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Perek, Florent. "Verbs, Constructions, Alternations : Usage-based perspectives on argument realization." Thesis, Lille 3, 2012. http://www.theses.fr/2012LIL30036.
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L’objectif général de la présente thèse est d’évaluer dans quelle mesure la grammaire des verbes, aussi appelée complémentation verbale, peut être basée sur l’usage de la langue. La linguistique de l’usage (usage-based approach) constitue un récent changement de paradigme dans les sciences du langage, qui défend l’idée que la grammaire est un inventaire dynamique d’unités symboliques qui émergent et sont constamment redéfinies par l’usage de la langue. En adoptant une approche constructionnelle de la complémentation verbale et sur la base de données de l’anglais, nous traitons la question de la relation entre la grammaire des verbes et leur usage à trois niveaux d’organisation.Au niveau des verbes, nous comparons des résultats expérimentaux à des données de corpus, et trouvons que les plus fréquentes valences d’un verbe sont traitées plus facilement, ce qui montre que la valence est basée sur l’usage. Au niveau des constructions, nous montrons que, dans le cas de la construction conative, il est possible de formuler le sens d’une construction sur la base du sens des verbes en se plaçant au niveau de classes sémantiques, mais moins facilement au niveau le plus abstrait. Nous considérons ceci comme une preuve supplémentaire de l’importance des schémas de bas niveau sur les généralisations abstraites. Au niveau des alternances, nous suggérons que la productivité verbale peut être basée sur des relations d’alternances. Nous montrons que l’alternance dative présente une asymétrie en productivité, et que cette asymétrie peut être expliquée par des différences correspondantes en termes du nombre de verbes utilisés dans chaque constructionThe general goal of this thesis is to investigate to what extent the grammar of verbs, also called argument realization, can be based on linguistic usage. The usage-based approach is a recent paradigm shift in linguistics which takes the view that grammar is a dynamic inventory of symbolic conventions that emerges through, and is likewise shaped by, actual language use. Adopting a constructional approach to argument structure and on the basis of English data, we address the question of the usage basis of argument realization at three levels of organization.At the level of verbs, we compare experimental results to usage data, and find that more frequent valency patterns of a verb are processed more easily. These findings provide evidence for the usage basis of valency. At the level of constructions, we show that, in the case of the conative construction, it is possible to formulate constructional generalizations on the basis of verbal meaning at the level of semantically defined verb classes, but not so easily at the most abstract level. We take this as further evidence of the importance of lower-level schemas over broad generalizations. At the level of alternations, we present usage-based evidence that productivity can be based on alternation relations. We report that the dative alternation displays a productivity asymmetry, and we show that these differences can be explained by corresponding asymmetries in type frequencies
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Richard, Vincent. "La signification linguistique entre effets de structures et effets de contexte." Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010583/document.
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L'objectif de cette thèse est d'introduire la grammaire générative dans l'étude philosophique de la signification linguistique des langues naturelles, tout en l'articulant à une théorie contextualiste du sens. Nous montrerons d'abord en quoi les procédures syntaxiques sont autonomes de toute contrainte sémantique externe (thèse d'autonomie de la syntaxe), tout en contraignant la construction du sens linguistique (thèse du syntactocentrisme). Nous montrerons également qu'un filtrage contextuel des expressions grammaticales mais pas utilisables s'opère à un niveau post-syntaxique sur le résultat des dérivations syntaxiques. Dans un deuxième temps, nous montrerons que la syntaxe détermine la structure de la signification. Nous commencerons par critiquer les conceptions lexicalistes, selon lesquelles la structure de la signification dérive d'informations contenues dans les items lexicaux. Puis nous montrerons que les formes sémantiques des expressions sont des structures événementielles dont chaque élément correspond strictement à un élément de la structure syntaxique. Dans un troisième temps, nous montrerons que tandis que la structure interprétative est rigidement déterminée par la structure syntaxique, le contenu des termes mobilisés dans les expressions est quant à lui le résultat d'une interaction entre contenu conceptuel, structure syntaxique et filtrage contextuel. Cela s'accompagnera d'une conception des concepts comme entrées encyclopédiques comportant une multiplicité d'informations sur lesquelles s'opère une sélection locale de l'information pertinente en fonction du contexteThe goal of this dissertation is to introduce generative grammar into the philosophical study of linguistic meaning in natural languages, while articulating it with a contextualist theory of meaning. First, we will show that syntactic procedures are autonomous from any external semantic constraints (autonomy of syntax thesis) while constraining the construction of linguistic meaning (syntactocentrism thesis). We will also show that the results of syntactic derivations that are grammatical but not usable are contextually filtered out at a post-syntactic stage. In a second part, we will show that syntax determines the structure of meaning. We will start by criticizing the lexicalist conceptions accordinf to which the structure of meaning derives from data included in lexical items. Then we will show that the semantic forms of expressions are event structures of which each element strictly corresponds to an element in syntactic structure. In a third part, we will show that while interpretive structure is rigidly determined by syntactic structure, the content of terms used in expressions is the result of an interaction involving conceptual content, syntactic structure and contextual filtering. This entails a conception of concepts as encyclopedic entries made up of a multiplicity of data on which a local selection of contextually relevant information operates
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Delgrange, Clément. "Apprentissage basé sur l’usage en interaction humaine avec un assistant adaptatif." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1290/document.
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Aujourd'hui, un utilisateur peut interagir avec des assistants virtuels, comme Alexa, Siri ou Cortana, pour accomplir des tâches dans un environnement numérique. Dans ces systèmes, les liens entre des ordres exprimés en langage naturel et leurs réalisations concrètes sont précisées lors de la phase de conception. Une approche plus adaptative consisterait à laisser l'utilisateur donner des instructions en langage naturel ou des démonstrations lorsqu'une tâche est inconnue de l'assistant. Une solution adaptative devrait ainsi permettre à l'assistant d'agir sur un environnement numérique plus vaste composé de multiples domaines d'application et de mieux répondre aux besoins des utilisateurs. Des systèmes robotiques, inspirés par des études portant sur le développement du langage chez l'humain, ont déjà été développés pour fournir de telles capacités d'adaptation. Ici, nous étendons cette approche à l'interaction humaine avec un assistant virtuel qui peut, premièrement, apprendre le lien entre des commandes verbales et la réalisation d'actions basiques d'un domaine applicatif spécifique. Ensuite, il peut apprendre des liens plus complexes en combinant ses connaissances procédurales précédemment acquises en interaction avec l'utilisateur. La flexibilité du système est démontrée par sa forte adaptabilité au langage naturel, sa capacité à apprendre des actions dans de nouveaux domaines (Email, Wikipedia,...), et à former des connaissances procédurales hybrides en utilisant plusieurs services numériques, par exemple, en combinant une recherche Wikipédia avec un service de courrier électroniqueToday users can interact with popular virtual assistants such as Siri to accomplish their tasks on a digital environment. In these systems, links between natural language requests and their concrete realizations are specified at the conception phase. A more adaptive approach would be to allow the user to provide natural language instructions or demonstrations when a task is unknown by the assistant. An adaptive solution should allow the virtual assistant to operate a much larger digital environment composed of multiple application domains and providers and better match user needs. We have previously developed robotic systems, inspired by human language developmental studies, that provide such a usage-based adaptive capacity. Here we extend this approach to human interaction with a virtual assistant that can first learn the mapping between verbal commands and basic action semantics of a specific domain. Then, it can learn higher level mapping by combining previously learned procedural knowledge in interaction with the user. The flexibility of the system is demonstrated as the virtual assistant can learn actions in a new domains (Email, Wikipedia,...), and can then learn how email and Wikipedia basic procedures can be combined to form hybrid procedural knowledge
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Prigent, Gaïd. "Développement morphosyntaxique complexe : comprendre et évaluer les acquisitions syntaxiques tardives, chez l’enfant tout-venant et chez l’enfant présentant des troubles sévères d’acquisition du langage." Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100001/document.
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La Théorie Usage et Construction (TUC) postule que l’enfant développe son langage, et plus précisément ses formes morphosyntaxiques, grâce à l’utilisation de processus cognitifs généraux qui permettent un mécanisme de complexification et de généralisation de ses propres productions ainsi que de celles issues de l’input. L’approche cognitivo-fonctionnelle n’a été appliquée à la dysphasie que dans peu d’études. De plus, l'acquisition de la syntaxe complexe chez l'enfant dysphasique est un domaine délaissé dans la littérature existante. Ainsi, dans ce travail de thèse, nous nous sommes intéressés aux difficultés des enfants dysphasiques pour la complexité morphosyntaxique à travers la lunette de la TUC, et ce en utilisant à les fois des tâches expérimentales et des situations de génération de langage spontané. Nous postulions que la complexité, concept au cœur de notre travail, est définie par ce qui est cognitivement coûteux, désignant ainsi les formes linguistiques rares, longues ou imbriquées. Notre travail met en évidence que les enfants dysphasiques peuvent être productifs seulement avec les schémas fréquents dans le langage qui leur est adressé, alors que les structures complexes, peu fréquentes dans l’input, sont particulièrement difficiles à appréhender pour eux. Dès lors, ces enfants ont besoin d’être confrontés à davantage d’exemplaires et de contextes de pratique pour que la masse critique suffisante soit atteinte et que l’apprentissage de constructions soit possible. Enfin, un lien relativement clair entre la difficulté de complexification syntaxique et les troubles de la généralisation est mis en évidenceThe Construction and Usage-based Theory (CUT) argues that children develop their language, and more precisely morphosyntactic structures, thanks to the use of general cognitive processes by complexifying and generalizing their own prior productions and productions used in the input. These hypotheses have been tested in children with specific language impairment (SLI) in very few studies. Moreover, development of complex syntax is a little studied area in the literature. Thus, the current doctoral thesis focused on complex syntax difficulties of children with SLI using spontaneous language samples and experimental tasks. This work defines complexity as linguistics forms which are rare, long or nested and more generally cognitively costly. The results obtained show that children with SLI use frequent forms heard in the input productively, whereas complex forms, which are rare in the input are difficult for them. These children need to be exposed to more exemplars and practice settings to reach critical mass and making possible learning of constructions. Finally, this current doctoral thesis highlights a relatively obvious link between complex syntax difficulties and lack of generalization of construction schemas
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Lang, Elodie. "L'écrit(ure) universitaire, une tâche située et complexe : approche holiste du processus d'adaptation de la compétence scripturale chez les apprenants avancés en FLE." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAC024.
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Cette thèse s’intéresse aux problématiques d’écrit(ure) universitaire que rencontrent les étudiants étrangers de niveau avancé, et en particulier aux phénomènes d’erreurs grammaticales non-conformes au niveau linguistique des apprenants liés à l’adaptation de leur compétence scripturale. Elle s’inscrit dans une perspective plurielle fondée sur le principe des Systèmes Dynamiques Complexes. La thématique est donc abordée par trois volets d’études (1) sociopsychologiques, (2) cognitives et (3) psychosociales permettant d’appréhender de manière holiste les processus en jeu dans l’appropriation des pratiques scripturales académiques. Cette thèse compte, d’une part, contribuer à la compréhension des difficultés linguistiques des étudiants en les considérant comme corrélatives des contraintes particulières des discours universitaires à produire dans le but, d’autre part, d’engager des réflexions sur la formation et l’accompagnement des apprenantsThis thesis focuses on the academic writing problems encountered by advanced-level foreign students, and in particular the phenomena of grammatical errors that are not consistent with the linguistic level of learners related to the adaptation of their scriptural competence. This work is part of a plural perspective based on the principle of Complex Dynamic Systems. The theme is therefore addressed by three sociopsychological, (2) cognitive and (3) psychosocial studies that allow us to comprehend holistically the processes involved in the appropriation of academic scriptural practices. On the one hand, this thesis intends to contribute to the comprehension of the linguistic difficulties of the students by considering them as correlative of the particular constraints of the university discourses to produce with the aim, on the other hand, to engage reflections on the formation and the accompaniment of learners
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Averyanov, Oleg. "Les tours pronominaux et non pronominaux français à l’Âge classique (1610-1715) : étude des descriptions et des usages." Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL072.pdf.
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Dans l’histoire de la langue française, bon nombre de lexèmes verbaux se sont déclinés en tours pronominaux et non pronominaux (se + V./V.) ayant entretenu des rapports de concurrence contextuelle. La nature de ces rapports n’a pas jusqu’ici fait l’objet d’une étude systématique pour la période du long XVIIe siècle, connue dans l’historiographie comme une période de standardisation du français. Cette époque, incluant les français appelés préclassique et classique, est cependant marquée par l’apparition non seulement de grands dictionnaires et d’une riche gamme de nouvelles grammaires, mais aussi des observations sur la langue française – les remarques – commentant, entre autres, les différents emplois des tours pronominaux et non pronominaux correspondants. Au travers d’une étude, d’un côté, d’ouvrages métalinguistiques, et, de l’autre, d’occurrences effectives dans des textes de divers genres et statuts, nous procédons dans cette thèse à une analyse linguistique des comportements de certains de ces tours en vue de mettre au jour des lois syntaxiques, sémantiques et syntagmatiques présidant à l’apparent flottement entre les emplois pronominal et non pronominal d’un lexème, ainsi que les enjeux du regard porté sur ces tours par les savants au XVIIe siècle. Nous nous intéressons, par ce biais, à l’éventualité du phénomène de variation lors d’une période de normalisation linguistique, tout en prêtant une attention particulière aux choix opérés par les auteurs des textes analysés. Ce faisant, nous nous interrogeons enfin sur le rôle du clitique se et sur la fonction qu’il remplit au sein du tour pronominal et dans la proposition en français de l’Âge classiqueThroughout the history of the French language, many verbal lexemes have been broken down into reflexive and non-reflexive structures (se + V./V.) that have maintained contextual competitive relationships. The nature of these relationships has not yet been the subject of systematic study for the long period of the 17th century, known in historiography as a period of standardization of French. This period, which includes the French known as preclassical and classical, is, however, marked by the appearance not only of extensive dictionaries and a rich array of new grammars, but also of observations on the French language – remarques – commenting, among other things, on the different uses of the corresponding pronominal and non-pronominal structures. Through a study of both metalinguistic works and of actual occurrences in texts of various genres and statuses, this thesis proceeds in a linguistic analysis of the behaviour of some of these structures in order to uncover syntactic, semantic and syntagmatic laws governing the apparent wavering between the pronominal and non-pronominal uses of a lexeme, as well as the challenges in the way these structures were viewed by scholars in the 17th century. We are thus interested in the possibility of the phenomenon of variation during a period of linguistic standardization, while paying close attention to the choices made by the authors of the texts analyzed. Finally, we examine the role of the se clitic and the function it fulfils within the pronominal structure and in the French proposition of the Classical Age
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Roller, Katja Martina [Verfasser], Bernd [Akademischer Betreuer] Kortmann, and Christian [Akademischer Betreuer] Mair. "Salience in Welsh English grammar : a usage-based approach." Freiburg : Universität, 2016. http://d-nb.info/1122831803/34.
