Dissertations / Theses: 'Forme verbale en ant'

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Vangaever, Jasper. "Categories under pressure : the gerund and the present participle from Late Latin to Old French." Thesis, Sorbonne université, 2021. http://www.theses.fr/2021SORUL157.

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Cette thèse étudie empiriquement l’évolution du gérondif et du participe présent en latin tardif et examine sur la base de cette étude l’impact de leur fusion morphologique en ancien français sur leur distinction catégorielle. Les résultats confirment l’hypothèse standard de l’évolution du gérondif et du participe présent en latin tardif, mais seulement en partie : ils soutiennent une spécialisation du gérondif dans la syntaxe externe de l’adverbe, mais pas du participe présent dans celle de l’adjectif. Ainsi, le gérondif montre des signes de « converbalisation », alors que le participe présent ne subit pas de processus de « participialisation ». Comme le gérondif, le participe présent a une syntaxe externe principalement adverbiale, et ressemble ainsi plus à un converbe qu’à un participe (cf. Haspelmath 1995 : 4). Cette similitude fonctionnelle entre le gérondif et le participe présent en latin tardif fait que leur fusion morphologique en ancien français pose un problème majeur pour leur distinction catégorielle. Une proportion considérable des formes en -ant en ancien français (38%) est catégoriellement indéterminée, i.e. non catégorisable comme des gérondifs ou des participes présents – même en supposant que le gérondif et le participe présent n’empiètent pas sur la distribution de l’autre, ni dans le passage du latin tardif à l’ancien français, ni durant la période de l’ancien français. Ce constat amène à conclure que la fusion morphologique du gérondif et du participe présent en ancien français entraine la fusion de ces deux types de formes verbales aussi sur le plan catégoriel. L’étiquette proposée pour ce blend catégoriel est purement formelle : « forme en -ant »
This dissertation empirically investigates the evolution of the gerund and the present participle in Late Latin, and examines on the basis of this investigation the impact of their morphological merging in Old French on their categorial distinction. The results of this thesis confirm the standard hypothesis of the evolution of the gerund and the present participle in Late Latin, but only partly: they support a specialisation of the gerund in adverbial external syntax, but not of the present participle in adjectival external syntax. Thus, the gerund shows signs of ‘converbalisation’, while the present participle does not undergo a process of ‘participialisation’. Like the gerund, the present participle in Late Latin has mostly adverbial external syntax, and is as such more converb-like than participle-like (cf. Haspelmath 1995: 4). This functional similarity between the gerund and the present participle in Late Latin makes that their morphological merging in Old French raises a major problem for their categorial distinction. A considerable proportion of all Old French ant forms (38%) is categorially indeterminate, that is, not categorisable as either gerunds or present participles – even under the assumption that the gerund and the present participle do not encroach on each other’s distribution, neither in the transition from Late Latin to Old French, nor during the Old French period. This finding leads to the conclusion that the morphological merging of the gerund and the present participle in Old French causes these two types of non-finite verb forms to merge also on a categorial level. The label proposed for this categorial blend is the purely formal one ‘-ant form’

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Sarica, Mustafa. "Analyse des marqueurs modo-temporels dans la forme verbale composée en turc de Turquie." Paris 3, 1998. http://www.theses.fr/1998PA030101.

