, and provides a more detailed synopsis of the materials in each chapter than is given in this abstract. Chapter 1 briefly summarises certain aspects of the historical evolution of the Tyneside English (TE) accent, along with some analysis of TE syntactic and morphological patterns, to set the main discussion of the variables in the following chapters within a wider context. Chapter 2 provides a discussion of the semantics and (morpho) syntax of the modal verbs in standard English, with some commentary on relevant aspects of the historical evolution of the modals, which draws on theoretical aspects of both the Principles-and-Parameters and Minimalist frameworks. Chapter 3 examines patterns of glottalisation and glottaling in English, with specific reference to previous studies of TE, as well as to relevant work in current phonological theory, particularly Lexical and Metrical Phonology, along with a selective investigation into the historical evolution of these phenomena in TE (using material from the Survey of English Dialects) and other varieties of British English. Chapter 4 considers the issue of gender-based variation and its implications for linguistic maintenance and change. Chapter 5 presents a detailed discussion of the methodology used for the collection of data for this thesis, as well as an analysis of the data itself, and how these data correlate with the various social groups.
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Nye, Edward. "From nuances to impertinence : linguistic and aesthetic theory in the French Englightenment." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389784.
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Burton-Roberts, Noel. "Logical presupposition : a re-appraisal of the concept and revision of the theory." Thesis, University of Newcastle Upon Tyne, 1987. http://hdl.handle.net/10443/512.
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This dissertation is a defence of a logical approach to presupposition. In it (1) I enumerate, by way of apologia, some fundamental assumptions underlying both antagonistic and protagonistic treatments of such an approach, and argue that they are conceptually unnecessary, methodologically untoward, and/or logically contradictory. Most saliently, (a) I demonstrate the conceptual and logical contradiction in the view that presuppositional logic might be compatible with (or even imply) an ambiguity of natural language negation, (b) I provide a critique of the now traditional disassociation of the problems of presupposition-definition and presupposition- projection, (c) I provide a critique of the view that presuppositional logic -might be compatible with (or imply) logical trivalence. (2) In the light of a discussion of the conceptual distinction, I propose logical criteria for the distinction between a three-valued logic and a two-valued logic with truth-value gaps. (3) I demonstrate that, by these criteria, the standard (Strawsonian) Definition of Presupposition (SLDP) induces a trivalent logic. (4) I present a distinct (but comparable) revised logical definition of presupposition (RLDP)showing that it induces a system that conforms to the proposed criteria for a two-valued logic with truth-value gaps. (5) By showing that the several problems associated with the SLDP do not arise (are 'solved') in the framework of the RLDP I show (a) that the problems encountered by the SLDP stem more or less directly from its trivalence and (b) that the facts of presupposition-projection are (and should be) immanent in the concept (and hence the definition) of presupposition itself, rather than represented as properties of logical functors. I also show that the revised definition reveals an unsuspected connection between compound counter-examples and simple counter-examples to the SLDP.
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Evans, R. E. "Theoretical and computational interpretations of Generalised Phrase Structure Grammar." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379469.
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Bristow, Anna Benevelli. "The language of politics : a study of reforms and 'revolution' in the Kingdom of Naples in the late eighteenth century." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253813.
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Welch, Jonathan D. "Designing in Emerging Media through Linguistic Forms." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503162627442894.
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Habgood-Coote, Joshua. "Knowledge-how : linguistic and philosophical considerations." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11566.
