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Статті в журналах з теми "Pidgin languages Vietnam":

1
Winford, Donald. "Pidgin and creole languages." Lingua 82, no. 1 (September 1990): 83–92. http://dx.doi.org/10.1016/0024-3841(90)90056-q.
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2
Patrick, Peter L., and Suzanne Romaine. "Pidgin and Creole Languages." Language 65, no. 3 (September 1989): 674. http://dx.doi.org/10.2307/415265.
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3
Syarfuni. "PIDGINS AND CREOLES LANGUAGES." Visipena Journal 2, no. 1 (June 2011): 42–50. http://dx.doi.org/10.46244/visipena.v2i1.39.
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A pidgin is language with no native speakers, it is not first language but it is a contact language creoles is a normal language in just about every sense. Creole has native speaker, each pidgin and Creole are well organizes of linguistic system, the sound of pidgin or creoles are likely to be a fewer and less complicated than those of related languages for example Tok pisin has only five basic vowels, Papia Kristang has seven basic vowel. The pidgin or Creole language have two theories polygenesis and relexification. The distributions of pidgin and Creole are in equatorial belt around the world, usually in place with easy success such as in the oceans and harbor.
4
Ekiye, Ekiyokere. "Suggesting Creoles as the Media of Instruction in Formal Education." East African Journal of Education Studies 2, no. 1 (June 2020): 47–58. http://dx.doi.org/10.37284/eajes.2.1.167.
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Creole and Pidgin languages are spoken by not less than 50 million people around the globe, but literacy is usually acquired in other languages, especially those languages introduced by the former colonial powers. This paper suggests that Pidgin and Creole languages should be elaborated for use as the media of instruction in formal education, particularly in contexts where up to 85 per cent of the population speak them. Pidgins and creoles researchers have labelled pidgin and creole languages as “developing” and they highlight their capacity to perform the same functions as their developed European lexifiers, English and French. The central argument is that pidgin and creole languages have the potential to express complex realities and function officially in formal education despite the negative attitudes towards them by their speakers. The attitudes towards pidgin and creole languages in education, the part of political and linguistic entities in adopting Nigerian Pidgin and Mauritian Kreol as the medium of teaching literacy in their respective countries are the central issues of focus.
5
Nylander, Dudley K. "Irrealis in Pidgin and Creole Languages." Studies in Language 11, no. 2 (January 1987): 435–43. http://dx.doi.org/10.1075/sl.11.2.08nyl.
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6
Siegel, Jeff. "Literacy in Pidgin and Creole Languages." Current Issues in Language Planning 6, no. 2 (May 2005): 143–63. http://dx.doi.org/10.1080/14664200508668278.
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7
Tuyte, Ye, М. Marat, R. Saltanmurat, and L. Kadyrova. "Pidgin and creolian languages as a means of communication." Bulletin of the Karaganda University. Philology series 99, no. 3 (September 2020): 52–57. http://dx.doi.org/10.31489/2020ph3/52-57.
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In a certain social environment, the need for communication is increasing. This communication is based on natural or artificial languages. The main goal of both natural and artificial languages is to satisfy the interests of the speaker, to establish feedback, that is, the implementation of language communication. The article discusses the basics of the emergence of artificial languages - pidgin and creole, for what purpose they are used, the process of converting pidgin into Creole languages. The number of Creole languages is considered, how many people speak them, in what area they are distributed. The common features and distinctive features of the pidgin and Creole languages are determined, as well as the languages that served as the basis for the creation of Creole languages, the influence of their vocabulary and grammar in the process of formation of artificial languages. The purposes of using pidgin as a language invented for temporary communication are described, as well as some linguistic uses used for communication between Russian and Chinese languages, the reasons for the emergence of these languages, the conditions for further development are explained. Examples are given regarding to the characteristics of the royal languages in some regions.
8
Kihm, Alain. "Pidgin-creoles as a scattered sprachbund." Creoles and Typology 26, no. 1 (February 2011): 43–88. http://dx.doi.org/10.1075/jpcl.26.1.03kih.
