Dissertationen zum Thema „Languge and languages“
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Santoro, Mirko. „Compounds in sign languages : the case of Italian and French Sign Language“. Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH204.
Der volle Inhalt der QuelleIn this dissertation, I investigate the domain of compounds in sign languages. Compounding has been documented as a key strategy to enrich the lexicon of sign languages even in situations of emergent sign languages. I address this topic with three main angles: typological/empirical, theoretical and experimental. In the typological/empirical part, I offer a thorough description of compounds in two sign languages: Italian and French Sign Language (LIS and LSF). I offer a refined and more comprehensive typology of compounds, in which classifiers and simultaneous forms are also taken into account.In the theoretical part, I provide a formal account of how to derive the whole typology of compounds found in LIS and LSF. I show i) that compounds can be derived in multiple ways depending on their morphosyntactic properties and ii) that morphosyntactic derivation is not the only process that affects the combinatorial options of compounding. Post-syntactic processes, especially linearization, have to have access to at least partial representations in order to distinguish between forms that have to be spelled out either sequentially or simultaneously.In the experimental part, I investigate whether phonological reduction is a sufficient condition to identify compounds in SL. I show that importing criteria from one SL to another can be done, but with extreme caution
Maciá, Fábrega Josep. „Natural language and formal languages“. Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.
Der volle Inhalt der QuelleGradisic, Lejla, und Maria Lundin. „Barns läsutveckling : På vilket sätt påverkas den vid användandet av Phonics respektive Whole language?“ Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118897.
Der volle Inhalt der QuelleService, Elisabet. „Phonological coding in working memory and foreign-language learning“. Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.
Der volle Inhalt der QuelleCook, Jonathan J. „Language interoperability and logic programming languages“. Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/725.
Der volle Inhalt der QuelleDiallo, Ibrahima. „Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal“. Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.
Der volle Inhalt der QuelleThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Full Text
Connell, Professor T. J. „Languages (in particular Spanish) : language teaching and learning & languages for the professions“. Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.
Der volle Inhalt der QuelleMeyer, Hans Joachim. „A global language or a world of languages“. Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.
Der volle Inhalt der QuelleLivingstone, Daniel Jack. „Computer models of the evolution of language and languages“. Thesis, University of the West of Scotland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398331.
Der volle Inhalt der QuelleLoza, Christian. „Cross Language Information Retrieval for Languages with Scarce Resources“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12157/.
Der volle Inhalt der QuelleBotha, Gerrti Reinier. „Text-based language identification for the South African languages“. Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-090942008-133715/.
Der volle Inhalt der QuelleLoza, Christian E. Mihalcea Rada F. „Cross language information retrieval for languages with scarce resources“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12157.
Der volle Inhalt der QuelleWolf, Göran. „Language contact, change of language status : ‘Celtic’ national languages in the British Isles and Ireland“. Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1936/.
Der volle Inhalt der QuelleSchmiedtová, Barbara. „At the same time ... the expression of simultaneity in learner varieties /“. Berlin ; New York : Mouton de Gruyter, 2004. http://site.ebrary.com/lib/librarytitles/Doc?id=10197197.
Der volle Inhalt der Quelle"SOLA, Studies on language acquisition"--Cover. Description based on print version record. Includes bibliographical references (p. [283]-296) and index.
Chavula, Catherine. „Using language similarities in retrieval for resource scarce languages: a study of several southern Bantu languages“. Doctoral thesis, Faculty of Science, 2021. http://hdl.handle.net/11427/33614.
Der volle Inhalt der QuelleKopetzki, Dawid [Verfasser], Bernhard [Akademischer Betreuer] Steffen und Sven [Gutachter] Jörges. „Generation of domain-specific language-to-language transformation languages / Dawid Kopetzki ; Gutachter: Sven Jörges ; Betreuer: Bernhard Steffen“. Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1217843558/34.
Der volle Inhalt der QuelleMcCarthy, John J. „Formal problems in Semitic phonology and morphology“. New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/12106907.html.
Der volle Inhalt der QuelleTaylor, Annelies. „Languages : computation of communication : gender issues in curricular foreign language acquisition“. Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526901.
Der volle Inhalt der QuelleBarr, John Davidson. „An investigation into computer-based language-learning environments for foreign languages“. Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274111.
Der volle Inhalt der QuellePoliakova, T., und P. Vasylenko. „Interaction of language, human being and culture when teaching foreign languages“. Thesis, Харківський національний технічний університет сільського господарства ім. Петра Василенка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/37066.
