Thematische Bibliographien / Armenian language

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Auswahl der wissenschaftlichen Literatur zum Thema „Armenian language“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Armenian language"

Galstyan, Anahit, und Hayk Galstyan. „A Sociolinguistic Approach to the Problem of Anglicisms in Armenian“. Armenian Folia Anglistika 7, Nr. 2 (9) (17.10.2011): 165–71. http://dx.doi.org/10.46991/afa/2011.7.2.165.

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A sociolinguistic analysis has been conducted among Armenians living in the USA and the Republic of Armenia with an aim to find out the attitude of the Armenian-speaking community to the use of English words and expressions in Armenian written and oral speeches. Two methods have been applied – an interview and questionnaires. 320 Armenians living in the USA and 564 Armenian citizens have participated in the experiment. The findings obtained demonstrate the following: Armenians who were born in a foreign country are more inclined to struggle to keep the language unaffected by foreign borrowings than Armenian citizens and the Armenians who have emigrated to the USA. The latter are more concerned about learning English than preserving the Armenian language and culture pure.

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Redgate, Anne Elizabeth. „Vernacular Liturgy in England and Armenia from the Fifth to the Eleventh Centuries“. Armenian Folia Anglistika 3, Nr. 2 (4) (15.10.2007): 144–61. http://dx.doi.org/10.46991/afa/2007.3.2.144.

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The article examines the language of liturgies in England and Armenia from the fifth to the eleventh centuries. Drawing parallels between the Armenian and English histories the author points out that unlike Armenians who performed the liturgy in Armenian, the language of the liturgy in England was Latin. The author tries to analyze the extralinguistic factors which conditioned the situation of the period.

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Serikkazykyzy, А., und R. A. Avakova R.A. Avakova. „Studies on the Armenian-Kypchak manuscripts in Turkey“. Turkic Studies Journal 5, Nr. 4 (2023): 115–29. http://dx.doi.org/10.32523/2664-5157-2023-4-115-129.

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This article raises a question that has not been considered before. It refers to Turkish researchers’ studies of old Kypchak manuscripts, written in the Armenian alphabet in the 16th-17th centuries. During this period, due to historical events, Armenians and Kypchaks lived in the same settlement. Trade was especially active among Kypchaks and Armenians so kinship was established. This led to the formation of the Armenian-Kypchak language and writing. According to researchers, the Armenians who were living in Ukraine during the 16th-17th centuries forgot their native language and used the Kypchak as a spoken language and even they prayed in the Kypchak. In accordance with sources sources, only church ministers spoke Armenian. The Turkish-Armenian researcher K. Pamukchia, relying on the classification of Yak. Dashkevich, who studied the of Armenian-Kypchak written records, divides the development process of the Armenian-Kypchak language into three stages. The first is the mastery of the Kypchak language by the Armenians as a spoken language before the linguistic period (end of 13th -15th centuries). The second is the flourishing of the Armenian-Kypchak written language (start of 16th-first half of 17th century, i.e. 1524-1699). The third is the decline and death of the Armenian-Kypchak language (second half of 18th century).

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Savchenko, Irina A., Zhanna L. Aloyan und Svetlana S. Barseghyan. „The Russian language in modern Armenia: Elements of comparative learning“. Vestnik Tomskogo gosudarstvennogo universiteta, Nr. 483 (2022): 195–208. http://dx.doi.org/10.17223/15617793/483/22.

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The present article touches upon some observations on the Russian language teaching in the Armenian classroom focusing on the issue how the linguo-cultural dynamic processes in the post-Soviet states, and in Armenia, in particular, were reflected on the local population’s Russian language proficiency and on the conditions of teaching and mastering Russian. We have observed common problems faced by Armenian students in the Russian classroom and highlighted some methodological solutions for the comparative method usage to avoid possible mistakes. We have revealed some characteristics of the Russian language system, which are considered difficult for Armenian students. In our research we mainly focus on some comparative teaching techniques used in the Russian classroom. We also determine the methodological means and techniques of using features of two languages (Armenian and Russian) in the educational process, which promote learners’ cognitive development to succeed in learning a foreign language. In the article, we aim to highlight the most difficult features of the Russian language system for Armenian students using a comparative method and on this basis to suggest some comparative techniques to prevent and avoid typical mistakes made by Armenian students in the process of learning. For this purpose, we study the relevant theoretical works necessary for the analysis of the given research material; determine the linguistic factors of the native (Armenian) language which affect the common linguistic characteristics of Armenian students by revealing the similarities and differences between two language systems; consider the main characteristics of the Russian language teaching process in the classroom; identify and analyze the objective and subjective reasons of language difficulties Armenians experience when mastering Russian with the help of a comparison of the two languages; identify the strategies for overcoming language barriers through comparative teaching and learning. The methodological basis of this article is a comparative-typological analysis of the material and its linguistic and methodological application. We also employ the classical methods of cognition of social phenomena ( generalization, analogy, induction, deduction) and applied research methods (observation, description, comparison, sampling). Within the framework of this article we have summarized advanced experiences in the sphere and analyzed the results of our study of Armenian students’ speaking through diagnostic tests. The language material is investigated by means of the system analysis method: by separating language levels and separating units within the given levels.

