Dissertations / Theses on the topic 'Traditional grammar'

This study looks at how six teachers work with English grammar with and without the use of ICT. The aim is to investigate how teachers use ICT in English grammar and compare it with a more traditional approach. The primary source of the case study is interviews conducted with five secondary teachers and one primary teacher in southern Sweden. The teachers work in three different schools with different approaches to ICT. One school has been using ICT for three years, the second school has recently started using it and the third school does not use ICT in English grammar teaching at all. The teachers’ experiences and thoughts on grammar teaching and on ICT are presented and discussed. The results show that only one of the teachers has a sound understanding of how to integrate ICT in English grammar teaching. All interviewed teachers are positive towards the use of ICT but most of them are not aware of the resources available or how to organise the teaching to make use of ICT in the best way. More and more Swedish schools provide laptops for all their pupils but it is clear that the teachers need more training to use ICT in English grammar teaching successfully.

The aim of this thesis is to comprehensively describe and evaluate the linguistic work of the German grammarian and teacher Max Wilhelm Götzinger (1799–1856). Götzinger‘s work has been little considered in linguistics and historiography of linguistics apart from some articles mainly on his grammatical theory. The first editions of Anfangsgründe (1825) and Die Deutsche Sprachlehre für Schulen (1827), which up to now have been considered to be lost, could be retrieved and used for this study. Aspects of Götzinger‘s didactics and grammar can still today be re-garded as modern. In many respects his didactic ideas were opposed to the methods of teaching inspired by rationalist grammar and prevailing in the schools of his time. His own method is inductive and the aim of teach-ing was mainly to make pupils familiar with the structure of the German language. Götzinger‘s grammatical system was inspired by his experience as a teacher. The logical judgement and the subject-predicate concepts were replaced by a verb centred concept of syntax and Götzinger‘s system of word classes began with the verb instead of the noun. He did not regard correct thinking, which was the main purpose of rationalist grammar, but communication as the basic aim of the teaching of grammar. His notion of the verb as the centre of the clause has basic features in common with modern dependency theories introduced by Lucien Tesnière. Götzinger performed pioneering work in the field of dialectology and he is understood be the first to include a comprehensive description of the dialects of the German speaking countries Even if there also are good reasons to criticise many aspects of his work, e.g. indistinct terminology, inconsistency in sticking to his theory, and subjectivity in the description of the dialects, Götzinger‘s achieve-ment as to the state of the art of his time and also with regard to modern linguistics must be considered remarkable.

The purpose of the study was to investigate the impact of authentic materials on the development of grammar knowledge, retention and opinions of ninth grade students as an English language learner, in comparison with traditional materials and textbooks or coursebooks. To compare experimental and control groups in terms of achievement, retention and perceptions about the implementation units, a pretest-posttest control group design was carried out. For the purpose of this study, two authentic material-based grammar units were designed and developed and implemented to experimental group students. Three instruments<br>tests, opinionnaires and unit feedback forms were used. Seventeen (15 and two) teachers and 54 students at TED Ankara College Foundation High School participated in the study. As for the data analysis, the quantifiable data in the pre, post and retention tests were analysed by using descriptive and inferential statistical analysis. To indicate the differences between the experimental and control groups in consideration with achievement and retention, independent samples t-test was conducted. Additionally, opinionnaires and unit feedback forms were analysed to obtain information about the students&amp<br>#8217<br>and teachers&amp<br>#8217<br>opinions about grammar teaching in general and according to the treatment. The results indicated that most of the students were more successful in developing and retaining grammar knowledge while using authentic materials in class.

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-06Bitstream added on 2014-06-13T20:55:27Z : No. of bitstreams: 1 candido_fm_me_arafcl.pdf: 676521 bytes, checksum: 580c9e0d445ea04ddf1e6ef8524e4ea6 (MD5)<br>Esta pesquisa tem como objetivo investigar os diferentes padrões das construções nas quais o pois está inserido, visto que, como se observa, as gramáticas tradicionais fazem uma descrição superficial e inadequada do comportamento desse elemento. Analisa-se, também, essas construções sob a ótica da gramaticalização, a fim de verificar quais dessas construções estão mais gramaticalizadas. A gramaticalização é uma ferramenta de descrição lingüística por meio da qual é possível depreender mudanças semânticas e categoriais de um item ou uma construção. Pode ser analisada a partir de duas perspectivas: (i) diacrônica, que investiga a origem das formas gramaticais, descrevendo os caminhos que essa forma percorre durante o processo de mudança; e (ii) sincrônica, na qual é possível investigar os usos lingüísticos do ponto de vista dos padrões fluidos da linguagem, dentro de um determinado recorte de tempo. São sob esses enfoques que se analisam os usos do pois encontrados nos corpora. Para alcançar esse objetivo, adotam-se alguns critérios sintáticos e semânticos propostos por Bally (1965), além dos critérios que foram aplicados ao pois nos estudos lingüísticos descritivos de Guimarães (2007), Vogt (1978) e na discussão de Carone (1991) sobre coordenação e subordinação. A respeito dos pressupostos da gramaticalização, recorre-se às propostas de Traugott (1982), Traugott e König (1991) e Sweetser (1990) que focalizam a mudança semântico-pragmática, às hipóteses de Heine et al. (1991) e aos critérios de Hopper (1991), com o objetivo de verificar o grau de gramaticalidade das construções encontradas nos corpora. Com relação aos corpora, eles estão divididos quanto ao grau de formalidade e são compostos por textos epistolares e oratórios do século XVI ao XX, organizados por Barbosa (2008). Por essa investigação...<br>This research aims at investigating the different patterns in constructions presenting the word “pois”, taking into account that the description of this element’s behavior, in traditional grammars, is superficial and inadequate. Such constructions are also analyzed under the perspective of grammaticalization in order to verify which constructions are more grammaticalized. The grammaticalization is a tool used in linguistic description through which is possible to infer semantic and categorical changes suffered by an item or a construction. It can be analyzed considering two perspectives: (i) diachronic, that investigates the origin of the grammatical forms, describing all changes that such form has passed; and (ii) synchronic, in which is possible investigate the linguistic applications through the point of view of the language fluid patterns for a specific period of time. It is under this focus that the applications related to “pois” found in the corpora are analyzed. Besides the criteria applied to “pois” in the descriptive linguistic studies of Guimarães (2007), Vogt (1978) and the Carone’s discussion (1991) about coordination and subordination, some syntactic and semantic criteria proposed by Bally (1965) are also utilized in order to achieve the objective of this work. In respect to the grammaticalization’s presuppositions, the Traugott’s proposals (1982), Traugott and Konig (1991) and Sweetser (1990) who focus semantic-pragmatic change, the hypotheses of Heine el al. (1991) and the Hopper’s criteria (1991) are applied with the purpose of verifying the degree of grammaticality of the constructions found in the corpora. Related to the corpora, they are divided taking the degree of formality into account and they are composed of epistolary and oratory texts from the XVI and XX centuries, organized by Barbosa (2008). In this research, it was possible... (Complete abstract click electronic access below)

In the last 50 years, the trend in the field of composition pedagogy has turned away from traditional grammar instruction, condemning pedagogical practices that focus on preventing and remediating error. In the early 1960s, Richard Braddock, Richard Lloyd-Jones, and Lowell Schoer invoked the death sentence on traditional grammar instruction: "The teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing" (37-38). Having been enlightened by this scholarship, the field refocused instruction to emphasize elements like writing process, collaboration, modeling, and prewriting, pushing grammar instruction to the side. As a result of this shift in pedagogies, we are helping our students to see writing differently. We're teaching them that "good writing" is more than correct spelling and well-placed commas,which is correct. But grammar is still an important part of language, and an integral part of rhetoric. Recent scholars like Cheryl Glenn, Virginia Tufte, T.R. Johnson, Constance Weaver, Martha Kolln, and Nora Bacon have recognized this oversight in the sharp move away from grammar instruction, and have developed different strategies to rewrite the tradition so that grammar instruction can be an effective part of writing instruction. I will add to their efforts by identifying the shift in theoretical principles that makes what we refer to as traditional grammar instruction so ineffective, by using the Greco-Roman curriculum (specifically Quintilian's imitatio) as a framework for understanding where these new grammar instructions come from, and by synthesizing this new understanding into a new curriculum for the writing classroom that more effectively integrates grammar instruction.

This research is in the area of lexicography and investigates the relationship between Shona terminology development and the culture of the language community for which the terminology is intended. It is a contextual analysis of compound nouns found in Shona terminological dictionaries. The study specifically explores how lexicographers together with health, music, language and literature specialists make use of their knowledge about Shona cultural contexts in the creation of compound nouns. Thus, this research foregrounds Shona socio-cultural contexts and meaning generation in terminology development. This study employs a quadruple conceptual framework. The four components of the framework that are utilised are the Traditional Descriptive Approach (TDA), Cognitive Approach (CG), Systemic Functional Approach (SFL), and Semiotic Remediation (SRM). TDA is used in the linguistic categorisation of Shona compound nouns. In addition, it provides the metalanguage with which to describe the constituent parts of Shona compound nouns. As TDA is mainly confined to the linguistic dimension, this research employs CG, SFL, and SRM to explore the cultural and socio-cognitive dimensions of terminology development.

Orientador: Rosane de Andrade Berlinck<br>Banca: Sanderléia R. Longhin-Thomazi<br>Banca: Flávia B. de Menezes Hirata-Vale<br>Resumo: Esta pesquisa tem como objetivo investigar os diferentes padrões das construções nas quais o pois está inserido, visto que, como se observa, as gramáticas tradicionais fazem uma descrição superficial e inadequada do comportamento desse elemento. Analisa-se, também, essas construções sob a ótica da gramaticalização, a fim de verificar quais dessas construções estão mais gramaticalizadas. A gramaticalização é uma ferramenta de descrição lingüística por meio da qual é possível depreender mudanças semânticas e categoriais de um item ou uma construção. Pode ser analisada a partir de duas perspectivas: (i) diacrônica, que investiga a origem das formas gramaticais, descrevendo os caminhos que essa forma percorre durante o processo de mudança; e (ii) sincrônica, na qual é possível investigar os usos lingüísticos do ponto de vista dos padrões fluidos da linguagem, dentro de um determinado recorte de tempo. São sob esses enfoques que se analisam os usos do pois encontrados nos corpora. Para alcançar esse objetivo, adotam-se alguns critérios sintáticos e semânticos propostos por Bally (1965), além dos critérios que foram aplicados ao pois nos estudos lingüísticos descritivos de Guimarães (2007), Vogt (1978) e na discussão de Carone (1991) sobre coordenação e subordinação. A respeito dos pressupostos da gramaticalização, recorre-se às propostas de Traugott (1982), Traugott e König (1991) e Sweetser (1990) que focalizam a mudança semântico-pragmática, às hipóteses de Heine et al. (1991) e aos critérios de Hopper (1991), com o objetivo de verificar o grau de gramaticalidade das construções encontradas nos corpora. Com relação aos corpora, eles estão divididos quanto ao grau de formalidade e são compostos por textos epistolares e oratórios do século XVI ao XX, organizados por Barbosa (2008). Por essa investigação... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research aims at investigating the different patterns in constructions presenting the word "pois", taking into account that the description of this element's behavior, in traditional grammars, is superficial and inadequate. Such constructions are also analyzed under the perspective of grammaticalization in order to verify which constructions are more grammaticalized. The grammaticalization is a tool used in linguistic description through which is possible to infer semantic and categorical changes suffered by an item or a construction. It can be analyzed considering two perspectives: (i) diachronic, that investigates the origin of the grammatical forms, describing all changes that such form has passed; and (ii) synchronic, in which is possible investigate the linguistic applications through the point of view of the language fluid patterns for a specific period of time. It is under this focus that the applications related to "pois" found in the corpora are analyzed. Besides the criteria applied to "pois" in the descriptive linguistic studies of Guimarães (2007), Vogt (1978) and the Carone's discussion (1991) about coordination and subordination, some syntactic and semantic criteria proposed by Bally (1965) are also utilized in order to achieve the objective of this work. In respect to the grammaticalization's presuppositions, the Traugott's proposals (1982), Traugott and Konig (1991) and Sweetser (1990) who focus semantic-pragmatic change, the hypotheses of Heine el al. (1991) and the Hopper's criteria (1991) are applied with the purpose of verifying the degree of grammaticality of the constructions found in the corpora. Related to the corpora, they are divided taking the degree of formality into account and they are composed of epistolary and oratory texts from the XVI and XX centuries, organized by Barbosa (2008). In this research, it was possible... (Complete abstract click electronic access below)<br>Mestre