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Notre étude concerne les suffixes modaux et temporels, et notre analyse s'adresse particulièrement aux formes verbales composées constituées des combinaisons de ces suffixes verbaux. Notre travail nous a permis de dégager les propriétés qui concernent les dimensions morphologique, sémantique et intonative de ces suffixes modo-temporels. Nous avons étudié en détail la forme, le sens et la mélodie dans les formes verbales composées qui utilisent ces suffixes pour l'expression du temps et de la modalité. Après avoir connu tous les allomorphes possibles de tous les suffixes, nous avons passé à l'étude sémantique où nous avons essayé de dégager (es valeurs modo-temporelles les de ces marqueurs dans des énonces empruntés à la langue quotidienne. A partir des contextes réels, nous avons essayé de découvrir les conditions qui nécessitent telle ou telle forme verbale pour remplir la bonne fonction. L'analyse intonative complète l'étude des suffixes modo-temporels. Après avoir analysé la forme et le sens chez ces suffixes, nous avons étudié l'aspect intonatif des formes verbales à travers des enfoncés extraits d'un corpus oral. L'énoncé turc se présente en général suivant l'ordre des mots (s)ov. Mais le locuteur, peut changer les places de ces éléments selon les exigences de son contexte. Alors même un prédicat peut apparaitre en tête de l'énoncé. Mais, dans la plupart des énoncés on respecte l'ordre des mots habituel. Ils sont à la fin, et la descente de l'énoncé assertif se réalise sur le dernier suffixe de la combinaison. Donc, ce qui marque l'opération d'assertion c'est le dernier marqueur de la combinaison. Par conséquent, cette recherche a permis de mettre en évidence le fait que les variations intonatives qui affectent les deux derniers suffixes du verbe dans l'énoncé oral turc ne sont pas liées aux valeurs sémantiques propres des marqueurs, mais au contraire elles indiquent toujours la position modale de l'énonciateur
Our study concerns suffixes used in the training of verbal forms. This work has allowed us to release properties that concern morphological, semantic and intonative dimensions, of these suffixes. We have studied in detail the form, the sense and the melody in verbal forms that use these suffixes for the expression of the time and the mode. After having known all the variations of all suffixes, we have past to the semantic study where we have tried to release modals and temporal values of these markers in the utterances borrowed to the daily language. From real contexts, we have tried to discover conditions that necessitate such or such verbal form to fill the good function. The intonative analysis completes the study of modal and temporal suffixes. After having analyzed the form and the sense at these suffixes, we have studied the intonative aspect of verbal forms through the utterances extracted of an oral corpus. The turkish utterance presents it self usually following the order of word (s)ov. But the speaker can change places of these elements according to demands of its context. Then even a predicate can appear in head of the statement. But, in most of the utterances the order of words is standard. They are at the end, and the descent of the declarative statement realizes on the last suffix of the combination. Therefore, what marks the operation of assertion, is the last marker of the combination. Consequently, this research has allowed to put in obviousness the fact that intonative variations that allocate the last two suffixes of the verb in the turkish oral statement are not linked to semantic values of markers, but on the contrary they indicate always the modal position of the speaker

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Khodabocus, Nooreeda. "Grammaire de l'infinitif injonctif." Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0012.

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L’infinitif est souvent présenté comme un mode qui ne présente ni les marques de temps, ni de personne, ni de nombre. De ce fait, la grammaire traditionnelle le classe parmi les formes non personnelles du verbe avec le gérondif et le participe. Cependant, l’infinitif sert à exprimer un ordre, un conseil, une interdiction, entre autres actes directifs. On le retrouve dans les modes d’emploi de divers produits, dans les recettes de cuisine, dans le code de la route, dans les libellés de conseil, pour ne citer que quelques exemples. Selon les grammaires, dans cet emploi, l’infinitif serait utilisé à la place de l’impératif, dont il serait l’équivalent. Au vu de ces affirmations, cette thèse se propose d’étudier les caractéristiques de l’infinitif injonctif. Pour ce faire, nous nous intéressons à la catégorisation de l’infinitif et aux propriétés de l’injonction. En effet, l’utilisation de l’infinitif injonctif soulève des questions. Le texte injonctif est associé à un acte d’intimation à l’action ; il s’agit d’un acte directif par lequel un locuteur veut agir sur le comportement de son destinataire. Alors comment expliquer qu’une forme qui serait non personnelle et intemporelle puisse être employée dans un genre qui s’inscrit résolument dans une situation de communication où la présence d’un locuteur ne fait pas de doute, et où le message est destiné à un public déterminé ? Notre recherche a permis de montrer que l’infinitif est une forme verbale à part entière, avec des particularités qui lui sont propres. Notre étude sur corpus vient confirmer cette position au vu de l’organisation des constituants très riche de l’infinitif injonctif
The infinitive is often described as a mood which does not possess time, person or number markers. Hence, traditional grammars classify it as impersonal, along with the gerund and the participial. However, the infinitive can express an order, an advice, and a prohibition, among other directive speech acts. It is used in instruction manuals, in cooking recipes, in traffic regulation texts, in advisory texts, to name a few. According to grammars, in such cases, the infinitive is used instead of the imperative. It would thus be similar to the imperative. On the basis of these statements, this thesis intends to study the characteristics of the injunctive infinitive. To do this, we consider the categorisation of the infinitive as well as the properties of the injunctive discourse. Indeed, the use of the injunctive infinitive raises questions. The injunctive text relates to a directive speech act through which the speaker attempts to get the addressee to perform the action described. How is it, then, that an impersonal and tenseless verb form can be used in a discourse which is clearly linked to a communication situation where there is no doubt as to the existence of a speaker and where the speech is directed towards a particular audience? Our research shows that the infinitive is a verb form in its own right, with its own unique features. Our corpus-based study confirms this fact, as shown by the rich syntactic possibilities with the injunctive infinitive