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Zięba, Andrzej A. „Idea powrotu Ormian z rozproszenia do narodowej ojczyzny w świetle memoriałów Roberta Bogdanowicza z 1877 i 1884 roku“. Lehahayer 7 (15.03.2021): 191–231. http://dx.doi.org/10.12797/lh.07.2020.07.04.

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The idea of the return of Armenians from dispersal to their historicalhomeland in the context of the Robert Bogdanowicz’s memorials from 1877 and 1884 The article contains an analysis of the two memorials, of which the first,from 1877, remained in the manuscript, and the second, from 1885, was publishedunder the title The question of the Church of Armenian rite and its mission, as wellas the Armenian question in the East in their own country. Both were compiled byRobert Bogdanowicz, a landowner, a descendant of an Armenian family who hadlived in Poland for at least four centuries. The memorials were inspired by the author’scorrespondence with the Minister of Internal Affairs of the Russian Empire,Mikhail Loris-Melikov, and Armenian archbishop Gabriel Ayvazovski. Bogdanowiczdiscussed the issue of Armenia’s independence, and in Russia he saw a patronof the struggle for national liberation. He called for the return of Polish Armeniansto their homeland in order to rebuild the state and its culture and spread ArmenianCatholicism there. Bogdanowicz can be considered one of those political thinkers ofmodern Armenia who were the co-founders of the ideology of Armenian nationalism,although the language barrier excluded its influence on other parts of the Armeniandiaspora. He did not receive any significant response among his peers atfirst, but then gained a few like-minded followers in the generations that followed.Therefore, he can be considered a protagonist of the Armenian national renaissanceof Polish Armenians that took place between the two world wars, and whose furtherdevelopment was blocked by the destruction of their homeland in former Galicia andtheir dispersion after 1944.

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HARUTYUNIAN, SHAHEN. „IDEOLOGICAL TENDENCIES OF DISSENT IN SOVIET ARMENIA IN THE 1960S AND 1980S“. Scientific bulletin 1, Nr. 46 (26.04.2024): 67–78. http://dx.doi.org/10.24234/scientific.v1i46.135.

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There were three primary ideological paths followed by the dissident movements in Soviet Armenia that originated in the USSR in the 1960s of the 20th century. In Soviet Armenia, dissent was primarily organized around national issues such as the mention of the Armenian Genocide, the demands for the reunification of Karabakh and Nakhichevan to the motherland, preservation of the Armenian language, restoration of Armenia's independence, and defense of human rights. Objectives and plans of covert groups established in Soviet Armenia bore the ideological imprint of these movements. The fight to restore Armenia's independence was of utmost significance in Soviet Armenia. The purpose of this article is to present the ideological directions of Armenian dissent and their manifestations. In order to realize the goal, the task was set to research and discuss the dissident organizations founded in Soviet Armenia and the individual approaches that integrated all the ideological directions of the Armenian dissident in their programs and activities. Historical and comparative methods were used. Content analysis of state and personal archival materials, interviews, and memoirs was carried out. It has been established that the dissident manifestations in Soviet Armenia had three key ideological directions, which had different priorities in different periods.

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BOTSINYAN, Mariana. „New Nakhichevan Dialect as an Element of the Armenian National Identity“. WISDOM 3, Nr. 2 (15.08.2022): 6–11. http://dx.doi.org/10.24234/wisdom.v3i2.862.

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The formation of the Armenian Diaspora was specifically crucial for the Armenian people and the Armenian language. Armenians worldwide have expanded the range of the Armenian language, exerting great efforts to preserve the integrity of the language. Conditioned by this, one noticeable problem for the literary language has emerged; as much as foreignisms are dangerous for the language, purisms are equally dangerous. The article is dedicated to one of the critical elements of self-determination of Armenians living in the region of New Nakhichevan; the current language status of the Armenian dialect, the scope of its use and the preservation of the national face through language. In order to avoid the danger of assimilation, especially the representatives of the Western dialect group create Armenian morphemes and try to translate all the words indiscriminately, even internationally acceptable terms, which signals the fear living in the subconscious that the distortion of the language will lead to the distortion of the national identity. Dialects also evince features in semantics. In the article, we have presented several words used in the dialect, which, compared to other Armenian dialects, coincide in terms of expression but differ in terms of content.

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Katvalyan, Viktor L., und Lalik M. Khachatryan. „The main directions of the development of modern Armenian linguistics“. Philological Sciences. Scientific Essays of Higher Education, Nr. 4 (Juli 2023): 3–9. http://dx.doi.org/10.20339/phs.4-23.003.