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This thesis concerns the nature of knowledge-how, in particular the question of how we ought to combine philosophical and linguistic considerations to understand what it is to know how to do something. Part 1 concerns the significance of linguistic evidence. In chapter 1, I consider the range of linguistic arguments that have been used in favour of the Intellectualist claim that knowledge-how is a species of propositional knowledge. Chapter 2 considers the idea that sentences of the form ‘S knows how to V' involve a free relative complement, and the relation between this claim and the Objectualist claim that knowledge-how is a kind of objectual knowledge. Chapter 3 argues that Intellectualism about knowledge-how faces a problem of generality in accounting for the kinds of propositions that are known in knowledge-how, which is analogous to the generality problem for Reliabilism. Part 2 turns to philosophical considerations, offering an extended inquiry into the point of thinking and talking about knowledge-how. Chapter 4 considers why we should want to work with a concept of knowledge, isolating two hypotheses: i) that thinking and talking about knowledge-how helps us to pool skills, and ii) that thinking and talking about knowledge-how helps us to engage in responsible practices of co-operation. Chapter 5 criticises the former hypothesis by arguing against the suggestion that there is a knowledge-how norm on teaching. Chapter 6 offers an indirect argument for the latter hypothesis, arguing for a knowledge-how norm on intending. Part 3, which consists of chapter 7, offers a positive account of knowledge-how which takes into account both philosophical and linguistic considerations. According to what I will call the Interrogative Capacity view, knowing how to do something consists in a certain kind of ability to answer the question of how to do it.
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Tavel, Jose Enrique. "A theory of architecture based on the synthesis of bricolage and linguistic devices." Thesis, Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/21742.
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Peled, Yael. "Linguistic justice and philosophical empowerment : two justifications for a plurilingual theory of democracy." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543622.
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Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.
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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.
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Davis, Henry. "The acquisition of the English auxiliary system and its relation to linguistic theory." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26987.
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This thesis explores the connection between linguistic theory, as embodied in a version of the Government - Binding (GB) model of syntax, and the parameter-setting theory of language acquisition.
In Chapter 2, it is argued that by incorporating the criterion of epistemological priority, syntactic theory can move closer towards becoming a plausible model of language acquisition. A version of GB theory is developed which adopts this criterion, leading to several modifications, including the derivation of X-bar theory from more "primitive" grammatical sub-components, and a revision of the Projection Principle. This model is converted into a procedure for phrase-structure acquisition, employing sets of Canonical Government Configurations and Percolation Principles to map Case- and θ-relations onto phrase-structure trees. The chapter ends with a discussion of the "missing-subject" stage in the acquisition of English.
Chapter 3 concerns auxiliaries. It is argued that parametric variation in auxiliary systems can be reduced to levels of association between INFL and V. The question of irregularity is dealt with through the Designation Convention of Emonds (1985), which makes a distinction between open- and closed- class grammatical elements, and a Parallel Distributed Processing model of learning. The last part of the chapter investigates the learning of the English auxiliary system, and in particular the errors known as "auxiliary overmarking".
Chapter 4 investigates the syntax of Subject Auxiliary Inversion (SAI)-type rules. An account of inversion is developed based on the theory of predication, in which inversion-inducing elements are treated as "A'-type" subjects which must be linked to AGR in order to satisfy conditions on Predicate-licensing. A parametrization is developed based on the cross-linguistic examination of SAI-type rules.
Chapter 5 concerns the acquisition of SAI. It is argued that there are no invariant "stages" in the development of inversion; rather, a proportion of children misanalyze (WH + contracted auxiliary) sequences as (WH + AGR-clitic) sequences and formulate grammars in which SAI is unnecessary. A "two-tiered" theory of syntactic acquisition is proposed to account for the observed developmental patterns.Arts, Faculty of
Linguistics, Department of
Graduate
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Grodniewicz, Jędrzej Piotr. "Themes in linguistic understanding. Cognition and epistemology." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/670332.
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In this thesis, I have presented and defended a series of claims regarding the nature and epistemic role of linguistic understanding. Firstly, I have argued that, besides the state- and disposition-sense of “linguistic under- standing,” quite commonly discussed in the philosophical debate, there is yet another, often overlooked, process-sense. I have argued that characterizing linguistic understanding as a process is not only justified from the philosophical point of view (linguistic understanding, just like other processes, unfolds over time) but also is very much in line with the current state of the art in empirical language sciences.
