Dissertations / Theses on the topic 'English language Temporal clauses'
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Rönnerdal, Göran. "Temporal Subordinators and Clauses in Early Modern English : Stability and Change." Doctoral thesis, Uppsala universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-327040.
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My work is a corpus-based investigation of the use and development of temporal subordinators and clauses in Early Modern British English (EModE). The focus of the project is on the forms, structure, meanings, and history of these subordinators and clauses. My primary aim is to analyse stability and change in temporal subordinators and clauses across the EModE period; second comes the study of linguistic features, such as aspect, tense, mood and modality, ellipsis and non-finite forms, positions, coordination, and subordination of the temporal clauses. In addition, I examine the progress of these subordinators, and WHEN in particular, across text categories, text types, and the sub-periods. Regarding temporal subordinators, I account for the use of simple, complex, and correlative forms. I also address alternative expressions of temporal subordinators such as the repetition and replacement of temporal subordinators. The influence of negation on the choice of subordinators, and the modification patterns of subordinators are also treated. Primary meanings of anteriority, simultaneity, and posteriority as well as secondary meanings of temporal subordinators are studied. I uncover the evolution of temporal subordinators and trace their various forms, as far back as possible to the Old English and Middle English periods. I also make some comparisons with Present-day English. The investigation is based on the EModE section of the computerized Helsinki Corpus of English Texts and the manual literary Major Authors Corpus which I designed for the purposes of the study. Consequently, my study is carried out within corpus linguistics methodology. All in all, the primary material yielded 3,269 instances of 17 different prototypical temporal subordinators, called sub-types.
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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.
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So, Lai-yin. "A study of the nominal and relative clauses in Hong Kong English." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472790.
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McGarry, Theresa, and J. Mwinyelle. "Adverbial Clauses and Gender in English and Spanish." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6155.
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HIRATA, KAYOKO. "TEMPORAL PROPERTIES IN JAPANESE (TENSE, CONDITIONALS)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184065.
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This dissertation is concerned with the relationship between morphological tense forms of Japanese, such as (r)u ("non-past") and ta ("past"), and their temporal interpretation. The goal of the research reported here is to establish a simple overall theory. The analysis focuses on the following sentence types: simple sentences, complex sentences (without conditional sentences), conditional complex sentences and sentences with an embedded clause. We will show here a few examples of problems as to temporal interpretations. In simple sentences, there are cases such as (1), which deviate from the norm of "normal" interpretation. Sentence (1) (with the “past” form of ta) can be uttered felicitously even in a situation where the bus in question has not yet arrived. (1)Busu ga ki-ta! Bus nom come-ta ‘The bus is coming.’ Or ‘The bus has come.’ In complex sentences, the antecedent clause in sentences with toki 'when', can take either (r)u or ta forms in sentence (2), while it cannot take the ta form in sentence 93), although the antecedent clauses in both sentences are interpreted as non-past. (2) Kondo a-u/at-ta toki, hanashi-ma-su. Next-time see-(r)u/see-ta toki talk-polite-(r)u ‘Next time when (I) see (you), (I) will tell (it to you).’ (3)Yuushoku o su-ru/*shi-ta toki, biiru o nom-u. supper acc do-(r)u/do-ta toki beer acc drink-(r)u ‘When (I) take supper, (I) will drink beer.’ In regard to conditional complex sentences, there can be a problem interpreting ta, as in hypothetical sentence (4) below. The ta of the consequent clause in example (4) cannot be evaluated (interpreted) as being the same as the ta in example (5) where we have an indicative sentence. (4) Taroo wa benkyoo shi-ta ra, shaken ni pasu shi-ta (no ni). Taro top study do-ta ra exam in pass do-ta (SFP-‘wishing’) ‘Had Taro studied, he should/would have passed the exam.’ (5) Taroo wa shiken ni pasu shi-ta. ‘Taro passed the exam.’ In this account the morphemes (r)u and ta will be associated with a single interpretation. Therefore, the difference between (2) and (3) will be attributed to two distinct modes of composition. In order to solve the problem of simple sentences wuch as (1) (which deviate from the norm of "normal interpretations"), a pragmatic (contextual) approach will be introduced. In regard to conditional sentences, interpretations will be classified on the basis of truth relations and temporal interpretations of antecedent and consequent. In order to treat the range of observed truth relations, a model of time and worlds will be introduced. In summary, in order to solve the problematic phenomena of relationships between the tense forms and their interpretations, the following approaches will be taken: (i) Use of a time model; (ii) Analysis of lexical properties; (iii) Sentence composition; (iv) Contextual analysis for pragmatic aspects.
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Lee, Il-jae. "Development of morphosyntactic features of the complementizer phrase in L2 relative clauses of Korean learners." Diss., Connect to online resource - MSU authorized users, 2006.
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Thesis (Ph. D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian and African Languages, 2006.Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 152-165). Also issued in print.
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Ng, Ka Ian. "The acquisition of English Wh-relative clauses by Cantonese-speaking Chinese learners of English in Macao." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2456349.
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Chan, Kit-wah. "An investigation of Hong Kong Chinese ESL learners' processing difficulty in the comprehension and production of relative clauses." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31603312.
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So, Lai-yin, and 蘇麗妍. "A study of the nominal and relative clauses in Hong Kong English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953244.
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Chan, Cecilia Yuet Hung. "The aquisition of restrictive relative clauses by Chinese L1 learners of L2 English." Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282526.
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Lau, Yu-fong Teresa. "Temporal concordance : a study of the English of Cantonese-speaking learners /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37426461.
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Kashiwagi, Akiko. "Processing Relative Clauses in First and Second Language: A Case Study." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299255220.
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Wong, Bee Eng. "Acquistion of Wh-movement in English questions and relative clauses by speakers of Malay." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285871.
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Chan, Kit-wah, and 陳潔華. "An investigation of Hong Kong Chinese ESL learners' processing difficulty in the comprehension and production of relative clauses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31603312.
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張盈盈 and Ying-ying Carina Cheung. "The acquisition of relative clause constructions by Cantonese-speakinglearners of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31227272.
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Nall, Shu Pin. "The functions and the ordering of conditional 'if-clauses' in English : a genre analysis." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395587.
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The Functions and the Ordering of Conditional `If Clauses' in English---A Genre AnalysisPrevious research studies are in agreement that the canonical order for English if conditionals is sentence-initial rather than final. However, earlier findings regarding the distribution of the ordering between initial and final if-conditionals represent only those patterns specific to the limited number of genres examined. This corpus linguistic study is based on a research approach which includes a larger sampling pool and a selection of representative genres as well as detailed statistical and content analyses. It examines the variations in the distributional patterns between initial and final if-clauses within each individual genre and across different genres. The findings of this study suggest that if-conditionals have significantly different distributional pattern across genres. In contrast to the consensus view in current literature that initial if-clause rather than final is the dominant clause order, in 3 of the genres examined in this study (Letters to the Editor, Recipes and Sports News) final if-clauses occur more frequently than initial. In addition, in 3 other genres (News Reportage, Science Fiction and Romance Fiction) these two clause types are equally distributed. This study thus identifies genre as a significant factor influencing sentential if-conditional placement.The study also argues that in addition to the expression of topic and focus discourse relations, the ordering of the conditional and consequence clauses is often used to convey specific pragmatic effects and to perform functions related to genre-specific needs, including social politeness and showing power deixis, hedging or strengthening a proposition.Department of English
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Lawrence, Helen Rachel. "Aspects of English : an examination of aspect within past temporal reference in northern British English." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341495.