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That creole languages resemble each other beyond the diversity of their lexifiers and formative environments is a fact. Similarity should not be overstated, however, as creole languages also differ from each other in important ways. Hence the fundamental issues of creole studies: why are Creoles similar and what makes them different? What kind of a language group do they constitute? A genetic family they certainly are not, nor are they a typological group: creole languages do not constitute a type of their own. Assuming universal grammar viewed as a language bioprogram (LB) to be the principle of creole similarity strongly overstates this similarity. Moreover there are reasons to doubt the reality of the LB. Actually the kind of partial similarities exhibited by creole languages looks rather like what languages in a sprachbund or linguistic area have in common. How can languages scattered all over the world constitute an area, though? An answer is proposed in this study, which rests on two assumptions. First, creole languages constitute a virtual (non-spatial) area by virtue of their very similar origins, namely strong punctuations (catastrophes in a technical sense) involving Basic Variety (pidgin) episodes. Secondly, the (by no means necessary) aftermath of the catastrophe was an exceptional and limited repairing recourse to default grammar, whereby is meant a non-innate (at least not genetically coded), usage-based organization of the sound-meaning interface ensuring semantic transparency, that is the most direct mapping possible given (a) the organization of language sound; (b) the nature of meaning; (c) human preferred ways of associating forms and notions, also relevant for drawing, tool making, and so forth. Beyond that, creole languages are free to differ according to their lexifiers, substrates, adstrates, and so forth.
9
Dench, Alan. "Pidgin Ngarluma." Journal of Pidgin and Creole Languages 13, no. 1 (January 1998): 1–61. http://dx.doi.org/10.1075/jpcl.13.1.02den.
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This paper discusses evidence of an early pidgin in use amongst Aboriginal people of the north west coast of Western Australia. The crucial evidence comes from an Italian manuscript describing the rescue, by local Aborigines, of two castaways wrecked on North West Cape in 1875. The data reveals that the local Aborigines attempted to communicate with the Italian-speaking survivors using what appears to be an Australian language spoken some 300 kilometers further along the coast, around the emerging center of the new Pilbara pearling industry. I present an analysis of the material, showing that it differs from Australian languages of the area in significant ways and can be considered a reduced variety. I conclude that this variety is an indigenous pidgin — the first to be described for Australia.
10
Mühlhaüsler, Peter, and Peter Mühlhauser. "The Changing Pidgin Languages of the Pacific." Diogenes 35, no. 137 (March 1987): 52–72. http://dx.doi.org/10.1177/039219218703513704.
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Дисертації з теми "Pidgin languages Vietnam":

1
Umana, Beauty Friday Happy. "Nigerian Pidgin English in Cape Town: exploring speakers’ attitudes and use in diaspora." Masters Thesis, Faculty of Humanities, 2007. https://hdl.handle.net/11427/32098.
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Nigerian Pidgin English is widely spoken in different parts of the country and “has been called the native language of a substantial population of people in the Niger Delta, particularly in the Sapele and Warri areas” (Igboanusi, 2008: 68). According to Balogun (2012: 90), “Nigerian Pidgin English has emerged as the most widely spoken language of inter and intra communication among Nigerians and across diverse ethnic groups that do not share a common language”. The language plays a major role in youth culture and most Nigerians speak the language. There is a general belief by some Nigerians that Nigerian Pidgin English is a colloquial form of English that is mostly spoken by those whose Standard English proficiency has not fully developed (Agheyisi, 1971:30). The government has continued to ignore it “despite the fact that Nigerian Pidgin is in most respects the most logical choice for a national language [and] official attitudes towards Nigerian Pidgin remain negative, perpetuating erroneous notions inherited from the colonial period that Nigerian Pidgin is some form of ‘broken English’” (Faraclas 1996: 18). Also, the general attitudes held by Nigerians regarding the language can be described as ambivalent with majority leaning towards the negative attitude more. This project investigated if the Nigerians who find themselves in a different geographical space like Cape Town still hold negative attitudes towards Pidgin English and whether they abstained from speaking the language or speak it freely. The study also sought to establish if those who may have held negative attitudes towards Nigerian Pidgin English while in Nigeria now hold a different attitude since being in Cape Town. The study employed both quantitative and qualitative methods in form of online questionnaires and semi structured interviews involving 38 participants to investigate the uses of and attitudes towards Nigerian Pidgin English. The findings revealed that the attitudes towards Nigerian Pidgin English do not show significant difference from that held by Nigerians within Nigeria. The participants in this study held negative attitudes towards Nigerian Pidgin English in formal domains and positive attitudes towards the language in informal domains. These same attitudes were obtainable among Nigerians living in Nigeria. The data analysis revealed that the Nigerians in this study use the language in their daily activities for different purposes. The hegemonic perspective on Pidgins being an informal language that can serve only informal purposes was also present among some of the Nigerians that formed part of this study. Although some thought that the language can go beyond informal domains, the majority thought otherwise. All the participants use Nigerian Pidgin English mainly to communicate with their friends, family members and other Nigerians they encounter despite living far away from home where other languages exist. Also, the analysis revealed that all the participants considered the language to be an important aspect of their Nigerian identity and togetherness in the diaspora. This indicates a significant difference between those in the diaspora and those in Nigeria, because those in the diaspora appreciate and think there is a greater need for Nigerian Pidgin English outside the country. The data suggested that the reason for this shift in attitude is because speaking the language bridges the gap between home and abroad.