Cette thèse propose de procéder à une histoire des parties du discours dans la grammaire germanophone entre le XVIIe et le début du XIXe siècle afin de mettre en évidence certaines spécificités de la description grammaticale allemande. En tant que structure pérenne de la réflexion linguistique occidentale, les parties du discours constituent, en effet, un lieu d’observation privilégié pour mettre en évidence les analogies et des divergences que peut présenter le discours grammatical germanophone vis-à-vis de celui d’autres traditions linguistiques. Certains traitements ou tendances descriptives particulières peuvent ainsi être dégagés et inscrits dans l’histoire de la grammaire allemande et plus largement européenne, ce qui invite alors à considérer plus attentivement les choix descriptifs ou les positions théoriques présidant à leur élaboration. Si la spécificité de l’idiome décrit intervient alors de manière déterminante sur le cadre descriptif, certaines initiatives de la deuxième moitié du XVIIIe siècle reposent aussi sur l’adoption d’une approche descriptive multicritérielle qui témoigne de l’élaboration d’une réflexion syntaxique sur les catégories grammaticales. Ces descriptions, qui présentent parfois des innovations remarquables dans l’histoire de la grammaire, peuvent ainsi être considérées comme participant, à plusieurs égards, du tournant syntaxique allemand qui se réalise dans le premier tiers du XIXe siècle et sont donc susceptibles d’en révéler certains des fondements<br>This thesis aims to establish a history of the parts of speech in German grammar between the seventeenth and the early nineteenth centuries in order to highlight certain characteristics of the ways German grammar was described. A study of the parts of speech —which are a foundational feature of Western linguistic thought— provides an opportunity to highlight the ways German grammatical discourse is different from, or analogous to, other linguistic traditions. The descriptive trends and processes which emerge from this study can be positioned within the history of German grammar and more broadly within the history of other European grammars. This leads us to consider in more detail the descriptive choices and the theoretical viewpoints governing the development of these grammars. Although the specific features of the German language play a decisive role in the choice of a descriptive model, some initiatives in the second half of the eighteenth century adopt a multi-criterion approach to description, where grammatical categories are established through syntactic analysis. These multi-criterion descriptions, which sometimes present remarkable innovations in the history of grammar, can be seen as contributing to the change in German syntax that takes place in the first third of the nineteenth century. They therefore can reveal certain roots of this turning point in the history of German grammar

У докторској дисертацији је најпре сагледана теоријска основа примене&nbsp; образовно рачунарског софтвера и проучена његова заступљеност у настави природних наука.&nbsp;&nbsp;&nbsp; За потребе истраживања креиран је образовно рачунарски софтвер Механизми наслеђивања за IV разред гимназије општег смера, а затим анализирана ефикасност његове примене у поређењу са традиционалном наставом. Педагошки експеримент је спроведен на узорку од 173 ученика (87 ученика у експерименталној и 86 ученика у контролној групи). Ученици Е групе су&nbsp; наставне садржаје наставне теме обрађивали применом образовно рачунарског софтвера (ОРС), индивидуалним начином рада, док су ученици К групе исте наставне садржаје обрадили традиционалном наставом.&nbsp;&nbsp;&nbsp; Инструменти&nbsp; примењени у истраживању су: иницијални тест,&nbsp; финални тест и ретест. Сва три теста су обухватала питања из три когнитивна домена (нивоа знања): ниво познавања чињеница (ниво I), ниво разумевања појмова (ниво II) и ниво анализе и резоновања (ниво III). Осим тестова знања инструмент коришћен у истраживању&nbsp; је анкета за ученике Е групе о примени ОРС-а у настави&nbsp; биологије у гимназији. Статистичка обрада података добијених на тестовима знања и анкети извршена је применом програмског пакета SPSS 19.0.&nbsp;&nbsp;&nbsp; На&nbsp; почетку&nbsp; истраживања&nbsp; експериментална&nbsp; и&nbsp; контролна&nbsp; група&nbsp; ученика&nbsp; уједначене&nbsp; су&nbsp; на основу&nbsp; општег&nbsp; успеха&nbsp; ученика, успеха из биологије&nbsp; на&nbsp; крају трећег разреда гимназије ,&nbsp; као&nbsp; и&nbsp; на основу&nbsp; резултата&nbsp; иницијалног&nbsp; теста&nbsp; знања&nbsp; из&nbsp;&nbsp; биологије.&nbsp; Након&nbsp; обраде&nbsp; наставне&nbsp; теме&nbsp; Механизми наслеђивања&nbsp; применом различитих наставних&nbsp; модела&nbsp; у&nbsp; Е&nbsp; и&nbsp; К&nbsp; групи&nbsp; извршено&nbsp; је&nbsp; финално&nbsp;&nbsp; тестирање,&nbsp; а затим и&nbsp; ретестирање&nbsp; ученика&nbsp; обе&nbsp; групе.&nbsp;&nbsp;&nbsp; Ученици&nbsp; Е&nbsp; групе&nbsp; су&nbsp; остварили&nbsp; знатно&nbsp; бољи&nbsp; успех&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp; (просечно&nbsp; постигнуће 79,85&nbsp; поена)&nbsp; и&nbsp; на&nbsp; ретесту&nbsp; (просечно&nbsp; постигнуће&nbsp; 75,44&nbsp; поена)&nbsp; од&nbsp; ученика&nbsp; К&nbsp; групе&nbsp; (просечно постигнуће&nbsp; 70,34&nbsp; поена&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp; и&nbsp; 62,58&nbsp;&nbsp; поена&nbsp; на&nbsp; ретесту).&nbsp; Анализа резултата финалног теста и ретеста је показала да су остварене разлике у постигнућу ученика Е и К групе на финалном тесту и ретесту на сва три когнитивна домена и на тестовима у целини у корист Е групе статистички значајне. Од посебног је значаја знатно бољи резултат ученика Е групе у решавању сложенијих питања и задатака у односу на ученике К групе.&nbsp; &nbsp;Остварени резултати ученика експерименталне групе&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp; и&nbsp; ретесту&nbsp; у&nbsp; односу&nbsp; на резултате&nbsp; ученика&nbsp; контролне&nbsp; групе, као и позитивни ставови ученика експерименталне групе о примењеном моделу наставе,&nbsp; указују на потребу веће заступљености примене образовних мултимедијалних софтвера&nbsp; у савременој настави биологије и других природних и друштвених наука на свим нивоима образовања.<br>U doktorskoj disertaciji je najpre sagledana teorijska osnova primene&nbsp; obrazovno računarskog softvera i proučena njegova zastupljenost u nastavi prirodnih nauka.&nbsp;&nbsp;&nbsp; Za potrebe istraživanja kreiran je obrazovno računarski softver Mehanizmi nasleđivanja za IV razred gimnazije opšteg smera, a zatim analizirana efikasnost njegove primene u poređenju sa tradicionalnom nastavom. Pedagoški eksperiment je sproveden na uzorku od 173 učenika (87 učenika u eksperimentalnoj i 86 učenika u kontrolnoj grupi). Učenici E grupe su&nbsp; nastavne sadržaje nastavne teme obrađivali primenom obrazovno računarskog softvera (ORS), individualnim načinom rada, dok su učenici K grupe iste nastavne sadržaje obradili tradicionalnom nastavom.&nbsp;&nbsp;&nbsp; Instrumenti&nbsp; primenjeni u istraživanju su: inicijalni test,&nbsp; finalni test i retest. Sva tri testa su obuhvatala pitanja iz tri kognitivna domena (nivoa znanja): nivo poznavanja činjenica (nivo I), nivo razumevanja pojmova (nivo II) i nivo analize i rezonovanja (nivo III). Osim testova znanja instrument korišćen u istraživanju&nbsp; je anketa za učenike E grupe o primeni ORS-a u nastavi&nbsp; biologije u gimnaziji. Statistička obrada podataka dobijenih na testovima znanja i anketi izvršena je primenom programskog paketa SPSS 19.0.&nbsp;&nbsp;&nbsp; Na&nbsp; početku&nbsp; istraživanja&nbsp; eksperimentalna&nbsp; i&nbsp; kontrolna&nbsp; grupa&nbsp; učenika&nbsp; ujednačene&nbsp; su&nbsp; na osnovu&nbsp; opšteg&nbsp; uspeha&nbsp; učenika, uspeha iz biologije&nbsp; na&nbsp; kraju trećeg razreda gimnazije ,&nbsp; kao&nbsp; i&nbsp; na osnovu&nbsp; rezultata&nbsp; inicijalnog&nbsp; testa&nbsp; znanja&nbsp; iz&nbsp;&nbsp; biologije.&nbsp; Nakon&nbsp; obrade&nbsp; nastavne&nbsp; teme&nbsp; Mehanizmi nasleđivanja&nbsp; primenom različitih nastavnih&nbsp; modela&nbsp; u&nbsp; E&nbsp; i&nbsp; K&nbsp; grupi&nbsp; izvršeno&nbsp; je&nbsp; finalno&nbsp;&nbsp; testiranje,&nbsp; a zatim i&nbsp; retestiranje&nbsp; učenika&nbsp; obe&nbsp; grupe.&nbsp;&nbsp;&nbsp; Učenici&nbsp; E&nbsp; grupe&nbsp; su&nbsp; ostvarili&nbsp; znatno&nbsp; bolji&nbsp; uspeh&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp; (prosečno&nbsp; postignuće 79,85&nbsp; poena)&nbsp; i&nbsp; na&nbsp; retestu&nbsp; (prosečno&nbsp; postignuće&nbsp; 75,44&nbsp; poena)&nbsp; od&nbsp; učenika&nbsp; K&nbsp; grupe&nbsp; (prosečno postignuće&nbsp; 70,34&nbsp; poena&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp; i&nbsp; 62,58&nbsp;&nbsp; poena&nbsp; na&nbsp; retestu).&nbsp; Analiza rezultata finalnog testa i retesta je pokazala da su ostvarene razlike u postignuću učenika E i K grupe na finalnom testu i retestu na sva tri kognitivna domena i na testovima u celini u korist E grupe statistički značajne. Od posebnog je značaja znatno bolji rezultat učenika E grupe u rešavanju složenijih pitanja i zadataka u odnosu na učenike K grupe.&nbsp; &nbsp;Ostvareni rezultati učenika eksperimentalne grupe&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp; i&nbsp; retestu&nbsp; u&nbsp; odnosu&nbsp; na rezultate&nbsp; učenika&nbsp; kontrolne&nbsp; grupe, kao i pozitivni stavovi učenika eksperimentalne grupe o primenjenom modelu nastave,&nbsp; ukazuju na potrebu veće zastupljenosti primene obrazovnih multimedijalnih softvera&nbsp; u savremenoj nastavi biologije i drugih prirodnih i društvenih nauka na svim nivoima obrazovanja.<br>In&nbsp; the&nbsp; doctoral&nbsp; dissertation was&nbsp; first&nbsp; analyses&nbsp; the&nbsp; theoretical&nbsp; foundation&nbsp; of&nbsp; application of educational computer software and analyzed its representation in natural sciences.&nbsp;&nbsp; For&nbsp; the&nbsp; use&nbsp; of&nbsp; the&nbsp; issue&nbsp; was&nbsp; developed&nbsp; educational&nbsp; computer software&nbsp; Mechanism of&nbsp; Heredity for&nbsp; biology&nbsp; IV&nbsp; grade grammar school&nbsp; of&nbsp; the&nbsp; general&nbsp; stream,&nbsp; and&nbsp; then&nbsp; analyzed&nbsp; the&nbsp; effici ency&nbsp; of&nbsp; its&nbsp; use&nbsp; in relation&nbsp; to&nbsp; traditional &nbsp; teaching.&nbsp; Pedagogical&nbsp; research&nbsp; was&nbsp; conducted&nbsp; on&nbsp; a&nbsp; sample&nbsp; of&nbsp; 173&nbsp; students&nbsp; (87 students in&nbsp; the experimental and 86 students in&nbsp; the control&nbsp; group). The unit&nbsp; was done in the E group through the application of educational computer software (ECS),&nbsp; individual&nbsp; form&nbsp; of&nbsp; work,&nbsp; while&nbsp; students&nbsp; of&nbsp; the&nbsp; C&nbsp; group the same content processed&nbsp; using a tradit ional approach.&nbsp;&nbsp; Instruments used in the research were: initial test, final test and retest. All three tests included questions from three cognitive domains (levels of knowledge): the level of knowing the facts (level I), the&nbsp; level of understanding notions (level II) and the level of analysis and reasoning (level III). Apart from tests, questionnaires for the students from the experimental group on application of ECS in teaching biology in grammar school were used as another research instrument. Statistical processing of&nbsp; data obtained from&nbsp; the tests and questionnaire was done by using SPSS 19.0 software package.&nbsp;&nbsp;&nbsp; At&nbsp; the&nbsp; beginning&nbsp; of&nbsp; the&nbsp; research&nbsp; the&nbsp; experimental&nbsp; and&nbsp; control&nbsp; groups&nbsp; were &nbsp; equal&nbsp; in&nbsp; terms&nbsp; of students&rsquo;&nbsp; general&nbsp; success&nbsp; at&nbsp; the&nbsp; end&nbsp; of&nbsp; the&nbsp; III grade,&nbsp; grades&nbsp; in biology&nbsp; and&nbsp; the results&nbsp; of the&nbsp; initial biology test. After&nbsp; the&nbsp; unit&nbsp; Mechanism of Heredity&nbsp; was&nbsp; done&nbsp; in&nbsp; different&nbsp; ways&nbsp; in&nbsp; the&nbsp; E&nbsp; and&nbsp; C&nbsp; groups,&nbsp; students&nbsp; in&nbsp; both groups&nbsp; were given a final test and then retested.&nbsp;&nbsp;&nbsp; Students&nbsp; from&nbsp; the&nbsp; E&nbsp; group&nbsp; achieved&nbsp; better&nbsp; results&nbsp; in&nbsp; the&nbsp; final&nbsp; test&nbsp; (79.85&nbsp; points&nbsp; average)&nbsp; and&nbsp; retest (75.44&nbsp; points&nbsp; average)&nbsp; than&nbsp; students&nbsp; from&nbsp; the&nbsp; C&nbsp; group&nbsp; (70.34&nbsp; points&nbsp; average&nbsp; in&nbsp; the&nbsp; final&nbsp; test&nbsp; and&nbsp; 62.58&nbsp; points in&nbsp; the&nbsp; retest).&nbsp; The analysis of the results from the final test and retest has shown that the students from the experimental group achieved higher quality and quantity of knowledge in all three cognitive domains and on the tests as a whole, in relation to the students fro m the control group. The differences in achievement are statistically significant in favor of the experimental group.&nbsp;&nbsp;&nbsp; The students from the&nbsp; experimental group showed greater competence in solving complex questions and tasks in relation to the students from the control group. The&nbsp; results&nbsp; achieved&nbsp; by&nbsp; the E&nbsp; group&nbsp; students&nbsp; in&nbsp; the&nbsp; final&nbsp; test&nbsp; and&nbsp; retest&nbsp; compared&nbsp; to&nbsp; the C&nbsp; group,&nbsp; as well as the results of questionnaires for students of the experimental group, recommend greater presence of educational computer software in&nbsp; contemporar y&nbsp; Bi ol ogy&nbsp; classes&nbsp; and&nbsp; ot her&nbsp; natural sciences and humanities on all levels of education.