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The present paper examines the topical areas of research in the field of linguistics in modern Armenia. These include, first of all, the continuation of work on the creation of a dialectological atlas of the Armenian language. Today, the problems of Armenian ethno- and glottogenesis are of great importance, where theoretical developments related to the description of the development of the Armenian language are of great importance. Scientists of the Institute of Language of the National Academy of Sciences of Armenia are doing a great work on the development of modern Armenian lexicography and terminology. Collaborative work of Armenian scientists is also carried out on the creation of linguistic base for automatic translation, linguistic processing of information.

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Bodurian, Ágota, und Stela Drăgulin. „The Role of the Hungarian Roman Catholic Church Community Song in the Transformation Process of the Armenian Liturgical Repertoire in Transylvania“. Studia Universitatis Babeş-Bolyai Musica 66, Nr. 2 (Dezember 2021): 255–63. http://dx.doi.org/10.24193/subbmusica.2021.2.18.

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"This article presents and briefly discusses the transformation process of the Armenian liturgical repertoire in Transylvania, through the prism of contemporary descriptions and manuscript sources dating from the eighteenth and nineteenth centuries. As known, most of the Armenian population settled in the Transylvanian area in the seventeenth century. In time, there followed a gradual and definitive assimilation into the native Hungarian (Szekler) population, during which Transylvanian Armenians lost their mother tongue. Schools with Armenian as the language of instruction gradually closed, and the Armenian liturgy also underwent major changes following the adherence of Armenians to the Roman Catholic Church. Currently the Armenian language and culture are on the verge of extinction, most Armenian churches open only on pilgrimage days, once a year. The Armenian population retains only the language of the liturgy and some traditions (more of a gastronomic nature), which in fact represents the danger of the disappearance of everything that this ethnic group has built beneficially in the service of the community over the centuries. Keywords: Armenian, Transylvania, liturgical music, religious folk songs, Frumoasa, Gheorgheni"

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Al-Obaidi, Asst Inst Tiba Abdulkareem. „Language Situation among the Armenians of Baghdad: A Sociolinguistic Study“. Alustath Journal for Human and Social Sciences 60, Nr. 2 (05.07.2021): 59–74. http://dx.doi.org/10.36473/ujhss.v60i2.1594.

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This study investigates the language situation of the Armenian language among the Armenians of Baghdad. The researcher examines the domains of language where the Armenians use their ethnic language and the factors that support them use their ethnic language side by side with Arabic language. The researcher uses a pilot questionnaire that helped her to create a community profile which gives information about the community. She uses a sociolinguistic questionnaire, which is formed by the information taken from pilot questionnaire, to answer the main questions of the study. She distributed the questionnaire to 50 participants from different demographic background from Armenian community. The study concludes that the Armenians of Baghdad still preserve their ethnic language and use it restrictedly at home, church and in social religious events. The study also finds that the home, the family and the church are the major factors that maintain the Armenian language among the community in Baghdad. It also shows other factors that maintain the Armenian language such as schools, institutions, and the historic events that live in the memory of the community that contribute to the language maintenance.

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Dissertationen zum Thema "Armenian language"

Milosh, Richard. „The cultural adaptation of Armenians in South Australia, with special reference to Armenian language“. Title page, table of contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm661.pdf.

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Filian, Chaghic. „The impact of residential location on language practices among Lebanese Armenian adolescents : an investigation into the Western Armenian language in Lebanon“. Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-residential-location-on-language-practices-among-lebanese-armenian-adolescents(3fe0c2a6-4e27-479f-86cd-9ab4498b66e1).html.