Der volle Inhalt der QuelleVigilante, Maria Carleton University Dissertation Political Science. „Bodies of language and languages of power; feminism and its disjunctions“. Ottawa, 1987.
Den vollen Inhalt der Quelle findenBrunn, Michael Vernon. „Language socialization, literacy and cultural identity: The centrality of heritage languages“. Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186889.
Der volle Inhalt der QuelleSugrañes, Ernest Caterina. „A plurilingual approach to language teaching and learning in Catalonia: Using heritage languages in the additional language classroom“. Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.
Der volle Inhalt der QuelleEsta tesis estudia los efectos de la adopción de un enfoque plurilingüe de la enseñanza y el aprendizaje de lenguas en un aula de lengua adicional de una escuela pública de Barcelona con 45 alumnos de 10 y 11 años. Un período de observación inicial conduce a la hipótesis de que el reconocimiento y el uso de las lenguas de origen de los alumnos es relevante para su identidad plurilingüe. El estudio tiene como objetivo evaluar si promover la identidad plurilingüe puede afectar la motivación y las actitudes hacia las lenguas, por un lado, y el rendimiento académico (catalán, castellano e inglés) de la otra. Finalmente, también se plantea la hipótesis de que la adopción de un enfoque plurilingüe puede afectar las actitudes de la maestra de lengua hacia las lenguas y su enseñanza y aprendizaje. Basado en un Enfoque Plurilingüe Integrado (EPI) (Esteve y González Davies, 2016), se emplean dos herramientas pedagógicas de translanguaging: TOLC (Traducción para otros contextos de aprendizaje), (González Davies, 2012, 2014) y LITS (Textos de identidad de lengua), una adaptación de los textos de identidad de Cummins (2001, 2009) con el fin de crear cuentos en inglés y traducirlos en las diferentes lenguas presentes en el aula. Siguiendo un enfoque mixto de la Grounded Theory (Teoría fundamentada en datos), se recogen datos cuantitativos y cualitativos. Las principales conclusiones del estudio son que la adopción de un enfoque plurilingüe hacia la enseñanza y aprendizaje de lenguas es relevante para la identidad plurilingüe. A su vez, la identidad plurilingüe afecta significativamente la motivación del alumno y su deseo hacia el aprendizaje de lenguas. Además, el rendimiento académico no se ve afectado por la adopción de un enfoque plurilingüe y la conciencia lingüística de los alumnos y su actitud hacia las lenguas y su aprendizaje aumenta. Finalmente, también se concluye que la maestra de lenguas ha tener una competencia plurilingüe para enseñar lenguas.
This thesis studies the effects of adopting a plurilingual approach to teaching and learning languages in an additional language classroom of state primary school of Barcelona with 45 pupils aged 10 and 11. An initial observation period leads to the hypothesis that acknowledging and using the heritage languages of pupils is relevant to their plurilingual identity. The study aims to assess whether plurilingual identity encouragement may affect motivation and attitudes towards languages on the one hand, and academic achievement (Catalan, Spanish and English) on the other. Finally, it is also hypothesised that adopting a plurilingual approach may affect the language teacher’s attitudes towards languages and language teaching and learning. Based on an Integrating Plurilingual Approach (IPA) (Esteve & González Davies, 2016), two translanguaging pedagogical tools are employed, namely TOLC (Translation for Other Learning Contexts), (González Davies, 2012, 2014) and LITS (Language Identity Texts), an adaptation of Cummins’s identity texts (2001, 2009) in order to create storybooks in English and translate them into the different languages present in the classroom. Following a Grounded Theory and mixed-method approach, quantitative and qualitative data are collected. The main conclusions of the study are that adopting a plurilingual approach to language teaching and learning is relevant to plurilingual identity. In turn plurilingual identity significantly affects pupil’s motivation and desire towards learning languages. Also, the academic performance is not affected by adopting a plurilingual approach and the pupils' linguistic awareness and attitude towards languages and language learning increases. Finally, it is also concluded that the language teacher must be plurilingualy competent in order to teach languages.
Manning, Patricia. „Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning“. n.p, 1994. http://ethos.bl.uk/.
Der volle Inhalt der QuelleWennerström, Hjalmar. „Leveraging Dominant Language Image Tags for Automatic Image Annotation in Minor Languages“. Thesis, Uppsala University, Department of Information Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-129446.