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Aabiza, Kheïra. "Syntaxe de deux noms de forme verbale en arabe moderne : le nom d'agent et le nom de patient." Paris 3, 1995. http://www.theses.fr/1995PA030061.

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L'objectif de ce travail est l'etude du fonctionnement syntaxique de deux unites de l'arabe moderne, le nom d'agent et le nom de patient. Il s'agit de montrer a travers la comparaison avec l'idiome classique, que la syntaxe de l'arabe moderne, en depit de l'evolution lente et des habitudes linguistiques tenaces, dans le domaine de la syntaxe en general, a innove en plusieurs points. Cette evolution est la consequence de la defaillance des systemes morphologique et casuel d'une part, et l'influence des langues en contact de l'autre. Des lors la correspondance stricte entre la constitution des unites morphologiques et leurs fonctionnement syntaxiques se trouve remise en cause. Le systme de l'arabe classique impliquant des selections morphologiques, en raison de cette rupture, est remplace par un autre systee, celui de la position et de prepositions
This work is studying the syntactic functioning of two unities of the modern arabic, the nomen agentis and the nomen patientis, two deverbal nouns. It is matter of showing through the comparison with the classical language, that the modern arabic syntax has innovated in many points in despite of the slow evolution and tenacious linguistic uses in the syntax field in general. This evolution is the consequence of the flinching of morphological and casual systems on the one hand, and the influence languages in contact in the other hand. Consequently, the strict correspondance between the constitution of morphological unities and their syntactic functioning is brought in question

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Rothstein, Susan Deborah. "The syntactic forms of predication." Bloomington, IN : Indiana University Linguistics Club, 1985. http://books.google.com/books?id=pWRiAAAAMAAJ.

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Castagne, Eric. "Analyse syntaxique des structures nominales intégrant une forme verbale de type une étude à faire : étude contrastive avec l'espagnol, l'italien et le portugais." Aix-Marseille 1, 1995. http://www.theses.fr/1995AIX10045.

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Menee dans le cadre methodologique de l'approche pronominale, la these propose une analyse syntaxique des structures nominales integrant une forme verbale de type une etude a faire. Ces structures sont generalement analysees comme de simples complements du nom (ou du verbe ou de l'adjectif). Notre analyse distingue au moyen de criteres syntaxiques plusieurs types et sous-types. La valence de certains verbes, noms ou adjectifs est constitutee non pas seulemebt par un complement infinitif autonome, mais par la relation meme qui unit l'infinitif et un autre element 'c'est-a-dire diverses sortes de "nexus"). Derriere ces structures "superficielles" en apparence simples se revele une grande complexite relationnelle, comme par exemple dans les structures suivantes : - un etudiant long a comprendre les problemes - une etude longue a faire - un spectacle triste a mourir cette description est fondee sur un corpus de plus de 15 000 exemples oraux et ecrits. Une etude contrastive des strucutres de ce type dans trois autres langues romanes a permis de montrer que la frequence et l'extension des structures a v-er est specifique au francais et que les autres langues. . .

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UBOLDI, GIOVANNA MARINA. "IL VETRO A MILANO IN ETA' ROMANA (I SEC. A.C. - V SEC. D.C):FORME, PRODUZIONI, CIRCOLAZIONI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/3152.