Secondly, I have outlined a novel model of the representational structure of linguistic understanding. I have argued that this structure consists of at least three types of interdependent representations generated by a dual-stream process. The model I have offered establishes a middle ground between two popular accounts of the relation between comprehension and acceptance: Cartesian, on which we are free to either accept or reject comprehended information, and Spinozan, on which we automatically accept everything we comprehend. On my account, we automatically accept everything that passes the content-oriented filter (so-called validation ), i.e., everything that is not in obvious tension with our easily accessible background knowledge.
Thirdly, I discussed the justification of comprehension-based beliefs, i.e., the beliefs about what other people say. I have argued that this justification is non-inferential, i.e., that it does not depend on the justification of other beliefs, such as the beliefs about what words the speaker uttered or what sounds they produced. Instead of defending the most common version of non-inferentialism about the justification of comprehension-based beliefs, i.e., a view on which these beliefs are prima facie justified by seemings that the speaker said so and so, I have offered a competitive account. On my account, which I call teleological comprehension-process reliabilism : (i) beliefs are prima facie justified if they are produced by a process that has forming true beliefs reliably as a function, and (ii) language comprehension is a process that has forming true comprehension-based beliefs reliably as a function.
Fourthly, I have argued that despite what is assumed by many participants in the debate, we are not equipped with a mechanism that allows us to react discriminately to particular instances of untrustworthy testimony, i.e., to prevent the formation of beliefs based on such testimony. However, the fact that all, at least all adult members of our linguistic community are vigilant towards the signs of untrustworthiness, and that liars meet social retribution, brings the long-term benefit of decreasing the number of falsehoods and lies we encounter. This account of the psychosocial mechanisms involved in filtering of the comprehended content provides support for the strong anti-reductionism about testimonial entitlement, i.e., the view that we are prima facie entitled to believe whatever we are being told.
Finally, together with the coauthors of Chapter 5: J. Adam Carter and Emma C. Gordon, I have argued that understanding a proposition, commonly identified with linguistic understanding, is a distinct phenomenon. More specifically, it is a type of objectual understanding, which is gradable, consistent with epistemic luck, and based on a subject’s grasping of the coherence-making relation between the elements of a given subject matter. Nevertheless, both linguistic understanding and understanding a proposition play an important role in our everyday communication. In typical cases of successful linguistic communication, we understand communicated thought, i.e., we understand both what proposition has been expressed by the use of a given utterance (linguistic understanding), and this proposition itself.
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Hempelmann, Christian F. "Incongruity and Resolution of Humorous Narratives – Linguistic Humor Theory and the Medieval Bawdry of Rabelais, Boccaccio, and Chaucer." Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu999635318.
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Soulès, Dominique. "Questions de langue(s) chez Antoine Volodine." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30053.
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Étudier l’édifice post-exotique construit par Antoine Volodine en s’intéressant à la langue revient à l’envisager à la fois comme objet de représentation, comme « matériau » façonné par l’écrivain et comme outil d’une stratégie littéraire sans concession vis-à-vis du lecteur. Représentée dans de nombreuses séquences fictionnelles, la langue revient d’œuvre en œuvre et permet de révéler l’importance particulière de certaines d’entre elles ainsi que la cohérence interne de cet ensemble romanesque. Façonné sans relâche par Volodine, le français s’en trouve modifié car l’auteur y insère des néologismes et en perturbe les expressions a priori intangibles ; l’analyse de cette poétique fondée sur le mélange et la perturbation, soit l’hybridité, permet en outre de distinguer quelques pratiques linguistiques