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Rangelov, Spas Angelov. "The grammar and usage of Korean phrase-final particles." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/15639/.
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Lee, Im-Seon. "Grammaire française du XVIIIe siècle : théories et usages de la préposition." Montpellier 3, 1999. http://www.theses.fr/1999MON30033.
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Frandsen, Jacob F. "Interpreting Standard Usage Empirically." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3986.
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Writers, editors, and everyday language users look to dictionaries, style guides, usage guides, and other published works to help inform their language decisions. They want to know what is Standard English and what is not. Commentators have been prescribing and proscribing certain usages for centuries; however, their advice has traditionally been based on the subjective opinions of the authors. Recent works have analyzed usage by relying wholly or partly on statistical and descriptive data rather than traditional opinion alone; however, no work has presented statistical usage data in a user-friendly and consistent format. This study presents a statistically based methodology for analyzing the standardness of disputed English usage points that can be presented in a dictionary-like format useful to writers and editors. Using data from the Corpus of Contemporary American English, this study determined the percent of use of several disputed usage items. Percents of use were then applied to a statistically based "standardness" scale with several levels. The scale presented in this study is adapted from scales that have been used previously to study language change. In addition, returns from the Corpus of Historical American English were used to present historical trends, if any, for each usage item. It was found that traditional sentiments about certain prescribed and proscribed usage items differ markedly from actual observed usage. Corpus data make it clear that even usage guides that purport to rely at least partly on descriptive data are often wrong about the prevalence and acceptability of usage items. To produce truly objective and accurate analysis, usage advice must depend on corpus data and use a standard usage-trend scale that accounts for how language changes.
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Azad, Yusef. "The government of tongues : common usage and the 'prescriptive' tradition, 1650 to 1800." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303455.
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Mdemka, Xoliswa Leonora. "A pragmatic analysis of apologies in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52123.
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Thesis (MA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: This study investigates the speech act of apology in Xhosa. The main aim of the study is to examine some of the characteristics of apologies in remedial interchanges based on a Xhosa corpus within the field of pragmatics. The study is concerned with the expressions people use when they apologize in Xhosa, and the effectiveness of apologies in remediating the negative effects of transgressions. In order to examine the effectiveness of apologies in Xhosa, a questionnaire has been drawn up within which students of selected High schools in the Western Cape have completed the offence and the apology. Data was collected through the selection of four High schools in the Western Cape and Grade 11 learners were asked to complete the questionnaires. In this study, these questionnaires are analyzed and assessed. The findings based on this research are presented to identify the characteristics of apologies in remedial interchanges based on a Xhosa corpus within the field of pragmatics. The study is organized as follows: Chapter 1 features the statement of the problem and the aim of the study. Chapter 2 is concerned with an overview of the theoretical framework on which the study is based, i.e. pragmatics, and within pragmatics specifically the speech act and the theory of politeness. Chapter 3 examines the speech act of apology as indicated by the literature on this speech act. Chapter 4 investigates apologies in Xhosa with attention to the apology strategies and the analysis of the Xhosa data. Chapter 5 summarizes the findings obtained from chapters 2 - 4.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van Apologie in Xhosa. Die hoofdoelstelling van die studie is om die kenmerke van apologiee te ondersoek in die veld van die pragmatiek in remediale interaksie gebaseer op 'n Xhosa korpus. Die studie het belang by die uitdrukkings wat mense gebruik wanneer hulle apologie aanteken in Xhosa, en die doeltreffendheid van apologiee in die rernedierinq van die negatiewe effek van oortredings. Ten einde die doeltreffendheid van apoloqiee in Xhosa te ondersoek, is 'n vraelys opgestel waarin leerders van geselekteerde Hoerskole in die Wes-Kaap die oortreding- en die apologie-beskrywing moes invul. Data is versamel deur Graad 11 leerders van vier verskillende Hoerskole in die Wes-Kaap te vra om vraelyste oor Apologiee in Xhosa te voltooi. In die studie is die vraelyste ontleed en ge-evalueer. Die bevindinge wat op die navorsing gebaseer is, is aangebied ten einde die eienskappe van apoloqiee te identifiseer soos gebaseer op remediale interaksie soos dit gegrond is op die Xhosa korpus. Die studie is soos volg georganiseer: Hoofstuk 1 formuleer die probleemstelling en die doelstellings van die studie. Hoofstuk 2 bied In oorsig van die teoretiese raamwerk waarop die studie gebaseer is, dit is die spraakhandelingsteorie van beleefdheid binne die bree veld van die pragmatiek. Hoofstuk 3 eksamineer die spraakhandelingsteorie van apolcqiee soos dit verwys word in die literatuur. Hoofstuk 4 ondersoek apoloqiee in Xhosa met spesifieke aandag aan die apologiestrateqiee en die analise van die Xhosa data. Hoofstuk 5 gee 'n opsomming van die belangrikste bevindinge verkry uit hoofstukke 2 - 4.
INTSHWANKATHELO Esi sifundo sihlola isenzo ntetho sokungxengxeza esiXhoseni. Eyona njongo yesi sifundo kukuphononga ezinye zeempawu zezingxengxezo ekulungiseleleni utshintsho olubhekiselele kwingqokelela esiXhoseni kumba wePragmatiki. Isifondo esi sibhekiselele kwintetho esetyenziswa ngabantu xa bengxengxeza esiXhoseni, kunye nefuthe lezingxengxezo ekulungiseleleni iimpembelelo ezigqithisileyo ezingavumiyo. Ukuze kuphononongwe ifuthe lezingxengxezo esiXhoseni, kuye kwasungalwa iphepha lemibuzo apho kukho isono kunye nesingxengxezo. Eli phulo belisenziwa ngabafundi bezikolo ezikhethiweyo zamabanga aphakgmileyo kwiNtshona koloni. Ulwazi luqokelelwe ngokuthi kukhethwe kwizikolo ezine zamabanga aphezulu eNtshona Koloni apho abafundi bebanga le-9 bebecelwa ukuba bazalise amaphepha emibuzo. Kwesi sifundo, la maphepha emibuzo ayacalulwa kwaye ahlolwe. Iziphumo ezibhekisele kolu phando ziye zaziswe ukwalatha iimpawu zezingxengezo ukulungiselela utshintsho olubhekisele kwingqokelela yezibhalo ezithile zesiXhosa kumba we Pragmatiki. Isifundo sicangciswe ngolu hlobo: Isahluko sokuqala sibonisa intetho yengxaki kunye neenjongo zesifundo. Isahluko sesibini sinxulumene neridlela esisekelwe kuyo esi slfundo oko kukuthi, iPragmatiki yaye nalapha kwiPragmatiki ngokukodwa kwisenzo ntetho kunye nethiyori yentetho echubekileyo. Isahluko sesithathu siphonononga izenzo ntetho zokucela uxolo nje ngokuba zibonisiwe kuncwadi kwizenzo ntetho. Isahluko sesine sihlola izingxengxezo kwisiXhosa ngokunika ingqalelo kubuchule bokungxengxeza kwakunye nohlalutyo Iwezingxengxezo kwisiXhosa. Isahluko sesihlanu sishwankathela iziphumo ezifumaneke kwizahluko 2 uku ya ku 4.
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Bidin, Siti Jamilah. "The effect of discourse-based grammar teaching on second language learning : the case of tense usage." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408598.
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Muthige, Azwifarwi Gladys. "Tsenguluso ya u shumiswa ha luambo lwa u nyefula kha lushaka lwa Vhavenda." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1292.
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Thesis (MA. (African Languages)) -- University of Limpopo, 2014This research focuses on the use of derogative language in Tshivenḓa discourse. Derogative language is the language used in a society in showing critical or disrespectful attitude. In each and every society, people use derogative language or words in addressing different unacceptable behaviours. Derogative language is used in schools, churches, homes, to mention but a few places. There are factors compelling Vhavenḓa people to use derogative language. In this regard, one may mention social, political, and economic factors. For instance, hardworking people who have amassed wealth through their efforts are sometimes labelled scornful names such as madyavhathu (cannibals) and keepers of maḓuxwane (zombies). Ultimately, the use of derogatory language affects people socially and psychologically.
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Obara, Hiroshi. "Modality and politeness in Late Modern English : evidence from eighteenth and nineteenth century grammar and usage books." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/25033.
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This thesis is concerned with providing an analysis of data on modal verb forms in grammar and usage manuals in the Late Modern English period. I consider (a) the influence of the historical sociolinguistic context and (b) how such context may be incorporated in a network model of structure and use. This study aims to clarify the distinctive nature of the relationship between language and politeness in English and highlight some ways in which grammars and usage books are relevant in furthering our understanding of Late Modern English grammar. Chapter 1 focuses on the state of eighteenth and nineteenth century English society, in order to understand its influence on aspects of linguistic activities and the grammatical tradition of the time. We can see that there was particular attention paid towards the proper use of language and the concept of politeness, resulting in the publication of many grammar, usage and manner books. Chapter 2 looks at the concepts of mood and modality referring mainly to the grammar book of Late Modern English period. It is possible to recognise that the concept of modality is derived and developed from the one of mood. I examine the classification and description of the modal auxiliary verbs, and how the form is related to both mood and modality. Chapter 3 treats politeness in depth. Two aspects are proposed as the driving forces in the conceptualisaton of politeness in Late Modern English: one is universal and the other is variable. The latter is the object to which this thesis pays most attention. Chapter 4 discusses the relationship between the modal auxiliary verb and politeness. The historical view, based on data from the Late Modern English period, suggests that the sense of politeness has emerged through the grammaticalization process affecting the modal auxiliary verb in English. Chapter 5 is concerned with modelling the mechanism by which the modal auxiliary verb represents a variety of senses of politeness in the later history of English. The mechanism is reflected as a network-based model and as an advance from the models previously proposed.
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Owen, Jonathon R. ""At the Coal-Face of Standardization": Uncovering the Role of Copy Editors in Standardizing the English Language." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3927.
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Though much work has been done on the definition of Standard English and on the standardization process, little attention has been paid to the role of copy editors in that process. Editors comprise a class of craft professionals employed to remove errors from texts and make them more consistent, but when editors speak about editors at all, they generally rely on anecdotes rather than hard data about what editors do. Since formal written English is often used as a baseline for determining what is standard, and since corpora of published writing are increasingly used to research questions of usage, it is important to understand the role of copy editors in shaping the text that we see on the printed page. This study examines the usage and grammar changes made by student editorial interns in twenty-three academic journal articles. Volunteer professional editors were then solicited to edit the same articles, and their changes were compared against the interns' changes. The changes were counted and categorized to determine which usage rules can be considered most important to copy editors and thus most essential to distinguishing Standard Edited English from standard unedited writing. It was found that the most frequent changes were several grammatical items and a few lexical items, including the that/which rule, avoidance of towards, increased parallelism, and standardization of s-genitive forms. These changes confirm the idea that editors play a role in standardization, particularly codifying certain forms by reducing optional variation. From this data we can conclude that educated written usage and edited usage are not necessarily the same and should not be conflated. These findings also have implications for the use of corpus data in usage studies by showing that the final version of a printed work does not necessarily show the usage of edited writers but likely has a substantial contribution from copy editors.
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Truman, Lauren Elaine. ""Language Attitudes in Alcalá de Henares towards Immigrants" and "Adverbial Adjectives: A Usage-based Approach"." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6324.
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This study is part of the IN.MIGRA-2 CM project, which studies the sociolinguistic integration of the immigrant population of Madrid. The present study focuses on the language attitudes of 16 residents of Alcalá de Henares, a community of Madrid. The participants were asked to rate their level of agreement with the following affirmations: (1) The Spanish of Madrid is more correct than the forms of speech of Latin American immigrants; (2) Mastery of the Spanish language is the principal demonstration of the integration of immigrants; (3) Immigrants of Latin American origin are integrated because they speak the same language. The study finds a connection between higher levels of contact with immigrants and lower ratings of agreement with the affirmations. This investigation supports others that show connections between social networks and language attitudes, and it adds to the sparse research on language attitudes in Madrid. Adverbial adjectives modify both a verb and the subject of that verb. Their purpose is to describe a quality that pertains to both the subject and the way the subject is performing the verb. Because they modify both the verb and the noun, adverbial adjectives agree with the noun in number and gender. The generativist approaches to this linguistic phenomenon do not provide a sufficient explanation of verb + adverbial adjective constructions nor do they predict which subjects and predicates that can be used in these constructions. This paper takes a usage-based approach to adverbial adjectives. It explores the token frequencies of use of different verb + adverbial adjective phrases and attempts to categorize the components of these phrases based on these frequencies.
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Whitus, Jerry D. (Jerry Dean). "Selective Versus Wholesale Error Correction of Grammar and Usage in the Papers of Adult Intermediate Level ESL Writing Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504265/.
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Over 13-weeks a control group (n=7) had all errors corrected, while an experimental group (n=9) had only article and sentence construction (run-on sentences, fragments, comma splices) errors corrected. Separating the two types of errors is essential, since the latter (representing grammar) are subject to theories of acquisition and the former (representing usage) are not. One-way analyses of variance ran on pretest versus posttest found no significant difference in either groups' article errors; however, the experimental group had significantly fewer sentence construction errors, implying that teachers should be sensitive to both the correction technique and error type; researchers should not combine the two error types in gathering data.
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Colombel, Véronique de. "Comparaison des noms et usages de six cents plantes dans le groupes tchadiques des monts du mandara (cameroun) synchronie dynamique et diachronie linguistique et ethnolinguistique." Paris 5, 2000. http://www.theses.fr/2000PA05H007.