Der volle Inhalt der QuelleImage annotations, often in the form of tags, are very useful when indexing large image collections. They provide an intuitive human centered way to search and browse images using text queries. However, tagging images is very time consuming to do manually so researchers have developed methods for automatic image tagging. These methods rely on a set of example images with tags to learn what images should be associated with which tags.
One thing that has been overlooked with these systems is the fact that example images with tags are different in each language. Generally researchers have only made English automatic tagging systems and not considered the problems of building equally good systems in other minor languages where it is more difficult to obtain example images and tags.
In this thesis we study how an automatic tagging system in Japanese compares to an automatic tagging system in English. We find that the Japanese system suffers in performance and based on this we improve the performance by leveraging the dominant English language system. We compare an automatic translation of the tags using a dictionary to our proposed translation matrix method. Our method estimates the translation of tags based on the co-occurrence of different language tags in images.
We show that our proposed method using very simple heuristics performs about the same as a high end machine translator in the case of automatic tagging systems. There are several improvements to be made but with this work we show that the conceptual idea is strong, giving reasons to improve it further. The main contribution of our approach is the ability to translate words that a dictionary cannot interpret as well as considering the context when establishing a translation.
Pluquet, Frédéric. „Efficient object versioning for object-oriented languages from model to language integration“. Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209680.
Der volle Inhalt der QuelleNous commencons par développer un modèle qui permet au développeur de sélectionner avec précision les parties intéressantes de son système qui seront sauvegardées à des moments clefs. Ce modèle permet de parcourir facilement les différentes versions enregistrées et de faire cohabiter aisément les parties versionnées avec les parties non sélectionnées par le développeur. Ce modèle est de plus compatible avec trois types de versioning (linear, backtracking et branching versioning) qui permettent des opérations diverses sur la ligne du temps, comme supprimer toutes les versions après une version donnée ou créer une nouvelle branche à partir d'une ancienne version.
Ensuite nous développons les structures efficaces en temps et en espace qui implémentent ce modèle dans un monde réel. Basées sur les travaux de Driscoll et al. elles sont adaptées aux spécificités de chaque type de versioning.
Nous montrons ensuite comment ce système peut être intégré concrètement dans un langage orienté object. Plus précisément, nous montrons comment notre système peut être intégré de façon transparente pour le développeur grâce à des outils tels que les aspects ou la transformation de bytecodes.
Pour valider nos propos, nous avons implémenté notre système dans les langages de programmation Smalltalk et Java. Nous montrons des applications réelles qui l'utilisent, telles que les post-conditions à états et le problème du planar point location.
Nous terminons cette thèse par évaluer l'efficacité de notre implémentation en effectuant des benchmarks détaillés en Smalltalk et en Java. Nous avons notamment étudié l'espace pris par nos structures données et le temps d'éxecution de chaque opération de versioning.
Doctorat en Sciences
info:eu-repo/semantics/nonPublished
Lewis, Rhodri. „Language, mind and nature : artificial languages in England from Bacon to Locke /“. Cambridge [u.a.] : Cambridge Univ. Press, 2007. http://www.loc.gov/catdir/enhancements/fy0803/2007281317-b.html.
Der volle Inhalt der QuelleFalsanisi, Giulia. „Linguistic relativity and second language acquisition: can languages affect how we think?“ Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23998/.
Der volle Inhalt der QuelleNseendi, Lubasa N'Ti. „Motivation and perseverance in language learning : materials for speakers of other languages“. Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019592/.
Der volle Inhalt der QuelleHarrison, Michelle. „Managing France's regional languages : language policy in bilingual primary education in Alsace“. Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.
Der volle Inhalt der QuelleFogle, Evelyn Wright. „Language socialization in the internationally adoptive family identities, second languages, and learning /“. Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/460562377/viewonline.
Der volle Inhalt der QuelleItani-Adams, Yuki. „One child, two languages : bilingual first language acquisition in Japanese and English“. Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Der volle Inhalt der QuelleItani-Adams, Yuki. „One child, two languages bilingual first language acquisition in Japanese and English /“. View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Der volle Inhalt der QuelleA thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Yu, Yuanfang. „Foreign language learning : a comparative study of Australian and Chinese University students /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.
Der volle Inhalt der QuellePetersen, Kenneth A. „Implicit corrective feedback in computer-guided interaction does mode matter? /“. Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/642826969/viewonline.
Der volle Inhalt der QuelleRichard, Erin. „Individual differences and second language acquisition among low-income preschoolers“. Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2957.