propres aux hétéronymes. Mais surtout, l’écrivain ouvre le français aux langues étrangères par un biais qui fait jouer la traduction d’une façon inédite et cette hospitalité linguistique qui fait appel à la créolisation conduit à reconsidérer la francophonie (dont elle se revendique). Utilisée pour dénoncer les mésusages linguistiques de discours historiquement identifiés, la langue volodinienne permet à l’écrivain de mettre en place des dispositifs linguistiques et littéraires qui exigent une participation active du lecteur, régulièrement invité à prendre part à la construction du sensTo study Antoine Volodine’s post-exotic fiction through the prism of language is to consider language as an object of representation, as “material” shaped by the writer, and as a tool in a literary strategy which makes no concessions to the reader. Language is represented in numerous fictional sequences, reappearing as a theme from one text to the next, thereby revealing both the importance of certain novels in his oeuvre as well as the internal coherency of his work. Volodine relentlessly remodels the French language, introducing neologisms and disrupting expressions that seem, a priori, intangible. Furthermore, the analysis of this poetics based on heterogeneity and disruption - or its hybridity - allows certain linguistic practices specific to heteronyms to be identified. Above all, Volodine opens French to foreign languages through an innovative use of translation. This linguistic hospitality, which draws on “creolisation”, calls for a reconsideration of the francophone literary field (which it claims to be part of). Volodine’s language is used to denounce the misuse of language in historically identified discourses, and it is the means by which the writer sets up linguistic and literary devices which demand the active participation of the reader, who is regularly invited to partake in the construction of meaning
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Frey, Ronald Jan. "General linguistic competency in the Deaf, a prerequisite for developing a theory of mind?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0018/NQ27648.pdf.
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Wilson, Russell. "Appraisal theory as a linguistic tool for the analysis of market research interview data." Thesis, University of Leeds, 2011. http://etheses.whiterose.ac.uk/21142/.
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The use of linguistics within market research is for the most part, marked by its absence. This is perhaps surprising given the potential it offers for analysing what people have said and what they might mean. Though the study of 'evaluation' has been approached from many different linguistic perspectives, previous work in this field has tended to focus on individual markers, rather than aiming to provide a fuller, more comprehensive account. This thesis proposes that it is possible to combine approaches from Discourse and Conversation Analysis, with developments in the field of Systemic Functional Grammar, to gain a more inclusive understanding of the social and interactional influences that can determine how an evaluation is both formulated and articulated. The data for this study was collected from thirty paired depth interviews, in the field of New Product Development. This data was transcribed and tagged using O'DOlU1ell's (2007) CorpusTool software. It was then analysed using Martin and White's (2005)framework of Appraisal Theory, in conjunction with a scale developed from Brown and Levinson's (1987) Politeness Theory and Sinclair and Coulthard's (1975, 1992) work on teacher! pupil interactions. As a result of the analysis carried out in this study, two potential extensions to the Appraisal Theory Framework are suggested. These extensions are with regards to the relevance of the subject matter to the speaker making the evaluation, and the notion of neutral evaluations. In addition to taking an existing framework and developing it for a new purpose, this thesis also contributes to the wider understanding of 'evaluation', through the development of a Scale of Importance for individual hu'J1S, with regards to the 'weight' that should be assigned to them due to their place in the turn taking structure.
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Zettervall, Hang. "Fuzzy Set Theory Applied to Make Medical Prognoses for Cancer Patients." Doctoral thesis, Blekinge Tekniska Högskola [bth.se], Faculty of Engineering - Department of Mathematics and Natural Sciences, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00574.