2
Kuncar, Ríos Camila. "Pidgin Santiago: Mercado Latinoamericano Abierto." Tesis, Universidad de Chile, 2009. http://repositorio.uchile.cl/handle/2250/100430.
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El asentamiento de inmigrantes latinoamericanos en Santiago ha tenido un crecimiento explosivo en las últimas décadas, lo que ha generado impactos en la ciudad. Estos movimientos migratorios han integrado en la ciudad nuevas costumbres y formas culturales a través de sus prácticas cotidianas. Esto le ha otorgado nuevos significados y contenidos a la cultura chilena, transformando la configuración urbana de la ciudad con usos distintos a los acostumbrados, especialmente de tipo residencial y comercial Los inmigrantes latinoamericanos han manifestado ciertas prácticas culturales en el cotidiano de los espacios urbanos, reflejándose actividades tracionales populares como bailes, comidas, fiestas, encuentros, entre otros. Estos espacios vividos por los inmigrantes han logrado dar construcción a una ciudad distinta, multicultural, llena de espacios re-habilitados y re-significados , que han contribuido a la transformación física y cultural del centro de Santiago. Este proyecto tiene como principal eje el investigar, por una parte, la razón y forma de las transformaciones a escala urbana a partir de estas nuevas sociedades, contemplando, la vinculación entre las culturas como una nueva forma de concebir el habitar de las ciudades. Por otra parte, el estudio de las transformaciones a escala local, esto es, en la arquitectura, por parte de los mismos usuarios. Para descubrir con ello las nuevas pautas de diseño a partir de estas mutaciones, tanto del territorio como del edificio, aplicables al proyecto de arquitectura. Para explorar estos asentamientos que están transformando la configuración urbana de la ciudad y sus paisajes, nos internaremos a través de recorridos a pie por estos lugares, entendiendo la cartografía oficial de Santiago como aquella conocida, debajo de la cual, entre sus capas más profundas, suceden todas estas nuevas relaciones, espacio al cual llamaré Santiago suboficial.
3
Almoaily, Mohammad. "Language variation in Gulf Pidgin Arabic." Electronic Thesis or Dissertation, University of Newcastle Upon Tyne, 2013. http://hdl.handle.net/10443/1859.
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works such as Smart 1990, Hobrom 1996, Wiswal 2002, Gomaa 2007, Almoaily 2008, Naess 2008, Bakir 2010, and Alshammari 2010. Importantly, since GPA is spoken by a non-indigenous workforce over a wide geographical area in a multi-ethnic speech community, language variation seems inevitable. However, to date, there is no account of variation in GPA conditioned by substrate language or length of stay. Therefore, in this thesis I analyse the impact of the first language of the speakers and the number of years of residency in their location in the Gulf as potential factors conditioning language variation in GPA. The data-base for the study consists of interviews with sixteen informants from three linguistic backgrounds: Malayalam, Bengali, and Punjabi. Interviews were conducted in two cities in Saudi Arabia: Riyadh and Alkharj. Half of the data is produced by informants who have spent five or less years in the Gulf while the other half has spent ten or more years in the Gulf by the time they were interviewed. The analysis is based on ten morpho-syntactic phenomena: free or bound object or possessive pronoun, presence or absence of the Arabic definiteness marker, presence or absence of Arabic conjunction markers, presence or absence of the GPA copula, and presence or absence of agreement in the verb phrase and the noun phrase. Given the fact that most of the current theories on contact languages have been made on the basis of Indo-European language based pidgins and creoles, analysing the above features in an Arabic-based pidgin promises to be a great addition to the literature of pidgins and creoles. Results of this thesis show that both first language and number of years of stay in the Gulf seem to have little effect on my informants’ choices as regards the studied morpho-syntactic features. There is a significant adaptation to the system of Gulf Arabic (the lexifier language) only with respect to one feature: conjunction markers. This finding could be taken to support Universalist theories of the emergence of contact languages. However, some substratal effect can still be noticed in the data.