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Il progetto di ricerca ha indagato la diffusione e le caratteristiche dei vetri in uso a Milano in età romana a partire dallo studio di un certo numero di reperti provenienti da scavi archeologici e tramite l’approfondimento di alcune tematiche relative ad aspetti produttivi e tecnologici. La ricerca ha preso spunto dallo studio dei materiali provenienti dagli scavi nei cortili dell’Università Cattolica (1986-2004), ed è stata estesa poi ad altri contesti di scavo per ampliare la base dei dati su cui ricostruire il quadro del vetro in uso nella città e delle problematiche ad esso inerenti. Il quantitativo di reperti individuati e la loro rappresentatività statistica permettono di tracciare un quadro dei materiali in uso nella vita quotidiana, le relazioni tipologiche tra alcuni gruppi di oggetti, vagliare le ipotesi sull’esistenza di una produzione locale e sui rapporti commerciali con altre aree, relativamente al periodo che va dall’inizio della diffusione dei recipienti in vetro (seconda metà del I sec. a.C.) fino al V sec. d.C. La ricerca si è avvalsa di analisi archeometriche ed ha enucleato anche alcuni temi di indagine specifica, in particolare sulle tecniche di lavorazione e di decorazione dei vetri a mosaico e dei manufatti con decori incisi.
Finds from recent archaeological excavation and analysis of older records are piecing together an increasingly detailed picture of the social context of Roman Milan: the material culture helps patch together a collage of the urban centre whose central position on the river plain North of the Po helped it become theatre to important events and intense industrial activity, attracting peoples of differing cultures and resources. This thesis studies Roman glass finds from Milan using the archaeological record and archaeometric analyses with the aim of reconstructing the framework of glass use in everyday life from the introduction of glass vessels in the mid-first century B.C. up to the fifth century A.D., considering relationship between individual groups of products, the hypothesis of a local glass industry and trade routes. The research, originating from post-excavation work on the courtyards of the Catholic University was extended to several unpublished Milanese excavations: the glass finds from these contexts, from both burial grounds and settlement sites, constitute a significant and statistically valid sample. Some in-depth technological examinations contribute to an understanding of certain questions still under debate: in particular on mosaic glass and engraved samples

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Schick, Christine Suzanne. "Russian Constructivist Theory and Practice in the Visual and Verbal Forms of "Pro Eto"." Thesis, University of California, Berkeley, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616250.

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This dissertation aims in part to redress the shortage of close readings of Vladimir Mayakovsky and Aleksandr Rodchenko's joint project, the book Pro Eto. It explores the relationship between the book's visual and verbal aspects, treating the book and its images as objects that repay attentive looking and careful analysis. By these means this dissertation finds that the images do not simply illustrate the text, but have an intertextual relationship with it: sometimes the images suggest their own, alternative narrative, offering scenes that do not exist in the poem; sometimes they act as literary criticism, suggesting interpretations, supplying biographical information, and highlighting with their own form aspects of the poem's.

This analysis reveals Pro Eto's strong links with distant forms of art and literature. The poem's intricate ties to the book of Genesis and Victor Shklovsky's novel Zoo, written while the former literary critic was in exile in Berlin, evince an ambivalence about the manifestations of socialism in early-1920s Russia that is missing from much of Mayakovsky's work. At the same time Rodchenko's images, with their repeated references to Byzantine icons and Dadaist photomontage, expand the poem's scope and its concerns far beyond NEP-era Moscow. Thus my analysis finds that although Pro Eto is considered to be an emblematic Constructivist work, many of the received ideas about Russian Constructivism—the unswerving zeal of its practitioners, the utility of its production, and in particular the ideology-driven, sui-generis nature of the movement itself—are not supported by the book. Pro Eto's deep connections with art and literature outside of Bolshevik Russia contradict the idea—first set out by the Constructivists themselves and widely accepted by subsequent scholars—of Constructivism as an autochthonous movement, born of theory, and indebted neither to historical art movements nor to contemporary western ones. My analysis suggests that reading Pro Eto through the lens of Constructivist theory denies the work the richness, ambivalence and humor it gains when that theory is understood as being in conversation with artistic practice, rather than defining it.