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As we all know the classical set theory has a deep-rooted influence in the traditional mathematics. According to the two-valued logic, an element can belong to a set or cannot. In the former case, the element’s membership degree will be assigned to one, whereas in the latter case it takes the zero value. With other words, a feeling of imprecision or fuzziness in the two-valued logic does not exist. With the rapid development of science and technology, more and more scientists have gradually come to realize the vital importance of the multi-valued logic. Thus, in 1965, Professor Lotfi A. Zadeh from Berkeley University put forward the concept of a fuzzy set. In less than 60 years, people became more and more familiar with fuzzy set theory. The theory of fuzzy sets has been turned to be a favor applied to many fields. The study aims to apply some classical and extensional methods of fuzzy set theory in life expectancy and treatment prognoses for cancer patients. The research is based on real-life problems encountered in clinical works by physicians. From the introductory items of the fuzzy set theory to the medical applications, a collection of detailed analysis of fuzzy set theory and its extensions are presented in the thesis. Concretely speaking, the Mamdani fuzzy control systems and the Sugeno controller have been applied to predict the survival length of gastric cancer patients. In order to keep the gastric cancer patients, already examined, away from the unnecessary suffering from surgical operation, the fuzzy c-means clustering analysis has been adopted to investigate the possibilities for operation contra to nonoperation. Furthermore, the approach of point set approximation has been adopted to estimate the operation possibilities against to nonoperation for an arbitrary gastric cancer patient. In addition, in the domain of multi-expert decision-making, the probabilistic model, the model of 2-tuple linguistic representations and the hesitant fuzzy linguistic term sets (HFLTS) have been utilized to select the most consensual treatment scheme(s) for two separate prostate cancer patients. The obtained results have supplied the physicians with reliable and helpful information. Therefore, the research work can be seen as the mathematical complements to the physicians’ queries.
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Oh, Yoon Mi. "Linguistic complexity and information : quantitative approaches." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20072/document.
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La communication humaine vise principalement à transmettre de l'information par le biais de l'utilisation de langues. Plusieurs chercheurs ont soutenu l'hypothèse selon laquelle les limites de la capacité du canal de transmission amènent les locuteurs de chaque langue à encoder l'information de manière à obtenir une répartition uniforme de l'information entre les unités linguistiques utilisées. Dans nos recherches, la stratégie d'encodage de l'information en communication parlée est connue comme résultant de l'interaction complexe de facteurs neuro-cognitifs, linguistiques, et sociolinguistiques et nos travaux s'inscrivent donc dans le cadre des systèmes adaptatifs complexes. Plus précisément, cette thèse vise à mettre en évidence les tendances générales, translinguistiques, guidant l'encodage de l'information en tenant compte de la structure des langues à trois niveaux d'analyse (macrosystémique, mésosystémique, et microsystémique). Notre étude s'appuie ainsi sur des corpus oraux et textuels multilingues dans une double perspective quantitative et typologique. Dans cette recherche, la langue est définie comme un système adaptatif complexe, régulé par le phénomène d'auto-organisation, qui motive une première question de recherche : "Comment les langues présentant des débits de parole et des densités d'information variés transmettent-elles les informations en moyenne ?". L'hypothèse défendue propose que la densité moyenne d'information par unité linguistique varie au cours de la communication, mais est compensée par le débit moyen de la parole. Plusieurs notions issues de la théorie de l'information ont inspiré notre manière de quantifier le contenu de l'information et le résultat de la première étude montre que le débit moyen d'information (i.e. la quantité moyenne d'information transmise par seconde) est relativement stable dans une fourchette limitée de variation parmi les 18 langues étudiées. Alors que la première étude propose une analyse de l'auto-organisation au niveau macro- systémique, la deuxième étude porte sur des sous-systèmes linguistiques tels que la phonologie et la morphologie : elle relève donc d'une analyse au niveau mésosystémique. Elle porte sur les interactions entre les modules morphologique et phonologique en utilisant les mesures de la complexité linguistique de ces modules. L'objectif est de tester l'hypothèse d'uniformité de la complexité globale au niveau mésosystémique. Les résultats révèlent une corrélation négative entre la complexité morphologique et la complexité phonologique dans les 14 langues et vont dans le sens de l'hypothèse de l'uniformité de la complexité globale