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Le titre de cette these met volontairement en relief la partie du travail de recherche qui a exige les enquetes de terrain les plus longues et les plus interdisciplinaires. Le plan de l'ensemble qui tente d'evoquer les diverses demarches en les classant est le suivant: - combinatoire des unites phonologiques et sa portee sur les autres niveaux d'analyse. - combinatoire des phonemes et sa portee sur l'etude du syntagme verbal. - recours a l'anthropologie pour rendre plus exactes les donnees linguistiques: l'exemple des modalites verbales en langue ouldeme. - comparaisons lexicales: dialectologie et la notion d'osmose. - comparaisons grammaticales. - comparaisons lexicales et ethnolinguistiques : noms et usages des plantes. - etudes anthropologiques dans les monts du mandara, comparaison ethistoire. Le coeur de la these consiste en ceci : essayer de mettre au point des methodes d'analyse diachronique en synchronie dynamique, en etendant les rigueurs de la phonologie aux autres niveaux d'analyse linguistique et en apportant les precisions de l'ethnolinguistique et des ethnosciences a la linguistique. Et cela, en essayant de mettre a l'epreuve l'hypothese du rattachement du groupe tchadique a un ensemble chamito-semitique ou afro-asiatique, tant sur le plan de la langue que sur celui de la culture. Signalons que cette hypothese de rattachement a ete l'objet de controverses passionnees. Notre autre visee est bien evidemment d'amener a la connaissance des langues et des cultures en voie de disparition, en d'autres termes de sauver notre patrimoine culturel.
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Ralarala, Knowledge Monwabisi. "Izincomo phakathi kwesiduna namabhinqa esiXhoseni." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49766.
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Thesis (MA)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: This study aims to investigate the speech act of complimenting in Xhosa. The study constitutes of six chapters with respective to execute this aim. Chapter one provides special details regarding the aim of this study, the method that has been followed, and the organisational structure of the study. Chapter two focuses on both speech act and politeness theories. The central notion relates to (a) the acts of locution, (b) illocution and (c) perlocution. These elements of speech acts entail the notion that utterances that are produced by participants in a conversation comprises of (a) the actual sounds and words uttered, and those words and sounds (b) are intended towards the fulfilment of the force or intention behind them and (c) the effect of that force is intended to the hearer. Although there are other related elements, this notion is prominent in this chapter. Chapter three examines speech acts of complimenting in Xhosa along with their responses. This examination is informed by various ideas from respective researchers. For an effective and successful investigation of speech acts, a guideline which serves as a base follows a model of ethnography of communication. Almost all these researchers are putting emphasis on this view. This chapter takes this issue further by exploring the differences in compliments and responses with reference to gender, along with other qualities that have been mentioned. The elements of the responses the principles, their nature, structure and appearance in general conversations with specific reference to complimenting, are other key properties examined in this chapter. Chapter four focuses on the functions of the compliments. For example, almost all the researchers in the field are in agreement that compliments serve to revitalize, establish or create or encourage solidarity. Although there are other functions relating to this speech act, such as replacing other conversational formulas, e.g. greetings, softening criticism, the function of solidarity is perceived to be central. Another area which receives attention is the structural qualities of the compliment, along with syntactic and lexical features. This analysis explores the syntactic categories that relate to this work, together with the formulaic nature of this speech act. In addition, the status and gender of the participants in an interaction, as informed by situations or friends who like to be complimented, are all matters that receive scrutiny in this chapter. Chapter five constitute the central part of the study. The differences in compliments and responses receive attention with the aim of establishing possible difference between compliments given by males and females. Chapter six is the last chapter, it presents the findings and conclusion of the study.
AFRIKAANSE OPSOMMING: Hierdie studie het as doelstelling die ondersoek van die spraakhandeling van komplimentering in Xhosa. Die tesis beslaan ses hoofstukke wat gestruktureer is om uitvoering te gee aan hierdie doelstelling. Hoofstuk een gee spesifieke besonderhede betreffende die doelstelling van die studie, die metode wat gevolg word, en die organisasie van die studie. Hoofstuk twee fokus op spraakhandelingsteorie en hoflikheidsteorie. Die sentrale konsep hou verband met (a) die handelinge van lokusie, (b) ilokusie en (c) perlokusie. Hierdie elemente van spraakhandelinge behels die begrip dat die uitinge wat deur deelnemers in 'n gesprek geproduseer word bestaan uit (a) die werklike klanke en woorde wat geuiter word, en wat (b) die intensie het om uitdrukking te gee aan die fors daaragter, en (c) die effek is gerig op die hoorder. Hierdie oorweging is sentraal in die hoofstuk. Hoofstuk drie ondersoek die spraakhandeling van komplimentering in Xhosa tesame met die response daarop. Hierdie ondersoek word ingelig deur sieninge van verskillende navorsers. Vir die effektiewe ondersoek van spraakhandelinge, is 'n rigtinggewende basis vanuit die etnografie van kommunikasie nodig. Hierdie hoofstuk ondersoek die verskille in komplimente en die response daarop met betrekking tot gender en ander eienskappe. Die aspekte van die response, hulle beginsels, aard, en struktuur, en die gebruik daarvan in gesprekke wat komplimente bevat, word ondersoek. Hoofstuk vier fokus op die funksies van komplimente. Feitlik al die navorsers in die veld van komplimentering stem saam dat komplimente die doel het om solidariteit te skep of te versterk. Alhoewel daar ander funksies is van komplimentering, bv. die verplasing van gespreksformules, soos groet, kritiek, is die bevestiging van solidariteit sentraal. 'n Ander area wat aandag kry in die hoofstuk, is die strukturele kenmerke van komplimente, insluitende sintaktiese en leksikale kenmerke. Die analises behels 'n ondersoek na die sintaktiese kategorieë wat komplimente realiseer, tesame met die formule-agtige aard van komplimente as spraakhandelinge. Voorts word die status en gender van die gespreksgenote ondersoek. Hoofstuk vyf vorm die sentrale deel van die studie betreffende die bepaling van moontlike gender verskille in komplimente. Hoofstuk ses bied die samevatting en gevolgtrekkings van die studie.
ISISHWANKATHELO: Esi sifundo sikwiphulo lokuphanda ngezenzo zentetho zezincomo. Kuqulunqwe izahluko ezintandathu ezineenjongo ezahlukiyo ukufezekisa eli phulo. Isahluko sokuqala sinika umkhombandlela malunga nenjongo yesifundo, imethodi elandelweyo kananjalo nolwakhiwo zinikwa ingqwalasela. Isahluko sesibini sinika ingqwalasela kwithiyori yezenzo zentetho kananjalo neyentlonelo. Uluvo olungundoqo nolunika umdla kule ngxelo luqulathe izenzo ze (a) ilokhushini, (b) 1- ilokhushini ne (c) nephelokhushini. Ezi zenzo zixhibe ingcamango yokuba intetho eveliswa ngabo bathatha inxaxheba kunxibelelwano iqulathe (a) izandi zolwakhiwo Iwesigama, ukuze eso sigama (b) sijoliswe kwinjongo ethile ekuyimfuneko ukuba iphunyezwe ekugqibeleni (c) ifuthe laloo mpumelelo lingqale lowo kunxityelelwano naye okanye umphulaphuli. Nasekubeni ekhona namanye amasolotya axhagileyo, kodwa le ngcamango iphawuliweyo iphume izandla kwesi sahluko. Isahluko sesithathu siphonononga izenzo zeentetho zezincomo kananjalo neempendulo zazo. Olu phononongo lungqongwe zizimvo zeengcali eziphuma kwiinkalo ngeenkalo. Umkhombandlela osisikhokhelo kwiphulo lophando Iwezenzo zeentetho naziphi na, ukuze lube yimpumelelo kwaye lusulungeke kufuneka luiandeie imodeli okanye umgaqo weethinografi yonxibelelwano phantse bonke aba baphandi babeke umnwe kule ngcamango. Ngokunxusa oku, esi sahluko, xa sihlabela mgama, siphawula ngeyantlukwano yezincomo neempendulo zazo ngesini, nangezinye iimpawu ezikhankanyiweyo. Uqulunkqo Iwemigaqo yokuphendula, ubunjani, ubume nembonakalo yayo entethweni gabalala ngokunxulumene nezincomo ngamanye amasolotya abalulekileyo nanika umdla kwesi sahluko. Isahluko sesine sinika ingqwalaselo kwimisebenzi yesincomo. Umzekelo, phantse zonke ezi ngcali zikweli phulo ziyayingqina nento yokuba izincomo zivuselela , ziyila okanye zikhuthaza umanyano. Nangona ibonakala ikhona eminye imisebenzi ekhankanywayo engqonge esi senzo sentetho njengokuthabatha indawo yezinye zeefomuia zonxulumano, umz. imibulisi, ukuthomakalisa ugxeko-ncomo, olu luvo lomanyano lubonwa njengoluhamba phambili. Enye indima ephononongwayo ziimpawu zolwakhiwo Iwezincomo, kananjalo neempawu zesintaksi neleksikali. Olu hlalutyo lulo oludulisa izigaba zentetho ezibandakanyekayo kananjalo nobufomula besi senzo sentetho. Ukwaleka, iwonga nesini sabo bathabatha inxaxheba kolu nxibelelwano ngokulawulwa ziimeko okanye izihlobo ezikholisa ukunconywa, konke oku yimibandela efumana ukuphicothwa kwesi sahluko. Isahluko sesihlanu siqulathe umongo wesi sifundo. Uhlalutyo Iwezincomo neempendulo zazo lunikwa ingqwalasela ngamehlo abukhali; ngeenjongo zokufumanisa umahluko ongaba ukhona phakathi kwezincomo zamaduna namabhinqa. Isahluko sesithandathu nesokugqibela sinika iziphumo zophando nesiphelo sesi sifundo.
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Vallati, Giacomo. "An Account of the move in linguistics from the Standard Social Science Model to Usage-Based." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/12694/.
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I start by describing the framework of studies that led to Chomsky’s idea of the genetic component of human language. I then examine his contribution to modern linguistics, the Universal Grammar Theory and X-bar theory. A special place is reserved to John Tooby and Leda Cosmides’ introduction to the 1992 volume The Adapted Mind. I later introduce Pinker’s idea of the language instinct, and then proceed to describe his theory of the language of the mind. I conclude my essay by describing the most recent development in the realm of cognitive studies of language acquisition, usage-based linguistics. The description of the different theories follows the chronological order.
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Peng, Xinjia. "Linguistic Innovations in Chinese: Internal and External Factors." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22707.
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This dissertation seeks to deepen understanding towards language change by answering three questions: What is the unit of change? What is the manner of change? What are the factors of change? Three cases of linguistic innovation in the Chinese language are examined. Adopting a usage-based approach, I analyze the language data of these three linguistic innovations, and the results provide unanimous answers to the three questions. First, the basic unit of language change is a construction, and it can be of any length, such as phrasal, clausal or discourse-length. Second, these cases of linguistic innovation present a scenario of change led by high-frequency exemplars, demonstrating that language change can be abrupt rather than gradual. Third, the external factors giving rise to the exemplars prove crucial in reconstructing language change in progress. All three case studies present linguistic innovation as a response to a changing material reality. I thus advocate a usage-based constructionist approach that considers external factors in the investigation of language change, as it allows us to develop a more comprehensive understanding of the process.
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Fredrickson, Katie. "With So Little Time, Where Do We Start? Targeted Teaching Through Analyzing Error Egregiousness and Error Frequency." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4129.
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Why do so many students confuse good writing with simply error-free writing, and what can writing instructors do about it? In order to answer this question, the present study first undertakes an exploration of the different meanings associated with grammar and how those definitions have influenced composition instruction. These influences range from an over-emphasis on grammar in the first half of the twentieth century to allowing it to disappear almost completely from the composition curriculum in the second half of the century. However, because research demonstrates that students over this same time period make errors in writing at a fairly constant rate, the present study investigated how writing instructors might target their teaching in order to strategically eliminate or decrease error from student writing while still maintaining composition classes focused on writing rather than grammar. A survey of frequent errors was constructed based on findings from Connors & Lunsford's 1988 study and Lunsford & Lunsford's 2008 study of error frequency; following Hairston's 1981 study, the survey also focused on error egregiousness. The survey was sent to samples from three different university populations: faculty, first-year writing students, and advanced writing students. Faculty's identification of errors and their seriousness is compared to that of students. The results of the survey help composition instructors target what to teach based on what students already know and don't know about error and its relative seriousness. The study offers suggestions for teaching the identified taxonomy of the most frequent, most serious errors; it also calls for more research in order to continue building the data instructors use to justify pedagogy.
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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.
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The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.
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Chan, Nok Chin Lydia. "Grammar "bores the crap out of me!": A mixed-method study on the XTYOFZ construction and its usage by ESL and ENL speakers." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194086.
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Different from Generative Grammar which sees grammar as a formal system of how words are put together to form sentences, Construction Grammar suggests that grammar is more than just rules and surface forms; instead, grammar includes many form-and-meaning pairings which are called constructions. For years, Construction Grammarians have been investigating constructions with various approaches, including corpus-linguistics, pedagogical, second language acquisition and so on, yet there is still room for exploration. The present paper aims to further investigate the [V the Ntaboo-word out of]-construction (Hoeksema & Napoli, 2008; Haïk, 2012; Perek, 2016; Hoffmann, 2020) (e.g., I kick the hell out of him.) and propose a new umbrella construction, “X the Y out of Z” (XTYOFZ) construction, for it. Another aim is to examine the usage and comprehension of the XTYOFZ construction by English as a Second Language (ESL) and English as Native Language (ENL) speakers. The usage context, syntactic and semantic characteristics of the XTYOFZ construction were examined through corpus linguistic methodology. Furthermore, processing and understanding of the construction by ESL and ENL speakers were tested via an online timed Lexical Decision Task as well as an online follow-up survey consisting of questions on English acquisition and usage, and a short comprehension task on the XTYOFZ construction. Corpus data shows that in general, the combination of non-motion action verbs (e.g., scare, beat) as X and taboo terms (e.g., shit, hell) as Y was the most common. Also, it was found that the construction occurs mostly in non-academic contexts such as websites and TV/movies. On the other hand, results from the Lexical Decision Task show that ESL speakers access constructional meaning slightly more slowly than ENL speakers. The follow-up survey also reflects that ESL speakers seem to have a harder time to produce and comprehend the construction compared to ENL speakers. By investigating the features of a relatively less-discussed construction and its usage by ESL speakers, this study hopes to increase the knowledge base of Construction Grammar and ESL construction comprehension and usage, particularly on the constructions that are mainly used in more casual settings.
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Raliphaswa, Samuel Nndanduleni. "The speech act of advice in educational contexts in Tshivenda." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50526.