U doktorskoj disertaciji&nbsp; je najpre sagledana teorijska osnova primene računara i interaktivne nastave u nastavi biologije.Za potrebe eksperimentalnog istraživanja kreirane su prezentacije 10 nastavnih jedinica iz nastavne teme Osnovi molekularne biologije prema programu&nbsp; biologije za IV razred gimnazije prirodno-matematičkog smera u Preziju. U eksperimentu sa paralelnim grupama ova nastavna tema je u eksperimentalnoj grupi realizovanainteraktivnom nastavom uz podr&scaron;ku računara radom u parovima, a u kontrolnoj grupi tradicionalnom nastavom.Pedago&scaron;ki eksperiment je sproveden na uzorku od 142 učenika (72 učenika u E i 70 učenika u K grupi).U istraživanju su primenjeni sledeći instrumenti: inicijalni test, finalni test i retest (sva tri testa su obuhvatala pitanja na tri nivoa znanja: poznavanje činjenica, razumevanje pojmova i analiza i rezonovanje) i anketa za učenike E grupe o primeni interaktivne nastave biologije uz podr&scaron;ku računara.Na&nbsp; početku&nbsp; istraživanja E&nbsp; i K&nbsp; grupa su ujednačene&nbsp; na&nbsp; osnovu: op&scaron;teg&nbsp; uspeha&nbsp; učenika, uspeha iz biologije i hemije na&nbsp; polugodi&scaron;tu IV razreda gimnazije&nbsp; i na osnovu rezultata&nbsp;&nbsp; inicijalnog&nbsp; testa&nbsp; znanja iz&nbsp; biologije.&nbsp; Nakon obrade nastavne&nbsp; teme&nbsp; Osnovi molekularne biologije&nbsp; primenom različitih modela&nbsp; nastave u E i K grupi izvr&scaron;eno&nbsp; je&nbsp; finalno test i ranje učenika E i K grupe,&nbsp; a&nbsp; nakon 60 dana ponovno testiranje (retestiranje)&nbsp; učenika&nbsp; obe&nbsp; grupe&nbsp; istim testom. Učenici E grupe su nakon zavr &scaron;enog ist raţivanja po punili anket u u ko jo j s u izneli svoje mi&scaron;ljenje o kvalitetu multimedijalnih prezentacija kreiranih u Preziju i učenju biologije interaktivnom nast avom uz podr&scaron;ku računar a.&nbsp; Rezultati testova znanja učenika E i K grupe i ankete predstavljeni su odgovarajućim statističkim parametarima.Učenici&nbsp; E grupe&nbsp; su ostvarili znatno bolji&nbsp; uspeh od učenika&nbsp; K&nbsp; grupe&nbsp; na&nbsp; finalnom&nbsp; test u i retestu u celini&nbsp; i na sva tri nioa znanja: poznavanje činjenica, razumevanje pojmova i analiza i rezonovanje. Ostvarene razlike u postignuću učenika E i K grupe na finalnom testu i retestu u celini i na sva tri nivoa znanja su bile u korist E grupe i statistički su značajne.Rezultati ankete su pokazali da učenici eksperimentalne grupe imaju pozitivno mi&scaron;ljenje o kvalitetu prezentacija nastavnih jedinica iz nastavne teme Osnovi molekularne biologije kreiranih u Preziju, kao i o primeni interaktivne nastave biologije uz podr&scaron;ku računara u gimnaziji.Rezultati istraživanja su pokazali veću efikasnost interaktivne nastave biologije uz podr&scaron;ku računara u odnosu na tradicionalnu nastavu, a rezultati ankete da učenici prihvataju inovativni pristup nastavi biologije. Oni takođe ukazuju na potrebu veće zastupljenosti&nbsp; savremenih didaktičkih modela u nastavi biologije i drugih prirodnih idru&scaron;tvenih nauka.<br>Firstly, doctoral dissertation overviews theoretical aspect of computer application and interactive teaching in biology teaching.For the purposes of experimental research, 10 Prezi presentations of teaching units from Basics of molecular biology for the 4 th grade of grammar schools, science major was created. This teaching topic was realized in experimental group by means of interactive teaching with the support of computers and pair work, whereas the teaching method applied for the control group was the traditional one.Pedagogical experiment was conducted on the sample of 142 students (72 students in the E group and 70 students in the C group).The following instruments were applied during the research: init ial test, final test and&nbsp; retest (all the tests comprised the questions from three different levels of knowledge: knowledge of facts, comprehension of notions and analysis and reasoning) and the questionnaire for the&nbsp; E group students about application of i nteractive biology teaching with computer support.At the beginning of the research&nbsp; the&nbsp; E and the&nbsp; C groups were levelled according to: general success at school, grades in biology and chemistry in the first semester of the fourth grade of grammar&nbsp; school a nd initial test results in biology. After the completion of teaching process regarding the topic Basics of molecular biology by applying different models of teaching in the&nbsp; E and the&nbsp; C groups the final testing was conducted for the students of the&nbsp; E and the&nbsp; C groups followed by retesting for both groups in 60 days. After the test the E group students completed a questionnaire giving their opinion on quality of multimedia Prezi presentations and learning biology through interactive teaching method with computer support.&nbsp; The knowledge test results for the students of&nbsp; the&nbsp; E and&nbsp; the&nbsp; C groups were present ed by means of statistical parameters.The E group students achieved far better results compared to the C group of students&nbsp; in final test and retest at all three&nbsp; tested&nbsp; levels of knowledge: knowledge of facts, comprehension of notions and analysis and reasoning. The differences in student achievement between the groups E and C in final test and retest at all levels of&nbsp; knowledge were in favour of the E group&nbsp; and also statistically significant.The questionnaire results indicated that the students in experimental group have positive opinion on the quality fpresentation of teaching units from the teaching topic Basics on molecular biology that were created in Pre zi application as well as positive opinion of application of interactive teaching and computers in biology teaching for grammar schools.The results of the research showed higher efficiency of interactive biology teaching with computer support compared to traditional teaching and the results of the questionnaire showed that the&nbsp; students accept the innovative approach to biology teaching. The results also point out the need for growing presence of modern&nbsp; didactical models not only in biology teaching but also in teaching other natural and&nbsp; social sciences.

This dissertation thesis deals with a comparison of teaching of economic subjects at secondary special schools of economics in the Czech republic nad Germany. The thesis focuses on a different usage of conceptions and organizational forms of teaching that undoubtedly have a great impact on a teaching process. I also investigate other parameters such as the contentual aspect of education, didactic principles or the usage of didactic technics during the teaching process. It is a teacher, above all, who impacts the instruction by making a choice between traditional and problem-based teaching, and therefore fundamentally affects the teaching process, the extent to which students are involved in their lessons, as well as students' activity and motivation. The goal of my thesis is to compare teaching of economic subjects in the Czech Republic and Germany. The comparison is focused on an affirmation of differentiated instruction, on its impact on different levels of activity and motivation of students and the extent to which students are involved in their lessons. I would also like to refer to the fact that using of the problem-based teaching method leads to an assurance of meeting requested results grounded in crucial and professional competences of general educational programmes. To compare the types of teaching processes I have chosen to use a direct observation method that I have realised by making inspections of classes at business colleges, economic lyceums in the Czech Republic and at business grammar schools in two Federal Republics.

Eftersom svensklärare i hög utsträckning förlitar sig på läromedel i formandet av grammatik-undervisningen bör dess innehåll och struktur ha betydelse för vilka kunskaper som lärs ut. Syftet med föreliggande undersökning är därför att analysera och problematisera hur läromedel för gymnasiets högskoleförberedande kurs Svenska 2 strukturerar de avsnitt som behandlar grammatik. Undersökningens empiriska material består av fem läromedel för gymnasiekursen Svenska 2, vilka analyseras utifrån kvalitativa textanalyser. Undersökningens resultat påvisar att läromedlen präglas av antingen en funktionell grammatik, där grammatiken ses som ett normativt verktyg för skrivandet, eller som en statisk och oproblematiserad begreppskunskap. Vidare påvisas även att många av undersökningens läromedel har brister och är långtifrån alltid helt i överensstämmelse med ämnesplanens mål. Det finns även en betydande skillnad mellan den skolgrammatik som presenteras i undersökningens läromedel och den som språkvetenskapen framhåller. Detta talar för att det är högst centralt att ifrågasätta läromedlens legitimerande funktion. Det som slutligen konstateras är att läromedlen bör komma bort från den traditionella grammatikbeskrivningen, så att lärare kan välja läromedel vars grammatikavsnitt liknar språkvetenskapens.<br>Because Swedish teachers rely heavily on teaching materials in the form of grammar education, the content and structure thereof should be important for which knowledge is taught. The purpose of the present study is to analyse and problematise how teaching materials for the college preparatory course Swedish 2 structure the sections dealing with grammar. The empirical material of the study consists of five teaching materials for the upper secondary school subject Swedish 2, which were analysed on the basis of qualitative text analyses. The results of the study showed that the teaching materials are characterised by either a functional grammar, where the grammar is seen as a normative tool for writing, or as a static and unproblematised conceptual knowledge. Furthermore, it is also shown that many of the study's teaching materials have shortcomings and are far from always completely in line with the curriculum’s objectives. There is also a significant difference between the school grammar presented in the study's teaching materials and the one that linguistics advocates. This suggests that it is highly central to question the legitimacy of the teaching materials. Finally, it is concluded that the teaching materials should be removed from the traditional grammar description so that teachers can choose teaching materials whose grammar sections are similar to linguistics.