Der volle Inhalt der QuelleTitle from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 65. Includes bibliographical references (p. 58-64). Also available in print.
Lüpke, Friederike. „A grammar of Jalonke argument structure /“. Nijmegen : Radboud Universiteit Nijmegen, 2005. http://webdoc.ubn.ru.nl/mono/l/luepke_f/gramofjaa.pdf.
Der volle Inhalt der QuelleDijk, Wilhelmina Van, und Lori Jean Marks. „English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both Languages“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.
Der volle Inhalt der QuelleJanopoulos, Michae. „The role of comprehension in holistic evaluation of second language writing proficiency at the university level /“. The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621887.
Der volle Inhalt der QuelleBrett, Paul Alan. „The design and evaluation of a multimedia application for second language listening comprehension“. Online version, 1999. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.297607.
Der volle Inhalt der QuelleLiando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
Der volle Inhalt der QuelleZahir, Freshta. „Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul“. Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.
Der volle Inhalt der QuelleTEMP Afganistan
Rondyang, H. Wani. „The role of indigenous languages in southern Sudan : educational language policy and planning“. Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10007457/.
Der volle Inhalt der QuelleYilmaz, Birgul. „Learning "my" language : moments of languages and identities among Kurds in the UK“. Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23798/.
Der volle Inhalt der QuelleShimizu, Katsumasa. „A cross-language study of voicing contrasts of stop consonants in Asian languages“. Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/20185.
Der volle Inhalt der QuelleFredericks, Izak Nicolaas Andreas. „The protection of languages and of language rights in the South African constitution“. University of the Western cape, 2011. http://hdl.handle.net/11394/5401.
Der volle Inhalt der QuelleThe 1996 South African Constitution contains a number of provisions that deal specifically with the protection of languages and of rights relating to language. The most important of these is section 6 which recognises 11 languages as official languages. This recognition is in line with recent developments in international law where common standards in relation to the protection of minority languages are in the process of being developed. The recognition of multilingualism as well as its implementation is thus becoming an obligation resting on all states, including South Africa. International law shows that persons belonging to linguistic minorities are entitled not only to protection against discrimination based on the language they speak, that is, formal equality, but also to positive state action in order to ensure their substantive equality. International law furthermore prescribes that where protection is given to minority languages, the principle of proportionality must guide states, and that legislation needs to be sufficiently detailed in bringing about such protection. The present thesis has as its main aims the interpretation of the provisions of the 1996 Constitution, in accordance with the above-mentioned international standards and the evaluation of the extent to which South African has complied with its constitutional obligations. The thesis in addition makes proposals in relation to what needs to be done to comply with such obligations. This is done in respect of the three levels of government - national, provincial and local - as well as the three state branches - the legislature, the executive and the judiciary. In addition, the implementation of the constitutional requirements in the educational sector is analysed.The thesis shows that a number of steps have thus far been taken in the process of giving effect to the relevant provisions of the Constitution. This includes the adoption of language policies on the national, provincial and local levels, as well as the enactment of language legislation in some provinces. In many provinces as well as municipalities, little effort has however been made to comply with these constitutional obligations. On the national level, much likewise still remains to be done in this regard. The current South African Languages Bill (2011) only caters for the activities of the national government, and does so in a way which conflicts with international norms. The Bill does not deal with parliament or the courts, and much uncertainty remains about the way in which the Constitution is to be given effect to in relation to these state branches. In relation to education, the issue of single-medium schools has been controversial, but has now been resolved by the Constitutional Court. Commendable policies have furthermore been adopted to provide for mother-tongue education, but it appears that English is slowly becoming the dominant language in education, at the expense of mother-tongue instruction.
Di, Stefano Marialuisa. „Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings“. DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.
Der volle Inhalt der QuelleKoponen, Eino. „Eteläviron murteen sanaston alkuperä : Itämerensuomalaista etymologiaa /“. Helsinki : Suomalais-ugrilainen seura, 1998. http://catalogue.bnf.fr/ark:/12148/cb39035487f.
Der volle Inhalt der QuelleHarrison, Elizabeth Anne. „Instructional choices of Mississippi foreign language teachers“. Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11082006-165055.
Der volle Inhalt der QuelleHuang, Lizhong. „Express query language and templates and rules two languages for advanced software system integrations“. Ohio : Ohio University, 1999. http://www.ohiolink.edu/etd/view.cgi?ohiou1181162850.
Der volle Inhalt der Quelle