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This study looks into the impact of residential location on the language practices (LPs) of Lebanese Armenian adolescents (LAAs). It explores to what extent residential concentration within the established Armenian quarter of Bourj Hammoud (BH) has contributed to the vitality of the Western Armenian language (WAL) in Lebanon. The study also looks into how the recent geographical dispersal of Lebanese Armenians (LAs) into different areas of Lebanon, which traditionally have had less Armenian presence (non-Armenian Areas, NAAs), might lead to modifications in the perceived use and formal properties of the WAL. The study explores how residential location can shape the identification and self-perceptions of LAAs from BH and NAAs. It also looks into the influence this can have on social interactions, cultural practices, ideologies, attendance and involvement in Armenian schools and institutions and attitudes towards the WAL and other more widely spoken languages in Lebanon and explores how these elements may shape LPs and thus influence the status of Western Armenian (WA) in the country. Data were collected both quantitatively and qualitatively between summer 2014 and summer 2015 through ten individual interviews, two focus group interviews, two nonparticipant observations and one hundred survey questionnaires distributed to fifty LAAs from BH and fifty LAAs from NAAs. Findings in this study reveal changes in the demographic situation of the Armenian community in Lebanon, both in BH and NAAs, with increasing openness to integration into Lebanese society. Data also suggest that the changes attaining the fabric of the Armenian community in Lebanon and its geographical dispersal have a significant influence on the attitudes of LAAs towards Armenian education and schools, leading to increased unfavourable attitudes towards them. This study also reveals the complex and multidimensional nature of the identity of LAAs who whether from BH or NAAs display different perceptions of their identity and sense of self. The complex nature of ideologies and cultural practices of LAAs is also discussed in this study. While many continue to be actively involved in Armenian community life, take part in major Armenian cultural practices, join Armenian community institutions such as sports clubs and youth associations and have the intention of bringing up an Armenian family in the future, others reveal signs of detachment from the Armenian community and its cultural practices. The attitudes of LAAs towards the WAL continue to be mainly favourable, as the majority believe in the importance of maintaining it as a way to maintain Armenian identity. The LPs of LAAs vary as the spoken form of WA continues to be the main language of communication in most domains. However, geographical dispersal mainly influences WA language literacy as a large number of adolescents from NAAs attend non-Armenian schools and report that they cannot read and write WA.

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Godson, Linda Isaacson. „Phonetics of language attrition : vowel production and articulatory setting in the speech of Western Armenian heritage speakers /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3089469.

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Meyer, Robin. „Iranian-Armenian language contact in and before the 5th century CE“. Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:38e2dcfa-4051-4e5f-a761-844526cc6449.

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This study provides new insights into the historical language contact between Classical Armenian and West Middle Iranian, specifically Parthian. Next to an up-to-date account of known lexical, morphological, and phraseological Iranian loans in Armenian, the discussion focuses on one major and three minor syntactic patterns which, it is argued, are the result of pattern replication. The major pattern, the Classical Armenian periphrastic perfect, has previously been the focus of numerous papers owing to its unusual construction: while intransitive verbs construe with nominative subjects and an optional form of the copula in subject agreement, transitive verbs exhibit genitive agents, accusative objects and an optional copula in a invariable 3.sg form. Based on a discussion of morphosyntactic alignment patterns in general, and of Armenian and West Middle Iranian in particular, it is shown that previous accounts cannot satisfactorily explain the syntax of the perfect. In a new approach, it is argued that Armenian exhibits tripartite morphosyntactic alignment as the result of 'copying' and adapting the ergative alignment pattern of the West Middle Iranian past tense. This analysis is supported both by the historical morphology of the perfect participle and by a corpus analysis of five major works of Armenian 5^th-century historiography. The minor patterns - ezāfe-like nominal relative clauses, subject resumption and switch-reference marking using the anaphoric pronoun Arm. ink'n, and the quotative use of Arm. (e)t'ē - are equally linked to parallel constructions in West Middle Iranian, which may have served as syntactic models for their Armenian counterparts. The final part of the study discusses the Armenian-Iranian relationship from a language contact point of view and, making use of historical, epigraphic, and literary sources, proposes that a superstrate shift of the Parthian-speaking ruling class of Armenia to Armenian as their primary language best explains the amount of Parthian linguistic material and patterns in Armenian.

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Hadjidemetriou, Chryso. „The consequences of language contact : Armenian and Maronite Arabic in contact with Cypriot Greek“. Thesis, University of Essex, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502173.

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Baygin, Diane Taline. „Journey of empowerment : joint experience in literacy learning and teaching in kindergarten“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79823.

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The engaged classroom is a space where teacher and students come together to share in the acts of teaching and learning. They embark on a collaborative journey of empowerment and through the process reciprocally influence each other's growth and emancipation.
Through an autobiographical exploration of my experiences as a student and as a teacher, I present an exploration of the concept of empowerment. I explore its significance not only on the level of literacy development in my kindergarten classroom, where I teach French in an Armenian heritage language setting, but also on a more personal and professional level. Working in the theoretical framework of teacher self-study, I present an epistemological exploration of postmodern feminist research paradigms and discuss the various aspects of autobiographical research. I build my thesis on the context of the heritage language school and the critical analysis of my past experiences. I present an account of the reflexive process I have engaged in during the past five years, which, coupled with the theories of critical and feminist pedagogy, has brought forth the main thesis of my dissertation: the interconnectivity of teacher and student empowerment. In the hope of providing some practical material, I include an appendix where I describe a collection of literacy activities from my kindergarten classroom.
My work provides insight into a teacher's journey of meaning-making and empowerment, which will, I hope, be useful as part of a larger exploration of teachers' work and students' experiences in classrooms.

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Andrews, Tara L. „Prolegomena to a critical edition of the Chronicle of Matthew of Edessa, with a discussion of computer-aided methods used to edit the text“. Thesis, University of Oxford, 2009. http://ora.ouls.ox.ac.uk/objects/uuid%3A67ea947c-e3fc-4363-a289-c345e61eb2eb.