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Thesis (MA)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: This study examines data from advice-giving in Tshivenda relating to pragmatic theorist's argument that every human interaction, to a large extent carries with it an element of threatening to one or both participant's face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech acts is influenced by contextual, cultural and many other background factors associated to age, gender and rank which contribute towards how a speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Tshivenda speaking learners. The study has employed Brown and Levinson's theory of politeness as a universal phenomenon against the findings of my data, in that universality of these theorists does not quite fit with this study. In this study, politeness in Tshivenda school context has demonstrated that it has been employed as a strategy for encoding distance between speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favourable context anticipated by the solicitor.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data van adviesgewing in Tshivenda in verband tot die pragmatiekteoretikus se argument dat elke menslike interaksie tot 'n groot mate daarmee saamdra 'n element van bedreiging vir een of beide deelnemers se gesig ('face'). Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat gebruik word in die gee en vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele kulturele en talle ander agtergrondfaktore wat verband hou met ouderdom, gender, en rang, wat bydra tot die kernposisie van die spraakhandeling. Die vraagstukke rakende die teorie van beleefdheid het hierdie studie gemotiveer, wat handelaar die mate waartoe beleefdheid 'n rol speel in adviesgewing in Tshivenda in opvoedkundige kontekste deur leerders. Die studie het Brown en Levinson se teorie van beleefdheid aangewend en geevalueer teenoor die bevindinge van die data van Tshivenda. Daar is bevind dat die universaliteits-aansprake van Brown en Levinson nie volledig strook met die data uit Tshivenda nie. In hierdie studie, het beleefdheid in Tshivenda in skoolkontekste gedemonstreer dat dit ingespan word om afstand te kodeer tussen spreker en hoorder. Die doel van adviesgewing aan onderwysers en leerders deur beleefdheidsgedrag is om gesig te verminder en om 'n gunstige konteks te skep, soos geantisipeer deur die adviesvraer.
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Makhado, Avhatakali Jonathan. "The speech act of apology in Tshivenda educational contexts." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53175.
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Thesis (MA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: An apology in Tshivenda is offered when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work, designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide choice of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. Inthe acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immediately. It is not all the males who do not want to apologize directly to females, but there are others who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful in Tshivenda male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of other ones. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve only a few strategies.
AFRIKAANSE OPSOMMING: 'n Verskoning in Tshivenda word aangebied in geval waar 'n individu 'n sosiale reeloortree het. Wanneer dit aangebied word, dien dit as 'n remedie ontwerp om die sosiale onderbreking wat ontstaan het reg te siel. Soms sal die persoon wat veronderstel is om 'n verskoning aan te bied redes vind om die graad van die sosiale oortreding te probeer verminder. ln geval waar die oortreding as baie groot beskou word waar' n mondelingse verskoning nie genoegsaam wees om die verhouding weer te herstel nie. Manne en vrou skoliere behaan heelwat sosiale oortreding teenoor mekaar by die skool en is oorplig om verskoning aan te bied vir sulke oortredings. Tydens die proses van verskoning aanbied word die skoliere gekonfronteer met verskeie opsies om van te kies. Manlike skoliere het die manier om verkonings en verduidelikings te gee vir hulle oortredings. Hulle sal nie 'n direkte apologie aanbied nie. lndien hulle aanvaar dat hulle verkeerd was, sal hul die opsie om hulle verduidelikings te gee as strategie gebruik. Manspersone bly te trots en skaam te wees om 'n apologie te vra van dames. Dames weer vra makliker en direk om verskoning. Hierdie beginstel van om verskoning vra geld nie ten opsigte van alle skoliere nie. Sommiges sal direk apologie aanbied. Ander aanvaar vroulike skoliere as hul gelykes en probeer om 'n gesonde verhouding te handhaf Dieselfde beginsel geld tot vroulike skoliere van hulle sal lang verduidelikings aanbied as 'n strategie deur om verskoning te vra: Hulle vra nie direk om verskoning nie. Daar is ook ander strategiee in gebruiklike in Tshivenda deur manlik sowel as vroulike skoliere, maar is nie populer in gebruik nie. Strategiee soos die duidelike aanvaarding van skuld en die uitdrukking van selfbeskulding word beskou as die minste gebruiklike opsie. 'n Verskoning word beinvloed deur die manier waarop die klaer sy ofhaar misnoe wys of uitspreek. Manlike sowel as vroulike leerders versoek ook in metodiek hoe hulle kla. Hulle maak gebruik van 'n kla strategie wat verskillend is van mekaar. Beide geslagte maak gebruik van direk sowel as indirek beskuldigings. Die verskil egter is by vroulik klaers aangesien hul klagte langer duur as hul manlike ewe nie. Vroulike klaers wys hul woede of ongelukkigheid deur meer klagte strategie te betree. Mans daarom teen neem nie lang om te kla nie en behels net a paar strategiee.
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Weitzel, Larry. "Assessing business writing: An examination of scoring methods, writing sample complexity, and rating variability." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1750.
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Lu, Yuan. "The acquisition of Chinese connectives by second language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5560.
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This study investigates the acquisition of Chinese connectives by second language learners under the theoretical framework of usage-based theory. Language is not a random set of words and phrases, but rather a coherent and cohesive set of utterances. As such, learning a second language (L2) entails, among other processes, learners’ development of employing cohesive devices to construct a coherent discourse in their target language. One type of cohesive devices frequently used by L2 learners is connectives. In Chinese, connectives are utilized to denote various semantic relationships between the clauses in a compound sentence. Due to their flexibility and complexity in nature, Chinese connectives present a huge challenge to L2 learners’ learning. However, to date no study has been set up to explore the learners’ development of Chinese connectives within L2 Chinese research community.
This study aims to fill this gap in the literature and build an L2 acquisitional model of Chinese connectives under the theoretical framework of Constructionist Usage-based Theory. Constructionist Usage-based Theory maintains that the basic unit of language is constructions and that the syntactic and lexical form of constructions and its corresponding semantic and discourse functions are conventionalized in language usage. According to these notions, language learning is believed to be driven by the factors grounded in the form and function of constructions in language usage. This study specifically examines how the factors of frequency, form, function, contingency (interaction of form and function), and L1-tuned attention affect L2 Chinese learners’ development of Chinese connectives. Furthermore, the study investigates the learners’ knowledge about the distribution of Chinese connectives across different proficiency levels.
Specifically, this study aims to address four research questions: (1) what is the relationship between L2 learners’ proficiency level and language background and the acquisition of Chinese connectives?; (2) do L2 learners overuse or underuse Chinese connectives in constructing responses when the other in a pair is given and what errors do L2 learners make when using Chinese connectives?; (3) how can 12 target pairs of Chinese connectives be categorized into (hierarchical) groups based on L2 Chinese learners’ performance?; and (4) how do theoretically-motivated models represent the factorial structure underlying L2 acquisition of Chinese connectives?
To address the four research questions, this study elicited L2 Chinese learners’ performance in two tests: a mini-discourse completion test and a form-function association test. In the mini-discourse completion test, learners were required to supply a missing clause to complete a three-clause discourse in which one of paired connectives was embedded; in the form-function association test, learners were asked to choose options of paired connectives to link two given clauses where connectives were omitted.
Results showed that the development of all Chinese paired connectives was positively correlated to L2 learners’ L2 proficiency level. Learners with heritage language background seemed to have an advantage over less frequent and less prototypical connectives. Predominantly, L2 learners underused Chinese connectives, resulting from the cross-linguistic influence of disparity between English and Chinese connectives at the structural level in particular and between English and Chinese textual cohesion at the discourse level in general. Based on L2 learners’ performances in the two tests, the 12 pairs of Chinese connectives were classifier into four hierarchical groups. Confirmatory factor analyses showed that the usage-based factors (i.e., frequency, co-occurrence strength, formulaicity, prototypicality, contingency, and L1-tuned attention) jointly determined the L2 acquisition and development of Chinese connectives in a complex, adaptive, dynamic manner. Summarizing these findings, this study proposed a usage-based acquisitional model of L2 Chinese connectives, providing theoretical contributions to the usage-based theory and pedagogical implications for Chinese connectives.
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Mlandu, Mirriam Nozidima. "Isenzo sentetho yokwala kumaziko emfundo esixhoseni." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50381.
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Thesis (MA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: This study explores the speech act of refusal in educational contexts in isiXhosa. The speech utterance is used to accept or refuse request. The request can be made by a friend, parent, school principal etc. The authority of the one making request is very important because it makes the recipient of the request to think twice before he or she refuses. This is done by the fact that the recipient is afraid to damage the face of the requestor. Secondly, the rights that people have make it difficult for the person in authority to use his powers in a way that is not satisfactory, because people belong to unions that protect their rights. For instance, the teacher requests leave because he wants to go and make provisions for his son who is coming from the initiation school. In this regard, the principal is unable to refuse fully although the exams are around the corner. He has to use certain strategies in convincing the teacher about the importance of the forthcoming exams. In the Department of education there is a district director and his team, responsible for certain departments, the school inspectors, subject-advisors, school principals, teachers and students. Each and every one of the above-mentioned has a right to make request. Some of them resort into using politeness strategies when requesting or refusing to obey the request.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van weiering in opvoedkundige kontekste in isiXhosa. Die spraakuiting word gebruik om 'n versoek te aanvaar of te weier. Die versoek kan gemaak word deur 'n vriend, ouer, skoolhoof, ens. Die gesag van die persoon wat die versoek maak is baie belangrik, want dit veroorsaak dat die ontvanger van die versoek deeglik dink voordat hy/sy dit weier. Dit word veroorsaak deurdat die ontvanger van die versoek bang is om die gesig ('face') van die versoeker te beskadig. Die regte wat mense het, maak dit moeilik vir die persoon met gesag om sy/haar magte te gebruik op 'n wyse wat onbehoorlik is, want mense behoort aan vakbonde wat hulle regte beskerm. Byvoorbeeld, 'n onderwyser versoek verlof want hy wil voorsorg gaan maak vir sy seun wat terugkeer uit die inisiasieskool. In hierdie gval is die skoolhoof nie in staat om die versoek volledig te weier nie, alhoewel die eksamens binnekort geskryf sal word. Die skoolhoof gebruik sekere strategieë om die onderwyser te oortuig van die belangrikheid van die eksamens. In die Departement van Onderwys, is daar 'n distriksdirekteur en sy span, verantwoordelik vir sekere departemente, die skoolinspekteurs, vakadviseurs, skoolhoofde, onderwysers en leerders. Elkeen van die genoemde persone het die reg om versoeke te rig. Sommige persone maak gebruik van beleefdheidstrategieë in die weiering of reg van 'n versoek.
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Mangwegape, Bridget Kesaobaka. "The speech act of apology in Setswana educational contexts." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50527.
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Thesis (MA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: An apology in Setswana is offered ;when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work,designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide chioce of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. In the acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immidiately. It is not all the males who do not want to apologize directly to females, but there are some who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful to Setswana male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of manifested. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve a few strategies.
AFRIKAANSE OPSOMMING: 'n Apologie in Setswana word gedoen wanneer 'n individu 'n sosiale norm oortree het, of enige vorm van 'n klagte wil herstel. Wanneer dit gegee word, dien 'n apologie as remediële werk, ontwerp om enige sosiale ontwrigting wat veroorsaak is, uitstryk. Somtyds kan 'n persoon wat veronderstel is om 'n apologie aan te teken, redes vind om die graad van die oortreding te minimaliseer. Indien die oortreding baie groot is, kan 'n verbale apologie onvoldoende wees om die beskadigde verhouding te herstel. Manlike en vroulike Setswana-sprekende leerders pleeg talle oortredings teenoor mekaar by die skool, en hulle is verplig om apologie aan te teken teenoor mekaar. In die proses van apologie aanteken, word hulle gekonfronteer met In wye verskeidenheid strategieë waaruit hulle kan kies. In die meeste gevalle, het leerders die neiging om In verduideliking te gee vir hulle oortredings. Hulle kies nie altyd 'n direkte apologie nie. In die aanvaarding van hulle oortredings, kies hulle langer strategieë om apologie aan te teken. Manlike persone blyk óf te trots óf te skaam te wees om apologie aan te teken teenoor vroulike leerders. Vroulike leerders, hierteenoor, wil nie langer strategieë aanwend om apologie aan te teken nie, en hulle vra onmiddellik vir vergiffenis Dit is egter nie alle manlike leerders wat nie direk apologie aanteken teenoor vroulike leerders niesommige manlike leerders teken wel direk apologie aan, maar die gebruik daarvan is nie so gewild nie. Hulle is die manlike leerders wat die vroulike leerders as hulle gelykes sien en 'n goeie verhouding met hulle wil handhaaf. 'n Klein getal vroulike leerders gebruik langer strategieë om verskoning aan te teken en hulle gebruik nie direkte strategieë nie. Daar is ander strategieë wat ook bruikbaar is vir Setswana-sprekende manlike en vroulike leerders, maar die gebruik daarvan is nie so populêr nie. Strategieë soos die aanvaarding van blaam, en uitdrukking van self-tekort, word die minste gemanifesteer. 'n Apologie word gewoonlik beïnvloed deur die wyse waarop 'n klaer sy/haar ontevredenheid wys. Manlike en vroulike leerders vershil ook t.o.v. die wyse waarop hulle kla - hulle gebruik klagtestrategieë verskillend. Sowel manlike as vroulike leerders gebruik direkte en indirekte aantygings uitgebreid. Vroulike leerders neem egter langer met hulle klagtes as manlike leerders. Vroulike leerders wys hulle ontevredenheid deur meer klagte strategieë te gebruik, terwyl manlike leerders nie lank neem om te kla nie - hulle gebruik slegs 'n paar strategieë.
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Adonis, Nomangwevu. "A pragmatic analysis of complimenting in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52124.