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Shaheen, Buthaina. "A comparative study of restrictive relative clauses in Latakian Syrian Arabic and English restrictive relative clauses by first language speakers of Latakian Syrian Arabic." Thesis, University of Essex, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589440.
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The study reported in this thesis had two goals. The first was to critically evaluate existing proposals for the syntactic structure of restrictive relative clauses with definite and indefinite heads in English and Latakian Syrian Arabic (a colloquial dialect of Arabic), and to select those proposals which provide the best fit for the facts of English and for the facts of Latakian Syrian Arabic. The second goal was to contribute to the development of a theory of second language acquisition by investigating how speakers of Latakian Syrian Arabic acquire English definite and indefinite RRCs. Since this is the first study of the structure of restrictive relative clauses in Latakian Syrian Arabic, an important first task was to collect grammatical intuitional data from native speakers of that variety. Based on the findings, and the well-known properties of restrictive relative clauses in English, it was argued that the account that best fits the data of English is the traditional operator movement analysis, while for Latakian Syrian Arabic a clitic left-dislocation account offers the best fit. Assuming this analysis, the acquisition of restrictive relative clauses in English by speakers of Latakian Syrian Arabic was investigated using a quasi-longitudinal design. Learners of elementary, lower intermediate, upper intermediate and advanced proficiency (as measured by an independent proficiency test) completed a grammaticality judgement task, a guided gap-filling task and a translation task. Results show first language influence at early stages of learning on some properties, but not all. There is also persistent influence of the first language in later stages of learning, but specifically on properties that involve uninterpretable features. Interpretable features appear to have been fully acquired. The implications of these findings for theories of second language acquisition are considered.
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Lau, Yu-fong Teresa, and 劉如芳. "Temporal concordance: a study of the English of Cantonese-speaking learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007639.
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Johansson, Caroline. "Adverbial clauses in translation : Translation of finite and non-finite (-ing, -ed and to-infinitive) adverbial clauses from English to Swedish in popular science." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98437.
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This study investigates adverbial clauses in a translation of a popular science text from English to Swedish. The clauses investigated are both finite and non-finite adverbial clauses. The non-finite adverbial clauses are ing-clauses (present participle), ed-clauses (past participle) and to-infinitive clauses. The results show that finite adverbial clauses are directly transferred with a very high frequency. For the adverbial ing-clauses, translation into finite clauses was the most common correspondence, whereas the frequency of direct transfer was very low due to their semantically indeterminate structure and limited productive correspondences in Swedish. For the adverbial edclauses, the most frequent translation correspondence is also finite clauses with subordination being the dominant one. This was followed by the past participle, showing a higher direct transfer than for adverbial ing-clauses, partly due to expressions with an idiomatic character. The adverbial to-infinitive clauses are the only clauses that kept their infinitive construction in the majority of the cases which seems to be due to the less ambiguous meaning, followed by adverbial finite clauses. In summary, for all adverbial clauses except for adverbial to-infinitive clause, a finite clause construction is the most common translation correspondence. For the ing- and ed-clauses explicitation was briefly investigated. They both showed a degree of explicitation. This was higher for the ing-clauses which were rendered as relative clauses. The ed-clauses showed one occurrence of explicitation into an adverbial subordinated clause.
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Ming, Tao. "The acquisition of temporal marking a bidirectional study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619405921&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Elangovan, Saravanan, and Andrew Stuart. "Categorical Perception and Auditory Temporal Processing in Bilingual English-Spanish Speakers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/1561.
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Yamazaki-Hasegawa, Tae. "Second language acquisition of aspectual and temporal interpretation in English and Japanese." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608148.
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Evaldsson, Sanna. "From to-infinitives to gerunds : - an essay on the translation of non-finite clauses." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5732.
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Abstract
Title: From To-infinitives to Gerunds – an Essay on the Translation of Non-finite Clauses
Author: Sanna Evaldsson
The aim of this study is to find out how non-finite clauses are translated into Swedish and what translation strategies are applied in the process of translation. Non-finite clauses are very effective stylistic devises providing condensed and concise language, which is useful in academic texts. Even though English and Swedish are both languages of Germanic origin and share similarities, the translation of these clauses into can be difficult due to the languages’ different uses of non-finites.
To provide with material for this essay, a translation of a text written by Nicholas Cook has been made by the author of the essay and the two texts have been compared in order to make generalizations. The to-infinitive, the present participle, the past participle clauses and the gerund are features which are treated in this study. They are treated separately and their translations are compared with the secondary literature, which include grammars and books on translation theory.
The results for this study show that the translation strategies used for these types of clauses are ‘equivalence’, ‘structural shift’, ‘correspondence’, ‘transposition’ and ‘level shift’. The former three seem to be the most common, while the latter two are less frequently used.
Keywords: non-finite clauses, to-infinitive, present participle, past participle, gerund, translation.
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Yoo, Soyung. "Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/911.
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This study analyzed hypothetical would-clauses presented in Korean high school English textbooks from two perspectives: real language use and Focus on Form approach. Initiated by an interest in the results of a corpus study, this study discussed hypothetical would-clauses in terms of how their descriptions in Korean EFL textbooks matched real language use. This study additionally investigated whether the textbooks presented the target language features in ways recommended by the Focus on Form approach. In the past few decades, authentic language use and the Focus on Form approach have received a great amount of attention in the SLA field. Recognizing the trend in SLA as well as necessities in Korean EFL education, the Korean government has incorporated these two into the current 7th curriculum. Such condition provided the momentum for the evaluation of the textbooks in these respects. The findings show that the language features were hardly supplemented by the information drawn from real language data. In addition, there were very few attempts to draw learner attention to language forms while keeping them focused on communication as recommended by Focus on Form approach. With increasing use of the English language, it is becoming more necessary for Korean EFL learners to use English in real life contexts where understanding correct nuances and delivering appropriate expressions may be important. Also, in EFL contexts like Korea, the students may have limited access to the target language input and little opportunities to produce outputs in extracurricular settings, so the integrated methodology of Focus on Form approach, rather than just using either one of structure-centered or meaning-oriented approach, would be of greater benefit to the students. However, the results strongly indicate that the textbooks neither incorporate the language features as they occur in naturally occurring language nor present them as to facilitate the learning of both form and meaning. This study suggests that greater use of real language data and more thorough application of Focus on Form methods in the textbook writing process should be seriously considered. Thus, this study could be useful for curriculum developers and textbook writers in creating curriculum and language materials concerning the incorporation of grammar patterns based on actual language use as well as in improving textbooks with respect to the Focus on Form approach.
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Lam, Sin-ting Stephanie. "Spectral and temporal features of tense-lax vowel contrast produced by Cantonese speakers of English a comparative study /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005528.
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Thesis (B.Sc)--University of Hong Kong, 2007."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 31-32). Also available in print.
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Oberlander, Jon Reid. "The semantics of temporal indexicals." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/6617.