Partant de la stabilisation de terminologies, de notions et concepts de grammaire arabe dans des manuels scolaires qui ne cessent de revendiquer leur attachement à la tradition, nous nous sommes interrogé sur ce qui change et ce qui demeure dans ces manuels. Nous sommes parvenus aux constatations suivantes : - Les changements survenus au sein de ces manuels vont du simple affaiblissement à la disparition totale et du mouvement à la stabilisation. - Bien que ces manuels s'inscrivent dans le prolongement de la tradition ils n'ont pas cessé d'évoluer et de changer sous l'influence des langues étrangères d'une part et des études linguistiques moderne d'autre part. - Enfin, les manuels scolaires ont le mérite d'apporter un confort pédagogique. Cependant ils présentent quelques glissements de sens et quelques restrictions dictées par un souci de normalisation et de simplification qui peuvent aller à l'encontre de l'esprit de la tradition<br>On the basis of the stabilization of terminologies, notions and concepts of Arab grammar in textbooks which do not cease to assert their attachment with the tradition, we wondered about what changes and what remains in these handbooks. We arrived at the following observations: - Changes which have occurred within these handbooks go from the simple weakening to total disappearance and from the movement to the total stabilization. - Although these handbooks fit in prolongation of the tradition they did not cease evolving and changing under the influence of the foreign languages on the one hand and the linguistic modern studies on the other hand. - Finally, the textbooks have the merit to bring a teaching comfort. However they present some shifts in meaning and some restrictions dictated by a concern of standardization and of simplification, which can go against the spirit of tradition

This thesis is a composer's manual on how to select and appropriately use musical materials in accordance with some of the parameters of the Hermetic Tradition. It puts to the reader's consideration a few proposals for Hermeticist grammars of musical composition. 'Grammar' here is used in the sense of a set of rules which govern the construction of musical discourse. Musical grammars thus comprise rules pertaining to the construction and selection of both 'lineal' musical materials such as pitch rows, rhythms, motifs and timbres, as well as of simultaneous events such as harmonic or contrapuntal textures. The adjective 'Hermeticist', derived from the noun Hermeticism, refers to a form of traditional Western urban, learned and humanist occultism. This occultism is distinct from folk, popular, or religious/devotional forms of magic, which also occur in the West as well as in other cultures and societies. It is also distinct from other Western occult movements that are either revivalist in their inspiration (such as Wicca or neopagan religions) or related to the 'pop culture' of the last quarter of the twentieth century, such as the movements of New Age and Chaos Magick. The first part of the thesis, the textual component, briefly examines the historical encounters between Hermeticism and music theory, very few of which have produced sounding pieces of music, while most of them have happened exclusively at the theoretical, philosophical or mystical-speculative levels. In the second part, the portfolio of musical compositions, I demonstrate the application of the proposed methods through pieces of music I have composed using the historical, theoretical and technical background presented at length in part 1. I further comment on these musical results through annotations and description of precompositional work, context research and composition processes used in each individual piece.

Cette thèse consiste en la description grammaticale du ye'kwana, langue à tradition orale de la famille caribe pratiquée au Venezuela et au Brésil par moins de 7.000 locuteurs. La variété étudiée dans ce travail est parlée dans le bassin du Caura, au Venezuela. L'étude est basée sur des données primaires obtenues auprès de 59 locuteurs grâce à un travail de documentation et quinze mois de terrain, notamment dans deux villages traditionnels. L'analyse proposée s'intègre dans le cadre de la linguistique typologique et fonctionnelle, dans le contexte des langues en danger. Ce travail s'ouvre sur un profil sociolinguistique de la langue. Puis, les thèmes linguistiques abordés dans cette thèse couvrent la phonologie, la morphologie verbale, nominale et adverbiale. Une attention particulière est accordée aux thèmes du temps-aspect-mode (TAM) et de l'indexation des marques de personne. Un chapitre est consacré aux lexique adverbial et postpositionnel relatifs à l'espace. Y sont inclus également des éléments de syntaxe, notamment sur la prédication non verbale et la subordination. Les annexes de la thèse présentent six textes, glosés et traduits, extraits d'une base de données plus ample compilée dans le cadre de la documentation. Une des caractéristiques typologiquement remarquables de la langue relève de la diversité des patrons d'alignements possibles au sein des propositions principales. En effet, on peut identifier un patron d'alignement prédominant, de type hiérarchique et intransitivement scindé, une construction imperfective innovante présentant un alignement de type ergatif et trois constructions auxiliarisées présentant un alignement mixte de type nominatif-absolutif<br>This dissertation is a grammatical description of Ye'kwana, a language of oral tradition of the Cariban family spoken in Venezuela and Brazil by less than 7.000 speakers. The language variety studied in this work is spoken in the Caura bassin, in Venezuela. This study is based on primary data obtained among 59 speakers thanks to a documentation project and 15 months of fieldwork, in particular in two traditional villages. The analysis was conducted within a functional-typological approach and within the context of endangered languages. The dissertation starts with a sociolinguistic profile of the language. Then the linguistic topics covered in the dissertation include the phonology and verbal, nominal and adverbial morphology. Special attention is given to the topics of tense-aspect-mood (TAM) and person cross-reference. A chapter is dedicated to the adverbial and postpositional lexicon related to space. Also included are some elements of syntax, particularly non verbal predication and subordination. The annexes provide six texts, glossed and translated, extracted from a larger database within the frame of the documentation. One of the remarkable typological characteristics of the language pertains to the diversity of main clause alignment patterns. Indeed, there is a dominant split/intransitive-hierarchically organized alignment type, an innovative imperfective construction ergatively aligned and three auxiliarized constructions presenting a mixed pattern of nominative absolutive alignment

Orientador: Marcos Aurelio Pereira<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-20T10:06:51Z (GMT). No. of bitstreams: 1 Fortes_FabiodaSilva_D.pdf: 2771238 bytes, checksum: 7a06bb102f796bda45206df1abd22a5e (MD5) Previous issue date: 2012<br>Resumo: Em nossa tese, examinamos os dois livros finais (XVII e XVIII) das Institutiones grammaticae de Prisciano (séc. VI), intitulados De constructione, a partir de dois eixos fundamentais: (1) a maneira pela qual os temas gramaticais desenvolvidos por Prisciano na constituição de sua "sintaxe" se relacionam com os temas das artes grammaticae dos séculos III, IV e V; 2) as relações textuais e teóricas entre o De constructione e o seu modelo...Observação: O resumo, na íntegra, poderá ser visualizado no texto completo da tese digital<br>Abstract: In our thesis, we examine the two final books (XVII and XVIII) in Priscian's Institutiones grammaticae (c. VI AD) - De constructione - from two fundamental perspectives: (1) the way grammatical themes developed by Priscian for the constitution of his "syntax" relates to grammatical subjects within the artes grammaticae from c. III, IV and V AD; 2) the textual and theoretical relationship between his De constructione and its model...Note: The complete abstract is available with the full electronic document<br>Doutorado<br>Linguistica<br>Doutor em Linguística

La notion de saðjñ€ (litt. " ce qui fait l'objet d'une connaissance commune ") sert à désigner, dans le domaine grammatical, des réalités linguistiques (nom propre, terme technique, autonyme, etc. ) a priori incompatibles. En se fondant sur un certain nombre de textes appartenant à la tradition p€½inéenne et couvrant une période allant du 5ème s. Av. Notre ère jusqu'au 18ème s. , le présent travail se propose de mettre en évidence la " nature " des items qualifiés de saðjñ€ dans le contexte métalinguistique et, par là, de donner une définition unitaire de la notion, qui soit conforme à la pensée grammaticale sanskrite. Cette " nature " est à chercher au niveau de la connotation des items : est qualifiée de saðjñ€ toute unité linguistique connotant sa forme propre, c'est-à-dire, son signifiant<br>The notion of saðjñ€ (litt. “what is the subject of a common knowledge”) is used to designate, in the grammatical domain, linguistic entities (proper name, technical term, autonym, etc. ) a priori non-compatible. By basing on a certain number of texts belonging to the p€½inian tradition and covering a period going from the 5th century B. C. To the 18th century, this work attempts to reveal the “nature” of the items called saðjñ€ in the metalinguistic field and, from there, to give a unified definition of this notion, in accordance with the sanskrit grammatical thought. This “nature” is to be found in the items' connotation : is called saðj½€ a linguistic unity signifying its own form, i. E. Its significant

Este trabalho insere-se nos recentes estudos sobre a história do português brasileiro e tem por objetivo demonstrar os estágios de mudança das orações de gerúndio. Foram recolhidas ocorrências dos séculos XVIII, XIX e XX em tipologia textual diferenciada, organizada por critérios associados à teoria das Tradições Discursivas, e analisadas qualitativa e quantitativamente. Defende-se aqui a adoção do modelo sociocognitivista de Análise Multissistêmica da Língua (Castilho 2006), que prevê que os itens da língua atuam de maneira multilinear e dinâmica, sendo suas propriedades ativadas, reativadas e desativadas nos quatro subsistemas concomitantemente. Neste trabalho concentro-me nos processos de sintaticização, discursivização e semanticização do gerúndio no português brasileiro. Defende-se que é possível descrever os processos de mudança das orações de gerúndio no português brasileiro a partir da análise isolada dos subsistemas da Gramática, do Discurso e da Semântica. Nos capítulos de análise, faz-se uma descrição qualitativa das ocorrências que leva em conta também a quantificação dos dados.<br>The present work pertains to the recent studies on the History of Brazilian Portuguese and aims at presenting the change stages of gerund clauses. Based on qualitative and quantitative analysis, the data were selected from diverse textual typology, which was organized following the criteria associated with the Discourse Traditions Theory (Diskurstraditionen). I adopt the Multissystemic approach to language (Castilho 2006), which envisages that the linguistic items occur in a multilinear and dynamic way, so that its features are activated, reactivated and deactivated simultaneously. I focus on the grammaticalization, semantization and discoursivization processes of the gerund clauses in Brazilian Portuguese. I assume that it is quite feasible to describe the change processes of gerund independently of the Grammar, Semantics and Discourse subsystems of language. In the analysis chapters, I describe the data in a qualitative way, but I also take into account the quantitative results.

Made available in DSpace on 2015-05-14T12:42:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4191210 bytes, checksum: cc70801bcf7cc0684a968bfe7def5a1b (MD5) Previous issue date: 2011-09-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>From the publicity texts, which are presented in several supports both in printing and electronic press, the aim of this work is describe the change and permanence traces in the composition of the advertising Discoursive tradition mainly, those of products to the female public, which circulated in Brazil in the magazine O Cruzeiro from the twentieth century (1950-1965), comparing them with the advertisings published by the magazine Claudia in the first decade of the twenty-first century (2000-2010). In order to achieve this aim, it was used: the theoretical framework of the Discoursive traditions that takes into consideration the relation a text can have with another one and the degree of repetition, not being a simple linguistic reproduction, but the discoursive use of the language in a concrete situation; Bakhtin`s transformation/ transmutation proposal (2003) of the discoursive gender, which studies the gender as a set relatively stable of conventions that are connected to social accepted activities, as well as the studies developed about the Grammar of Visual Design by Kress and Theo van Leeuwen (2000) to the analysis of the elements related to the non verbal language. Taking into consideration that the genders are changeable, once they are result of social practices reflecting into the language, it is justified the importance of this research due to the essential role the press has developed in the society from the nineteenth century to the present. The analysis revealed that although the advertising discoursive tradition has kept in its composition structure elements that allow its recognition as advertisements, as the name of the product and the trend, this gender has passed through an intern innovating transmutation, once the recognized changes occur inside the gender without incorporating other.<br>A partir dos textos publicitários, que se fazem presentes em inúmeros suportes tanto na mídia impressa quanto na mídia eletrônica, o objetivo deste trabalho é descrever os traços de mudança e de permanência na composição da Tradição Discursiva anúncio, especificamente os de produtos para o público feminino, que circularam no Brasil na revista O Cruzeiro do século XX (1950-1965), comparando-os com os anúncios da revista Claudia do século XXI (2000-2010). Para tanto, foram utilizados: o arcabouço teórico das Tradições Discursivas, que leva em consideração a relação que um texto pode ter com outro texto e o grau de repetição, não sendo uma simples reprodução linguística, mas o uso discursivo da língua em uma situação concreta; a proposta de Bakhtin (2003) de transformação/ transmutação do gênero discursivo, que estuda o gênero como um conjunto relativamente estável de convenções unidas a atividades aceitas socialmente; bem como os estudos desenvolvidos acerca da Gramática do Design Visual de Kress e Theo van Leeuwen (2000) para a análise dos elementos concernentes à linguagem não verbal. Considerando que os gêneros são mutáveis, pois são resultados das práticas sociais com reflexo na linguagem, justifica-se a importância dessa pesquisa pelo papel primordial que a imprensa tem desempenhado na sociedade desde o século XX até os dias atuais. A análise revelou que, embora a Tradição Discursiva gênero publicitário tenha mantido, em sua estrutura de composição, elementos que permitem o seu reconhecimento enquanto anúncio publicitário, como o nome do produto e a marca, esse gênero passou por uma transmutação inovadora interna, já que as mudanças percebidas aconteceram no interior do gênero, sem que, para isso, ele incorporasse outro gênero.