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Al-Bataineh, Anke. „Cent ans après : Politiques scolaires et la vitalité des langues en danger le cas de l'arménien occidental“. Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015INAL0017/document.

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L’arménien occidental est classé comme langue en danger depuis 2010, mais il est enseigné dans un réseau d’écoles arméniennes à travers une diaspora mondiale, crée par un génocide en 1915. Les inscriptions sont en déclin dans les écoles du Moyen-Orient depuis quatre décennies, alors qu’en France on observe un développement des écoles privées. Toutes les écoles sont confrontées à une culture éducative en évolution. Les données sont collectées à Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans le but de comprendre le rôle des politiques scolaires dans l’attractivité des écoles et dans la transmission linguistique et dans la promotion de la vitalité de la langue dans chaque contexte. L’analyse de discours est employée pour analyser les représentations de la langue et des écoles aux niveaux personnel et structurel. Les théories de la vitalité ethnolinguistique et de la socialisation linguistique aident à éclairer les liens entre la politique, le choix des parents, et la vitalité de la langue. Le choix des parents est approché du point de vue de la psychologie de la consommation, et finalement c’est la notion de l’habitus (de Bourdieu) qui éclaire le mieux les dynamiques de ce choix et pourquoi il constitue souvent une rupture définitive avec l’institution. L’étude montre que les politiques au-delà de l’institutionnel ont moins d’influence sur le maintien de la langue que l’inscription à l’école et les discours dominants. Des préconisations sont formulées pour des changements de la politique scolaire et de la pédagogie
Western Armenian was declared “definitely endangered” in 2010, although the language is taught in private Armenian schools across a global diaspora created by a genocide in 1915. Enrollment in Armenian schools in the Middle East has been declining for four decades, while the Armenian schools of France are growing & evolving & all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris & Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist & constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, & promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural & personal representations of the language & of the schools. Ethnolinguistic Vitality & Language Socialization theories are used to understand the connections between policy, parent school choice & the wider vitality of the language. Parent school choice is looked at in terms of consumer psychology, and ultimately Bourdieu’s concept of habitus is the most apt for explaining why Armenian parents choose non-Armenian schools, & why this often becomes a definitive family break from the institution. Policy above the school level is found to have less impact on vitality than school enrollment & dominant discourses on language maintenance. Recommendations are made for policies & pedagogy

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Fereidoni, Javid. „Analyzing multilingual settings : a domain analysis perspective“. Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100002.

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La présente étude vise à analyser la situation de plurilinguisme d’©rumiyeh, a partir d’une perspective d’<< analyse dedomaine >> (domain analysis). Trois minorités ethniques, linguistiques et religieuses vivent dans la ville, à savoir lesTurcs, les Kurdes et les Arméniens, qui s’expriment respectivement en turc, kurde et arménien. La langue nationale dupays, l’1ran, est le persan. Naturellement, la population de la région grandit avec deux ou trois langues.Pour cette étude, 900 questionnaires ont été recueillis dans toute la ville et 681 ont été sélectionnés de manière aléatoire(328 Turcs, 214 Kurdes et 139 Arméniens). Les questionnaires ont été élaborés essentiellement à partir du Modèle deFishman, avec quelques modifications importantes d’ordre culturel et régional. Le but principal de cette analyse était le<< analyse de domaine >> : il s’agissait de savoir que1le(s) langue(s) parmi le persan, le turc, le kurde et/ou l:31'l”1'lé111€I`létait dominante(s) dans les différents domaines sociaux. Les domaines sociaux ont été classés du plus infonnel ou plusformel ; ils comprennent la famille, la religion, les amitiés, le voisinage, les transactions, l’éducation et l‘administrationfl’emploi. Dans une société polyglossique, à chaque situation correspond une << haute >> (H) et une basse (L) << variété >>,et chaque variété a ses propres fonctions spécialisées. Le domaine d’analyse a été mis au point séparément pour chacunedes trois populations.Pour voir l’incidence des trois variables indépendantes choisies e l’âge, le niveau d’étude et le sexe — sur le choix de lalangue, le chercheur a appliqué différentes méthodes statistiques : le test-T et l’analyse de la variance à un facteur et àdeux facteurs (0ne-way cmd tw0—way ANOVA). Il apparaît alors que le sexe ne joue pas sur le choix de la langue maisque les deux autres facteurs connaissent quelques fluctuations dans toute la population.L’étude parvient alla conclusion que, dans la population turque, la langue de la région, le turc, est dominante dans tousles domaines sociaux. Chez les deux autres populations, à savoir les Kurdes et les Arméniens, la langue officielle, lepersan, est. dominante, avec néaimioins un usage plus fréquent dans les situations formelles
The present study is aimed at analyzing the multilingual situation of Uimia from a domain analysis perspective. Threedifferent ethnic, Tinguistic, and religious minorities, namely Turks, Kurds, and Armenians are living in this city,speaking Turkish, Kurdish, and Armenian, respectively. The national language of the country, Lran, is Persian.Naturally, the people in this area are brought up bilingual or trilingual.To do the study, 900 questionnaires were collected from the whole city. 68l(328 Turks, 214 Kurds, and 139 Armenians)out of this were randomly selected. The questionnaires were basically adopted from Pishman's model with someimportant cultural and regional modifications. The main purpose of the study was domain analysis, i.e., to find outwhich language(s) from among Persian, Turkish, Kurdish and/or Armenian is dominant in different social domains. Thesocial domains which were hierarchically arranged from most informal to most formal ones include family, religion,friendship, neighborhood, transaction, education, and goveriunent/employment. ln each situation in a polyglossicsociety, there is a high (H) and a low (L) variety; and each variety has its own specialized functions. The domainanalysis was separately devised for each of the three different populations.To find out the effect of three independent variables of age, level of education, and sex on language choice, differentstatistical procedures of T-test, One-way ANOVA, and Two-way ANOVA were applied. While sex did not show tohave any effect on language choice, the other two factors had some fluctuations in the whole population.The study came to the_ conclusion that in Turkish population, the language of the region, Turkish, was dominant in allsocial domains. In the other two populations, namely Kurdish and Armenian, the official language, Persian, wasdominant while moving from more informa] to formal situations