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Italia, Magali. "Variation et variétés morphosyntaxiques du français parlé au Gabon." Phd thesis, Université de Provence - Aix-Marseille I, 2011. http://tel.archives-ouvertes.fr/tel-00787612.

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La thèse consiste en une comparaison entre deux types de français parlé par des locuteurs gabonais ayant le français comme langue seconde (d'ailleurs unique langue officielle du Gabon) : des locuteurs âgés et peu ou non scolarisés et des jeunes gens entre 17 et 25 ans, avec un niveau scolaire de troisième. La différence du nombre d'années de scolarisation des locuteurs induirait des compétences différentes en langue française. Le niveau sociolinguistique conditionnerait le niveau linguistique des locuteurs, ce qui les classerait dans des catégories clivées et imperméables, aux pôles inférieur et médian, selon la répartition sociolinguistique des locuteurs communément admise. Cette comparaison étudiée à partir de la morphologie du verbe et de l'utilisation du matériau morphologique à travers les concepts de personne, d'époque et d'aspect va permettre de vérifier cette hypothèse. Elle mettra également en avant les différentes variétés de français en présence, rendra compte du degré de la variation du français pour chaque locuteur et tentera d'établir des liens linguistiques entre les locuteurs sur le continuum linguistique.

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Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.

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Cheikhrouhou, Hajer. "Le verbe et la problématique de la traduction automatique français-arabe (utilisation de la plate-forme NooJ)." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC013/document.

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Notre recherche porte sur l'analyse linguistique du verbe français et ses correspondants dans la langue arabe, dans le cadre d'une approche contrastive et comparative, pour leur intégration dans le système informatique NooJ pour une application de traduction automatique. Dans la première partie, nous avons présenté les assises théoriques sur lesquelles nous avons fondé notre étude des caractéristiques sémantico-syntaxiques des classes verbales de mouvement et de communication et qui sont essentiellement la théorie des classes d'objets de Gaston Gross et la classification des verbes français de JD & FD-C. Selon ces deux théories déjà présentées dans cette partie, nous allons faire une comparaison entre les prédicats des deux classes avec leurs correspondants en langue arabe dont nous avons donné déjà ses caractéristiques linguistiques, dans le troisième chapitre de cette partie.Dans la deuxième partie, nous avons suivi une démarche analytique mais en même temps comparative entre les deux systèmes verbaux : français-arabe. Dans le premier chapitre, nous avons effectué une comparaison entre les modes et les temps dans les deux langues. Dans les deux derniers chapitres, nous avons étudié les spécificités sémantico-syntaxiques des deux classes de communication et de mouvement entrée/sortie dont le sujet est humain [N0hum] selon la classification des « verbes français (LVF) » de JD & FD-C. Par cette analyse sémantico-syntaxique, nous avons essayé de démonter les différents patrons syntaxiques des deux classes avec la précision pour chaque type syntaxique la nature sémantique et le type de ses arguments nécessaires sans oublier de donner pour chaque prédicat son équivalent en langue arabe et faire une comparaison entre la structure argumentale des verbes français et celle des verbes arabes, pour en ressortir enfin les ressemblances et les divergences entre les deux systèmes verbaux. Et enfin, dans la troisième partie, nous avons essayé de montrer toutes les étapes nécessaires pour l'élaboration de notre application de traduction automatique en utilisant la plate-forme NooJ. Dans cette étape, nous avons créé :1/ Deux dictionnaires bilingues des verbes de communication et de mouvement. 2/ Des grammaires formelles pour la réalisation de la phase d'analyse et de reconnaissance des patrons syntaxiques des prédicats de la classe C et la classe E. 3/ Des grammaires de traduction des verbes à la forme affirmative ou négative aux temps convenables tout en précisant les règles de flexion et de l'accord en genre et en nombre selon les normes de la langue arabe.A la sortie de notre outil de traduction, nous trouvons des verbes traduits et fléchis en arabe et qui respectent les règles de la langue cible
This research focuses on the linguistic analysis of the French verb and its correspondents in Arabic, using a contrastive and comparative approach, to integrate them into the NooJ computer system for an application of machine translation. In the first part, we have presented the theoretical foundations on which we have based our study of the semantic-syntactic characteristics of the verb classes of motion and of communication and which are essentially the Theory of the Classes of Objects of Gaston Gross and the classification of the French verbs by JD & FD-C. According to these two theories already presented in this section, we will make a comparison between the predicates of the two classes with their correspondents in Arabic to which we have already given their linguistic characteristics in the third chapter of this part. In the second part, we have followed an analytical but at the same time comparative approach between the two verb systems: French-Arabic. In the first chapter, we have compared the modes and tenses in both languages. In the last two chapters, we have studied the semantic-syntactic input / output specificities of the two classes of communication and of motion whose subject is human [N0hum] according to the classification of the French verbs (LVF) of JD & FD C . [n this semantic-syntactic analysis, we have tried to disassemble the different syntactic patterns of the two classes, by indicating, for each syntactic type, the semantic nature and the type of its necessary arguments without forgetting to give to each predicate its equivalent in Arabic and to make a comparison between the argumentative structure of the French verbs and that of the Arabic verbs, in order finally to corne out with the similarities and the divergences between the two verb systems.And finally, in the third part, we have tried to show al! the necessary steps for the development of our application of machine translation using the NooJ platform .In this step, we have created:1/ Two bilingual dictionaries of communication and motion verbs. 2/ Formal grammars for the realization of the analysis phase and the recognition of the syntactic patterns of the predicates of class C and class E. 3/ Grammars of translation of verbs in the affirmative or negative form at the appropriate tenses, while specifying the rules of inflection and agreement in gender and number according to the standards of Arabic. At the output of our translation tool, we have found translated and inflected Arabic verbs that respect the rules of the target language