Cette thèse de doctorat a pour objectif d’étudier le rôle et la fonction de la tradition et des innovations dans la création de nouveaux textes rituels dans l’Égypte ptolémaïque. L’étude est concentrée sur une analyse approfondie de l’organisation structurelle et de la composition rituelle d’un des rituels les plus élaborés et les plus complexes que nous connaissons dans l’Égypte ptolémaïque: le rituel du couronnement du faucon sacré à Edfou, représenté sur le mur d’enceinte du temple. Les sources disponibles suggèrent que ce rituel est une nouvelle composition de l’époque ptolémaïque dans laquelle des traditions sont associées à des traits nouveaux, ce qui ouvre la possibilité d’une analyse sur le rôle et la fonction de la tradition dans ce rituel, sur l’étendue de l’originalité de la composition, et sur les processus de composition et d’édition qui ont abouti à la création de ce nouveau rituel. L’analyse de l’organisation structurelle du rituel a montré que l’ordre des scènes rituelles sur la paroi ne correspond pas nécessairement à celui dans lequel les actes rituels étaient exécutés dans la réalité et que rituel n’était pas nécessairement effectué là où il se trouvait représenté. Ces conclusions ont débouché sur une nouvelle reconstruction de la séquence rituelle du couronnement du faucon sur la base des inscriptions hiéroglyphiques. De plus, en s’appuyant sur une analyse approfondie des sources textuelles, iconographiques, lexicographiques et archéologiques, une nouvelle identification des lieux où se déroulait le rituel dans le domaine du temple d’Edfou a été proposée<br>This research project investigates the role and function of tradition in the composition of new ritual texts in Ptolemaic Egypt on the basis of an in-depth analysis of the structural organisation and ritual composition of one the most elaborate and complex temple rituals known from Ptolemaic Egypt: the coronation ritual of the sacred living falcon. The available source material suggests that this ritual was a new composition of the Ptolemaic period in which tradition was merged with contemporary ideas. An investigation of the interrelations of the ritual texts and iconographic themes of this ritual with other textual and iconographic materials enabled us to investigate the role and function of tradition in the ritual, to identify the editorial processes to which the new composition was subjected and to reach conclusions on the extent of originality and the conceptualisation of innovation in ancient Egyptian ritual composition. The analysis of the structural organisation of the ritual on the temple walls has shown that the order of the ritual scenes on the temple walls does not necessarily reflect the order in which the ritual took place in reality and that the ritual was not necessarily carried out in the specific location where it is depicted on the temple walls. These findings resulted in a new reconstruction of the ritual sequence of the coronation ritual of the falcon based on the hieroglyphic inscriptions. On the basis of textual, iconographic and lexicographic material combined with an analysis of the archaeological sources a new identification was proposed of the various locations in and around the Edfu temple domain where the ritual was carried out

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-11-01T13:00:31Z No. of bitstreams: 1 marcoantoniofilgueirassantosfilho.pdf: 300723 bytes, checksum: c6c7714812c64456520dda2c90cd56ac (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T13:23:34Z (GMT) No. of bitstreams: 1 marcoantoniofilgueirassantosfilho.pdf: 300723 bytes, checksum: c6c7714812c64456520dda2c90cd56ac (MD5)<br>Made available in DSpace on 2016-12-15T13:23:34Z (GMT). No. of bitstreams: 1 marcoantoniofilgueirassantosfilho.pdf: 300723 bytes, checksum: c6c7714812c64456520dda2c90cd56ac (MD5) Previous issue date: 2007-09-14<br>Nesse texto, mostraremos a importância da Lingüística Histórica para a formação do professor de língua portuguesa. Veremos que os fenômenos lingüísticos são muitas vezes explicáveis à luz das ferramentas oferecidas por esse segmento da Lingüística. Traçaremos um breve resumo do percurso da Filologia Românica até o início do século XX. Explicaremos como ocorre a flexão de número dos nomes em Português, confrontando o que é explicado nos livros didáticos, nas Gramáticas Tradicionais e na literatura lingüística com o que tem a oferecer de contribuição a Lingüística Diacrônica. Utilizaremos exemplos, além da flexão de número, em que a diacronia oferece explicações plenas e satisfatórias. A motivação para esta dissertação parte da observação da pouca importância que tem sido dada aos estudos de diacronia da Língua Portuguesa nos cursos de graduação em Letras. Defendemos que o conhecimento dessas ferramentas pode ajudar muito no ensino da Gramática Tradicional, de maneira a torná-la realmente reflexiva, como tanto queremos os lingüistas. A Gramática Tradicional não deve deixar de ser estudada, mas seu ensino deve ser reinventado. Deixar de estudá-la, hoje, no contexto em que nos inserimos, seria um grande crime para com os nossos alunos, pois muitos concursos que garantem um emprego público, portanto estável, cobram em seus exames de seleção questões relacionadas ao conhecimento normativo dessa Gramática. Os vestibulares de fato não o fazem, mas os objetivos de nossos alunos não se limitam apenas a tais exames, pois muitos não podem esperar quatro anos (no mínimo) para buscar um emprego e enxergam nos concursos para empregos públicos sua única chance de crescimento e desenvolvimento profissional e financeiro, e – por conseqüência – social. Defendemos a valorização da Lingüística Histórica por esta ter sido deixada à margem, não por achá-la mais importante que as outras “Lingüísticas”, pois acreditamos que a reinvenção do ensino da Gramática Tradicional depende de um trabalho conjunto de todas as áreas dos estudos em lingüística. Até por que, se há um fenômeno na humanidade que é um continuum, este fenômeno, naturalmente, é a língua.<br>In this text, we will show the importance of the Historical Linguistics for Portuguese teachers’ formation. We will see that the linguistics phenomena are explained according to the tools offered by the Linguistics segment. We will trace a summary of the Romance Philology to the beginning of the 20th century. We will explain how plural of nouns are explained in Portuguese, confronting to what is explained in textbooks, in Traditional Grammars and in the linguistics literature to what it can be offered to the Diachronic Linguistics. We will use examples, besides the plurals, in which the diachronic offers full and satisfactory explanations. The motivation for this dissertation is related to the very little importance that has been given to the Portuguese language studies of diachronic in Liberal Arts graduation. We support that the knowledge of those tools can help the teaching of the Traditional Grammar, turning it into more reflexive. That is the way the linguists want. The Traditional Grammar studies should not be put aside, but its teaching should be reinvented. To abstrain from studying it today, in the context that we introduced, it would be terrible to our students, because many public exams that guarantee a job, a stable one, require subjects related to the normative knowledge of that Grammar. In fact the national exams don't do that, but our students' objectives are not just limited to such exams, because many of them cannot wait for four years (at least) to look for a job. Many students consider the public exams the only way to have a professional growth and a financial development, and - consequently - social. We support the valorization of the Historical Linguistics because it was put aside, not for finding it more important than the other " Linguistics ", but for believing that the rediscovery of the Traditional Grammar teaching depends on a united work of all areas in the linguistics studies.

Cette grammaire du tanimuka, langue tucano d’Amazonie colombienne, s’organise en quatre parties. La première partie, ‘le tanimuka : la langue et ses locuteurs’, est divisée en trois chapitres (1 à 3), qui établissent le profil sociolinguistique de la langue, et décrivent les conditions d’enquête de terrain. La deuxième partie, divisée en deux chapitres (5 et 6), présente une description de la phonologie et morphophonologie de la langue, avec une description du phénomène d’épenthèse syllabique dans le verbe. La troisième partie (chapitres 7 et 8) présente d’abord une étude générale de la grammaire au niveau morphosyntaxique et syntaxique, puis une étude thématique approfondie des systèmes de classification nominale : genre et classificateurs numéraux. La quatrième partie, divisée en trois chapitres (9 à 11), se concentre sur le domaine de l’expression spatiale, omniprésente dans la langue. Le premier chapitre présente l’inventaire de tous les éléments de l’expression spatiale de la langue. Le deuxième décrit le fonctionnement des verbes de postures et des positionnels dans les constructions locatives de base de prédicats de base simple ou complexe (séries verbales). Le troisième est dédié à l’étude de l’expression de la trajectoire. La thèse se termine par trois annexes : une présentation des stimuli visuels créés pour les enquêtes sur les verbes locatifs de posture et les positionnels, une étude sur le système de numération traditionnel du tanimuka, et la transcription d’une histoire de tradition orale ‘La tortue de terre Parekika’, glosée et traduite<br>This grammar of Tanimuka, a Tucanoan language of the Colombian Amazonian area, is organized in four parts. The first part, ‘Tanimuka : the language and its speakers’, is divided into three chapters (1 to 3), which establish the sociolinguistic profile of the language and describe the fieldwork conditions. The second part, divided into two chapters (5 and 6), presents a description of the phonology and morphophonology of the language, with a study of the phenomenon of syllabic epenthesis in the verb. The third part (chapters 7 and 8) begins with a general study of the morphosyntactic and syntactic levels, followed by an in-depth study of the noun classification systems: gender and numeral classifier. The fourth part (chapters 9 to 11) focuses on the expression of space, omnipresent in the language. The first chapter presents an inventory of all the elements that express the domain of space in the language. The second provides a detailed analysis of postures and positional verbs in basic locative construction of simple or complex predicates (serial verb constructions). The final chapter is dedicated to the study of the expression of the Trajectory category. The dissertation ends with three annexes, which present, in turn, the visual stimuli created for the investigation of locative verbs of posture and position, a study of the traditional system of numeration and the transcription of a history of oral tradition: 'The tortoise Parekika', glossed and translated

The thesis comprises two main parts : one historical and the other theoretical. The first part is a study of the ’ibdāl in which several salient works are analysed. Four Arab scholars whose works are the most important in the area under consideration are studied : Ibn al-Sikkīt, Al-Zajjājī, Abū al-Ṭayyib al-Luġawī and Ibn Jinnī. We examine the way in which, within the framework of the Arabic grammatical tradition, the lexicographers and grammarians have apprehended the phonetic and semantic similarities present in the Arabic lexicon and which are referred to by the name : ’ibdāl. The second part is a contribution to the theory of matrices and etymons (TME) elaborated by G. Bohas. We apply TME to the study of the {[coronal], [dorsal]} matrix which has a substantial lexical corpus. We endeavour to demonstrate that meaning is organized around a matrix of features (a macro-significant) associated with a macro-signifié. We also examine the polysemic, homonymic or enantiosemic relationships which are present within the same lexical heading, establishing the typology of these semantic combinations arising from the crossing of etymons<br>La thèse s’articule en deux grandes parties : une historique et l’autre théorique. La première propose une étude du ’ibdāl par l’analyse de quelques ouvrages repères. Quatre savants arabes y sont étudiés : Ibn al-Sikkīt, Al-Zajjājī, Abū al-Ṭayyib al-Luġawī et Ibn Jinnī dont les œuvres sont les plus importantes dans le domaine concerné. Nous y examinons la manière dont les lexicographes et grammairiens ont, dans le cadre de la tradition grammaticale arabe, appréhendé les similitudes phonétiques et sémantiques présentes dans le lexique de l’arabe et désignées sous le nom de : ’ibdāl. La seconde partie se veut une contribution à la théorie des matrices et étymons (TME) élaborée par Bohas. Notre contribution consiste dans l’étude de la matrice {[coronal], [dorsal]} qui présente un corpus lexical conséquent. Nous nous attachons à montrer que le sens s’articule en une matrice de traits (macro-signifiant) associée à un macro-signifié. Nous étudions également les relations de polysémie, d’homonymie ou d’énantiosémie présentes au sein d’une même entrée lexicale, en établissant la typologie de ces combinaisons sémantiques issues du croisement des étymons