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The thesis investigates the formal semantics of temporal indexical expressions in English. Examples of such expressions include now, tomorrow and last year. In the past, research has concentrated on instances of such expressions which have two major properties. These indexicals are sensitive to extralinguistic context, and while they do possess descriptive meaning, that meaning does not appear within the propositions which correspond to utterances of the sentences which contain the indexicals. The thesis argues that this line of research has neglected a significant body of natural language evidence in which indexicals display rather different behaviour. We term indexicals from the first group unbound, and indexicals from the second group bound. Given these two domains of indexical evidence, the thesis sets out to achieve three primary aims. The first aim is to provide a formal semantic representation of both bound and unbound indexicals which systematically relates them, while distinguishing them from non-indexical expressions. To establish this aim, we informally investigate the relationship between the two types of indexical, and propose a unifying generalisation. This generalisation is then embedded within an existing but novel semantic system, due to Richards, called IQ. IQ is an interval-based semantics for tenses and temporal quantifiers in English which makes use of double-indexing. IQ must be modified so as to properly accommodate indexicals. With a new representation in hand, we demonstrate that the thesis can adequately treat both types of indexical occurrence. The second aim of the thesis is to assess the effects of the incorporation of the two types of indexical on the semantic entities of IQ. The propositions of IQ already include two major types: value free and value specific. Using the new representation of indexicals, the thesis shows that there are further varieties of the value free proposition. These propositions are then compared with Kaplan's contents, Frege's thoughts and Russell's propositions. The final aim is to establish a rigorous formulation of a fragment of the version of IQ derived in the thesis. Given this formulation, it is possible to assess its position relative to a landmark in the logic of indexicals. Using mathematical techniques, the thesis proves that the tense operators and indexical operators of the final version of IQ have particular properties which distinguish them from those in other indexical logics also based on double-indexing.
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Noor, Hashim Hamza. "The aquisition of temporal conjunctions by Arab learners of English as a foreign language." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315982.
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Tagliamonte, Sali Anna. "A matter of time: Past temporal reference verbal structures in Samana English and the Ex-Slave Recordings." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7725.
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This dissertation is based on two corpora of Black English. The first, the Samana English Corpus is a series of recorded conversations with very elderly residents of the Samana peninsula in the Dominican Republic. They are the descendants of American Ex-Slaves who immigrated there just after emancipation. The second, the Ex-Slave Recordings are interviews with American Ex-Slaves conducted in the 1930's. These corpora represent two, of the very rare, oral data bases which can tell us what Black English was like at an earlier point in time. The focus of our investigation was the past temporal reference system. Here, variable marking patterns among tense/aspect morphemes suggest that there are underlying differences between white and black varieties of English. We considered every verbal structure used to mark past time. This encompasses a wide range of different morphological types--base forms, e.g. I walk, suffixal inflections, e.g. I walked, suppletive forms, e.g. I went, pre-verbal items such as auxiliaries, e.g. I used to walk, as well as auxiliary/inflection combinations, e.g. I have walked/I have gone/I was walking. Many of these are used interchangeably, possibly as alternative semantic categories. Each of these forms was examined quantitatively with respect to many contextual features and from all areas of the grammar--phonology, syntax, semantics and discourse. Our results suggest some general patterns to temporal structure and organization. For example, we found that the existence of a preceding verbal mark was significant to all the variables we examined. An overt mark or no mark at all, led to more of the same. Such a counter-functional effect, although unattested in any English variety, is distinctly unlike a Creole system where overt marking is said to lead to unmarked forms. We concluded that there is very little evidence that the variable past temporal reference verbal structures in Samana English or the Ex-Slave Recordings can be attributed to Creole-like temporal organization. To the question of whether they represent English processes--there is little evidence that they do not. It remains to be seen, however, whether these results will be confirmed or contrasted in other Creole and/or English varieties (either Black or white). (Abstract shortened by UMI.)
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Mokin, Carla. "Pause, Rewind: Temporal Manipulation in Chris Ware’s Jimmy Corrigan: The Smartest Kid on Earth." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/218.
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The nearly 400-page graphic novel Jimmy Corrigan: The Smartest Kid on Earth is widely recognized as the culmination of the comic medium on both an aesthetic and contextual level, as well as graphic artist, Chris Ware’s magnum opus. Ware is known for his intricate and multi-leveled narratives, often involving multiple time periods, which produce a level of realism that simultaneously portrays the complexity and mundanity of everyday life. Jimmy Corrigan is primarily about a thirty year old man, Jimmy, who was abandoned by his father when he was
very young, and grew up with his single mother in Chicago. As an adult, Jimmy is a painfully shy, quiet, and passive person. He has no friends, is afraid to talk to women, spends his days in a cubicle, and his nights at home alone. His mother calls him on the phone incessantly, which seems to be the extent of his human interaction. The combined effect of his behavior and lifestyle renders Jimmy a kind of ‘manchild,’ devoid of a clear identity or will.
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Scot, Sky. "An Investigation Concerning the Base-Generation of Four Old English Conjunct and Disjunct Adverbials within the Structure of Old English Clauses." Thesis, Stockholm University, Stockholm University, Stockholm University, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-27928.
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This paper is concerned with an investigation of four Old English adverbials with respect to where they are base-generated within the substructure of clauses which serve as examples of Old English prose. There are three structures in which base-generation of clausal constituents is deemed to occur: the CP, the IP, and the VP. Function and derivational movement are the governing factors which regulate the possibility of base-generation occurring within a particular structure. The movements undergone by clausal constituents, from their places of origin within the ‘underlying structures’ to their syntactic realization in the ‘surface structures’ of Old English clauses, are founded upon the model outlined in Johannesson (2009a) which is based on the tenets of Government and Binding theory. As there are no native speakers of Old English, the functions of these adverbials within their clausal environments are determined by their Modern English interpretations. Due to time and space constraints, four Old English adverbials were analysed within the context of one-hundred and twenty clauses which were extracted from The Dictionary of Old English Corpus (2004). Cases deemed to be ambiguous are addressed and classified separately; only one such case was encountered in the course of this study.
The results should exhibit proof that base-generation of the four Old English conjunct and disjunct adverbials investigated occurs within one of the aforementioned structures. Note that any conclusions drawn are based upon Modern English translations and that the results pertain to the genre of Old English prose.
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Abu-Jarad, Hassan Ali. "English interlanguage of Palestinian University students in Gaza Strip : an analysis of relative clauses and verb tense." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458974.
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This study investigated the relative clause formation and the coding of tense in the English interlanguage of thirty-two Palestinian students at the six colleges of the Islamic University of Gaza.Three composition topics were designed to elicit the learners' expression of the various English tenses and relative clauses.Findings: The data show that Palestinian learners' switching of tense results from using English morphology to express an aspectual system similar to that of Palestinian Arabic. The English past tense and present tense are used to mark Palestinian perfective and imperfective aspects, respectively. The subject-verb agreement marker and the concord markers 's/is and 'm/am are omitted in relative clauses and when there is a change in aspect.In the area of relative clauses, the data show that relative clauses are ninety percent independent of the Palestinian Arabic structuring of relative clauses. The learners use resumptive pronouns not only in clauses where the predicate incorporates a noun, adjective, or a prepositional phrase, but also before verbs. Conclusions:1. There is a large amount of influence from the Palestinian aspectual system on the learners' use of English tense.2. Subject-verb agreement problems can be solved when the problem of tense shift is solved, because of the cooccurrence of these phenomena.3. EFL teachers in Gaza Strip should not over-react to their students' tense usage in narrative passages and should not require them to write in a particular tense in an artificial manner.4. The learners' errors should be tolerated and should not be considered as indications of faulty learning.
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Leung, King-hang, and 梁景恒. "Errors and syntactic transfer in English relative clause formation: a case study of senior Hong Kong secondaryschool students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45007536.
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Golmann, Malcolm. "Relative Clauses in Ælfric’s Catholic Homilies : a quantitative study." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7361.
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The aim of this degree project has been to examine, analyze and describe which intra-linguistic factors influence how relative clauses are formed in Old English.
The key to successfully performing the task of identifying which factors influences the relative causes is to examine how these factors are distributed among the relative clauses in the text. The main focus of this investigation thus was to investigate how the grammatical features of the antecedents of the relative clauses in Old English were distributed. By analyzing a text sample of the work of the Old English writer Ælfric, taken from the Dictionary of Old English Corpus at the University of Toronto, also known as the Toronto Corpus, several features of the antecedent will ideally become evident as influencing factors.