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Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: This study investigates the speech acts of complimenting in Xhosa. It is divided into five chapters, which are arranged as follows: Chapter 1 states the aims of the study. The method, design and the organization of the study are also investigated. Chapter 2, the speech act theory and the politeness theory have been dealt with. These theories included the basic assumptions of this study. Chapter 3 deals with compliments and compliment responses as they are discussed with regard to various languages, i.e. the works of Wolfson and Manes (1980), Wolfson (1983), Manes (1983), Holmes (1988) and Herbert (1990). Chapter 4 deals with compliments and compliment responses in Xhosa. In this chapter the compliments have been divided into three social groups, namely males and females; friends and people of unequal status. The people of unequal status are divided into two sub-groups, people with superior status and lower status. In Xhosa people of lower and high status do compliment one another. Also Xhosa males and females; friends and people of unequal status tend to compliment one another. The most common compliments concentrate on appearance, ability and possession. In some cases the compliments are used to a way of encouragement and showing of appreciation. People who are being complimented tend to respond to the compliment. The response can be positive or negative. The person who is complimented can agree or disagree with the compliment. The response depends on how he/she feels about the compliment. Chapter 5 is the last chapter of this study. It represents the conclusion in which the main findings in the study are summarized.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van komplimentering in Xhosa. Die studie is in vyf hoofstukke ingedeel wat soos volg georganiseer is. Hoofstuk 1 bespreek die doelstellings, die navorsingsontwerp en -metode, en die organisasie van die studie. Hoofstuk 2 bied 'n bespreking van die terme van spraakhandelinge en beleefdheidsteorie. Hierdie teorieë is van belang vir die basiese vraagstukke wat in die studie ondersoek word. Hoofstuk 3 bied 'n oorsig van vorige navorsing oor die spraakhandeling van komplimente en komplimentresponse soos ondersoek met betrekking tot verskillende tale. Die navorsing van Manes (1980), Holmes (1988), Herbert (1990) en Wolfson (1983). Hoofstuk 4 ondersoek die spraakhandeling van komplimente en komplimentresponse in Xhosa. In hierdie hoofstuk is die spraakhandeling van komplimente en komplimentresponse onderneem met betrekking tot drie sosiale groeperinge, naamlik tussen manlike en vroulike persone, tussen vriende, en tussen persone van ongelyke status. Laasgenoemde groep is verder verdeel in terme van twee sub-groepe, naamlik: persone met hoër en laer status, respektewelik. In Xhosa diskoers, komplimenteer persone van hoër en laer status mekaar. Voorts komplimenteer manlike en vroulike persone, vriende, en mense van ongelyke status mekaar in Xhosa. Die mees algemene komplimente hou verband met voorkom, vermoëns, en besittings. In sommige gevalle word komplimente gebruik as 'n wyse van aanmoediging of waardering. Die studie bied evidensie uit Xhosa dat mense wat gekomplimenteer word, neig om te reageer op die kompliment. Hierdie respons kan positief of negatief wees. Die persoon wat gekomplimenteer word kan saamstem of verskil met die kompliment. Hierdie reaksie word bepaal deur hoe die hoorder voeloor die kompliment. Hoofstuk 5 is die laaste hoofstuk van die studie. Dit bied die gevolgtrekking van die navorsing oor die spraakhandeling van komplimentering in Xhosa en gee 'n opsomming van die hoofbevindinge.
ISIHWANKATHELO: Esi sifundo siphononga izenzo ntetho zoncomo esiXhoseni. Sahlulwe saba zizahluko ezintlanu ezicwangciswe ngolu hlobo: Isahluko sokuqala sichaza iinjongo zesi sifundo. Kukwaqwalaselwe, indiela, isicwangciso kunye noluhlu Iwesi sifundo. Isahluko sesibini sixusha ithiyori yesenzo ntetho kunye nethiyori yentetho echubekileyo. Ezi thiyori zibandakanye imiba engundoqo yesi sifundo. Isahluko sesithathu siqwalasela izincomo kunye neempendulo zezincomo njengoko zichazwa kwezinye iilwini, oko kukuthi, imisebenzi ka Wolfson no Manes (1980), Wolfson (1983); Manes (1983); Holmes (1988); no Herbert (1990). Isahluko sesine siqwalasela izincomo kunye neempendulo zezincomo esiXhoseni. Kwesi sahluko izincomo zohlulwe zaba zindidi ezintathu: amadoda nabafazi; izihlobo; abantu abanamawonga angalinganiya. Abantu abanamawonga angalinganiyo bohlulwe bangamaqela amabini: abantu abanamawonga aphezulu kunye nabo banamawonga asezantsi. EsiXhoseni abantu abanamawonga aphezula kwakunye nabo banamawonga asezantsi bathi bancomane omnye nomnye. Kwakhona esiXhoseni amadoda nabantu ababhinqileyo, izihlobo kunye nabantu abanamawonga angalinganiyo badla ngokuncomana. Ezona zincomo zibalaseleyo zezo ziquka imbonakalo, ingqondo kunye nobumnini. Kwezinye iziganeko izincomo zisetyenziswa njengendlela yokukhuthaza kunye nokubonisa ixabiso. Abantu abanconywayo badla ngokuphendula isincomo eso. Impendulo yesincomo isenokuba yeyakhayo okonye engakhiyo. Umntu onconywayo usenokuvumelana okanye angavumelani nesincomo. Impendulo yakhe ixhomekeke ukubeni uziva njani na ngesincomo eso. Kwesi sifundo, isahluko sesihlanu sesokugqibela kulapho kuchazwa khona izigqibo ekufikelelwe kuzo nezithe zashwankathelwa.
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Leibbrandt, Richard Eduard, and richard leibbrandt@flinders edu au. "Part-of-Speech Bootstrapping Using Lexically-Specific Frames." Flinders University. Computer Science Engineering and Mathematics, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090805.143606.
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The work in this thesis presents and evaluates a number of strategies by which English-learning children might discover the major open-class parts-of-speech in English (nouns, verbs and adjectives) on the basis of purely distributional information. Previous work has shown that parts-of-speech can be readily induced from the distributional patterns in which words occur. The research reported in this thesis extends and improves on this previous work in two major ways, related to the constructional status of the utterance contexts used for distributional analysis, and to the way in which previous studies have dealt with categorial ambiguity.
Previous studies that have induced parts-of-speech from word distributions have done so on the basis of fixed windows of words that occur before and after the word in focus. These contexts are often not constructions of the language in question, and hence have dubious status as elements of linguistic knowledge. A great deal of recent evidence (e.g. Lieven, Pine & Baldwin, 1997; Tomasello, 1992) has suggested that childrens early language may be organized around a number of lexically-specific constructional frames with slots, such as a X, you X it, draw X on X. The work presented here investigates the possibility that constructions such as these may be a more appropriate domain for the distributional induction of parts-of-speech. This would open up the possibility of a treatment of part-of-speech induction that is more closely integrated with the acquisition of syntax.
Three strategies to discover lexically-specific frames in the speech input to children are presented. Two of these strategies are based on the interplay between more and less frequent words in English utterances: the more frequent words, which are typically function words or light verbs, are taken to provide the schematic backbone of an utterance. The third strategy is based around pairs of words in which the occurrence of one word is highly predictable from that of the other, but not vice versa; from these basic slot-filler relationships, larger frames are assembled.
These techniques were implemented computationally and applied to a corpus of child-directed speech. Each technique yielded a large set of lexically-specific frames, many of which could plausibly be regarded as constructions. In a comparison with a manual analysis of the same corpus by Cameron-Faulkner, Lieven and Tomasello (2003), it is shown that most of the constructional frames identified in the manual analysis were also produced by the automatic techniques.
After the identification of potential constructional frames, parts-of-speech were formed from the patterns of co-occurrence of words in particular constructions, by means of hierarchical clustering. The resulting clusters produced are shown to be quite similar to the major English parts-of-speech of nouns, verbs and adjectives. Each individual word token was assigned a part-of-speech on the basis of its constructional context. This categorization was evaluated empirically against the part-of-speech assigned to the word in question in the original corpus. The resulting categorization is shown to be, to a great extent, in agreement with the manual categorization.
These strategies deal with the categorial ambiguity of words, by allowing the frame context to determine part-of-speech. However, many of the frames produced were themselves ambiguous cues to part-of-speech. For this reason, strategies are presented to deal with both word and context ambiguity. Three such strategies are proposed. One considers membership of a part-of-speech to be a matter of degree for both word and contextual frame. A second strategy attempts to discretely assign multiple parts-of-speech to words and constructions in a way that imposes internal consistency in the corpus. The third strategy attempts to assign only the minimally-required multiple categories to words and constructions so as to provide a parsimonious description of the data.
Each of these techniques was implemented and applied to each of the three frame discovery techniques, thereby providing category information about both the frame and the word. The subsequent assignment of parts-of-speech was done by combining word and frame information, and is shown to be far more accurate than the categorization based on frames alone. This approach can be regarded as addressing certain objections against the distributional method that have been raised by Pinker (1979, 1984, 1987).
Lastly, a framework for extending this research is outlined that allows semantic information to be incorporated into the process of category induction.
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Malmsten, Solveig. "Dativ i modern färöiska : En fallstudie i grammatisk förändring." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253012.
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Faroese is known to lie grammatically between Icelandic and the Mainland Scandinavian languages and dialects. One example of this is that, on the one hand, Faroese is like Icelandic in having a basically intact morphological four case system. On the other hand case-marking in Faroese is linked to clause function to a greater degree than in Icelandic – but to a lesser degree than in the Mainland Scandinavian standard languages. In Scandinavian Linguistics, it has long been an axiom that in the longer term the aforementioned four case system will be reduced in all varieties of the Scandinavian languages. The present thesis investigates if, and if so how, this expected development manifests itself in Senior High School graduation essays in Faroese from the period 1940–1999. A quantitative study forms the core of the thesis. The choice between the dative and other cases is related to eight syntactic variables whose effect on the choice of case is compared using methods from the variationist framework, among others. The results are partly surprising: the dative did not reduce in frequency from the 1940s to 1990s. There certainly is a tendency, however not a statistically significant one, that the dative is more often replaced by another case in contexts where the norm is to use the dative. On the other hand it also seems to become more common for the dative to be used hypercorrectly. Furthermore, the development is not linear, in that around the middle of the investigation period, the dative is used far more according to norms than otherwise. As expected, clause function is an important variable, but by the end of the period under investigation the placement of the nominal phrase within the clause becomes a surprisingly strong factor. It also becomes more important if the phrase takes the form of a first/second-person pronominal or not. The results are theoretically interpreted in the light of, firstly, Generative Grammar, and secondly Construction Grammar. The modification of certain terms is discussed, such as lexical case in Generative Grammar or usage-based model in Construction Grammar. The conclusion is that the linguistic descriptive models of these theories can only partly cover the tendencies to change that are observed. Other parts of the results are best explained using aspects of sociolinguistics. The conclusion is that case studies on a micro-level are valuable in order to evaluate and develop theories of linguistic variation and change at a macro-level.
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Ndlovu, Nompumelelo Priscilla. "Isenzo senkulumo yokwenqaba ezimweni zemfundo yesiZulu." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1134.
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Silva, Michele Denise da. "Um estudo de “um belo dia” na perspectiva da gramática de construções." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7121.
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This research is founded on the project “Rede de estudos da língua portuguesa ao redor do mundo”, headquartered at the Faculty of Letters of the Federal University of Goiás, and has as one of its objectives to provide subsidies for the promotion and teaching of Brazilian Portuguese from Results of analyzes of real uses of that language. In this context, we describe and analyze the pairing "um belo dia", from the theoretical perspective of LFCU, more specifically, the Construction Grammar. The central hypothesis is that the microconstruction "um belo dia" undergoes a process of change: from a more concrete use, active in the organization of the predication, until a more abstract use, functioning at the textual level, aiding in the macro-organization of the narrative. From this perspective it is understood that the language consists of cognitive, sociointeractional and cultural processes, and language is seen as a complex adaptive system with a fluid frame. Studies in the LFCU analyze and try to clarify the grammatical phenomena of the usage of the language and have as one of its theoretical contributions the theory of Constructions Grammar, which defines the grammatical constitution as a conceptual network, a system of cognitively interconnected entities (LANGACKER, 2008, TOMASELLO, 2010, TRAUGOTT, TROUDALE,2013) and language as a network of relationships that is organized in the use (TROUGOTT and TROUSDALE, 2013, CROFT, 2001, GOLDBERG, 2006). Suported on this theoretical conception, we present the results of the research that involves the uses of the microconstruction "um belo dia" ("a beautiful day") from a panchronic perspective. The corpora chosen for the research are o Corpus do grupo Discurso e Gramática (D&G), e o Corpus Fala Goiana. More specifically, the aim is to analyze the form and function of "a beautiful day", from the syntactic, morphological, phonological, semantic, pragmatic and speech-functional properties (CROFT, 2001) of this microconstruction, assuming that the uses detected in the corpora present different degrees of abstraction, indicating a construccionalizacion. The analyzes confirmed the hypothesis that the microconstruction "um belo dia" in its more abstracted use acts at the textual level, aiding in the macro-organization of the narrative, influencing the reception of the reader and its involvement in the discursive plot.
Esta pesquisa está vinculada ao projeto “Rede de estudos da língua portuguesa ao redor do mundo”, sediado na Faculdade de Letras da Universidade Federal de Goiás, e tem como um de seus objetivos fornecer subsídios para a promoção e o ensino do português brasileiro a partir de resultados de análises de usos reais dessa língua. Nesse contexto, descrevemos e analisamos o pareamento “um belo dia”, a partir da perspectiva teórica da Linguística Funcional Centrada no Uso (LFCU), mais especificamente, da Gramática de Construções. A hipótese central é a de que a microconstrução “um belo dia” passa por um processo de mudança: de um uso mais concreto, atuante na organização da predicação, para um uso mais abstrato, funcionando no nível textual, auxiliando na macroorganização da narrativa. Na perspectiva da LFCU, entende-se que a linguagem é formada por processos cognitivos, sociointeracionais e culturais, e a língua é vista como um sistema adaptativo complexo, com uma estrutura fluida. Estudos na LFCU analisam e tentam esclarecer os fenômenos gramaticais da língua em uso e têm como um de seus aportes teóricos a teoria da Gramática de Construções, que define a constituição gramatical como uma rede conceitual, um sistema de entidades interconectadas cognitivamente (LANGACKER, 2008, TOMASELLO, 2010, TRAUGOTT; TROUSDALE, 2013) e a língua como uma rede de relações que se organiza no uso (TROUGOTT e TROUSDALE, 2013, CROFT, 2001, GOLDBERG, 2006). Ancorados nessa concepção teórica, apresentamos os resultados da pesquisa que envolve os usos da microconstrução “um belo dia” em uma perspectiva pancrônica. Os corpora eleitos para a pesquisa são o Corpus do Português, o Corpus do grupo Discurso e Gramática (D&G), e o Corpus Fala Goiana. Mais especificamente, tem-se como objetivo analisar o pareamento forma e função de “um belo dia”, a partir das propriedades sintática, morfológica, fonológica, semântica, pragmática e discurso-funcional (CROFT, 2001) dessa microconstrução, tendo como pressuposto que os usos detectados nos corpora apresentam diferentes graus de abstratização, indiciando uma construcionalização. As análises confirmaram a hipótese de que a microconstrução “um belo dia” em seu uso mais abstratizado atua no nível textual, auxiliando na macro-organização da narrativa, influenciando na recepção do leitor e no seu envolvimento na trama discursiva.