d'un point de vue typologique holistique. La troisième étude analyse l'organisation interne des sous-systèmes phonologiques au moyen de la notion de charge fonctionnelle (FL) au niveau microsystémique. Les contributions relatives des sous-systèmes phonologiques (segments, accents, et tons) sont évaluées quantitativement en estimant leur rôle dans les stratégies lexicales. Elles sont aussi comparées entre 2 langues tonales et 7 langues non-tonales. En outre, la distribution interne de la charge fonctionnelle à travers les sous-systèmes vocaliques et consonantiques est analysée de façon translinguistique dans les 9 langues. Les résultats soulignent l'importance du système tonal dans les distinctions lexicales et indiquent que seuls quelques contrastes dotés d'une charge fonctionnelle élevée sont observés dans les distributions inégales de charge fonctionnelle des sous-systèmes dans les 9 langues. Cette thèse présente donc des études empiriques et quantitatives réalisées à trois niveaux d'analyse, qui permettent de décrire des tendances générales parmi les langues et apportent des éclaircissements sur le phénomène d'auto-organisationThe main goal of using language is to transmit information. One of the fundamental questions in linguistics concerns the way how information is conveyed by means of language in human communication. So far many researchers have supported the uniform information density (UID) hypothesis asserting that due to channel capacity, speakers tend to encode information strategically in order to achieve uniform rate of information conveyed per linguistic unit. In this study, it is assumed that the encoding strategy of information during speech communication results from complex interaction among neurocognitive, linguistic, and sociolinguistic factors in the framework of complex adaptive system. In particular, this thesis aims to find general cross-language tendencies of information encoding and language structure at three different levels of analysis (i.e. macrosystemic, mesosystemic, and microsystemic levels), by using multilingual parallel oral and text corpora from a quantitative and typological perspective. In this study, language is defined as a complex adaptive system which is regulated by the phenomenon of self-organization, where the first research question comes from : "How do languages exhibiting various speech rates and information density transmit information on average ?". It is assumed that the average information density per linguistic unit varies during communication but would be compensated by the average speech rate. Several notions of the Information theory are used as measures for quantifying information content and the result of the first study shows that the average information rate (i.e. the average amount of information conveyed per second) is relatively stable within a limited range of variation among the 18 languages studied. While the first study corresponds to an analysis of self-organization at the macrosystemic level, the second study deals with linguistic subsystems such as phonology and morphology and thus, covers an analysis at the mesosystemic level. It investigates interactions between phonological and morphological modules by means of the measures of linguistic complexity of these modules. The goal is to examine whether the equal complexity hypothesis holds true at the mesosystemic level. The result exhibits a negative correlation between morphological and phonological complexity in the 14 languages and supports the equal complexity hypothesis from a holistic typological perspective. The third study investigates the internal organization of phonological subsystems by means of functional load (FL) at the microsystemic level. The relative contributions of phonological subsystems (segments, stress, and tones) are quantitatively computed by estimating their role of lexical strategies and are compared in 2 tonal and 7 non-tonal languages. Furthermore, the internal FL distribution of vocalic and consonantal subsystems is analyzed cross-linguistically in the 9 languages. The result highlights the importance of tone system in lexical distinctions and indicates that only a few salient high-FL contrasts are observed in the uneven FL distributions of subsystems in the 9 languages. This thesis therefore attempts to provide empirical and quantitative studies at the three different levels of analysis, which exhibit general tendencies among languages and provide insight into the phenomenon of self-organization
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Al-Raheb, Yafa. "Speaker/hearer representation in a discourse representation theory model of presupposition : a computational-linguistic approach." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426947.
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Caravedo, Rocío. "Ch. J. Bailey. Variation and linguistic theory, Virginia (Center for Applied Linguistics) 1973, 162 pp." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101837.
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Cornillon, Jeanne. "On interpretive constraints and expletives : the case of the standard French 'ne' element." Thesis, SOAS, University of London, 1998. http://eprints.soas.ac.uk/28500/.