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-28T14:48:12Z No. of bitstreams: 1 eduardolacerdafariarocha.pdf: 1475531 bytes, checksum: f22ce528720d6beac168519261e6c7ce (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:11:36Z (GMT) No. of bitstreams: 1 eduardolacerdafariarocha.pdf: 1475531 bytes, checksum: f22ce528720d6beac168519261e6c7ce (MD5)<br>Made available in DSpace on 2016-05-02T01:11:36Z (GMT). No. of bitstreams: 1 eduardolacerdafariarocha.pdf: 1475531 bytes, checksum: f22ce528720d6beac168519261e6c7ce (MD5) Previous issue date: 2015-10-13<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Nesta dissertação, pretendemos examinar, na Ars grammatica, de Diomedes, os elementos textuais e conceitos gramaticais que possam representar reflexos do bilinguismo greco-latino existente na sociedade em que essa obra se inseria, na região de Constantinopla, antiga capital do Império Romano do Oriente, onde a gramática teria sido publicada por volta do fim do século IV d.C.. A análise das artes grammaticae dos gramáticos latinos, como é o caso de Diomedes e sua ars, faz parte de um conjunto de estudos pertencentes à área da Historiografia Linguística, e que têm como corpus um texto antigo, através do qual, seguindo a proposta de Swiggers (2013, p. 43), busca-se contribuir, modestamente, para a compreensão do ideário linguístico e seu desenvolvimento. Essa contribuição se inicia, neste trabalho, a partir das contextualizações histórica e sociolinguística do texto sob análise, a fim de ilustrar a dinâmica instaurada em um texto gramatical antigo da coexistência das línguas grega e latina na sociedade da época. Com base nesse contexto, apresentamos e avaliamos os indícios no texto que decorrem do caráter bilíngue sociorregional, levando, também em consideração a língua do potencial leitor da gramática e a própria metalinguagem utilizada pelo autor.<br>In this dissertation we intend to examine, in the Ars grammatica of Diomedes, the textual elements and grammatical concepts that could represent reflections from the Greek and Latin bilingualism in the society in which this work was inserted, more specifically in the region of Constantinople, the late capital of the Eastern Roman Empire, where the grammar might have been published around the last years of the 4th century AD. The analysis of the artes grammaticae of Latin grammarians, such as Diomedes and his ars, is constituent of a combination of studies belonging to the field of Historiography of Linguistics, which have ancient texts as corpus. Through this corpus, according to the approach of Swiggers (2013, p. 43), we look for providing a modest contribution to the comprehension of the linguistic ideas and their development. This contribution initiates in this work from the historical and sociolinguistic contextualization of the text under analysis, in order to illustrate the dynamics of the coexistence of the Greek and Latin languages established in an ancient grammatical text at that time. Based on this context, we demonstrate and evaluate the traces in the text which originate from the socio-regional bilingual features, taking as well into consideration the language of the potential reader of the grammar and the metalanguage itself used by the author.

Throughout almost forty years of research on Rock Art in Brazil, many studies have already contributed to the current scenario of well-established regional traditions. However, concerning what is known as geometric elements, initially included in the generic Geometric Tradition, there are still many aspects to be discussed. These nonfigurative elements cover all the reasons that were not assigned into the other existing traditions in the Brazilian Northeast and became a single category of analysis that, by now, does not reach the symbolic complexity imbricated in the aforementioned motifs. Dealing with this panorama, this mastership thesis analyzed the geometric signs starting from the notion of grammar, which understands the rupestrian records as a symbolically constructed social communication. Following an alternative model to traditional theoretical-methodological perspectives, we aimed a typological identification of the signs and their symbolic associations. In order to accomplish this, the research used as corpus the geometric paintings present in the four rock art sites that form the Serra das Paridas Archaeological Complex, located in the city of Lençóis, Chapada Diamantina, Bahia. In this sense, we used the technical detailing based on the identification of the traces, colors, shapes and graphical compositions of the paintings, to investigate the existence of possible graphic repertoires that point out the existence of a symbolic grammar of the signs.<br>Ao longo de quase quarenta anos de pesquisa com arte rupestre no Brasil, muitos estudos já contribuíram para o cenário atual de tradições regionais bem estabelecidas. No entanto, em relação aos chamados elementos geométricos, encaixados inicialmente na genérica Tradição Geométrica, ainda há muitos aspectos a serem discutidos. Tais elementos, não figurativos, abrangem todos os motivos que não foram incorporados nas outras tradições existentes no Nordeste brasileiro e se transformaram numa única categoria de análise que, por hora, não dá conta da complexidade simbólica imbricada nesses motivos. Diante desse panorama, esta dissertação de mestrado analisou os signos geométricos a partir da noção de gramática, que encara os registros rupestres como uma comunicação social simbolicamente construída. Seguindo um caminho alternativo às perspectivas teórico metodológicas tradicionais, buscou-se a identificação tipológica dos signos e suas associações simbólicas. Para tanto, a pesquisa utilizou como corpus as pinturas geométricas presentes nos quatro sítios rupestres que formam o complexo Arqueológico Serra das Paridas, situado no município de Lençóis, Chapada Diamantina, Bahia. Nesse sentido, empreendeu-se o detalhamento técnico, a partir da identificação dos traços, cores, formas e composições gráficas das pinturas, para investigar a existência de possíveis repertórios gráficos que indiquem a existência de uma gramática simbólica dos signos.<br>Laranjeiras

L’étude présente l’histoire de la classe du participe à travers un corpus de grammaires del’espagnol, du français, de l’italien et du portugais parues entre le XVe et le XVIIIe siècle.La démarche comparative s’appuie sur le principe méthodologique de la mise en série d’une centaine d’ouvrages regroupés et confrontés selon des paramètres variables : la chronologie, le thème ou la tradition grammaticale de la langue-objet.La première partie aborde la question de la catégorisation en linguistique et s’interroge sur la nature des formes non finies du verbe, tout particulièrement du participe et de son emploi dans les formes verbales analytiques. La deuxième partie traite de l’histoire du participe sous un angle général. Ainsi, après avoir donné un aperçu des aspects problématiques qui intéressent les grammairiens grecs et latins, l’analyse se centre sur le traitement de la classe dans les grammaires des langues romanes. La troisième partie s’attache à étudier les approches et les concepts dont se servent les grammairiens de la Renaissance pour traiter les temps composés ainsi que la façon dont ils décrivent et (re)catégorisent les formes participiales de ces temps verbaux<br>The study investigates the history of the word-class of participle through a close study of a corpus of French, Spanish, Portuguese and Italian grammars which were published between the 15th and 18th centuries. The comparative approach is based on the methodological principle of “series of texts”, by grouping and collating a hundred works according to several variable parameters: the chronology, the theme or the grammatical tradition of the language in question.The first part of the study deals with the linguistic categorization and questions the nature of the non-finite verbal forms, especially the participle and its use in an analytical verbal form. The second part deals with the history of the participle from a more general point of view. Thus, after an overview of the problematic aspects of Greek and Latin grammarians, the analysis focuses on the treatment of the word-class in the grammars of the Romance languages. The third part focuses on the approaches and concepts used by the Renaissance grammarians to deal with compound tenses and on how they described and (re)-categorized the participle forms of these verbal tenses<br>El estudio presenta la historia de la clase del participio a través de un corpus de gramáticas de español, francés, italiano y portugués publicadas entre los siglos XV y XVIII. El enfoque comparativo se basa en el principio metodológico de la constitución de series textuales, que nos permite agrupar y cotejar un centenar de textos en función de parámetros variables: la cronología, el tema o la tradición gramatical de la lengua objeto.La primera parte aborda el asunto de la categorización en lingüística e indaga la naturaleza de las formas no finitas del verbo, especialmente la del participio y su utilización en las formas analíticas del verbo. La segunda parte propone una aproximacióna la historia del participio desde una perspectiva más general. Así pues, tras una cala en los aspectos problemáticos relacionados con el participio tratados por los gramáticos griegos y latinos, el análisis se centra en el tratamiento de la clase en las gramáticas de las lenguas romances. La tercera parte investiga sobre los enfoques y los conceptos que emplean los gramáticos del Renacimiento para tratar los tiempos compuestos, y sobre el modo en que describen y (re)categorizan las formas participiales de esos tiempos verbales

L’étude de la grammaire arabe est restée trop longtemps ancrée à la période fondatrice de cette discipline (IIᵉ-IVᵉ/VIIIᵉ-Xᵉ siècles). Cette thèse veut apporter une contribution sur des aires moins parcourues, telles la période post-classique et les périphéries du monde arabo-musulman ou, plus précisément, ses marges occidentales. Le point de départ est représenté par un Persan du IVᵉ/Xᵉ siècle installé à Damas, ʾAbū al-Qāsim al-Zaǧǧāǧī, un des grammairiens arabes les plus connus aujourd’hui mais n’ayant pas joui, à son époque, d’un succès immédiat. Ce succès s’est construit petit à petit grâce à l’un de ses traités, le Kitāb al-Ǧumal fī al-naḥw. Après une présentation du grammairien et du texte en question, cette étude essaie de suivre la diffusion du Ǧumal à travers les régions et les époques depuis le moment de sa rédaction. Cette recherche mène en al-Andalus : alors que cet ouvrage semble être délaissé en Orient, il est adopté par les savants andalous comme l’un des textes de base pour les études grammaticales. L’analyse des chaînes de transmission du Ǧumal et la recherche de ses commentaires montrent que ce traité n’a pas seulement été le texte grammatical principal dans cette périphérie du monde arabo-musulman, mais qu’il a aussi fini par devenir une sorte de miroir de l’histoire et de l’identité andalouses. En commençant le voyage au IVᵉ/Xᵉ siècle, il est possible de parcourir l’histoire de ce texte de manière presque ininterrompue jusqu’à nos jours : d’Orient en al-Andalus au moment de la formation de la culture andalouse, puis d’al-Andalus au Maghreb (et en Orient) avec les vagues d’émigration andalouses, pour finir avec son editio princeps de 1927 à Alger<br>Scholars in the Arabic Grammatical Tradition have mainly been focusing their attention on the formative stage of the Arabic grammatical theory (2nd-4th/8th-10th centuries). This dissertation aims at broadening the scope and is intended to contribute to our knowledge of this discipline at the post-classical period and in the western periphery of the Islamic world.The starting point of research is represented by a 4th/10th century grammarian of Persian origin who settled in Damascus: ʾAbū al-Qāsim al-Zaǧǧāǧī. Nowadays he is one of the best-known Arabic grammarians, but that was not the case in the beginning. Indeed his fame grew steadily thanks to one of his treatises, the Kitāb al-Ǧumal fī al-naḥw. The presentation of al-Zaǧǧāǧī and of his book sets the frame for the study, whose main focus is to trace the history of this text through time and space. This enquiry leads to al-Andalus: whereas the Ǧumal seemed to be abandoned in the Islamic East, it was adopted by Andalusian scholars as one the main texts for grammatical studies.The analysis of its chains of transmission and the presentation of all of its commentaries show not only that this treatise was the main grammatical text in this periphery of the Islamic world, but even that it came to be a sort of mirror of Andalusian history and identity.The journey of this book starts at the 4th/10th century and may be followed almost uninterruptedly until today: imported to al-Andalus from the Islamic East during the formative stage of Andalusian culture, it was then brought to Maghreb thanks to Andalusian emigration flows and was eventually edited in Algiers in 1927

碩士<br>國立彰化師範大學<br>教育研究所<br>96<br>Abstract The purpose of this study was to compare the influence of traditional grammar teaching and the influence of songs integration into grammar teaching in communicative approach on English learning anxiety and grammar learning achievement. Utilizing the quasi-experiment design, samples in this study were sixty seventh graders (32 in the control group and 28 in the experimental group) from a middle school in Taichung County. The control group was taught with the traditional grammar teaching while the experimental group was taught with songs integration into grammar teaching in communicative approach. The conclusions of this study are as follows: first, there was no significant difference between these two groups on English learning anxiety and grammar learning achievement. Second, there was no significant difference in English learning anxiety of the control group in pre-after test, however, there was a significant difference (the aspect of communicative fear) in English learning anxiety of the experimental group in pre-after test. Third, there was a significant difference in grammar learning achievement in both groups in pre-after test, however, the effect size of the experimental group was bigger than the one of the control group. Final, songs integration into grammar teaching in communicative approach can reduce the degree of negative relationship between English learning anxiety and grammar learning achievement. According to the results, suggestions were made as following: first, songs should be gradually integrated into grammar teaching activities. Second, the design of songs integration into grammar should be an item in the textbook selection list for saving time on preparing lessons. Third, teachers can adopt more activities in communicative approach in English teaching to reduce learners’ communicative fear and lift up learners’ learning efficiency. Final, choosing and using multimedia teaching material in appropriate way can increase the vividness in learning and promote learners’ learning efficiency.