4
Nordén, Anton Harry. "Epistemic modality in Ghanaian Pidgin English." Student thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131516.
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This study investigates the expression of epistemic modality in a corpus of Ghanaian Pidgin English (GhaPE). The epistemic expressions are manually identified and thereafter distinguished from each other in terms of grammatical status and their indication of different epistemic and evidential notions. 7 different elements are found, ranging from 1 pre-verbal marker, 1 adverb, 2 particles and 3 complement-taking predicates. The results indicate, in line with existing research, that to differentiate between usage properties of individual modal expressions it may be necessary to subdivide them in terms of not only epistemic but also evidential meanings. Moreover, a functional parallel between the GhaPE particle abi, the Swedish modal particle väl and the Spanish adverbs a lo mejor and igual is demonstrated, with respect to their simultaneous function of expressing epistemic probability and asking the hearer for confirmation. Finally, the results suggest, contrary to previous accounts, that the pre-verbal marker fit may indicate epistemic possibility without the addition of a preceding irrealis marker go. It is proposed that future researchers should make use of bigger corpora in order to arrive at a more ample conception of both individual modal categories and their interrelations.
5
Andersson, Tina, and Carolina Eriksson. "Learning in a language that isn't one's own : the case of Jamaica A Minor Field Study." Student thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1093.
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In this study, titled Learning in a language that isn't one's own - the case of Jamaica, our intention is to give a picture of what the language situation in Jamaica is like. English is the official language in Jamaica, but it is coexisting with Jamacian Creole, which is not admitted as a official language, but it is the language of the people. In this study we try to point out possible factors that have created the language situation of Jamaica. We have mostly focused on the situation at school, all teaching is supposed to be in English. We have observed attitudes among pupils and teachers to English and Jamaican Creole. We will also give general explanations of the terms Pidgin and Creole and we will give a brief history background of Jamaica.

6
Hammar, Tabea. "Personliga pronomen i pidginspråk : En jämförande undersökning." Student thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-124529.
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Pidginspråk är kontaktspråk som uppstår under ansträngda sociolingvistiska förhållanden. De anses vara de mest reducerade språkliga system som ändå möjliggör en lyckad kommunikationinom ett specifikt socialt sammanhang. Det saknas idag forskning som undersöker hur pidginspråk bildar sina språkliga system. Den aktuella studien ska vara ett steg mot mer kunskap inom området och ämnar analysera hur pidginspråk bildar sina personliga pronomenparadigm. Förekomsten av nio olika grammatiska drag har kartlagts hos 18 pidginspråk, deras lexifierare och viktigaste substratspråk. Uppgifterna hämtades genom litteratursökningar och sammanställdes i tabeller i datorprogrammet Excel. Resultatet visar att samtliga undersökta drag förekommer bland pidginspråken men med varierande frekvens. Uppgifterna indikerar att substratspråken har en framträdande roll i processen när pidginspråken bildar sina personliga pronomenparadigm.
Pidgins are contact languages that emerge under strained sociolinguistic circumstances. They are seen as the most reduced linguistic system that can still enable successful communication in a specific social context. To this date there is a lack of research investigating how pidgins form their linguistic systems. The present study is intended to be a step towards extended knowledge within the field and aims to investigate how pidgins form their personal pronoun paradigms. The occurrence of nine different grammatical features in 18 pidgins, their lexifiers and most important substrates has been surveyed. The data was collected through literature search and compiled in tables in the computer program Excel. The results show that all surveyed features occur among the pidgins but the frequencies vary. The data indicates that the substrates have a prominent role in the process of pidgins forming their personal pronoun paradigms.
7
Piromallo, Andrea. "Considerazioni generali sui pidgin e sulle lingue creole." BachelorThesis, Alma Mater Studiorum - Università di Bologna, 2007.