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This thesis studies the particle ne in Standard French as it appears in the ne...pas/personne/rien and the ne...queXP structures. Based on the assumptions of a syntactic theory as developed in the Principles and Parameters, the thesis makes the following main claims: 1. Ne is an expletive. Its function is to satisfy a structural requirement on both the expression of sentence negation and association with focus. It is semantically defective, but it constrains the interpretation of the associate term it combines with (scope-marker function). 2. Some cross linguistic variations in the expression of sentence negation subsumed under a negative concord account are due to the special status of m as an expletive together with the requirement that each object must receive an independent interpretation at the interface with the Conceptual-Intentional system. 3. In the association with focus structure ne.queXP, the meaning of ne...que which is equivalent to [[only]] is not syntactically derived by combining a negative operator and an operator with the meaning of [[other than]], but built in the lexical element que. The unified account of ne in both the sentence negation and association with focus structures makes various empirical predictions. Ne, as a semantically defective element, cannot be free standing combining instead with a denotating element like pas or que, nor can it rescue a negative phrase inside an island although the ne...pas/personne/rien complex does. Ne, as a (clausal) scope marker, precludes local scope interpretations of its negative associates and the element que. Consequently, constituent negation is expressed by pas/personne/rien alone. The que element which combines with ne is excluded from positions where focus particles typically have local scope. In conclusion, cross linguistic variations cannot be reduced to structural constraints, interpretive requirements must also be taken into consideration.
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Zacharias, Sally. "The linguistic representation of abstract concepts in learning science : a cognitive discursive approach." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55599/.
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Learning scientific concepts can be challenging for many pupils and consequently much research has been carried out to locate and explain the social and cognitive processes involved in bringing about changes to learners' abstract conceptual understandings. This thesis contributes to this field by offering a text-world account (Werth 1999, Gavins 2007a) of how scientific concepts are constructed and linguistically represented in classroom discourse. More specifically, its first aim is to explore how a group of twenty, first year secondary pupils and their teacher construct and linguistically represent the abstract scientific concept of heat energy (and related concepts) in discourse. In so doing, it examines how the concept emerges and develops during a series of classroom activities, including a teacher-led demonstration, a simulated role-play and a group discussion/writing task, in addition to teacher and pupil interviews. By using the Text World Theory framework (see Gavins 2007a; Werth 1999) to focus on the linguistic choices and their corresponding cognitive effects, it becomes possible to explore the cognitive architecture of the pupils during the learning events and interviews. Thus, it is hoped that this study makes an innovative contribution to the field of cognitive linguistics and science education by explaining and exemplifying how learners' scientific concepts develop in naturalistic settings (Amin 2015). As a text-world approach to investigating classroom discourse is a relatively new area of exploration, the thesis also aims to examine the effectiveness of the text-world framework to explore multimodal, interactive classroom environments. The class involved in this study belonged to a state secondary school in a large urban city in Scotland. There was a broad ability range amongst its pupils, many of whom spoke languages other than English at home. The data generated was the result of a four-month prolonged investigation with the class, which resulted in the video and audio recordings of 15 lessons, 8 pupil interviews and 5 teacher interviews. Part of this data was later transcribed and analysed using the text-world framework. This framework proves to be well-suited to the task of investigating the conceptual structure of the classroom participants, due to its ability to track and explore multiple conceptual worlds established through spatial and temporal shifts, as well as modality and metaphor. By applying the framework to the relatively unexplored context of the classroom, extensions to the framework are made that show how the classroom discourse, the knowledge frames of the pupils as well as the social and concrete world of the classroom, play a key role in the development of abstract thought in a classroom setting.
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Roux, Shanleigh Dannica. "A social semiotic approach to multimodality in the Vagina Varsity YouTube campaign series." University of the Western Cape, 2019. http://hdl.handle.net/11394/6928.