Abstract GRAMMATICAL ANALYSIS OF VARIOUS BIBLICAL HEBREW TEXTS ACCORDING TO A TRADITIONAL SEMITIC GRAMMAR Richard Charles McDonald, Ph.D. The Southern Baptist Theological Seminary, 2014 Chair: Dr. Russell T. Fuller Although linguistic Hebraists are dissatisfied with traditional grammatical analysis, this dissertation demonstrates that traditional Semitic grammar--primarily based on Arabic grammar and grammarians--still provides the most simple, clear, and accurate description of biblical Hebrew grammar. Chapter 1 illustrates the role of Arabic grammar in the study of Biblical Hebrew grammar. From the inception of biblical Hebrew grammatical studies, Jewish scholars drew from the insights of Arabic grammar. For centuries afterwards, Jewish and Christian Hebrew grammarians followed this method. In recent decades, grammarians have turned to modern linguistic principles, leading to a misunderstanding of various points of Biblical Hebrew syntax. Chapters 2 and 3 analyze the syntax of select verses in Genesis 2 and 3, respectively. Barry Bandstra's Genesis commentary in the Baylor Press series serves as the main point of comparison between the traditional Semitic approach and the modern linguistic approach. Each chapter introduces typical categories and definitions of traditional Semitic grammar, and critiques Bandstra's analysis when it contradicts Semitic grammar. Both chapters discuss a few main grammatical issues; in these discussions, other linguistic Hebraists are taken into consideration. For example, chapter 2 argues that the terms `nominative,' `genitive,' and `accusative,' are still valid grammatical categories in biblical Hebrew syntax, contra Jan Kroeze. Chapter 2 also contends that the pronoun הוּא is not a copula. Chapter 3 demonstrates that the Hebrew verb היה is not a copula but a real verb showing action, and that the energic suffixes on the imperfect do, in fact, have semantic value and do show emphasis. In chapter 4, the analysis shifts to Ruth 1. Robert Holmstedt's commentary on Ruth from the Baylor Press series serves as the point of reference. There are three main discussions in the chapter. First, the chapter outlines biblical Hebrew word order in opposition to Holmstedt's claim that the typical word order is Subject-Verb. Second, the chapter demonstrates that the masoretic accents are crucial for biblical Hebrew syntax. Third, the chapter critiques Holmstedt's theory that the particle ⚀הַ marks headless relative clauses. The remainder of the verses are utilized to highlight traditional analysis or to contradict Holmstedt. Appendix 1 outlines Geoffrey Khan's use of comparative Semitics to defend his copula pronoun theory. The excursus contends that Khan reinterprets Semitic grammar through discourse analysis, and that his copula pronoun theory cannot be substantiated. Appendix 2 differentiates between the participle as a verbal adjective (the traditional Semitic definition), and John A. Cook's placement of the participle in the class of `adjective.' This appendix maintains that the participle cannot be included in the biblical Hebrew verbal system. Appendix 3 responds to the external reader's critiques regarding the author's Arabic descriptions, the analysis of the reflexive Niphal, the use of the masoretic accents, and casus pendens.

碩士<br>國立中正大學<br>外國文學所<br>96<br>Abstract The purpose of the study aimed to investigate the effectiveness of communicative grammar teaching (planned focus on form) and traditional grammar teaching (focus on forms) on sixty-four junior high school students’ speaking performance in Changhua County and to discuss the participants’ oral accuracy and fluency after they respectively received these two kinds of teaching methods, planned focus on form and focus on forms. The participants were from two classes and they were seventh grade students. One was the experimental group who received planned focus on form; the other was the control group who was taught with focus on forms. The data collection was from three sources. First, it included the teacher subjects’ responses in the questionnaires and the students’ test results of a pretest. The information of the questionnaire intended to probe the two teachers’ personal background and their teaching experiences. The results of the pretest were to ensure students’ English proficiency was at mixed levels. Secondly, it was classroom observation and in-class videotaping. The classroom observations were three 45-minute class periods and they were videotaped by the researcher who was in the back of the classroom. The classroom observation was to understand the students’ learning performance, the teacher’s instruction and the students and teacher’s interaction in classes. Finally, the students’ scores of test results in the posttest and delayed posttest were gathered and data analysis included statistic quantitative analysis and qualitative analysis. The relative merits of the two teaching methods were assessed through analysis of English oral proficiency in light of the direction terms the student subjects used to answer to the questions in the pretest, posttest, and delayed posttest. The results from comparing the pretest and posttest showed the participants in the control group who received focus on forms instruction had greater oral accuracy than those of the experimental group who were instructed with focus on form method. Furthermore, there was an interesting finding that the participants in the control group also had a better oral fluency than those of the experimental group. It seemed the control group had better oral performance in the immediate posttest. When comparing the posttest and delayed posttest, the researcher found the students in the experimental group had a better delayed effect in oral ability than those of the control group. Thus, it was concluded that the students in the control group gained immediate advantage of performing oral proficiency in the posttest. On the other hand, the students in the experimental group made long-term acquisition gains in oral ability so they performed better in the delayed posttest than those of the control group. Based on these findings, the researcher confirmed that planned focus on form and focus on forms are both effective for developing students’ oral proficiency. Therefore, it is suggested that when English teachers instruct English grammar to students, they can combine these two teaching methods in class. When teachers combine these two kinds of instruction in their teaching, their students can gain immediate effects from focus on forms and delayed effects from planned focus on form. As long as teachers are willing to challenge themselves by uniting planned focus on form and focus on forms to teach their students, both teachers and students are going to benefit from these two teaching methods now and in the future.

碩士<br>東海大學<br>建築學系<br>84<br>This research attempts to construct the prototype plans of traditionalhouses at Kingman through the use of shape grammar. First, the literatureof traditional houses ( by interviewing the craftsmen and surveying traditional houses) is reviewed and analyzed. Following that, a form deriving system for generating the morphological structure of prototype plans is formulated from the principles and procedures. This system consists of two grammars ─ " Shape Grammar " for geometrical structure and " Architectural ammar " for spatial structure. In addition, a dimension system is established for integrating the form deriving system. Finally the contribution of the grammar systems and their possible appli-cations are discussed, including (1) the establishment of the comparative framework, (2) the simulation of the planning process on real site, (3) the clarification of the spatial ideas underlying traditional houses. To sum up, this research not only sets up a framework of prototype grammar deriving from the literatur but also provides a new aspect of meaning-form relationships in shape grammar.

碩士<br>銘傳大學<br>應用英語學系碩士班<br>92<br>For decades, researchers argued over controversy between form-based and meaning-oriented instructions. Since students in Taiwan have to take part in form-oriented entrance examinations, some teachers maintain adopting traditional ways of teaching, while some are willing to try new and more meaning-based approaches. However, when adopting a meaning-oriented approach, many teachers failed to develop learners’ grammatical competence and thus went back to a traditional way of English teaching. While communicative approaches have been greatly promoted in language teaching, research has suggested that planned and timely Communicative focus on form (FonF) can work better than the communicative language teaching (CLT). Therefore, the purpose of the study was to develop a grammar pedagogy which helps develop both accuracy and fluency. In addition, the study examined learner perceptions and perceived effects toward two diverse grammar teaching approaches: FonF vs. Traditional Grammar Instruction (TGI). I also hope to make contributions to the improvement of current grammar teaching and therefore, gearing English language teaching toward the mainstream, CLT. The present study examines the effect of teaching three target structures to eighth graders in a junior high school in Yi-lan County, using two different instructional approaches. Forty five participants were randomly assigned to two groups, with one given FonF and the other, TGI. A grammaticality recognition test was conducted to the learners in each group one week before and immediately after a six-week period of instruction. One month after the posttest, the other delayed posttest was administered to examine the retention phenomenon between two groups. Beth test raw scores and gain scores, however, were analyzed by two sample t-test and paired t-test. In addition, to survey learner perceptions and perceived effects, questionnaires were given to two groups before and after the instruction as well. Results showed that the total mean score in the FonF group outperformed those in the TGI group in the posttest, though statistically insignificant. As results in the delayed posttest suggested, the retention phenomenon existed in both groups. Findings also showed that both groups liked the approach they had experienced, within which most TGI participants perceived such a traditional way of grammar teaching effective. FonF participants, however, are uncertain if the approach is effective for them even though they performed better than TGI participants in the posttest. The implication is that secondary EFL teachers in Taiwan are provided with an alternative: Communicative Focus on Form. The most salient advantage of adopting this approach is that teachers do not have to sacrifice accuracy for fluency anymore. Moreover, FonF may serve as a turning point while teachers are coping with English innovations toward a communicative approach. Further research, such as the investigation of the FonF effects on different language skills, and studies testing different target structures are needed for complete understanding of the effects of Communicative Focus on Form.

碩士<br>國立彰化師範大學<br>兒童英語研究所<br>102<br>This quasi-experimental study probed into the effects on students’ noticing of the English conditionals and the effects of input flood (IF), textual enhancement (TE) on their learning of these target structures, compared to those of the traditional grammar instruction (TI). The participants were 86 eighth-graders from three classes in a junior high school in central Taiwan. They were randomly assigned to the IF, TE, and TI groups. All of them received respective instruction on English Type I and Type II conditional constructions for six 45-minute periods. To measure the participants' noticing on each target structure, both of the input-based groups, IF and TE, were asked to do story written recall. The results show that the TE group noticed more target structures than the IF group. Moreover, to measure the learning effects of the learning on the target structures, the participants took the paper-and-pencil tests as the pretest before and the posttest after the treatment. The results show that the TI group made significant improvement on the learning of the target structures in both comprehension and production sessions (except Type I in comprehension).However, both IF and TE groups did not make any significant differences. Hence, it is concluded that explicit grammar instruction better facilitates the learning of English Type I and Type II conditional constructions than IF and TE on the eighth graders in Taiwan.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg 2014<br>With technology playing a huge role in today’s school environment, the effectiveness of introducing different forms of technology into the classroom and how the technology assists teachers or ‘holds them back’ needs to be assessed. This study takes a look at the difference between traditional and computer-based teaching of Grammar in Grade three with regards to results, learners’ evaluation and teacher preferences towards one particular method or the other. The study was conducted at a private school in northern Johannesburg, Gauteng, South Africa. The study took a mixed-methods approach. Qualitative and quantitative data were collected and analysed to gain insight into how the teaching methods are used, and if one can be considered more effective, and why. Ethical approval was obtained from the University of the Witwatersrand. Permission from the school principal was obtained in order for the research to take place. Informed written consent was obtained from all participants and / or their parents / guardians. The data was analysed by the statistician and results were presented in tables and graphs. The analysis of the results from all data collected illustrated a significant difference in the results between traditional and computer-based teaching of Grammar in grade three. Recommendations include teacher training, computer availability and reliable internet access.

碩士<br>國立中正大學<br>外國語文研究所<br>102<br>The present study aimed to compare the effects of the cognitive linguistic approach and the traditional approach on Taiwanese junior high school students’ learning of gerund and infinitive complements. In addition, students’ perceptions of the cognitive linguistic approach and of the traditional approach were also investigated. The study adopted a two group pretest-posttest-delayed posttest experimental design. The students in the experimental group were taught the use of gerund and infinitive complements with a cognitive linguistic approach, while the students in the control group were taught with a traditional approach. The data were collected from a pretest, an immediate posttest, a one-month delayed posttest, and a questionnaire. The quantitative data were analyzed by using t test. The qualitative data were analyzed by classifying students’ responses in the questionnaire into several categories and then calculating the percentage of each category. The study results indicated that the cognitive linguistic approach had a more immediate positive effect on Taiwanese junior high school students’ learning of gerund and infinitive complements than the traditional approach even though its positive effect did not last over time. Furthermore, the data obtained from the questionnaire revealed that a majority of the students favored the use of the cognitive linguistic approach in their grammar learning. In conclusion, the results of the present study have provided evidence that the cognitive linguistic approach is pedagogically more effective than the traditional approach to teaching junior high school students in Taiwan the use of gerund and infinitive complements.

