Dissertations / Theses on the topic 'Armenian language'

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.

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.

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.<br>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.<br>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.

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<br>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 &amp; evolving &amp; all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris &amp; Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist &amp; constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, &amp; promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural &amp; personal representations of the language &amp; of the schools. Ethnolinguistic Vitality &amp; Language Socialization theories are used to understand the connections between policy, parent school choice &amp; 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, &amp; 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 &amp; dominant discourses on language maintenance. Recommendations are made for policies &amp; pedagogy

La présente étude vise à analyser la situation de plurilinguisme d’©rumiyeh, a partir d’une perspective d’&lt;&lt; analyse dedomaine &gt;&gt; (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&lt;&lt; analyse de domaine &gt;&gt; : 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 &lt;&lt; haute &gt;&gt; (H) et une basse (L) &lt;&lt; variété &gt;&gt;,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<br>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

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<br>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

The Armenian Diaspora in Lebanon was formed after the 1915 genocide, when the arrival of survivors reached its peak. Since its creation no study has been undertaken to examine the impact of displacement, survival, and multilingualism in Lebanon on the status of its language, and the linguistic and attitudinal behavior of its members. This thesis explores the state of the Armenian language through the analysis of language use and domains of use. It investigates the ways Armenians perceive their ethnicity and loyalties, since the awareness of the community and its linguistic ideology and loyalties are the interpretive and explanatory basis for research in this area. Some of the major findings are that limited use of the language is leading to limited exposure to that language, which results in a circle of decreasing competence, lack of confidence in using the language, and increasing reliance and shift to Arabic, English, and French. The study shows that the pattern of language use was very different in the period following the survivors' settlement in Lebanon from what it is today. The generational disparities in attitudes and perceptions demonstrate that along with the significant changes in the way different generations of Armenians grasp the meaning of the Genocide and their ethno-cultural identity, there are also considerable differences regarding feelings of loyalty to their ancestral language, homeland, and heritage. What is particularly striking is that the changes which affected the Armenians since their coming to Lebanon in the early decades of the last century are primarily ideological transformations, new ways of looking at the world and at themselves. While the older interviewees lament the present situation, the younger interviewees accept it as natural. What unfolds is deterioration in the status of the Armenian language and the oral fluency of its speakers, who have undergone a larger and more intense change in matters once held almost sacred by their parents and grandparents.

The transformation of the Ottoman Empire to the Republic of Turkey involved reforming the government, redefining the relationship between the population and the ruling elite, and navigating ethnic and religious identities and how those identities affected the national identity. Unfortunately, these processes were accompanied by the suppression of religious and ethnic minorities, deportations, violence, and murder.

The Sermo antequam iret in exilium and the Sermo cum iret in exsilium are two homilies allegedly pronounced by John Chrysostom in Constantinople at the end of summer 403, some time between the verdict of the Synod of the Oak and the day he left the city for his first exile. The aim of the thesis is to demonstrate that a new critical edition of these texts is needed before any study of their literary and historical value can be conducted. Chapter one sketches the historical background to which the text of the homilies refers and a concise survey about previous scholarship on the homilies on the first exile, from the time of Montfaucon’s edition until our days. The problem of the authenticity occupies the last part of the chapter. Chapter two investigates the history of the texts and takes into account both the direct and indirect traditions. It discusses the existence of double recensions hitherto unknown and provides the prefatory material for the new critical edition of recensio α of Sermo antequam iret in exilium and of the Sermo cum iret in exsilium. Chapter three comprises the Greek editions of the two homilies, as well as a provisional edition of the Latin version of the Sermo antequam iret in exilium. Chapter four is divided into two parts, each presenting a philological commentary on the text of the new editions. Systematic analysis of all the most important variant readings is offered. The final chapter summarizes the new findings and assesses the validity of previous criteria used for discerning the authenticity of the homilies on the exile.