The relative clauses that are found to be relevant for this investigation in the Ælfric text sample have been categorized and analyzed in order to identify any grammatical pattern that could indicate which factors influence how relative clauses in Old English are formed. The findings have been analyzed according to quantitative and statistical principles, and the chi-square test has been employed to verify the statistical significance of these findings. By doing this some linguistic factors have been verified as influencing factors.
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Ozge, Duygu. "Mechanisms And Strategies In The Processing And Acquisition Of Relative Clauses In Turkish Monolingual And Turkish-english Bilingual Children." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612642/index.pdf.
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The thesis aims to provide a comprehensive experimental analysis of the processing and
acquisition of Turkish relative clauses in Turkish monolingual and Turkish-English bilingual
children at the ages of 5-8. The study combines of
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Ha, Nguyen Hong, and n/a. "Time and modality in Vietnamese : a contrastive study of Vietnamese and English." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060713.170038.
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The present study is an attempt to give a description of
how temporal and modal meanings are expressed in Vietnamese,
and to relate the description to English by way of translation
correspondence. The study is, therefore, a
contrastive work on Time and Modality in Vietnamese and
English.
It is hoped that Vietnamese students might find in this
work some kind of help that may facilitate their study
of English grammar as regards time and mood.
In chapter 1, the author presents a brief history of
foreign language teaching in Vietnam, and the role of
English as a foreign language in the country at present.
He also discusses problems confronting Vietnamese teachers
and students in teaching and learning English and states
the aims of the study. Next, the structure of the Vietnamese
verb-phrase is discussed, with a view to giving
the reader some idea of how auxiliaries operate in
Vietnamese.
In chapter 2, a description of temporal expression in
Vietnamese is presented, with emphasis on the uses of the
so-called "time auxiliaries". Also, time adverbs, time
clauses and questions with time in Vietnamese are
discussed.
Chapter 3 deals with modal expression in Vietnamese. In
this chapter special attention is given to the uses of
the modal auxiliaries. Attempts are then made to describe
the so-called "attitudinal disjuncts" and conditional
sentences in Vietnamese.
In chapter 4, implications for teaching time and modality
in English to Vietnamese students are given. The author
suggests some teaching points, which, through the present
contrastive work, are likely to be some of the most
difficult areas for Vietnamese speakers and therefore
should be given the most particular attention.
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Bailey, Audrey. "The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3203.
Full textAbstract:
As more international students who are not expert users of English come to the United States to study at university, the field of teaching English for Academic Purposes grows. There are many important skills these international students must learn to become successful university students in America, but writing for academic purposes is of particular importance for these students to join the academic conversation in their respective disciplines. Corpus research has identified the grammatical features which are frequently found in different registers, and from this work it is known which structures are important in different types of academic writing. Grammatical structures frequently found in the academic register must be taught to these university-bound students. However, many English Language Learners (ELLs) are infrequently using, or inaccurately using, some of these grammatical features in their writing when compared to L1 writers. This study focuses on three of those under-used, and/or inaccurately used structures: passive voice, reduced relative clauses, and modal would.
At an Intensive English Language Program (IELP) in the Pacific Northwest, an experimental group of advanced ELLs were given extended instruction--extra time and practice--on these three features. The control group received the standard amount of time and practice students typically receive at this IELP. 25 essays from the experimental group and 44 essays from the control group were tagged for presence, accuracy, and appropriacy of the three grammatical features (passive voice, reduced relative clauses, and modal would). The experimental and control group essays were compared to see if the treatment instruction had a significant effect on the frequency, accuracy, and/or appropriacy of these features.
Results from an independent t-test on the frequency of passive voice showed no significant difference between the experimental group essays and the control group essays. Results from a Mann-Whitney U test on the frequency of reduced relative clauses and modal would showed no significant difference between the two groups. In regard to accuracy and appropriacy, a Mann-Whitney U test found no significant difference between the experiment group and control group.
The analysis of the two groups showed that students in the treatment group did use passive voice on average more than students in the control group, but it was not enough to be significantly different. The frequency of reduced relative clauses and modal would was low, yet accuracy and appropriacy of these features was very high for both groups.
These findings reveal that different, or perhaps more focused, approaches must be taken beyond extra time and practice to increase ELLs' use of passive voice, reduced relative clauses, and modal would in their writing.
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Rodrigues, Angelica Terezinha Carmo. "As orações de tempo e condição na fala da criança : uma perspectiva socio-funcionalista." [s.n.], 2001. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269149.
Full textAbstract:
Orientador: Maria Luiza BragaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-27T19:14:12Z (GMT). No. of bitstreams: 1 Rodrigues_AngelicaTerezinhaCarmo_M.pdf: 3730027 bytes, checksum: ef1d6083270ff884218582dc219c17b5 (MD5) Previous issue date: 2001
Resumo: Neste trabalho, investigo as orações hipotáticas de tempo e condição presentes na fala de crianças em fase de aquisição de primeira língua. Na literatura consultada, há um consenso de que as orações temporais emergem na fala da criança primeiro do que as condicionais. Como sugere Slobin (1975), algumas noções, por serem mais salientes psicologicamente do que outras, são primeiramente desenvolvidas na infância. Os dados, no entanto, permitem afirmar apenas que as primeiras ocorrem em maior número do que as segundas. A justificativa, nesse caso, remete tanto a Givón quanto a Heine et alii. Tomando por base os pressupostos de Givón (1995), pode se dizer que as temporais representam estruturas não-marcadas, uma vez que são menos freqüentes. Nesse caso, é provável que tendam a ser, ao contrário das condicionais, menos complexas. Uma outra hipótese remete ao continuum de categorias cognitivas proposto por Heine et alii (1991), que defende que entidades mais concretas, como as que se referem a TEMPO, podem ser recrutadas para expressar noções mais abstratas, como CONDIÇÃO. Mostro, entre outros aspectos que, em algumas orações, é possível identificar uma superposição de significados temporais e condicionais, e que, em outras, essa possibilidade é, senão bloqueada, pelo menos, mais difícil. A correlação modo-temporal e o grau de hipoteticidade explicam, parcialmente, a intercambialidade entre noções temporais e condicionais. Para aferir o grau de integração dessas orações, utilizei as variáveis correlação modo-temporal, explicitude, correferencialidade e formas de expressão dos sujeitos. Em relação ao primeiro parâmetro, os resultados empíricos sugerem que as construções de tempo, por apresentarem tempos e modos idênticos tanto na núcleo quanto na temporal, estão mais integradas, e, portanto, mais gramaticalizadas. No que concerne aos outros parâmetros, parece haver uma inversão nos resultados. Casos de anáfora zero, que indicam um grau forte de entrelaçamento, foram registrados mais nas orações condicionais do que nas temporais. Todavia, em ambas estruturas, os sujeitos apresentaram os traços [- correferencialidade] e [+ explicitude], que indicam relações sintáticas mais frouxas
Abstract: This study investigates the hypotactic temporal and conditional clausespresent in the speech pattems of children who are in the language acquisition phase. According to the literature researched there is consensus that temporal clauses emerge in children speech patterns before conditional clauses. Like Slobin (1975) suggests, some notions, being more visible than others frem a psychological perspective, are the first to be developed in childhood. In my data, however, I verified to a certain extent that the first occur in greater number than the latter. In this case, the justification points to the hypotheses of both Givón and Heine et aloTaking Givón's pressupositions as a basis, I can say that the temporal clauses are unmarked structures, once they are less frequent. In this case, it is possible that they tend to be, contrary to condicional clauses,less complex. Another hypotheses alludes to the continuum of cognitive categories proposed by Heine et al (1991), which defends that concrete entities are recruited to express more abstract notions, such as condition. I emphasize, among other aspects, that in some sentences it is possible to identify a superposition of temporal and conditional meanings and that, in other sentences, this possibility is, if not blocked, at least less apparent. The modus-temporal correlation and hypothetical explanation ratio partially explain the interchangeability of temporal and conditional notions. In order to assess the integration degree of these sentences I used the sharing of tenses and moods, co-reference and expressions forros of subject variables. As regards the first parameter, empiric outcomes suggest that temporal constructions, because identical tenses and modes are presented in both the nucleus and the temporal clause, are more integrated and therefore characterized by more marked grammaticalization. Conceming the other parameters there seems to be an inversion of results. Cases of total absence of anaphora, which indicate a strong degree of interchange, were found more frequently in conditional than in temporal clauses. However, in both structures the subjects presented signs that indicate looser syntactic relationships [- co-reference] e [+ explicitness]
Mestrado
Mestre em Linguística
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Aspholm, Oscar. "Elusive Depictions of Time : An analysis of Japanese temporal connectors expressing 'before'." Thesis, Stockholms universitet, Institutionen för lingvistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170304.