AIM The aim of this study is to investigate the opacity of Chinese compounds in search of conceptual motivations for traditional exocentric compounds and contemporary neologisms in Chinese. METHODOLOGY This research may be characterised as an empirical investigation within the quantitative paradigm. The study contains three tasks. The design of Task 1 and Task 2 replicates the experiment concerning the classification of compound transparency which Libben, Gibson, Yoon and Sandra (2003) used to test English compounds. Task 3 is a kind of word association task that is designed following a suggestion by Gleason and Ratner (1998: 215). A sample of 95 Chinese native speakers for Task 1 & Task 2 is used. A sample of 50 Chinese native speakers for Task 3 is used. None of them has participated in either Task 1 or Task 2. FINDINGS The findings are presented with regard to the two types of compounds investigated in the study: ‘semantically free’ compounds and neologisms. In summary, ‘semantically free’ compounds may process through their constituents in the mental lexicon. Meanwhile, for some certain reasons ‘semantically free’ compounds may be recognized from the mental lexicon as whole. In the research, it found that the frequency effect is stronger than the effect of ‘semantic transparency’ in ‘semantically free’ compounds, it could mean that lexico-semantic distance (semantic freedom) is much smaller in Chinese exocentric compounds than anticipated by Scalise and Guevara (2006). Neologisms may process through their constituents in the mental lexicon. The effect of semantic transparency may be stronger than the frequency effect in neologisms when compounds are semantically transparent and their constituents’ meanings are similarity. KEY CONCEPTS Exocentric compounds, endocentric compounds, ‘semantically free’ compounds, neologisms, opaqueness, semantic transparency, frequency effect, word-superiority effect.<br>Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

碩士<br>東海大學<br>建築(工程)學系<br>83<br>This thesis examines the possibility and limitation of meanings description system in shape grammar. First, the defination and operation of form and meaning are being stated. The formalized description of shape grammar not only forms the geomatry and location of spaces, it can further explore the meaning within. Eleven tranditional Taiwan shu-yuan （書院） buildings are selected as examples. These buildings'' plans are being generated and accomplished with meaning descriptions. The grammar shows the plan organization, function, and geomatric attributes of tranditional Taiwan shu-yuan buildings. Further this research distinguishs the relation between architectural form and meanings in formalized system, and sets up a meaning- form research

Cognitive linguists posit that language as a system of meaning is closely related to cognition and to the associated perceptual and physiological structures of the body. From the cognitive semantic viewpoint, cognitive processes underpin and motivate linguistic phenomena such as categorisation, polysemy, metaphor, metonymy and image schemas. The pedagogical implication of the cognitive semantic perspective is that understanding these cognitive motivations facilitates language learning. This dissertation uses an applied cognitive semantic approach to `make sense' of a traditional knowledge system, Traditional Chinese Medicine (TCM). TCM views human physiology as a holistic and dynamic system that exemplifies the same principles as the cosmos-environment. TCM models result in a categorisation of physiological phenomena based on a complex system of experiential and cosmological correspondences. I suggest that the holistic epistemology of cognitive linguistics is well suited to an understanding of these holistic models. From a pedagogical viewpoint, I argue that an analysis of the cognitive motivations which underpin TCM categorisations and the polysemy of some key TCM terms can help the student make sense of TCM as a meaningful system of thought and practice. Both the theoretical and applied approaches explored in this dissertation should have relevance to other traditional knowledge systems, particularly traditional medical systems.<br>Linguistics<br>M.A. (Linguistics)

Abstracts in English, Afrikaans and Xhosa<br>English proficiency is regarded important for economic empowerment in South Africa, since English is the official business language of the country. South Africa is, however, a multilingual country, with 11 official languages. The majority of South African learners do not speak English as first language, but study English as an additional language in school. This leads to English Second Language (ESL) classroom complexities such as multilingualism, negative attitudes to ESL, and various levels of linguistic proficiency, which affect the teaching of the prescribed curriculum. Many learners arrive in secondary school (Grade 8) with underdeveloped English proficiency, which means that a lot of time in ESL classrooms is spent on re-teaching English language concepts, especially grammar concepts. This causes stress for both ESL teachers and learners. This study tested the effectiveness of a self-help ESL grammar intervention programme in order to establish whether existing gaps in grammar knowledge could be closed via self-study outside of the classroom. More specifically, the study asked the question whether learners’ knowledge of Parts of Speech could be enhanced via a self-help intervention programme, which was based on the principles of Systemic Functional Grammar (SFG). SFG is not traditionally used as an instructional framework in ESL classrooms in the South African context. The rationale for assessing the efficiency of an SFG self-help intervention programme was that there is currently a dire need for alternative approaches to teaching ESL grammar, which would assist struggling learners to raise their proficiency levels quickly, and which would allow teachers to continue with the prescribed curriculum. The intervention programme was tested in a controlled quasi-experimental study, which included an experimental group and a control group, and which compared performance in the mid-year examination and year-end examination to performance in a baseline assessment. The results of the study showed that the self-intervention programme was effective in enhancing ESL learners’ knowledge of Parts of Speech, and also had a positive effect on other aspects of grammar knowledge and on writing. Based on these findings, it is recommended that self-regulation and self-instruction be considered for inclusion in ESL syllabi in the South African context, as it can play a positive role in enhancing ESL learners’ linguistic proficiency.<br>Engelse taalvaardigheid word as belangrik beskou vir ekonomiese bemagtiging in Suid–Afrika, aangesien Engels die offisiële besigheidstaal van die land is. Suid-Afrika het egter elf erkende offisiële landstale en is dus ‘n meertalige land. Die oorgrote meerderheid Suid-Afrikaanse leerders se eerste taal is nie Engels nie, en hierdie leerders neem Engels as tweede taal (ook genoem eerste addisionnele taal) in ‘n formele omgewing op skool. Dit veroorsaak verskeie uitdagings in Engelse tweedetaalklasse, onder andere meertalige leerders, ‘n negatiewe houding teenoor Engels, en oneweredige ontwikkelingsvlakke in Engels. ‘n Groot aantal leerders begin hul sekondêre skoolloopbaan met onderontwikkelde vaardighede in Engels, met name in grammatika. Dit beïnvloed die onderrig van die voorgeskrewe Engelse tweedetaal kurrikulum, veral in Graad 8. Onderwysers is dikwels genoodsaak om baie tyd aan die heronderrig van grammatikale konsepte te spandeer, alvorens die voorgeskrewe Graad 8 kurrikulum hervat kan word. Dit plaas spanning op sowel onderwysers as leerders. Die doel van hierdie studie was om die effektiwiteit van ‘n self-onderrig intervensieprogram te toets – meer spesifiek om te toets of kennisgapings in “Parts of Speech (POS)” oorbrug kan word met ‘n self-onderrig program wat gebaseer is op Sistemiese Funksionele Linguistiek (SFL). SFL word nie tradisioneel in die Suid-Afrikaanse leerprogram gebruik nie, en die rasionaal vir die toetsing van ‘n SFL program was dat daar tans ‘n geweldige vraag is na alternatiewe benaderings tot die onderrig van Engels, wat leerders sal ondersteun om hulle vaardigheidsvlakke snel te verbeter, sodat onderwysers kan voorgaan met die voorgeskrewe kurrikulum. Die SFL intervensieprogram in hierdie studie is deur middel van ‘n gekontroleerde kwasi-eksperimentele metode getoets, wat ‘n eksperimentele groep en ‘n kontrolegroep ingesluit het. Die twee groepe se kennis van woordsoorte is in die middeljaar, asook die eindjaareksamen gemeet, en vergelyk met die resultate van ‘n basislyntoets wat aan die begin van die jaar afgeneem is. Die resultate het bevestig dat die SFL intervensieprogram ‘n positiewe effek gehad het op kennis van woordsoorte. Verdere positiewe effekte was merkbaar in ander aspekte van Engelse grammatika en in skryfvaardigheid. Na aanleiding van hierdie bevindinge is die aanbeveling van hierdie studie dat selfonderrig and self-regulasie oorweeg moet word as belangrike komponente van die Engels tweedetaal sillabus in die Suid-Afrikaanse konteks, aangesien dit ‘n positiewe rol kan speel in die verbetering van Engels tweedetaal leerders se taalvaardigheid.<br>Ubugcisa kulwimi lwesiNgesi bubaluleke kakhulu ekuxhobiseni ezoqoqosho eMzantsi Afrika kuba silulwimi lwezoshishino olusemthethweni kweli lizwe. Naxa kunjalo uMzantsi Afrika lilizwe elineelwimi ezininzi, apho ezili-11 zamiliselwa njengeelwimi ezisemthethweni. Uninzi lwabafundi baseMzantsi Afrika alusithethi njengolwimi lokuqala isiNgesi, koko lusifunda njengolwimi olongeziweyo esikolweni. Oku kukhokelela kwiingxaki ezininzi kwiklasi efundisa isiNgesi njengoLwimi lwesiBini, ezifana nokusetyenziswa kweelwimi ezininzi kwakunye namanqanaba awohlukileyo olwazi nobugcisa bokusebenzisa ulwimi, nto ezo zichaphazela ukufundiswa kwekharityhulam esekiweyo. Abafundi abaninzi bafika kwisikolo sasesekondari (iBanga lesi-8) bengenalwazi nabugcisa baneleyo besiNgesi, ngenxa yoko, kwiklasi yesiNgesi uLwimi lwesiBini kuchithwa ixesha elininzi kuphindaphindwa ukufundiswa kwesigama sesiNgesi, ngakumbi isigama segrama. Esi sifundo sophando siye sahlola ukusebenza kwenkqubo yongenelelo kufundiso lwegrama yesiNgesi uLwimi lwesiBini apho umfundi azinceda ngokwakhe, ukuze kufunyaniswe ukuba zingavaleka na ezi zikhewu zikhoyo zokuswela ulwazi lwegrama ngokuzifundela ngaphandle kweklasi. Olu phando lujolise ngakumbi kumbuzo wokuba, ingaba ulwazi lwabafundi ngeziGaba zeNtetho lungaphuculwa na ngokusebenzisa le nkqubo yongenelelo yokuzinceda esekelwe kwimithetho-siseko yeSystemic Functional Grammar (iSFG). ISFG ayisetyenziswa ngokwesithethe njengesakhelo sokufundisa kwiklasi yesiNgesi uLwimi lwesiBini eMzantsi Afrika. Esona sizathu sokuvavanya ukusebenza kwale nkqubo yongenelelo yokuzinceda yeSFG, kukuba kukho intswelo enkulu yeendlela ezizezinye zokufundisa igrama yesiNgesi uLwimi lwesiBini, nto leyo inokunceda abafundi abatsala nzima baphucule amaqondo abo obugcisa, kananjalo incede ootitshala bakwazi ukuqhubela phambili nekharityhulam emiselweyo. Le nkqubo yongenelelo yavavanywa kuphando oluphantsi kolawulo olwaziwa ngokuba sisifundo sophando olungagqibelelanga (quasi experimental study), olwaquka iqela lolingelo kunye neqela elisetyenziswa njengomgangatho wentelekiso (control group). Olu phando lwathelekisa indlela abaqhuba ngayo abafundi kwiimviwo zombindi wonyaka nezokuphela konyaka, ithelekiswa kunye nenkqubo yabafundi kuvavanyo olusisiseko. Iziphumo zophando zabonisa ukuba inkqubo yongenelelo yokuzinceda ibe nempumelelo ekuphuliseni ulwazi lwabafundi lweziGaba zeNtetho kwaye ibe nefuthe elakhayo nakweminye imiba yolwazi lwegrama nesakhono sokubhala. Ngokwezi ziphumo kucetyiswa ukuba kuqwalaselwe ukuzilawula nokuzifundisa kwabafundi njengenxalenye yesilabhasi yesiNgesi uLwimi lwesiBini ngokwemeko yaseMzantsi Afrika njengoko oku kuya kuba nefuthe elakhayo ekuphuhliseni ubugcisa babafundi bolwimi lwesiNgesi uLwimi lwesiBini.<br>Linguistics and Modern Languages<br>D. Phil. (Languages, Linguistics and Literature)