The goal of this dissertation is to develop a tool to analyze the similarity of Armenian texts. The idea is to compare two texts or to compare a text with a set of texts and detect the possibility of plagiarism. This system will be used in academic contexts but can also be useful in other situations. In the academic context it is very important to evaluate the uniqueness of reports, scienti c papers and other documents that are everyday disseminated on the web. There are already several tools with this purpose but not for Armenian texts.<br>O objetivo desta dissertação é desenvolver uma ferramenta para analisar a semelhança de textos em arménio. A ideia é comparar dois textos ou comparar um texto com um conjunto de textos e detectar a possibilidade de plágio. Este sistema poderá ser usado em contextos académicos, mas, também pode ser útil em outras situações. No contexto académico, é muito importante avaliar a singularidade de relatórios, artigos científicos e outros documentos que são todos os dias divulgados na web. Já existem várias ferramentas com este propósito mas não para a linguagem arménia.<br>Տեղեկատվական տեխնոլոգիաների զարգացմանը զուգընթաց ավելացել են նաև գրագո֊ ղության դեպքերը։ Հաշվի առնելով այն հանգամանքը, որ կան գրագողությունը ստուգող մի շարք համակարգեր, բայց ոչ մի համակարգ նախատեսված չէ հայերեն տեքստերի ունիկալության վերլուծություն համար, խնդիր դրվեց մշակել այնպիսի համակարգ, որը կապահովի տեղեկատվական համակարգերում տեքստերի ունիկալության վերլուծությունը, ինչպես նաև թույլ կտա համեմատել և հայտնաբերել գրագողության առկայությունը։ Աշ֊ խատանքի նպատակն է ուսումնական գործընթացում ունիկալությունը ստուգող համա֊ կարգերի կիրառումը, քանի որ շատ կարևոր է գնահատել ատենախոսությունների, ռեֆե֊ րատների, կուրսային աշխատանքների և այլ տեքստերի ունիկալության աստիճանը։ Այս նախագիծը հնարավորություն կտա մշակել և հիմնավորել հայերեն տեքստերի ունիկալու֊ թյան համակարգչային վերլուծությունը և կանխել գրագողությունը հայերենում։

C’est après deux opus sur l’immigration turque en Allemagne que le réalisateur turc-allemand Fatih Akin décide d’explorer la période la plus sombre de son pays d’origine. Avec le film The Cut (2014), il clôt la trilogie Liebe, Tod und Teufel. Ce mémoire réfléchit sur l’utilisation du genre Western dans la représentation du génocide arménien. Nous ferons tout d’abord un court historique du genre Western et de la représentation génocidaire au cinéma, pour ensuite analyser le film d’après la notion de genre et voir dans quelle mesure l’utilisation d’un genre connu universellement permet à Fatih Akin de ne pas justifier ses choix esthétiques. Au cours de cette analyse, nous nous baserons sur quatre éléments clés afin d’établir un lien avec le genre Western: la figure du héros, les paysages, le mythe de la frontière ainsi que le titre du film lui-même. Le but de ce travail ne sera pas d’être comparatif, mais bien de déterminer dans quelle mesure le film s’inscrit dans le mouvement Postwestern. Enfin, la notion d’identité nous permettra de comprendre de quelle manière le film The Cut s’insère au sein de la trilogie d’Akin.<br>It is after his second opus on Turkish immigration in Germany that Turkish-German director Fatih Akin decided to explore the darkest period of his country of origin. With the film The Cut, he ends the trilogy Liebe, Tod und Teufel. This master’s thesis reflects on the use of the Western genre in the representation of the Armenian Genocide. We will start with a short history of the Western genre and the representation of genocide in cinema. Then we will analyse the film as per the notion of genre and see under which measure the use of a universally known genre enables Fatih Akin to justify his aesthetic choices. During this analysis, we will use four key elements as the groundwork to establish a link with the Western genre. They are the figure of the hero, the landscapes, the myth of the frontier and the title of the film itself. The intention of this research is not to be comparative, but to situate the film within the movement that is the Post-western. Finally, the notion of identity will allow us to understand how the film The Cut exists within Akin’s trilogy.<br>Nach seinem zweiten Opus zur türkischen Immigration entschied sich der türkisch-deutsche Regisseur Fatih Akin, die dunkelste Periode seines Heimatlandes zu verfilmen. Mit dem Film The Cut beendet er seine Trilogie Liebe, Tod und Teufel. Diese Magisterarbeit analysiert die Verwendung des Westerngenres in der Darstellung des armenischen Völkermordes in The Cut. Begonnen wird mit einem kurzen Überblick über die Geschichte des Westerngenres, bevor auf die Darstellung des Völkermords im Film eingegangen wird. Im Anschluss wird untersucht, inwiefern die Verwendung des Genres Western Fatih Akin seine filmästhetischen Entscheidungen ermöglicht. Diese Untersuchung basiert auf der Grundlage von vier Schlüsselmotiven: der Heldenfigur, der Landschaft, des Mythos des Grenzlandes sowie des Filmtitels selbst. Die Intention dieser Analyse ist jedoch nicht vergleichender Natur. Es wird vielmehr versucht, den Film in seine Einzelteile zu zerlegen, um ihn in die Post-Western-Bewegung einbetten zu können, ohne dabei das Identitätsstreben der ersten beiden Filme der Trilogie außer Acht zu lassen. In diesem Kontext lässt sich eine Verbindung mit dem Heimatfilm herstellen und es wird ein besseres Verständnis für die Rolle von The Cut innerhalb der Trilogie ermöglicht.