Full textAbstract:
This study explores the two Japanese temporal connectors mae ni and nai uchi ni that express the notion of ‘before.’ These have been claimed to differ in factuality and certainty (Kuno, 1973) and on pragmatic grounds in the form of speaker attitude (Hasegawa, 2015). Using The Balanced Corpus of Contemporary Written Japanese, this study investigates the veracity of previous findings and aims to further deepen the understanding of what sets these two temporal connectors apart. Rather than in factuality or certainty, they are found to differ in lexical aspect and predicate class tendencies, as well as the ability to express minimal scales that work similarly to negative Horn scales in the case of nai uchi ni. As these are more informative the smaller they are, this also explains the pragmatic aspects that have been identified in previous research.Den här studien utforskar de två japanska temporala konnektorerna mae ni och nai uchi ni som uttrycker begreppet ’innan.’ Det har hävdats att dessa skiljer sig i faktiskhet och säkerhet (Kuno, 1973) och på pragmatiska grunder i form av talarattityder (Hasegawa, 2015). Den här studien använder sig av korpusen The Balanced Corpus of Contemporary Written Japanese för att undersöka sannfärdigheten i tidigare fynd och ämnar att fördjupa förståelsen om vad som skiljer dessa temporala konnektorer. Studien finner att de inte skiljer sig inom varken faktiskhet eller säkerhet utan istället i tendenser i lexikal aspekt och predikatklasser, samt förmågan att uttrycka minimala skalor liknande negativa Horn-skalor i fallet av nai uchi ni. Eftersom dessa är mer informativa ju mindre de är förklarar detta även de pragmatiska aspekter som identifierats i tidigare forskning.
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Liu, Yuwei. "A study of the use of adversative, causal and temporal connectors in English argumentations, descriptions and narrations by tertiary Chinese ESL learners." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/282.
Full textAbstract:
This study unravels the connector patterns and mental activities that the Chinese learners of English as a Second Language (ESL) and native-English speakers display/perform upon the adoption of adversative, causal and temporal connectors while writing English argumentations, descriptions and narrations. It focuses on the ways in which the Chinese ESL learners’ thinking and connector production recursively interact in meaning-building processes. To elicit information of the writers’ mental processes, three English writing tasks with concurrent verbal reports were used as main elicitation tools. Chinese university students from Low, Mid and High proficiency levels and native-American-English users (Native) were asked to speak out their thoughts while writing English argumentations, descriptions and narrations. Data were also elicited from the retrospective verbal reports and following-up interviews which were conducted right after each writing and concurrent verbal report. Comparison of connector patterns in English texts produced by the Chinese and native-English writers suggests that the Chinese Mid and Low groups use significantly more connectors than the Native group while connector frequencies between the Chinese High and the Native group reveal no significant difference. It has been argued that the High-level students, being more linguistically skilled, can use connectors as well as other cohesive devices to form textual connections as their native-English-speaking counterparts. However, the Mid and Low-level writers, lacking abilities of manipulating other cohesive devices, tend to rely mainly on connectors. Moreover, comparison between the three Chinese groups indicates that the Mid uses significantly more connectors in English texts than the High and Low groups. The Mid group, on the one hand, is not linguistically mature enough to use various cohesive devices as skillfully as the High group, but, on the other hand, has more knowledge on the connector usage than the Low. When connectors were analyzed by category, it is found that the Chinese students use fewer adversative connectors in argumentations and narrations than the native-English writers. This pattern is found to have arisen from the Chinese students’ rigid textual development. ESL learners, due to their poor second language (L2) proficiency, cannot develop sophisticated argumentative and narrative structures. Instead of resorting to counter-arguments and reverse-order narration, they tend to simply list ideas. This could result in lower occurrences of adversative connectors in their argumentations and narrations. The data that are extracted from concurrent verbal reports reveal that the Chinese students use their first language (L1) for five mental activities: (1) initiation, (2) revision, (3) comment-making, (4) decision-making, and (5) monologue-conducting while using L2 for only two: initiation and revision. Examinations on the cognitive demand of the mental activities show that ESL learners rely more on their L1 to perform the cognitively more demanding activities such as comment-making, decision-making and monologue-conducting. Furthermore, the verbal data show that the L2 proficiency levels affect ESL writers’ mental activities in two ways. First, proficient ESL learners report larger linguistic units than the less proficient ones. Second, proficient ESL learners report higher proportions of cognitively more demanding activities than the less proficient ones. These two patterns are argued to result from the different working memory capacities of the proficient and less proficient ESL writers as well as the different ways of processing information in their working memory. Finally, a model of L2 writing process is developed to delineate how L2 proficiency, working memory and cognitive process interact and contribute to L2 writing process. Theoretically, this L2 model refines the L1 model and enriches the current understanding of the L2 writing process in three ways. First, mental activities are classified according to how much cognitive workload they demand. Such categorization is necessary because it explains ESL learners’ language choice while doing verbal reports and also explains the difficulties the learners encounter in L2 writing. Second, the L2 model separates the composing process as pre- and post-stage, which allows us to see how frequencies and types of mental activities differ in the two phases. Third, by including language choice, the L2 model addresses a wider interpretation of the mental activities in writing process. Pedagogically, the comprehensive and explanatory accounts of the connector patterns and mental activities address the problems that ESL learners have when using connectors in L2 writing. This will definitely facilitate the teaching of L2 writing.
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Zhang, Qiu Jun. "How Chinese - English Bilinguals Think About Time : The Effects of Language on Space-Time Mappings." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-184684.
Full textAbstract:
The last decades have witnessed the resurgence of research on linguistic relativity, which provides empirical evidence of possible language effects on thought across various perceptual domains. This study investigated the linguistic relativity hypothesis in the abstract domain of time by looking at how L1 Chinese - L2 English bilinguals conceptualize time in two-dimensional space. English primarily relies on horizontal spatial items to talk about time (e.g., back to youth); in addition to horizontal spatial metaphors (e.g., ‘front year’), Chinese speakers also commonly use vertical metaphors to describe time (e.g., ‘up week’). If language has an effect on thought, then spatial-temporal metaphors should shape people’s temporal cognition. In this study, we examined whether spatial-temporal metaphors impact online processing of time and long-term habitual thinking about time. Experiment 1 showed that bilinguals could automatically access the timeline which corresponded to the immediate linguistic context. In Experiment 2, a majority of bilinguals demonstrated salient vertical bias for temporal reasoning, whereas a small number of participants relied on the horizontal axis to represent time. The dominant thinking patterns for time documented here (65% prefer a vertical representation of time; 35% horizontal) run counter to the fact that horizontal metaphors are twice as common in Chinese as vertical metaphors. Further, it was found that bilinguals who used English more frequently were more likely to have a less vertical bias, which suggested a role of L2 experience in conceptual representations. Taken together, the evidence in this study showed that spatial-temporal metaphors have both short-term and long-term effects on mental representations of time, but also that space-time mappings do not depend solely on linguistic factors.