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Philosophiae Doctor - PhDThis study investigated the semiotic resources used by Vagina Varsity, a campaign by sanitary towel brand Libresse on the social media platform YouTube to construct meanings around the female body. Vagina Varsity is a South African online advertising campaign on YouTube which marketed their sanitary products, whilst educating, as well as breaking the social stigma, around the black female body. In this study, YouTube was utilized as a space in which to analyze online identities and communication. The study was located within the field of linguistic landscape (LL) studies, including the sub-field virtual linguistic landscapes (VLL), later reformulated as virtual semioscapes. The conceptual framework was undergirded by multimodality/multisemioticity and feminist theory. The study used a mixed methods approach to data collection, and used a virtual linguistic ethnography (VLE) framework to collect the data sources, which included YouTube videos, YouTube comments, and emails. A focus group interview was also conducted, where the Vagina Varsity videos were shown to a group of diverse youth at the University of the Western Cape, South Africa. The embodied discourses which emerged, as well as the discourse strategies of the commentators, were multimodally analysed. The study found that the Vagina Varsity course makes use of multiple modes, including embodied semiotics such as gestures and stylizations of voice, visual modes such as cartoon figures, as well as the strategic use of sound. In addition, the study found that educational content and marketing strategies are both embedded in this campaign, with the educational content overshadowing the advertising aspect. It is for this reason that the YouTube comments and focus group interview were centered on the program itself and not the advertisement. Furthermore, when looking at the medium this campaign used, one sees that the virtual space allows for the teaching of taboo topics, which would not be allowed in traditional educational domains. The virtual space is not only bridging the knowledge gap in the topic of sex education, it also bridges the gap between different communities, as the YouTube comment section allows for people to interact across regional, national and even cultural boundaries. This study also found that Vagina Varsity not only recontextualized the educational genre, but they have also recontextualized the production and consumption of a topic which would otherwise be considered taboo. In terms of the implications for the study, one finds that the stigma that is attached to this subject is removed from this content. Although one cannot say for certain that this type of education will take over the African traditional initiation ceremonies for girls, for example, it can be used to complement some of the content that traditional counselors and social workers use to teach young African women. The fact that the program is formalized in a curriculum that can be found online opens up possibilities for open dialogue across cultures and nations in terms of feminine hygiene. This study contributes to the field of Linguistic Landscapes studies, with specific focus on virtual linguistic landscapes. The study also illustrates that the affordances of the online space allows for a hybrid edutainment space where people can learn about topics which are considered taboo in the domain of formal education. This study also extends the concept of multimodality, by including notions such as semiotic remediation and resemiotization, as well as immediacy and hypermediacy, as tools of multimodal analysis. This study also contributes to studies on gender and sexuality.
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Hirakawa, Makiko. "Linguistic theory and second language acquisition : the acquisition of English reflexives by native speakers of Japanese." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55607.
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Goering, Nelson. "The linguistic elements of Old Germanic metre : phonology, metrical theory, and the development of alliterative verse." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:d49ea9d5-da3f-4796-8af8-a08a1716d191.
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I examine those linguistic features of Old English and Old Norse which serve as the basic elements for the metrical systems of those languages. I begin with a critical survey of recent work on Old English metrical theory in chapter 1, which suggests that the four-position and word-foot theories of metre are the most viable current frameworks. A further conclusion of this chapter is that stress is not, as is often claimed, a core element of the metre. In chapter 2, I reassess the phonological-metrical phenomenon of Kaluza's law, which I find to be much more regular and widely applicable within Bēowulf than has previously been recognized. I further argue that the law provides evidence that Old English phonological foot structure is based on a preference for precise bimoraism. In chapter 3, I examine the role of syllables in the Norse Eddic metre fornyrðislag, which supports a view of resolution and phonological feet similar to that found in Old English, though Norse prosody is much more tolerant of degenerate, light feet. I reconsider the other major Eddic metre, ljóðaháttr, in chapter 4, integrating the insights of Andreas Heusler and Geoffrey Russom to propose a new system of scansion for this notoriously recalcitrant verse form. This scansion provides important support for the word-foot theory, and suggests that linguistic elements larger than syllables or phonological feet play a crucial role in early Germanic verse. In the final chapter, I give a diachronic account of Germanic metre and relevant linguistic structures, arguing that the word-foot theory provides the best metrical framework for understanding the development of Germanic alliterative verse. This metrical system is linguistically supported by Germanic word structures and compounding rules, and interacts with bimoraic phonological feet, all of which have a long history in Proto- and pre-Germanic.