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Shezi, Vusumzi Annatius. "A pragmatic analysis of compliments in Zulu educational contexts." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1204.
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Lôbo, Célia Márcia Gonçalves Nunes. "A microconstrução “pois não” no Português Brasileiro: construcionalização e expansão." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7394.
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Made available in DSpace on 2017-06-01T10:59:28Z (GMT). No. of bitstreams: 2 Tese - Célia Márcia Gonçalves Nunes Lôbo - 2017.pdf: 1974208 bytes, checksum: 08af02b446c385cf21a470b174911757 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-05-29
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis aims to analyze, through a panchronic study, the uses of “pois não” in the perspective of the Grammar of Constructions in order to allocate it in a hierarchical constructional network and verify the source context of this microconstruction so recurrent in the Brazilian speech. A theoretical reference is made by Tomasello (2003), Croft and Cruse (2004), Langacker (2013), among others, with regard to cognitive language issues; Croft (2001), Goldberg (2006, 2013), Traugott (2008a), Bybee (2010), Traugott (2012) and Traugott and Trousdale (2013) for understanding general principles on constructional approaches; and Traugott and Trousdale (2013) and Diewald (2006a) to define the parameters of analysis. It is observed how occurred the process of change that resulted in the different uses of “pois não”, based on the analysis of Brazilian Portuguese spoken and written in the period of implementation of Brazilian Portuguese, which extends from the nineteenth to the twenty-first century (cf. MATTOS e SILVA, 2008). The oral and written contemporary language data are part of the Corpus of Portuguese (DAVIES and FERREIRA, 2006). It is relevant, in writing data, “pois não” used in dialogical sequences. The assumption is that the text with a more interactive character, due to its functional, structural and informational aspects, has a strong likelihood of being compared to the face-to-face conversation and, therefore, it is an excellent example of the language in use (PRETI, 2004). The initial parameters of analysis are based on the symbolic structure model of a Radical Construction Grammar proposed by Croft (2001); in the characteristics of construction dimensions (size, phonological specificity, concept), schematicity, productivity and compositionality factors, as proposed and understood by Traugott and Trousdale (2013); and in the mechanisms of (inter)subjectivity worked out by Traugott (2010). The postulates of the Functional Discursive Grammar, proposed by Hengeveld and Mackenzie (2008), especially those related to the interpersonal level, serve as an auxiliary theoretical contribution. The research shows that the microconstruction “pois não” manifests in the interpersonal level of the language the function of discursive marker. The results of the analyzes demonstrated the occurrence of more abstract constructs (less compositional) as from the 19th century. The process of implementation of these uses is related to the intersubjective mechanism, since the speaker when using “pois não” is attentive to the pragmatic attitudes and needs of the interlocutor. Through these findings, there was a need to resort to a theory that recognizes the interpersonal level as a level of grammar, so the Functional Discursive Grammar is used as complementary theory. Based on the description by Hengevald and Mackenzie (2008) on the interpersonal level, the semantic-pragmatic functions of “pois não” are distinguished in more intersubjectives contexts. Through the analysis of the contexts of change, as proposed by Diewald (2006a), it was verified that the microconstruction under study is the result of a grammatical constructionalization. Syntactic-semantic changes run along a path that starts from an atypical context in which the construction “pois” evidences loss of categorial property and ceases to act as a conjunction. Soon after, the change passes through the critical context in which “pois” loses its conclusive function and assumes discursive-pragmatic function. Finally, it reaches the isolated context, a phase marked by the loss of the semantic function of the negation of the construction “não” and the process of a chunking between the constructions “pois” and “não”, resulting in microconstruction “pois não” with innovative use which integrates a new node in the network of discursive markers, revealing a process of expansion.
Esta Tese visa analisar, mediante um estudo pancrônico, os usos de “pois não” na perspectiva da Gramática de Construções a fim de alocá-los em uma rede construcional hierárquica e verificar qual o contexto típico (fonte) dessa microconstrução tão recorrente na fala brasileira. Toma-se como referencial teórico Tomasello (2003), Croft e Cruse (2004), Langacker (2013), entre outros, no que se refere às questões cognitivas da linguagem; Croft (2001), Goldberg (2006, 2013), Traugott (2008a), Bybee (2010), Traugott (2012) e Traugott e Trousdale (2013) para o entendimento de princípios gerais sobre abordagens construcionais; e Traugott e Trousdale (2013) e Diewald (2006a) para definir os parâmetros de análise. Observa-se como ocorreu o processo de mudança que resultou nos diferentes usos de “pois não”, a partir da análise de dados do português brasileiro falado e escrito no período de implementação do Português Brasileiro, que se estende do século XIX ao século XXI (cf. MATTOS e SILVA, 2008). Os dados de língua oral e escrita contemporânea integram o Corpus do Português (DAVIES e FERREIRA, 2006). São relevantes, em dados da escrita, usos de “pois não” em sequências dialogais. O pressuposto é o de que o texto com caráter mais interativo, por seus aspectos funcionais, estruturais e informacionais, apresenta uma forte carga de verossimilhança em relação à conversação face a face e, por isso, é um excelente exemplar da língua em uso (PRETI, 2004). Os parâmetros iniciais de análise estão baseados: no modelo de estrutura simbólica de uma Gramática de Construção Radical, proposto por Croft (2001); nas características de dimensões da construção (tamanho, especificidade fonológica, conceito), nos fatores de esquematicidade, produtividade e composicionalidade, tais como propostos e entendidos por Traugott e Trousdale (2013); e nos mecanismos de (inter)subjetividade trabalhados por Traugott (2010). Os postulados da Gramática Discursivo Funcional, propostos por Hengeveld e Mackenzie (2008), especialmente aqueles relacionados ao nível interpessoal, servem de aporte teórico auxiliar. A pesquisa mostra que a microconstrução “pois não” manifesta no nível interpessoal da língua a função de marcador discursivo. Os resultados das análises demonstraram a ocorrência de construtos mais abstratizados (menos composicionais) a partir do século XIX. O processo de implementação desses usos está relacionado ao mecanismo de intersubjetificação, pois o locutor ao usar “pois não” atenta-se às atitudes e necessidades pragmáticas do interlocutor. Mediante tais constatações, houve uma necessidade de recorrer a uma teoria que reconhece o nível interpessoal como um nível de gramática, por isso utiliza-se a Gramática Discursivo funcional como teoria complementar. Com base na descrição feita por Hengevald e Mackenzie (2008) sobre o nível interpessoal, distingue-se detalhadamente as funções semântico-pragmáticas de “pois não” em contextos mais intersubjetivos. Mediante a análise dos contextos de mudança, conforme proposto por Diewald (2006a), constatou-se que a microconstrução em estudo é resultado de uma construcionalização gramatical. As alterações sintático-semânticas percorrem um trajeto que parte de um contexto atípico em que a construção “pois” evidencia perda de propriedade categorial e deixa de atuar como conjunção. Logo após, a mudança passa pelo contexto crítico no qual “pois” perde sua função conclusiva e assume função discursivo-pragmática. Por fim, atinge o contexto isolado, fase marcada pela perda da função semântica de negação da construção “não” e do processo de chunking entre as construções “pois” e “não”, resultando na microconstrução “pois não” com uso inovador a qual integra um novo nó na rede dos marcadores discursivos, revelando um processo de expansão.
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Justino, Agameton Ramsés. "Construções focalizadoras x que só no português brasileiro." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/9137.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
We conceive language as a conceptual network of constructions, related by inheritance of form and meaning, and grammar ruled by syntactic-semantic patterns that instantiate in the uses of cognitive representations shared by speakers. Linguistic change, in this sense, is inherent to the functioning of the language, occurring in a gradient and radial manner and inseparable from the contexts of communication use. In this thesis, we study the grammatical construction que só, which acts as an intensifier in the assessments that the speakers make during the interaction. This grammatical construction is a focusing construct instantiated in the uses from the chunking of a focus marker (que) and a focusing adverb (só). Their different uses crystallize in the language three subschemas with contexts of different shape and direction: the focal subschema, the focal-intensifying subschema and the intensifying subschema. Our general objective is to characterize these subschemas, also evidencing their linkages to the more abstract schemes of the focus and to the scheme of intensification in Brasilian Portuguese. To do this study, we seek theoretical support in Cognitive Linguistics, from authors such as LAKOFF, 1987; LAKOFF and JOHNSON, 1980; LANGACKER, 1987; TAYLOR, 1995; FILLMORE, 1982; FILLMORE, KAY and O'CONNOR, 1988; FAUCONNIER, 1994; 1997; among others. We also sought guidance in the Constructional Grammar, considering LANGACKER, 2009; GOLDBERG, 1995; 2006; CROFT, 2001; CROFT and CRUISE, 2004; BYBEE, 2010; 2015; among others. And we still seek theoretical methodological support in Usage Based Linguistics from the works of DIEWALD, 2002; TRAUGOTT and DASHER, 2005; TRAUGOTT, 2008; MARTELOTTA, 2011; TRAUGOTT and TROUSDALE, 2012; 2013; DIESSEL, 2015; OLIVEIRA and ROSÁRIO, 2015; JUNIOR and ALONSO, 2016; CASSEB-GALVÃO, 2017; among others. Through synchronic analysis of data from different corpora (Corpus de Português, data collection on the web, Que Só, from Liedo Maranhão), we understand that the focusing construct que só starts in the comparative focusing subschema with a reference and emphasis function, within the scheme of the focusing constructs in PB. Some uses in this subschema present semantic ambiguity, forming a prefabricated grammatical construct with adverbial intensifying value. In a more abstract level of the uses of the focalization appears the intensifying focus subschema, belonging to the PB intensification scheme. The focusing constructs que só function in PB as a trigger for cognitive representations of measures of magnitude, with gradients in the abstraction of the senses crystallized by contexts of use.
Concebemos a língua como uma rede conceptual de construções, relacionadas por heranças de forma e sentido, sendoe a gramática regida por padrões sintático-semânticos que instanciam nos usos representações cognitivas compartilhadas pelos falantes. A mudança linguística, neste sentido, é inerente ao funcionamento da língua, ocorrendo de forma gradiente e radial e indissociável dos contextos de uso da comunicação. Nesta tese, estudamos a construção gramatical que só, a qual funciona como um intensificador nas avaliações que os falantes fazem durante a interação. Esta construção gramatical é uma construção focalizadora instanciada nos usos a partir do chunking de um marcador de foco (que) e um advérbio focalizador (só). Seus diferentes usos cristalizam na língua três subesquemas com contextos de forma e sentido diferentes: o subesquema focalizador, o subesquema focalizador-intensificador e o subesquema intensificador. Nosso objetivo geral é caracterizar esses subesquemas, evidenciando também suas vinculações aos esquemas mais abstratos da focalização e ao esquema da intensificação no PB. Para fazer esse estudo, buscamos respaldo teórico na Linguística Cognitiva, a partir de autores como (LAKOFF, 1987; LAKOFF e JOHNSON, 1980; LANGACKER, 1987; ); TAYLOR, 1995;); FILLMORE, 1982;); FILLMORE, KAY e O’CONNOR, 1988;); FAUCONNIER, 1994; 1997; dentre outros). Também buscamos orientação na Gramática das Construções, considerando ( LANGACKER, 2009; ); GOLDBERG, 1995; 2006; ); CROFT, 2001; CROFT e CRUISE, 2004; BYBEE, 2010; 2015; dentre outros). E ainda buscamos suporte teórico metodológico na Linguística Funcional Centrada no Uso a partir dos trabalhos de DIEWALD, 2002; TRAUGOTT e DASHER, 2005; TRAUGOTT, 2008; MARTELOTTA, 2011; TRAUGOTT e TrausdaleTROUSDALE, 2012; 2013; DIESSEL, 2015; OLIVEIRA e ROSÁRIO, 2015; JUNIOR e ALONSO, 2016; CASSEB-GALVÃO, 2017; dentre outros). Por meio de análise sincrônica de dados de diferentes coórpora (Corpus de Português; coleta de dados na web; livro Que Só, de Liedo Maranhão), entendemos que a construção focalizadora que só se inicia no subesquema focalizador comparativo, com função referencial e de ênfase, dentro do esquema das construções focalizadoras no PB. Alguns usos nesse subesquema apresentam ambiguidade semântica, formando uma construção gramatical pré-fabricada com valor adverbial intensificador. Num nível mais abstrato dos usos da focalização surge o subesquema focalizador intensificador, pertencente ao esquema da intensificação do PB. As construções focalizadoras que só funcionam no PB como um gatilho para representações cognitivas de medidas de grandeza, com gradiência na abstratização dos sentidos cristalizados pelos contextos de uso.
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Moura, Elisabeth Silva de Vieira. "Se inicia ora??o com pronome cl?tico? Atitudes lingu?sticas, na escola, em rela??o aos padr?es brasileiros de coloca??o pronominal." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16273.