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Boyd, Petra. "Was it written for your audience? : Readability analyses of the information provided in English on a Swedish municipality’s website." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-45122.
Full textAbstract:
In today’s multicultural society it is increasingly important that information is made available in a way that allows it to reach as many people as possible. The present study investigates the readability of the information provided in English on a Swedish municipality’s website. While Umeå Municipality sets a good example when it comes to providing information in foreign languages, the question is how easy the information is to read. The methods used to measure the readability of the texts were three automated readability formulas as well as additional analyses focusing on sentence structure and the number of clauses per word. The results show that despite obvious efforts to follow the guidelines for providing public information, more attention needs to be given to the form of the texts themselves. The complexity of the texts as gauged by the reading formulas was in all cases greater than what is recommended for information written for the general public. Some of the texts would seem to require the reader to have a college degree to fully comprehend the information. The supplementary analyses, especially when it comes to the number of clauses per sentence, confirmed the complexity of the texts. The importance of ‘writing for your audience’ thus seems to have been neglected for parts of the analysed material, which implies that some readers may not fully understand their rights and responsibilities regarding the areas addressed on the municipality’s website.
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Vanek, Norbert. "A linguistic analysis of event conceptualisation processes in first and second language discourse : evidence for language-specificity in the temporal discourse organisation of basic and advanced Czech and Hungarian learners of English." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/277357.
Full textAbstract:
This dissertation examines conceptual reorganisation in second language learners by comparing event construal patterns in first language (L1) and second language (L2) discourse. Previous research suggests that the way grammatical aspect is encoded in the speaker's L1 can influence how events are conceptualised in their L2 (von Stutterheim & Carroll 2006). Given the lack of consensus regarding partial (Bylund 2011a) versus zero (Schmiedtová et al. 2011) susceptibility to reorganising L1 event construal patterns in L2, the present work contributes to this resonant discussion by investigating the extent to which language-specific grammatical aspectual operators influence message planning (Levelt 1989, Habel & Tappe 1999) in three typologically diverse L1 groups and four L2 groups. More specifically, film verbalisations and picture descriptions by Czech, Hungarian and English native speakers, and Czech and Hungarian learners of English at basic and advanced levels were elicited to test (a) whether crosslinguistic event construal contrasts are attributable to the differences in the grammatical means that are available for encoding temporality in a particular L1; (b) whether learners’ degree of susceptibility to reorganising L1 principles for temporal reference in the target language changes as a function of L2 proficiency; and (c) whether event construal patterns across groups remain unaffected by changes of modality (speech vs. writing) and task type. The main novel feature lies in testing L2 learners’ ability to adjust L1 thinking-for-speaking principles (Slobin 1996) in the target language through a systematic scrutiny of four conceptualisation processes abreast (i.e. event segmentation, information selection, temporal structuring and linearization).
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Aristodemo, Vita Maria Valentina. "Constructions gradables dans la Langue des Signes Italienne." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0147/document.
Full textAbstract:
Cette thèse étudie la sémantique des constructions gradables du point de vue de la langue des signes, en se basant sur les données de la Langue des Signes Italienne (LIS). Des travaux récents sur les langues des signes (Lillo-Martin and Klima (1990), Sandler & Lillo-Martin (2006) Schlenker (2011), entre autres) ont montré l’importance de les inclure dans le domaine empirique des recherches sémantiques. En effet, la modalité visuelle et l’iconicité permettent parfois de réaliser de façon explicite des éléments abstraits du système logique du langage qui restent implicites dans les langues parlées. Ainsi, la contribution unique des langues des signes dans les débats sémantiques ouvre de nouvelles perspectives pour mieux comprendre le fonctionnement du système logique des langues.La thèse contient trois études de cas. La première étude se concentre sur les adjectifs gradables et les constructions comparatives. Nous proposons des arguments en faveur de l’existence des variables de degrés (Kennedy 1999) : i) en LIS, une classe d’adjectifs gradables représente explicitement les degrés et les échelles dans l’espace des signes, (ii) grâce à un morphisme iconique, les échelles sont représentées comme un ensemble de points ordonnés dont chaque point représente un degré, (iii) les expressions qui se réfèrent aux degrés peuvent devenir des antécédents pour des pronoms de degré, comme dans le domaine nominal, temporel et modal. De plus, nous montrons que ces constructions sont des comparatives mixtes qui expriment une comparaison explicite et que les trois différents marqueurs comparatifs (MORE, iconic-more et ∃--icon-more) présentent différentes propriétés morpho- syntaxiques et sémantiques : le premier marqueur, MORE, n’est pas iconique et se comporte plus ou moins comme le comparatif anglais « more ». Par contre, on observe une différence intéressante entre les marqueurs iconiques ∃-icon-more et iconic-more. En effet, ils présentent différentes propriétés articulatoires. Le marqueur iconic-more a un mouvement qui se termine par une forte décélération alors que le mouvement du marqueur ∃-icon-more ne l’a pas. Nous montrons que la présence et l’absence de décélération sont associées à des interprétations sémantiques différentes. La présence du marqueur iconic-more donne lieu à une lecture exacte alors que ∃-icon-more donne lieu à une lecture existentielle. Pour expliquer ce contraste, nous soutenons que le lieu marqué par une forte décélération du mouvement correspond à un pronom déictique. En revanche, les marqueurs ∃-icon-more et MORE ont une interprétation existentielle comme dans les langues parlées. Dans la deuxième étude, nous étendons le domaine empirique des constructions gradables en incluant parmi celles-ci les constructions temporelles. Dans les constructions temporelles, les moments auxquels se passent les événements et les relations temporelles sont explicitement représentées dans l’espace de signation grâce à un morphisme iconique qui représente l’échelle temporelle comme une ligne horizontale. Ces constructions possèdent exactement les mêmes propriétés sémantiques que les constructions comparatives. Plus précisément, les marqueurs temporels ont des interprétations déictiques et existentielles parallèles à celles des constructions comparatives et des pronoms anaphoriques pouvant être utilisés pour se référer aux moments représentés explicitement dans espace de signation Enfin, la dernière est une étude comparative entre les composants iconiques des adjectifs absolus de la LIS et un geste co-verbal en italien ayant approximativement le sens de « complètement ». Nous montrons que la composante iconique et le geste co-verbal apportent tous les deux une contribution non assertive et que leur contribution peut ne pas être prise en compte (ne pas être copiée) dans la résolution de l’ellipse. Ces propriétés suggèrent que l’on peut analyser la composante iconique des adjectifs absolus de la LIS comme un élément gestuelThe aim of this dissertation is to investigate gradable constructions in Italian Sign Language (LIS). In the semantic literature, the debate about the existence of degrees as ontological elements has been very active. In this dissertation, we show that Italian Sign Language pro- vides evidence not only for the existence of degrees, but also for degree-denoting variables. First, degrees can be overtly represented as ordered points (i.e loci) in signing space by means of an iconic mapping. Second, degree expressions can be established on points in space (i.e loci), which can be anaphorically linked to later pointing pronouns, as in the nominal do- main, temporal and modal domains. Additionally, focusing on comparative constructions, we show that articulatory properties of comparative markers influence the interpretation of comparatives. Specifically, the presence/absence of sharp deceleration makes visible a specific degree which is then interpreted as a deictic element. Furthermore, we show that the visibility of degrees is not just limited to the adjectival domain but that it extends to the temporal domain, but it extends to the temporal domain. Specifically, in temporal constructions the temporal scale is iconically represented as a set of ordered points in the horizontal plane. Moreover, temporal markers, as comparatives markers, express a relation between the time arguments of the two clauses. To account for these properties, we propose an analysis of temporal clauses in terms of comparative clauses. Finally, we move to LIS absolute gradable adjectives and show that the iconic component of some of these adjectives can be analyzed as co-speech gestures. However, while co-speech gestures are optional, the iconic component of LIS absolute adjectives is an integral part of the adjectives and it cannot be omitted
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Smith, Roslyn Nicole. "Medias Res, Temporal Double-Consciousness and Resistance in Octavia Butler's Kindred." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11242007-230409/.