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A pidgin is a contact language that arises in situations where two linguistic communities with no language in common need a way to communicate with each other. In these circumstances, the jargon that arises usually borrows lexicon and structures from both languages involved. As the jargon is spoken throughout the generations, it undergoes a process of development which eventually leads to the formation of a more stabilized variety, called a "creole". After a brief explanation of this process of linguistic evolution, I will show the different hypotheses concerning the birth and development of these languages. I will then explain in detail some of the most widespread and relevant features of these languages regarding the areas of lexicon, phonology and syntax.
8
Scott, Kirsten. "Pidgin plait : fashioning cross-cultural communication through craft." Electronic Thesis or Dissertation, Royal College of Art, 2012. http://researchonline.rca.ac.uk/1152/.
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Through this research, I examine how new, natural, socially and environmentally sustainable materials for western couture millinery may be sourced from a group of marginalized women in south-eastern Uganda, underlining the continued relevance of craft as a mode of production that is both flexible and inclusive. Post-colonial, western perceptions of ‘African’ aesthetics are deconstructed and reconstructed through plaited, palm leaf braids that reflect the irregular surface texture found in traditional African artefacts. These create both a metaphorical and visual ‘pidgin’ language that holds meaning for craftspeople in the developed world as well as for the makers. In the process, questions have been asked about western requirements for product uniformity and how the ‘hand of the maker’ - as signified by irregularity – may be positioned in the markets of industrialized and post-industrialized societies. By creating a product with the potential for longevity and versatility, I have attempted to minimize some problems inherent in sourcing from small-scale craft development projects. The research has been practice-led and is supported by this written dissertation. My own craft practice as a millinery designer and field trips to Uganda - in order to establish a working relationship with the makers, understand their circumstances and to develop the Pidgin Plaits - has been at the core of a process of exchange. Cultural and industrial networks have also been developed in Uganda that may support the longer-term sustainability of the project. Through my research, I identify the considerations confronting the designer seeking to establish such a project and explore the multiple social, cultural and economic factors that impact upon the makers in Uganda,in a project with the potential to transform lives and cultures.
9
Bizri, Fida. "Le Pidgin arabe des domestiques Singhalaises au Liban." Paris, EPHE, 2005. http://www.theses.fr/2005EPHE4001.
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Ce travail analyse le pidgin des domestiques singhalaises qui travaillent au Liban, et essaie d'en tirer quelques hypothèses sur les facteurs déterminants dans la construction des langues de contact. Le premier chapitre expose les contextes sociologique et linguistique de ce contact entre un groupe de femmes domestiques et des employeurs arabophones au Liban, ainsi que le corpus sur lequel l'analyse s'est appuyée. Le second chapitre présente une esquisse descriptive des deux langues en contact, l'arabe libanais et le singhalais oral, sur les plans phonologique et morphosyntaxique. Le troisième chapitre décrit d'abord (chapitre III. A) les traits caractéristiques du pidgin. Les principales caractéristiques phonologiques sont recensées. Le lexique et la morphosyntaxe de ce pidgin, présentent des caractéristiques plus particulières : parallèlement au mécanisme classique d'interférence avec le substrat, un phénomène que nous avons appelé " mimétisme " commande la formation du pidgin. Ce " mimétisme " consiste à reproduire les fragments les plus souvent entendus de la langue lexifiante, en assimilant leur désinence désémantisée comme une partie intégrante du fragment. Enfin (chapitre III. B), nous avons tenté de situer le pidgin arabe des domestiques singhalaises sur le continuum des langues de contact, comme un cas particulier où l'on peut observer effacement de la norme dans un contact où il n'y a qu'un seul substrat. Une bibliographie thématique est proposée. Des extraits du corpus sont présentés en annexe avec une étude détaillée. Un Cd-rom accompagne la thèse
This study analyses the pidgin spoken by the Sinhalese female domestic workers in Lebanon, whereof it derives certain hypotheses regarding the determining factors in the process through which contact languages are formed. The first chapter presents the sociological and the linguistic context of this contact between a group of Sinhala speaking female domestic workers and Lebanese Arabic speaking employers, as well as the “corpus” on which the study is based. The second chapter sketches a description of the two languages that are in contact, Lebanese Arabic and spoken Sinhalese, on both the phonological and morphosyntactical levels. The third chapter described first (chapter III. A) the characteristic features of the pidgin. The main phonological characteristics are listed. The lexical and in morphosyntactical structures present the most peculiar aspects of this of this pidgin: in parallel to the classic mechanism of interference from the substrate, a phenomenon that we called “mimetism” commands the formation of the pidgin. This “mimetism” consists in reproducing the most frequently heard fragments of the lexifying language, assimilating their inflexional endings, deprived of their significance, as an integral part of the fragment. Finally, we tried (chapter III. B) to situate the Arabic Pidgin of the Sinhalese domestic workers on the continuum of contact languages as a special case where we can observe the withdrawal of the norm in a contact where only one substrate is implied. A thematical bibliography is proposed. Some extracts of the corpus are presented in annex with a detailed study. A CD-Rom is also included in the thesis
10
Andersson, Tina, and Carolina Eriksson. "Learning in a language that isn't one's own : the case of Jamaica A Minor Field Study." Student thesis, Linköpings universitet, Institutionen för utbildningsvetenskap, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1093.