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Previous issue date: 2013-03-15Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral
Com foco no problema emp?rico de avalia??o, proposto pela teoria da Varia??o e Mudan?a (cf. Labov, 2008), esta pesquisa contribui para o esclarecimento das atitudes do professor de L?ngua Portuguesa, em Natal RN, em rela??o ? pr?clise em tr?s contextos espec?ficos, na escrita, assim como em rela??o aos alunos que usam tais padr?es de coloca??es: em in?cio de ora??o/per?odo (V1), depois de sujeitos (SV) e a pr?clise ao segundo verbo dos complexos verbais (V1V2). Tais contextos de pr?clise foram selecionados para o estudo porque, apesar de constitu?rem a norma culta do Portugu?s Brasileiro, geralmente, n?o s?o aceitos pelas gram?ticas normativas. A pesquisa teve por objetivos: (i) verificar, por meio de um teste de corre??o de sala de aula, se professores de Portugu?s corrigem a pr?clise nos referidos contextos; (ii) identificar, por meio de um teste de atitude, que atitudes os professores t?m em rela??o aos padr?es de coloca??o citados, assim como aos alunos que utilizam tais padr?es. Vinte professores de L?ngua Portuguesa, escolhidos aleatoriamente em escolas p?blicas diversas de Natal-RN, responderam a um teste de corre??o de sala de aula e a dois testes de atitude. Os resultados obtidos com a pesquisa mostram que o ?ndice de corre??o da pr?clise em in?cio de ora??o/per?odo ? alto (50%), embora essa variante lingu?stica esteja implementada nos padr?es de coloca??o pronominal do Portugu?s Brasileiro. Esse contexto de coloca??o foi avaliado, em geral, de forma negativa, por?m n?o houve correspond?ncia entre essa avalia??o e a avalia??o neutra do aluno que a utiliza. Diferentemente do contexto anterior, a pr?clise depois de sujeito n?o recebeu nenhuma corre??o por parte dos vinte professores, o que foi coerente com a avalia??o positiva que a variante e os estudantes que a utilizam obtiveram. A corre??o da pr?clise ao segundo verbo dos complexos verbais apresentou resultados diferenciados, por?m parecidos, com ?ndices de corre??o de 20% (complexo de infinitivo), 10% (complexo de ger?ndio) e 25% (complexo de partic?pio). A avalia??o desses contextos de pr?clise oscilou entre positiva e neutra, assim como a avalia??o dos estudantes que a utilizam. Isso significa que a pr?clise em in?cio de ora??o/per?odo ainda ? marcada no contexto escolar escrito, provavelmente, devido ? avalia??o negativa dos professores, que n?o coincide com a avalia??o dos estudantes que a utilizam. Depois de sujeitos e antes do segundo verbo dos complexos, a pr?clise j? ? aceita em textos escolares escritos sem nenhuma marca, o que se reflete na avalia??o dos estudantes, que foi, em geral, positiva ou neutra
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Méndez, Jiménez Susana. "Aspectes de l’ús del lèxic del motociclisme en català des del punt de vista de la lingüística cognitiva." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/666177.
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L’interès principal d’aquesta tesi és reflectir els usos per part dels parlants de 35 termes procedents del domini semàntic del llenguatge tècnic del motociclisme en català i veure si s’ajusten o no a les propostes dels agents normalitzadors (Institut d’Estudis Catalans i Termcat, principalment). L’enfocament des del qual descrivim les variants recollides i els fenòmens trobats parteix d’una aproximació terminològica i sociolingüística, però també i principalment, de la lingüística cognitiva, perquè aquesta perspectiva ens permet estudiar quines són les raons per les quals els parlants trien unes variants lèxiques per sobre de les altres, i així poder donar compte de les motivacions per a la seva tria. Amb això, a banda de recollir els usos orals i espontanis dels parlants de les variants d’aquest domini semàntic, també podem veure si hi ha coincidències entre les variants que utilitzen els parlants i les que apareixen als mitjans de comunicació.
Per a la recollida de les dades que s’analitzen en aquesta tesi, hem fet un treball de camp que ha consistit en el buidatge de les variants aparegudes als mitjans de comunicació, tant escrits com audiovisuals i, també, en l’elaboració d’una enquesta. El fet d’elaborar una enquesta perquè fos contestada pels parlants que utilitzen aquest domini semàntic en les seves interaccions espontànies i en els contextos d’ús d’aquesta terminologia específica ha estat provocat perquè entenem que els parlants són els agents darrers de la implantació terminològica (Vila [dir.] 2007), i que els registres orals tampoc no poden quedar fora de l’abast d’aquesta implantació. Després de la recollida del corpus, es comparen les variants obtingudes amb les variants proposades pels agents normalitzadors per veure si hi ha coincidències, és a dir, si les propostes normatives són utilitzades i conegudes per part dels parlants, per contrastar així si estan implantades o no.
Els resultats de la recerca, després de l’anàlisi cas per cas de les 35 paraules, han estat que no hi ha hagut implantació dels termes proposats per la normativa en el lèxic del domini semàntic del motociclisme, com a mínim de la gran majoria dels 35 termes estudiats. Els parlants, dins aquest llenguatge tècnic, fan servir principalment manlleus del castellà i de l’anglès. Els manlleus del castellà apareixen en gran nombre en les variants que són termes de nivell bàsic segons la lingüística cognitiva, mentre que l’anglès apareix en les variants que pertanyen al nivell subordinat. A més, també s’observa que hi ha un grau més gran d’implantació en la llengua que apareix als mitjans de comunicació que en la llengua que utilitzen els parlants en les seves interaccions comunicatives habituals i espontànies, principalment orals, però també escrites. Finalment, també es descriuen, en línies generals, les causes possibles que motiven els parlants en la tria d’unes variants sobre les altres, com poden ser la claredat del significat, l’economia de formes i l’expressivitat.Speakers are the ultimate arbiters of normalization (Vila [ed.] 2007). Hence, continued fieldwork research and is needed to track and evaluate whether the actual usage of specialized terminology is reflected in current proposals of normalization in Catalan (i.e., Institut d’Estudis Catalans and Termcat), especially in the oral register. To this end, the present thesis describes the use, the state of normalization and implementation of 35 Catalan terms taken from a technical sublanguage, namely that of motorcycling. To see whether these specialized terms constitute normalized lexical items, I first delve into the matter with a data study derived from the Catalan written and audiovisual media. This data analysis is subsequently complemented by linguistic survey of Catalan speakers who themselves are motorcyclists or are specialists in the field of motorcycling. The framework employed herein makes use of three-pronged approach: (a) terminology, (b) sociolinguistics, and (c) cognitive linguistics, since this latter approach affords a way to study the reasons behind speakers’ choices of lexical forms. The results of this study suggest that normalization of this specialized domain has not been achieved. I address this state of affairs with a new set of proposals based on cognitive lexicalization patterns uncovered in the item-by-item qualitative analysis.
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Mudau, Thivhulawi Sarah. "Tsenguluso ya kushumisele kwa mirero na maidioma kha vhafumakadzi kha manwala a Netshivhuyu na Sigogo." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/2451.
Full textAbstract:
(M. A. (African Languages)) --University of Limpopo, 2015Ngudo ino yo sumbedza uri ho shumiswa mirero na maidioma manzhi kha u bvukulula vhuvha na nzulele ya vhafumakadzi kha maṅwalwa a Ṋetshivhuyu, M.J. na Sigogo, N.E. Ngudo yo tumbula uri kanzhi mirero na maidioma zwi shumiswa kha u tsikeledza vhafumakadzi fhethu hunzhi: mishumoni, mbinganoni, lufunoni na kha mavhusele. Tsikeledzo iyi i vha ya muhumbulo khathihi na ya ṋamani. Naho zwo ralo, ngudo yo wana uri hu na huṅwe hu si gathi hune mirero na maidioma zwa ṱuṱuwedza vhutshilo havhuḓi kha vhafumakadzi. Magumoni azwo, ngudo i themendela uri vhafumakadzi vha fanela u farwa zwavhuḓi, nge vha vha vhathu u fana na vhanna.
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Meißner, Cordula. "Figurative Verben in der allgemeinen Wissenschaftssprache des Deutschen." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-214543.
Full textAbstract:
In der vorliegenden Arbeit wird der für die allgemeine Wissenschaftssprache des Deutschen charakteristische Bereich der figurativen Verben im Rahmen eines gebrauchsbasierten Ansatzes unter Verwendung korpuslinguistischer Methoden empirisch erfasst und beschrieben. Auf der Grundlage dieser Untersuchung wird ein integrativer Ansatz zur Erfassung und Beschreibung zentraler Wortschatzbereiche der allgemeinen Wissenschaftssprache entwickelt. Das so gewonnene integrative Beschreibungsmodell verbindet die Perspektiven bisheriger quantitativ-bestandsbezogener und bedeutungsorientiert-einheitenbezogener Ansätze und bezieht darüber hinaus sowohl formale als auch inhaltlich-funktionale Aspekte als Gliederungsprinzipien für die zu beschreibenden Wortschatzbereiche mit ein. Methodisch zeichnet es sich durch das Ineinandergreifen von korpusgesteuertem und korpusbasiertem Vorgehen aus. Die Ausarbeitung der Komponenten des Beschreibungsmodells wird auf mehreren Ebenen vorgelegt: Diese werden im ersten Kapitel zunächst ausgehend von einer Bestandsaufnahme vorliegender Arbeiten zur Beschreibung allgemein-wissenschaftlichen Wortschatzes formuliert. Im zweiten Kapitel werden sie im Rahmen eines gebrauchsbasierten Modells der Sprachbeschreibung, der Kognitiven Grammatik Langackers, sprachtheoretisch fundiert. Methodisch eingelöst findet sich diese theoretische Fundierung in den korpuslinguistischen Untersuchungen zu figurativen Verben, die Gegenstand der Kapitel drei und vier sind. Im fünften Kapitel werden die dabei gewonnenen Ergebnisse zu einer formbasiert-funktionalen Typologie figurativer Verben zusammengeführt. Kapitel sechs zeigt die mit dem vorgeschlagenen Ansatz verbundenen Transfermöglichkeiten zur Erfassung und Beschreibung anderer Bereiche des allgemein-wissenschaftlichen Wortschatzes auf. Kapitel sieben ordnet den Untersuchungsgegenstand der figurativen Verben und das entwickelte Beschreibungsmodell aus fremdsprachendidaktischer Perspektive ein und skizziert einen Vorschlag zur Vermittlung allgemein-wissenschaftlichen WortschatzesVerbs like ‘ausgehen von’, ‘beziehen auf’ or ‘darstellen’ that contain semantically concrete basic verbs (gehen, ziehen, stellen) form an essential part of German general academic vocabulary, i.e. vocabulary that is used across disciplines. Adopting a corpus linguistic approach, the study develops a comprehensive description of these ‚figurative verbs‘. Based on a data-driven methodology it investigates the properties of this lexis and shows that figurative verbs containing typical recurring forms like -stellen, -führen, -gehen and others are highly relevant from a quantitative point of view. On the basis of the most prominently recurring formal parts, a core inventory of verbs is collected and described with respect to the areas of meaning expressed as well as regarding aspects of polysemy. Based on the empirical study, a model for the identification and description of vocabulary is developed, that integrates the hitherto separated quantitative - inventory based and meaning oriented - unit based perspectives. Moreover, it brings together aspects regarding form and function as means of structuring the vocabulary under description. Methodically, the model builds on a combination of the corpus-driven and the corpus-based approach. The model is elaborated as follows: In Chapter 1, important aspects of description that the model should meet are identified based on a survey of existing work on general academic language. Chapter 2 provides a linguistic foundation within the framework of usage-based language description. In particular, it draws on Langacker’s Cognitive Grammar, from which the concepts of linguistic unit and construal are adopted. Chapters 3 and 4 present the corpus linguistic investigations on figurative verbs. In Chapter 5, the empirical results are brought together in a form- as well as function-based typology of figurative verbs. Chapter 6 synthesizes the findings into a model and shows possibilities of application of the proposed approach to other areas of general academic vocabulary. Finally, Chapter 7 summarizes the results from the perspective of language pedagogy and outlines a proposal for the teaching of general academic vocabulary
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Meißner, Cordula. "Figurative Verben in der allgemeinen Wissenschaftssprache des Deutschen: eine Korpusstudie." Deutsch als Fremd- und Zweitsprache : Schriften des Herder-Instituts (SHI), 2014. https://ul.qucosa.de/id/qucosa%3A15127.
Full textAbstract:
In der vorliegenden Arbeit wird der für die allgemeine Wissenschaftssprache des Deutschen charakteristische Bereich der figurativen Verben im Rahmen eines gebrauchsbasierten Ansatzes unter Verwendung korpuslinguistischer Methoden empirisch erfasst und beschrieben. Auf der Grundlage dieser Untersuchung wird ein integrativer Ansatz zur Erfassung und Beschreibung zentraler Wortschatzbereiche der allgemeinen Wissenschaftssprache entwickelt. Das so gewonnene integrative Beschreibungsmodell verbindet die Perspektiven bisheriger quantitativ-bestandsbezogener und bedeutungsorientiert-einheitenbezogener Ansätze und bezieht darüber hinaus sowohl formale als auch inhaltlich-funktionale Aspekte als Gliederungsprinzipien für die zu beschreibenden Wortschatzbereiche mit ein. Methodisch zeichnet es sich durch das Ineinandergreifen von korpusgesteuertem und korpusbasiertem Vorgehen aus.
Die Ausarbeitung der Komponenten des Beschreibungsmodells wird auf mehreren Ebenen vorgelegt:
Diese werden im ersten Kapitel zunächst ausgehend von einer Bestandsaufnahme vorliegender Arbeiten zur Beschreibung allgemein-wissenschaftlichen Wortschatzes formuliert. Im zweiten Kapitel werden sie im Rahmen eines gebrauchsbasierten Modells der Sprachbeschreibung, der Kognitiven Grammatik Langackers, sprachtheoretisch fundiert. Methodisch eingelöst findet sich diese theoretische Fundierung in den korpuslinguistischen Untersuchungen zu figurativen Verben, die Gegenstand der Kapitel drei und vier sind. Im fünften Kapitel werden die dabei gewonnenen Ergebnisse zu einer formbasiert-funktionalen Typologie figurativer Verben zusammengeführt. Kapitel sechs zeigt die mit dem vorgeschlagenen Ansatz verbundenen Transfermöglichkeiten zur Erfassung und Beschreibung anderer Bereiche des allgemein-wissenschaftlichen Wortschatzes auf. Kapitel sieben ordnet den Untersuchungsgegenstand der figurativen Verben und das entwickelte Beschreibungsmodell aus fremdsprachendidaktischer Perspektive ein und skizziert einen Vorschlag zur Vermittlung allgemein-wissenschaftlichen Wortschatzes.Verbs like ‘ausgehen von’, ‘beziehen auf’ or ‘darstellen’ that contain semantically concrete basic verbs (gehen, ziehen, stellen) form an essential part of German general academic vocabulary, i.e. vocabulary that is used across disciplines. Adopting a corpus linguistic approach, the study develops a comprehensive description of these ‚figurative verbs‘. Based on a data-driven methodology it investigates the properties of this lexis and shows that figurative verbs containing typical recurring forms like -stellen, -führen, -gehen and others are highly relevant from a quantitative point of view. On the basis of the most prominently recurring formal parts, a core inventory of verbs is collected and described with respect to the areas of meaning expressed as well as regarding aspects of polysemy. Based on the empirical study, a model for the identification and description of vocabulary is developed, that integrates the hitherto separated quantitative - inventory based and meaning oriented - unit based perspectives. Moreover, it brings together aspects regarding form and function as means of structuring the vocabulary under description. Methodically, the model builds on a combination of the corpus-driven and the corpus-based approach. The model is elaborated as follows: In Chapter 1, important aspects of description that the model should meet are identified based on a survey of existing work on general academic language. Chapter 2 provides a linguistic foundation within the framework of usage-based language description. In particular, it draws on Langacker’s Cognitive Grammar, from which the concepts of linguistic unit and construal are adopted. Chapters 3 and 4 present the corpus linguistic investigations on figurative verbs. In Chapter 5, the empirical results are brought together in a form- as well as function-based typology of figurative verbs. Chapter 6 synthesizes the findings into a model and shows possibilities of application of the proposed approach to other areas of general academic vocabulary. Finally, Chapter 7 summarizes the results from the perspective of language pedagogy and outlines a proposal for the teaching of general academic vocabulary.