Full textAbstract:
Thesis (M.A.)--Georgia State University, 2007.Title from file title page. Elizabeth West, committee chair; Layli Phillips, Kameelah Martin Samuel, committee members. Electronic text (52 p.) : digital, PDF file. Description based on contents viewed Jan. 30, 2008. Includes bibliographical references (p. 49-52).
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Hauser, Charlotte. "Subordination in LSF : nominal and sentential embedding." Thesis, Université de Paris (2019-....), 2019. http://www.theses.fr/2019UNIP7188.
Full textAbstract:
Dans cette thèse, nous visons à étudier la complexité syntaxique de la Langue des Signes Française (LSF). Nous commençons par le cas bien étudié (dans d'autres langues des signes) des stratégies de relativisation, qui instancient à la fois la subordination et l'enchâssement récursif. On a maintes fois fait valoir que ces propriétés sont au cœur des langues humaines ; par conséquent, les clauses relatives sont le porte-drapeau de chaque langue sous-étudiée visant à faire reconnaître son statut. En ce qui concerne la LSF, nous décrivons deux marqueurs manuels que nous analysons comme des pronoms relatifs de type D, ainsi qu'une stratégie alternative non marquée manuellement, et nous montrons que la LSF a des clauses relatives à la fois à tête interne et externe. Nous montrons que, selon le pronom relatif utilisé, les propositions relatives instancient différentes propriétés sémantiques. Nous intégrons nos résultats dans le cadre formel de la grammaire générative. Nous étudions également le traitement des propositions relatives sujet et objet dans cette langue, à travers l'adaptation d'un paradigme bien connu d'occulométrie. À travers cette étude expérimentale, nous trouvons l'existence d'un avantage Sujet en LSF. Dans la deuxième partie de la thèse, nous étudions plusieurs phrases complexes : constructions temporelles, fausses questions et compléments sentenciels. Bien que nous sachions, d'après les recherches sur les langues parlées, que les constructions temporelles émergent à travers une variété de stratégies syntaxiques telles que la subordination, la juxtaposition ou la coordination, trouver leur équivalent dans les langues des signes est souvent un défi en raison de l'absence de complémentizers et autres mots fonctionnels tels que les conjonctions de coordination. Cette thèse explore les constructions temporelles dans la LSF et les inscrit dans une large perspective typologique. Nous montrons que les clauses temporelles en LSF sont très différentes de celles trouvées en Langue des Signes Italienne (LIS). En particulier, les constructions LSF utilisent deux clauses coordonnées, et le marqueur temporel fait partie de la seconde conjonction. En ce qui concerne les paires de questions-réponses (QAP), une littérature de plus en plus abondante sur les langues des signes décrit cette construction particulière, qui ressemble à une question suivie d'une réponse fragmentaire, mais qui n'est pas interprétée comme telle. Dans Kimmelman et Vink (2017), les auteurs proposent l'existence d'un processus de grammaticalisation, commençant par des questions de recherche d'information et se terminant par une composante question-réponse, créant un pont entre deux des principales analyses qui ont été proposées dans la littérature pour prendre en compte ces constructions dans les langues des signes. Nous démontrons, sur la base d'une description détaillée des propriétés des QAP en LSF, que l'échelle de grammaticalisation proposée dans Kimmelman et Vink (2017) doit être développée davantage pour intégrer les relatives sans tête comme point final. Enfin, nous présentons une étude assez approfondie des compléments sententiels en LSF, qui montre que, dans leur grande majorité, ils sont subordonnés au verbe principal qu'ils suivent. Nous montrons également que la LSF présente différents types de compléments, qu'ils soient finis ou non finis, ou introduits par un complémenteurIn this dissertation, we aim at investigating the syntactic complexity of LSF. We start with the well studied (in other sign languages) case of relativization strategies, which instantiates both subordination and recursive embedding. These properties have repeatedly been argued to be at the heart of human languages; hence, relative clauses are the flag holder of every understudied language aiming at seeing its status recognized. Regarding LSF, we describe two manual markers that we analyze as d-like relative pronouns, as well as a non-manually marked alternative strategy, and we show that LSF has both internally and externally headed relative clauses. We show that, depending on the relative pronoun used, the relatives instantiates different semantic properties. We integrate our findings in a generative formal framework. We also investigate the processing of subject and object relative clauses in this language, through the adaptation of a well-known eye-tracking paradigm. Through this experimental study, we find the existence of a Subject advantage in LSF. In the second part of the dissertation, we investigate several complex sentences: temporal constructions, question-answer pairs and sentential complements. While we know from spoken languages researches that temporal constructions surface through a variety of syntactic strategies such as subordination, juxtaposition or coordination, finding their equivalent in sign languages is often a challenge due to the absence of overt complementizers and other function words such as coordinators. This dissertation explores temporal constructions in LSF and frames them within a broad typological perspective. We show that LSF temporal clauses are very different from those of LIS. In particular, LSF constructions use two coordinated clauses, and the temporal marker is part of the second conjunct. Regarding Question Answer Pairs (QAP), a growing literature has emerged on sign languages describing this particular construction, which looks like a question followed by its fragment answer, but which crucially is not interpreted as such. In Kimmelman and Vink (2017), the authors propose the existence of a grammaticalization process, starting with information-seeking questions and ending with a question-answer constituent, creating a bridge between two of the main analyses that have been proposed in the literature to account for these constructions across sign languages. We demonstrate, based on an extensive depiction of LSF QAP properties, that the grammaticalization scale proposed in Kimmelman and Vink (2017) has to be further developed to integrate free relatives as its ending point. Finally, we provide a rather extensive investigation of sentential complements in LSF, showing that, in their vast majority, they are subordinated to the main predicate. We also show that LSF displays various types of complements, either finite, non-finite, or introduced by a complementizer
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Muhamer, Sibel. "En kontrastiv studie om temporala bisatser på svenska och bulgariska." Thesis, Stockholms universitet, Institutionen för lingvistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170315.