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Hodgson, Katherine. „Relative clauses in colloquial Armenian : Syntax and typology“. Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCF006/document.

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Cette thèse étudie la syntaxe et la typologie des propositions relatives en arménien parlé. Elle propose une analyse syntaxique et une classification des stratégies de relativisation disponibles en arménien, dans le cadre des approches théoriques et typologiques existantes de la relativisation, ainsi qu’à identifier les facteurs décisifs pour le choix des différentes stratégies. Chaque stratégie ayant des équivalents dans d'autres langues de la région, le contact linguistique peut influencer leur choix. Il est également probable que le rôle de l'élément relativisé dans la proposition relative soit pertinent pour le choix de la stratégie. En particulier, les données présentées dans de précédentes études sur l'arménien suggèrent que la distribution des relatives participiales peut constituer une violation de la hiérarchie d'accessibilité de la relativisation si elle est envisagée comme opérant directement en termes de fonctions grammaticales syntaxiques. L’étude se concentre sur les parlers de diverses régions d’Arménie. Les propositions relatives ont été saisies dans une base de données d’environ 2000 exemples avec des filtres portant sur les paramètres pertinents.Les résultats montrent que l’accessibilité à la relativisation est déterminée par la saillance liée aux rôles sémantiques (affectivité) et pragmatiques (thematicité) et par de fréquents modèles d’association rôle-référence plutôt que directement par des fonctions grammaticales syntaxiques. Ceci fournit une explication cohérente des violations apparentes de la hiérarchie d'accessibilité trouvées en arménien, ainsi que d'autres phénomènes qui se sont révélés problématiques pour les interprétations de l'accessibilité à la relativisation basées directement sur la structure syntaxique
This thesis presents a study of the syntax and typology of relative clauses in colloquial Armenian. It proposes a syntactic analysis and classification of the relativization strategies available in Armenian within the framework of existing syntactic theoretical and typological proposals concerning relative clauses, and to identify the decisive factors associated with the distribution of these different strategies. As each of the available strategies is paralleled in other languages of the area, it is possible that language contact will have an impact on the choice of strategy. There is also evidence that the role of the relativized element in the relative clause is relevant for the choice of strategy; in particular, evidence presented in previous studies of Armenian suggests that the distribution of participial RCs may violate the Relativization Accessibility Hierarchy if this is envisaged as operating directly in terms of syntactic grammatical relations.The study is mainly based on data from sound recordings of native speaker consultants from various areas of Armenia, both spontaneous speech and responses to stimuli designed to elicit relative clauses with particular properties that have been proposed to affect the choice of relativization strategy. The relative clauses are entered into a database with filters for relevant features, which contains approximately 2000 examples. The results show that accessibility to relativization is determined by semantic (affectedness) and pragmatic (topicality) role prominence, and by frequent role-reference association patterns, rather than directly by syntactic grammatical relations. This provides a coherent explanation of the apparent Accessibility Hierarchy violations found in Armenian, as well as other phenomena that have proved problematic for syntactic structure-based interpretations of accessibility to relativization

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Bücher zum Thema "Armenian language"

Aroutunian, Diana. Armenian-English, English-Armenian. New York: Hippocrene Books, 1993.

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Vazken-Khatchig, Davidian, Hrsg. Western Armenian: Armenian-English, English-Armenian dictionary & phrasebook ; the language of the Armenian diaspora. New York: Hippocrene Books, 2006.