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In this study, titled Learning in a language that isn't one's own - the case of Jamaica, our intention is to give a picture of what the language situation in Jamaica is like. English is the official language in Jamaica, but it is coexisting with Jamacian Creole, which is not admitted as a official language, but it is the language of the people. In this study we try to point out possible factors that have created the language situation of Jamaica. We have mostly focused on the situation at school, all teaching is supposed to be in English. We have observed attitudes among pupils and teachers to English and Jamaican Creole. We will also give general explanations of the terms Pidgin and Creole and we will give a brief history background of Jamaica.

Книги з теми "Pidgin languages Vietnam":

1
Romaine, Suzanne. Pidgin and Creole languages. London: Longman, 1988.
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2
Romaine, Suzanne. Pidgin and Creole languages. London: Longman, 1988.
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3
Mühlhäusler, Peter. Pidgin & Creole linguistics. Oxford, OX, UK: B. Blackwell, 1986.
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4
Mühlhäusler, Peter. Pidgin and Creole linguistics. London: University of Westminster Press for the Creole Linguistics Research Group, 1997.
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5
Gilman, Charles. Pidgin languages: Form selection or simplification? Bloomingto, Ind: Indiana University Linguistics Club, 1985.
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6
Gilman, Charles. Pidgin languages: From selection or simplification?. Bloomington: Indiana University Linguistics Club, 1985.
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7
Holm, John A. An introduction to pidgin and creoles. Cambridge [England]: Cambridge University Press, 2000.
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8
Keesing, Roger M. Melanesian Pidgin and the oceanic substrate. Stanford, Calif: Stanford University Press, 1988.
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9
Kaye, Alan S. Pidgin and creole languages: A basic introduction. Muenchen: LINCOM Europa, 2001.
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10
Siegel, Jeff. The emergence of pidgin and Creole languages. Oxford: Oxford University Press, 2008.
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Частини книг з теми "Pidgin languages Vietnam":

1
Sebba, Mark. "Pidgin Origins." In Contact Languages, 70–98. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25587-0_3.
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2
Goddard, Ives. "Pidgin Delaware." In Contact Languages, 43. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cll.17.06god.
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3
Huttar, George L., and Frank J. Velantie. "Ndyuka-Trio Pidgin." In Contact Languages, 99. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cll.17.07hut.
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4
Sebba, Mark. "From Pidgin to Creole: Stages of Development." In Contact Languages, 99–133. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25587-0_4.
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5
Meyerhoff, Miriam. "Variation in Pidgin and Creole languages." In The Routledge Handbook of Pidgin and Creole Languages, 348–62. Other titles: Handbook of Pidgin and Creole languages Description: New York: Routledge, 2020. | Series: Routledge handbooks in linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9781003107224-22.
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6
Siegel, Jeff. "Literacy in Pidgin and Creole Languages." In Language Planning and Policy: Issues in Language Planning and Literacy, edited by Anthony J. Liddicoat, 143–63. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-011.
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7
den Besten, Hans. "Demonstratives in Afrikaans and Cape Dutch Pidgin." In Complex Processes in New Languages, 201–19. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.35.13bes.
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8
Velupillai, Viveka. "The typology of Pidgin and Creole languages." In The Routledge Handbook of Pidgin and Creole Languages, 384–403. Other titles: Handbook of Pidgin and Creole languages Description: New York: Routledge, 2020. | Series: Routledge handbooks in linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9781003107224-25.
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9
Ansaldo, Umberto, and Pui Yiu Szeto. "Pidgin and Creole ecology and evolution." In The Routledge Handbook of Pidgin and Creole Languages, 504–19. Other titles: Handbook of Pidgin and Creole languages Description: New York: Routledge, 2020. | Series: Routledge handbooks in linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9781003107224-32.