Full textAbstract:
Temporala bisatser är ett av flera sätt att ange tid, de andra sätten är bland annat tempus och temporala adverb. Genom att undersöka temporala bisatser i svenska och bulgariska är det möjligt att illustrera likheter och skillnader i användning och funktion av temporala bisatser. I och med att svenska och bulgariska är inte nära besläktade språk finns det flera kontraster mellan språken som är intressanta att utforska, t.ex. kontrasten mellan bulgarisk aspekt och avsaknad av aspekt på svenska. Studiens syfte är att undersöka användning och funktion av temporala bisatser på svenska och bulgariska som utförs genom att ta reda på temporala relationer, tempus och aspekt, expletiv negation, polysemi och frekvens hos temporala subjunktioner i temporala bisatser. Studiens syfte undersöks med hjälp av parallella texter och ordböcker på svenska och bulgariska. Resultatet visar både likheter och skillnader i användning och funktion av temporala bisatser i de två språken. Bland annat undersöks om motsvarande satser har samma eller olika temporala relationer i temporala satser på svenska och bulgariska. I det undersökta materialet är temporala bisatser något mer frekventa på svenska än på bulgariska.Temporal subordinate clauses are one of several ways to specify time. Other possible ways are for instance tense and temporal adverbs. By investigating temporal subordinate clauses in Swedish and Bulgarian, it is possible to illustrate similarities and differences in the use and function of these clauses. Since Swedish and Bulgarian are not closely related languages, there are several contrasts between them that are interesting to explore, for instance the contrast between the Bulgarian aspect category and the lack of aspect as a grammatical category in Swedish. The aim of the study is to investigate the use and function of temporal subordinate clauses in Swedish and Bulgarian. To achieve this I investigate temporal relationships, tense and aspect, expletive negation, polysemy, and frequency of temporal subordinators in temporal subordinate clauses using parallel texts and dictionaries in Swedish and Bulgarian. The results show both similarities and differences in the use and function of temporal subordinate clauses. In corresponding sentences, the same or different temporal relationships are observed in clauses in Swedish and Bulgarian. In the material considered, temporal subordinate clauses are somewhat more frequent in Swedish than in Bulgarian.
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Finnstedt, Linnea. "Referentiell kohesion och temporal förankring i barns narrativer : Jämförelse mellan enspråkiga svensktalande och flerspråkiga engelsk-svensktalande barn." Thesis, Uppsala universitet, Institutionen för neurovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-221100.
Full textAbstract:
Andelen flerspråkiga barn i Sverige ökar och följdaktligen så även behovet av kunskap om deras språkutveckling. Flerspråkiga barns språkutveckling har visat sig skilja sig i viss mån från den hos enspråkiga barn och då normer för flerspråkiga barns språkutveckling saknas i logopedisk verksamhet idag finns en osäkerhet kring hur deras språkutveckling bör bedömas. Föreliggande studie ingår i det internationella forskningsnätverket COST Action IS0804 och ämnar utgöra ett litet bidrag till en växande databank om flerspråkiga barns språkutveckling, i detta fall i jämförelse med enspråkiga barns språkutveckling. Studien utgår från 100 narrativer berättade av sex- och sjuåriga enspråkiga svensktalande och flerspråkiga engelsk-svensktalande barn. Narrativerna eliciterades med hjälp av två bildsekvenser från bedömningsmaterialet MAIN och samlades in inom ramen för tre tidigare magisteruppsatser i logopedi från Uppsala universitet. Resultaten visar att de flesta deltagare förankrade sina narrativer i dåtiden, att de enspråkiga deltagarna förankrade sina narrativer mer konsekvent i ett tempussystem än de flerspråkiga deltagarna, samt att de flerspråkiga deltagarna oftare skiftade tempussystem i sina engelska narrativer. Vidare gjorde alla grupper av deltagare 75-78% av sina referentintroduktioner och 80-82% av sina referentupprätthållanden på samma sätt som förväntas av vuxna. Behärskning av temporal förankring visade sig således variera beroende på språkval och en-/flerspråkighet, medan behärskning av referentiell kohesion visade sig vara mindre beroende av språkval eller en-/flerspråkighet hos svensk- och engelsk-svensktalande barn i tidig skolålder.The number of bilingual children in Sweden is ever-increasing, and consequently the need for research into their language development is also growing. The language development of bilingual children differs to some extent from that of monolingual children, and as no norms have yet been established within speech and language pathology for bilingual children’s language development, assessment of their language skills is problematic. This study is part of the international research network COST Action IS0804 and aims to make a small contribution to its growing stock of studies on bilingual children’s language development, in this case in comparison with that of monolingual children. The study is based on 100 narratives told by six and seven-year-old monolingual Swedish-speaking children and bilingual English-Swedish-speaking children. The narratives were elicited using two sets of pictures from the assessment material MAIN and were transcribed by the authors of three earlier Master’s theses in Speech and Language Pathology from Uppsala University. The results of this study show that most of the participants anchored their narratives in the past tense, that the monolingual participants anchored their narratives more consistently in one tense than the bilingual participants, and that the bilingual participants mixed tenses more often in their English narratives. Furthermore, all the groups of participants produced 75-78% adequate referent introductions and 80-82% adequate referent maintenance. Thus, temporal anchoring varied according to the choice of language and monolingualism/bilingualism, while referential cohesion was less dependent on the choice of language or monolingualism/bilingualism among Swedish-speaking and English-Swedish-speaking children of six to seven years of age.
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Díaz, Rodríguez Lourdes 1964. "Temporalidad y subordinación en español." Doctoral thesis, Universitat de Barcelona, 1992. http://hdl.handle.net/10803/673494.
Full textAbstract:
De una parte, la constatación de que las gramáticas y descripciones del español no ofrecen un planteamiento nítido de la oposición imperfecto/indefinido en el seno de la narración en general, así como tampoco en el de la subordinación; y de la otra, comprobación del excesivo apego a los modelos literarios y a criterios extralingüísticos, han suscitado una revisión de la oposición imperfecto/indefinido. Dicha oposición se analiza no solo en el ámbito oracional sino también en el discursivo. La revisión de las perspectivas oracionales tradicionales, el cotejo de modelos franceses para estas construcciones basados en corpus de lengua estándar, el recurso a modelos formales (Reichenbach, Hornstein, Kamp, Vet, etc.) y la consideración del significado aspectual de todo el predicado, ensayados primero en el ámbito oracional y luego en el discursivo --respaldado por el análisis de un corpus estándar escrito (prensa deportiva en lengua española)-- permiten superar la casuística asociada a estas construcciones del español y demostrar el funcionamiento discursivo de los mecanismos temporoaspectuales.
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Castro, Miguel A. de. "'If' strings in English : a new syntactic and semantic analysis." Phd thesis, 1990. http://hdl.handle.net/1885/133828.
Full textAbstract:
Present Day English if is, on the one hand, a nonassertive (interrogative)
marker; on the other, a 'conditional' marker. If suffers from semantic
schizophrenia.
This thesis tries to lend support to the conjecture that if is always a
nonassertive marker. If correct, we shall not only have a new semantic
and syntactic analysis of 'conditional' Sentences but we shall also have
cured if of its long-standing schizophrenia. The conjecture does seem to .
be justified both on systematic and historic grounds.
Coordinators describe special kinds of relations. Adverbial Subordinate
Clauses describe special kinds of entities. Present Day English if
does not describe a special kind of relation called 'conditional'. Nor do if
Clauses describe a special kind of entities called 'conditions'. That is, if is
not a Coordinator like and, or and but or an adverbial Subordinator like
when and where. If structures describe any kind of entity in almost any
kind of relation. What are traditionally called 'conditionals' are Sentences
where the event or proposition described by the if Clause is in a causal or
logical relation to another event or proposition. Most logical properties of
'conditionals' are properties of the relation, not of if.
So, what does if signal? If signals that the entity described by the
Clause it heads is possible (as opposed to being actual). More exactly,
the speaker, at the time of the utterance, believes that there is or may be
someone who does not take the entity described by her/him to be actual.
If is, then, a scope and a speech-act marker, like perhaps and not.