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Grigoryan, Khachʻik. English Armenian, Armenian English dictionary: Special edition for Armenian language learners. Yerevan: Ankyunacar Press, 1999.

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Samuelian, Thomas J. Armenian dictionary in transliteration: Western pronunciation : Armenian-English, English-Armenian. New York: Armenian national education committee, 1992.

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Dum-Tragut, Jasmine. Armenian: Modern Eastern Armenian. Philadelphia: John Benjamins Pub. Company, 2009.

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G, Kouyoumdjian Mesrop, Hrsg. English-Armenian, Armenian-English dictionary =: Anglierēn-hayerēn, hayerēn-anglierēn baṛaran. New Delhi: Publications India, 1992.

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Kozint︠s︡eva, N. A. Modern Eastern Armenian. München: Lincom Europa, 1995.

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Finazzi, R. B. (Rosa Bianca), editor und Sirinian Anna editor, Hrsg. Collectanea Armeniaca. Milano (Italy): Biblioteca ambrosiana, 2016.

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Şahin, Huriye. Hamşetsnak lizu kidanutun: (Hemşince dil bilgisi). Kızılay, Ankara: Kurgu Kültür Merkezi Yayınları, 2019.

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Ter-Pétrossian, Lévon. Ancient Armenian translations. New York City: St. Vartan Press, 1992.

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Buchteile zum Thema "Armenian language"

Kurt, Ümit. „On the Verge of Death and Survival: Krikor Bogharian’s Diary“. In Documenting the Armenian Genocide, 123–43. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36753-3_7.

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AbstractIn recent decades, much important work has been done on the Armenian deportation and genocide that draws on previously inaccessible Ottoman archival materials. However, in the process, there has been a corresponding tendency to downplay, either explicitly or through neglect, the value of largely untapped Armenian-language source materials, including personal memoirs and diaries. Until recently, few researchers in this area have possessed the language skills to hone in on both Armenian-language and Ottoman Turkish-language materials, and as a result, scholars who rely predominantly on one set of sources have tended to marginalize the other. A more well-rounded approach that is able to make use of sources in various languages can only benefit the field. This chapter builds on one such source, a diary, written by a young Krikor Bogharian (1897–1975), who takes us to early twentieth-century Aintab, modern-day Gaziantep, fifty-five kilometers to the west of the Euphrates and forty-five kilometers to the north of the modern Turkish-Syrian border.The Armenian deportation is examined through the first-person account of an Armenian from the city of Aintab. This chapter, based on the diary entries Bogharian penned as he struggled through this disastrous time, sheds light on the deportation experiences of Aintab Armenians. While sharing the tales of extraordinary suffering faced by ordinary people who were exiled and annihilated, it narrates the stories of those who survived to tell their tale as they trekked through the desert under unimaginable conditions. The chapter presents detailed information about both the personal and the family life of Bogharian, in addition to the suffering endured by his fellow deportees. Drawing on a valuable non-state primary source, this chapter explores what being a survivor entailed in a genocidal moment.

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Khanjian, Hrayr. „Quantification in Western Armenian“. In Handbook of Quantifiers in Natural Language, 845–90. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2681-9_16.

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Dum-Tragut, Jasmine. „Mood in Modern Eastern Armenian“. In Studies in Language Companion Series, 492–508. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/slcs.120.27dum.

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Donabedian, Anaid. „The aorist in Modern Armenian“. In Studies in Language Companion Series, 375–412. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/slcs.172.12don.

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Kozintseva, Natalia A. „The past perfect in Armenian“. In Studies in Language Companion Series, 207. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/slcs.50.16koz.

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Daniel, Michael A., und Viktoria Khurshudian. „Temperature terms in Modern Eastern Armenian“. In Typological Studies in Language, 392–439. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/tsl.107.13dan.

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Marchesini, Irina. „Russia, Armenia, Europa nella visione di Andrej Bitov“. In Biblioteca di Studi Slavistici, 209–17. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-910-2.23.

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The article explores the cultural and linguistic interrelationship of Russia, Armenia and Europe through the lens of quotation and intertextuality in Andrei Bitov’s Armenian Lessons (first edition 1969). This text is the ideal site for demonstrating the importance of quotation in the author’s prose. We address two different aspects of this question, first Bitov’s literary and cultural intertextual references; second, his quotations from everyday language. In both cases, the “language of the Other” seeps into the text, forming bridges that connect apparently distant cultures.

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Gevorgyan-Ninness, Stella. „Epistemic modality and aspect contingency in Armenian, Russian, and German“. In Typological Studies in Language, 97–115. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/tsl.79.09gev.

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Darden, Bill J. „The satem shift, Armenian siseṙn, and the early Indo-European of the Balkans“. In Typological Studies in Language, 299–308. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/tsl.104.13dar.