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Fehrmann, Ingo. "Kausative Konstruktionen mit dem Verb "machen" im Deutschen." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19403.
Full textAbstract:
Untersuchungsgegenstand der Dissertation sind sprachliche Strukturen, die aus einer Form des Verbs „machen“ und einer objektsprädikativen Adjektivphrase bestehen. Die Arbeit ist eingebettet in einen konstruktionsgrammatischen Rahmen, nach dem Sprache sich als strukturiertes Inventar von Konstruktionen (Form-Funktions-Beziehungen) beschreiben lässt. Ziele der Arbeit sind a) die korpusbasierte Ermittlung lexikalischer Kollokationen und Gebrauchstendenzen innerhalb der Zielstruktur sowie b) die systematische Beschreibung der damit verbundenen Form-Funktions-Beziehungen. Als Arbeitshypothese wurde übereinstimmend mit bisherigen Arbeiten zum selben sprachlichen Gegenstand eine kausative Bedeutung, also die Kodierung einer Ursache-Wirkung-Relation, angenommen. Da konstruktionsgrammatischen Ansätzen zufolge formale Unterschiede mit Unterschieden auf der Ebene der Funktion korrespondieren sollten, wurde empirisch untersucht, in welchen Fällen formale Unterschiede innerhalb der Zielstruktur tatsächlich systematisch zu unterschiedlichen funktionalen Interpretationen führen.
Lexikalische Kollokationen innerhalb der Zielstruktur wurden statistisch anhand von Kollostruktionsanalysen („Covarying Collexeme Analysis“; vgl. Gries/Stefanowitsch, 2004) ermittelt. Zur Beschreibung der Bedeutung oder Funktion dienten Frame-semantische Beschreibungen englischer Verben aus dem FrameNet (vgl. Fillmore/Baker, 2010).
Eine wesentliche Beobachtung besteht nun darin, dass entgegen der ursprünglichen Annahme keineswegs alle Vorkommen von „machen“ mit einer objektsprädikativen Adjektivphrase eine Ursache-Wirkung-Relation kodieren. Gerade die in der Kombination mit „machen“ hochfrequenten Adjektive korrelieren signifikant mit abweichenden, nicht im engeren Sinne kausativen, Interpretationen im Sinne der jeweils evozierten semantischen Frames.This dissertation focuses on combinations of a form of the German verb “machen” with an adjective phrase which, according to a working hypothesis, is said to have a resultative reading. The work is grounded in a Construction Grammar approach, viewing language as a structured inventory of Constructions, i.e. form-function mappings. The aims are a) establishing lexical collocations and usage tendencies within these structures involving “machen” and a resultative adjective phrase, based on corpus studies, and b) describing systematically the relevant form-function mappings. As Construction Grammar approaches predict changes in function corresponding to changes in form, the formal collocations established according to aim a) are systematically analyzed with respect to their respective functional interpretations. The methods used involve a series of „Covarying Collexeme Analyses“ (cf. Gries/Stefanowitsch, 2004) to study lexical collocations within the given formal structure, and the application of frame semantic descriptions of English verbs, as found in FrameNet (cf. Fillmore/Baker, 2010), to the German structures found in the corpora. The results indicate that, contrary to the working hypothesis, a great number of “machen” plus adjective tokens does not lead to a causative or resultative interpretation. Especially the most frequent adjectives combined with “machen” exhibit a significant correlation with structures evoking different, not strictly causative, semantic frames.
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Beaudry, Marc-Antoine. "Les limites du langage ou la critique du langage comme thérapie dans la philosophie de Ludwig Wittgenstein." Thèse, 2014. http://hdl.handle.net/1866/11144.
Full textAbstract:
Dans ce mémoire, je me propose d’analyser la question des limites du langage; d’examiner la place et le rôle de l’indicible dans la philosophie de Wittgenstein. La notion d’indicible suppose un critère pour saisir les limites du langage. Dans le Tractatus, le critère nous est donné par la structure logique de l’image. Or, en laissant tomber cet accord de forme entre le langage et le monde, suggéré par la théorie picturale, l’indicible ne semble plus se montrer dans les écrits postérieurs au Tractatus. Du moins, avec la notion de « jeux de langage », le critère pour saisir les limites du langage n’est plus aussi clairement défini et les règles qui déterminent les usages légitimes du langage ne sont plus aussi strictes. Enfin, en concevant la signification comme « usage », la nature du langage est appréhendée comme le fait d’une forme de vie, et dans une perspective pragmatique, arrimée à une position minimaliste, une conception déflationniste de la vérité peut se développer, évitant ainsi la réification de faits superlatifs associés à l’indicible et à l’ineffabilité des critères sémantiques. Par conséquent, l’indicible et l’ineffable ne seraient plus associés avec une posture mystique à l’égard du réel, et le quiétisme philosophique de Wittgenstein, toujours inspiré par le nihilisme thérapeutique, demeure l’avenue privilégiée pour neutraliser le discours métaphysique et le contraindre définitivement au silence.I propose to analyze the question of the limits of language. My intent is to examine the place and role of what is account to be unsayable in Wittgenstein's philosophy. This notion presupposes a criterion to grasp the limits of language. In the Tractatus, the criterion is given by the logical structure of the proposition. However, after he rejects this agreement of the logical form between language and reality, suggested by the pictorial theory, what’s taken to be unsayable does not seem to show up in the later writings after the Tractatus. At least with the notion of “language games”, the criterion to grasp the limits of language is no longer as clearly defined and the rules that determine the legitimate uses of language are not as strict. Finally, designing meaning as "use", the nature of language is seen as the result of a form of life, and from a pragmatic perspective, but under a minimalist position, a deflationary conception of truth can be established, avoiding the reification of superlative facts associated with the reality of what is unsayable. Therefore, the ineffable truth would no longer be associated with a mystical attitude toward reality, and Wittgenstein’s quietism, inspired by the therapeutic nihilism, remains the best avenue to neutralize the metaphysical discourse.
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Schuster, Kathleen. "A comparative analysis of the correct usage of nicht and kein in Satznegation according to DaF grammars." 2010. http://trace.tennessee.edu/utk_gradthes/660.
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Schuster, Kathleen Maureen. "A Comparative Analysis of the Correct Usage of "nicht" and "kein" in Satznegation According to DaF Grammars." 2010. http://trace.tennessee.edu/utk_gradthes/660.
Full textAbstract:
The varying presentations of the rules for nicht and kein found in intermediate grammar books for students in North America and DaF-learners in Germany highlight the difficulty in finding sources that are both reliable and consistent as well as easily applicable. This thesis seeks to compare the explanations found in A.E. Hammer’s German Grammar and Usage (revised by Martin Durrell), Helbig/Buscha’s Deutsche Grammatik, and Hall/Scheiner’s Übungsgrammatik, comparing all three to the basis of their information, Duden: die Grammatik. In order to assess how and where these sources converge and diverge, the analysis compares the intended use of each book, followed by the underlying concepts and terms, and then finally the rules for negation. The final two chapters attempt to answer two important questions that arise from comparing these sources. First, do beginner level textbooks prepare students with sufficient declarative grammar knowledge to understand and apply negation rules successfully? An analysis of Kontakte’s approach to teaching grammar, most specifically how to use nicht and kein, seeks to answer the first question. Secondly, could authors use a different approach for explaining this difficult grammar topic? Professor Hardarik Blühdorn’s approach, as presented in his course Negation: Syntax, Prosodie und Semantik at the Universität Mannheim during the Fall semester of 2007, serves as an example of new research. His different approach might help non-native speakers of German learn how to use nicht and kein correctly. The analysis reaches three main conclusions. First of all, the rules differ primarily in the amount of detail used, as well as in the inconsistent use of common terminology across the sources. Secondly, beginner’s level textbooks do not provide students with sufficient information about general grammar or negation to help them transition to using explanations found in intermediate grammar books. In order to understand the rules of nicht and kein, these students must first work through the background material methodically. Finally, intermediate learners could not rely on Professor Blühdorn’s approach, as it focuses on the scope of nicht, not on the correct placement of nicht in order to negate an entire sentence. Appendix B provides a chart comparing the rules found in each source.
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Saldías, Moraga Soledad Makarena. "Una variable linguística de Hispanoamérica : cómo incorporar el voseo al español de nuestros." Thesis, 2012. http://hdl.handle.net/1805/2882.
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Indiana University-Purdue University Indianapolis (IUPUI)Una variable lingüística de Hispanoamérica: Cómo incorporar el voseo al español de nuestros estudiantes En esta investigación se hará una descripción histórica y lingüística del voseo. La metodología de este estudio consta primero de un breve análisis bibliográfico de estudios anteriores sobre la historia del español hasta llegar al fenómeno del voseo y los factores que afectaron su evolución y distribución en Hispanoamérica. La segunda parte consiste en un análisis sociolingüístico de un cuestionario para alumnos de español intermedio con el fin de investigar si los estudiantes conocen o no el vos. La tercera parte es una discusión de las preguntas que este trabajo intenta responder enfocándose en la importancia y valoración que el voseo puede tener en nuestras aulas.
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Rideout, Douglas L. "Avoir ou être dans les formes verbales composées : conflits, usages et choix des grammairiens dans l'histoire du français de 1500 à 1789." Thèse, 2013. http://hdl.handle.net/1866/10557.
Full textAbstract:
En français contemporain, l’hésitation dans le choix entre être et avoir comme auxiliaire dans les formes verbale composées (par ex. le passé composé) de certains verbes intransitifs (par ex. tomber), surtout dans des variétés non standards du français, démonte clairement l’écart qui existe entre le français normé et le français oral quotidien. Cette hésitation, voire l’incertitude, dans le choix de l’auxiliaire n’est pas une particularité arbitraire ou aléatoire de la langue contemporaine; elle s’inscrit plutôt dans une tendance diachronique et pan-romane que l’on a pu observer dans la langue française depuis son émancipation du latin.
Notre étude, qui se fonde sur la théorie de la grammaticalisation, propose une analyse du discours grammatical de 1500 – époque où sont apparues les premières grammaires du français – jusqu’à 1789 avec la Révolution française, signalant le moment où la langue se serait stabilisée et aurait adopté sa forme moderne.
Nous divisons les trois siècles de notre étude en quatre périodes distinctes, déjà bien établies dans les études historiques. Ce sont :
- Le XVIe siècle (1530-1599)
- La première moitié de la période classique (1600-1650)
- La deuxième moitié de la période classique (1651-1715)
- Le Siècle des lumières (1716-1789)
Pour chacune des quatre périodes, l’analyse se fait en trois temps. Premièrement, nous recensons les grammairiens, les lexicographes et les essayistes qui se sont prononcés, soit explicitement, soit implicitement, sur l’emploi des auxiliaires être et avoir dans les formes verbales composées (FVC). Nous identifions, là où cela est possible, le dialecte maternel de chaque auteur et son modèle d’usage. Deuxièmement, nous résumons les observations et les commentaires sur l’emploi des auxiliaires dans les FVC formulés par chaque auteur, y compris les tentatives d’explication quant à la variation dans le choix de l’auxiliaire. Finalement, nous rapportons la description de l’emploi des auxiliaires dans les FVC proposée par des historiens de la langue française pour la période en question.
Notre étude nous permet de confirmer, en ce qui concerne les FVC, certaines tendances déjà reconnues dans la langue française et d’en identifier d’autres. Également, nous avons pu repérer, voire circonscrire des facteurs qui ont eu une influence sur le choix, tels les verbes plus sensibles à l’alternance, les grammairiens dont l’autorité s’est imposé plus que d’autres ou avant les autres dans l’établissement de la norme sur ce point, les contextes sociaux dans lesquels le débat a eu lieu et la période pendant laquelle les préoccupations sur ce choix était les plus intenses.In contemporary French, the hesitation in the choice between être and avoir as an auxiliary verb in compound verb forms (i.e. the passé composé) of certain intransitive verbs (i.e. tomber), especially in non-standard varieties of French, clearly demonstrates the gap that exists between normative French and everyday spoken French. This hesitation, or uncertainty, in the choice of the auxiliary is not an arbitrary or random characteristics of contemporary French; it falls squarely within a diachronical and cross-Romance trend that can be observed in the French language since its emancipation from Latin. This study, which is based on Grammaticalisation Theory, is an analysis of grammatical discourse from 1500 - the era when the first grammars of French appeared - to 1789 and the French revolution, a period when the language is said to have been standardised and its modern form established. The three centuries that this study covers are divided into four distinct periods, already well established by previous historical studies. These periods are : - The 16th century (1530-1599) - The first half of the Classical Period (1600-1650) - The second half of the Classical Period (1651-1715) - The Enlightenment (1716-1789) For each of these four periods, there are three levels of analysis. First, we identify the grammarians, lexicographers and essayists who, explicitly or implicitly, express their views on the use of the auxiliaries avoir and être in compound verbs forms, as well as, where possible, their native dialect and the model of French (usage) they promote. Second, we summarize the observations and commentaries of each author on the choice of auxiliary in compound verb forms, including any attempts to explain the variation attested during the period. Finally, we look at the description, for each period, of the use of auxiliaries in compound verb forms put forward by historians of the French language. Our study has allowed us to confirm certain established trends related to auxiliary use in compound verb forms in French and to identify others. As well, we identify, or define, the factors that influence auxiliary selection, such as the verbs most likely to alternate between the two auxiliaries, the grammarians who had the greatest influence or who set the groundwork for establishing the norm for this grammatical point, the social contexts in which the grammatical debate took place and the periods during which the concern over auxiliary selection was the most intense.