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10
Labov, William. "On the Adequacy of natural Languages." In Pidgin and Creole Tense/Mood/Aspect Systems, 1. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/cll.6.02lab.
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Тези доповідей конференцій з теми "Pidgin languages Vietnam":

1
Wijaya, Derry, Partha Pratim Talukdar, and Tom Mitchell. "PIDGIN." In the 22nd ACM international conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2505515.2505559.
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2
Asghar, Muhammad Rizwan, Ashish Gehani, Bruno Crispo, and Giovanni Russello. "PIDGIN." In ASIA CCS '14: 9th ACM Symposium on Information, Computer and Communications Security. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2590296.2590303.
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3
Rudra, Tarashankar, and Manolya Kavakli. "Learning a Pidgin Language." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339779.
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4
Gafni, Ruti, Dafni Biran Achituv, and Gila Rahmani. "Learning Foreign Languages Using Mobile Applications." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3738.
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Анотація:
Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology: The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application, while the other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application as enhancing the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is a greatjite opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research: Further examination is need in different cultures, in order to understand if the findings are universal.
5
Rudra, Tarashankar, David Tien, and Manolya Kavakli. "Analysis of Conversational Game Pidgin Language." In TENCON 2005 - 2005 IEEE Region 10 Conference. IEEE, 2005. http://dx.doi.org/10.1109/tencon.2005.300857.
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Rudra, Tarashankar, Manolya Kavakli, and David Tien. "Emotion from Game pidgin language using SVM." In Informatics (ICOCI). IEEE, 2006. http://dx.doi.org/10.1109/icoci.2006.5276526.
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Hoffman, Kenneth. "Vietnam remembered." In ACM SIGGRAPH 2005 Educators program. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1187358.1187373.
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8
Mai, Luong Chi. "Vietnam Country Report 2019." In 2019 22nd Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2019. http://dx.doi.org/10.1109/o-cocosda46868.2019.9060841.
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9
Huenerfauth, Matt, Pengfei Lu, and Andrew Rosenberg. "Evaluating importance of facial expression in american sign language and pidgin signed english animations." In The proceedings of the 13th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2049536.2049556.
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10
Simon, Matthew Phillip, and Jill Slay. "Recovery of Pidgin Chat Communication Artefacts from Physical Memory: A Pilot Test to Determine Feasibility." In 2011 Sixth International Conference on Availability, Reliability and Security (ARES). IEEE, 2011. http://dx.doi.org/10.1109/ares.2011.33.
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Звіти організацій з теми "Pidgin languages Vietnam":

1
Zahorian, Stephen A. Understanding Tonal Languages. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada584180.
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2
Flynn, M. J. Directly Executed Languages. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada157311.
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3
Onyshkevych, Boyan, Mary E. Okurowski, and Lynn Carlson. Tasks, Domains, and Languages. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada459848.
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4
Morrisett, Greg. Next Generation Systems Languages. Fort Belvoir, VA: Defense Technical Information Center, December 2006. http://dx.doi.org/10.21236/ada467170.
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5
Phillips, A., and M. Davis, eds. Tags for Identifying Languages. RFC Editor, September 2009. http://dx.doi.org/10.17487/rfc5646.
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6
Phillips, A., and M. Davis. Tags for Identifying Languages. RFC Editor, September 2006. http://dx.doi.org/10.17487/rfc4646.
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7
Harris, Jody, Phuong Huynh, Hoa T. Nguyen, Nga Hoang, Lan Tran Mai, Le Danh Tuyen, and Phuong Hong Nguyen. Vietnam country brief. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/p15738coll2.133803.
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Leung, Hing. Regular Languages and Finite Automata. Washington, DC: The MAA Mathematical Sciences Digital Library, June 2013. http://dx.doi.org/10.4169/loci003993.
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9
Baecker, Ronald, Aaron Marcus, Michael Arent, Tracy Tims, and Allen McIntosh. Visible Languages for Program Visualization. Fort Belvoir, VA: Defense Technical Information Center, February 1986. http://dx.doi.org/10.21236/adb101693.
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10
Fisher, David A., and David A. Mundie. Languages Beyond Ada and Lisp. Fort Belvoir, VA: Defense Technical Information Center, August 1991. http://dx.doi.org/10.21236/ada240565.
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