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Akopian, Arman. „Babylon, an Armenian-Language Syriac Periodical: Some Remarks on Milieu, Structure, and Language“. In Journal of the Canadian Society for Syriac Studies 10, herausgegeben von Amir Harrak, 85–100. Piscataway, NJ, USA: Gorgias Press, 2010. http://dx.doi.org/10.31826/9781463233242-006.

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Konferenzberichte zum Thema "Armenian language"

Margarov, Gevorg, Gohar Tomeyan und Maria Joao Varanda Pereira. „Plagiarism detection system for Armenian language“. In 2017 Computer Science and Information Technologies (CSIT). IEEE, 2017. http://dx.doi.org/10.1109/csitechnol.2017.8312168.

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Meliksetyan, Lilit. „WHY VERS LIBRE?ON TRANSLATIONS OF MODERN ARMENIAN POETRY“. In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.21.

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Avetisyan, Hayastan, und David Broneske. „Large Language Models and Low-Resource Languages: An Examination of Armenian NLP“. In Findings of the Association for Computational Linguistics: IJCNLP-AACL 2023 (Findings). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-ijcnlp.18.

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Arustamyan, Karine. „LINGUOCULTURAL CONTENT OF THE COLOR TERM "ORANGE" IN THE RUSSIAN AND ARMENIAN LANGUAGES“. In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.3.

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Nikroshkina, Sofia. „Comparative Study Of Phonetic Systems Of Armenian, Russian, Chinese And English Languages“. In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.29.

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Pogossian, Anahit. „Parental Reasoning for Child Enrollment in Armenian Dual-Language Immersion Programs in Los Angeles“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588138.

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Khachaturyan, Marina. „First steps in building emergent view on teaching and learning Armenian as a second language via technology“. In 2017 Computer Science and Information Technologies (CSIT). IEEE, 2017. http://dx.doi.org/10.1109/csitechnol.2017.8312167.

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Chirikba, V. „Early Recordings of the Abkhaz Language. 2. Early 19th Century Records of the Abkhaz-Adyghe Languages by the Armenian Monk Minas Bzhishkyan“. In Caucaso-Caspica. Ереван: Российско-Армянский (Славянский) университет, 2022. http://dx.doi.org/10.48200/9789939672977_61.

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Никогосян, Анна. „REFLECTION OF THE NATIONAL AND CULTURAL CHARACTERISTICS OF THE PEOPLE IN THE PHRASEOLOGICAL FUND OF THE LANGUAGE (ON THE MATERIAL OF THE RUSSIAN AND ARMENIAN LANGUAGES)“. In PHILOLOGICAL SCIENCES: STATE, PROSPECTS, NEW RESEARCH PARADIGMS. Baskir State University, 2022. http://dx.doi.org/10.33184/fnspnpi-2022-11-17.11.

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Georgiev, Mihail, und Ina Vladova. „EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM“. In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.

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Berichte der Organisationen zum Thema "Armenian language"

Mahdi, Juwan, und Yarjanik Kerob. The Language of the Armenian Ethno-Linguistic Subgroup in Kurdistan Region of Iraq from the Last Generation to Today. Institute of Development Studies, Februar 2023. http://dx.doi.org/10.19088/creid.2023.003.

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This topic is significant because it considers the language of an ethno-religious group, the Armenian people, in Iraq with non-Arab or Kurdish origins. The Armenian people did not originate from Iraq but from Armenia, one of the smaller countries in the former Soviet Union. Many Armenians were forced to migrate in 1915 to different countries in the Middle East due to ethnic cleansing under the Ottomans. This study explores the different methods by which the Armenian community has maintained its native Armenian language during its history in the Kurdistan Region of Iraq (KRI). To this end, the study includes a comparison of how the language was viewed and maintained across two successive generations of Armenians in KRI. The findings show that the first generation is divided into those who speak Armenian and those who assimilated and speak Kurdish. Those who no longer speak Armenian prioritised integration and moved away from their mother tongue. This posed a threat to the ongoing maintenance of the language in these communities. However, the younger generation has worked to revive its mother tongue by learning it in schools established in the region approximately 20 years ago.

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Altaras, Nesi. ECMI Minorities Blog. New Jewish Approaches to Public Life in Turkey: The Case of Avlaremoz. European Centre for Minority Issues, Juli 2023. http://dx.doi.org/10.53779/flxz2559.

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Founded in 2016, Avlaremoz began its life as an online publication created by a group of Jews and non-Jews from Turkey to educate the Turkish public about antisemitism and the Holocaust. The small platform presents a new Jewish approach for participating in public life in Turkey. This piece uses examples from Avlaremoz’s coverage of Holocaust education, queerness, language politics, and Armenian issues to clarify this novel politicisation of Jewish identity.

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