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Aslett, Helen J. "The function and form of the non-verbal analogue magnitude code in arithmetic processing." Thesis, University of York, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270065.

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Benduhaish, Sara Omar A. "Features between form and interpretation : the effect of animacy, gender, and number on verbal agreement." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22245/.

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This thesis critically analyses the intriguing behaviour of plural inanimate nouns triggering partial agreement in subject–verb–object (SVO) word order in Modern Standard Arabic (MSA). The analysis focuses on three significant morphosyntactic features of agreement: animacy, gender and number. I follow integrated theoretical assumptions of current Minimalism and Distributed Morphology (DM). I operate on the consonantal root-and-pattern property of MSA to argue for a DM approach to feature analysis. I argue that assignment of gender values takes place during syntax before PF whereas the exponence of agreement features takes place post-syntactically at phonological form. I argue for a decompositional analysis for the structure of determiner phrase (DP) in which agreement features are not located at the same syntactic head within the nominal. Following Ritter (1993) and Zabbal (2002), number heads its own syntactic projection, and thus number phrase (NumP) is the syntactic locus for inflectional number values of the nominal. I argue for two locations for number values: NumP, which hosts the distributive reading, and n, which hosts the collective reading interpretation. I also argue for a decompositional analysis of nP in which there are two ns; the closest to the root hosts the interpretable gender that is assigned based on the semantic properties of the nominal, whereas the higher n hosts the uninterpretable gender assigned arbitrarily to the noun. I argue that this structure provides a satisfactory analysis for the agreement behaviour of mixed-agreement nouns. With respect to agreement, I argue for an Agree-based approach in which the probe enters into an Agree relationship with a goal in its c-commanding domain. Following Doron (2000), I assume that the presence of an Extended Projection Principle feature on T is optional and conditioned by the goal’s capability to move to [Spec, TP].

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Bernat, Justyna. "Les degrés de politesse et les choix de la forme d'adresse dans les interactions en polonais et en français." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040125.

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La présente thèse s’inscrit dans le champ d’études sur la politesse verbale et se concentre en particulier sur l’emploi des termes d’adresse en polonais et en français. Inspirée par les études sur l’ethos communicatif (Béal, 1993, Kerbrat-Orecchioni, 1992), elle se donne comme objectif d’étudier les besoins des locuteurs natifs concernant l’expression de la relation interpersonnelle et de la politesse verbalisées par les termes d’adresse. Selon l’hypothèse de départ, en polonais l’expression de la relation est plus détaillée et, par conséquent plus précise, qu’en français. Malgré les similarités systémiques (le choix de formes est globalement comparable), la façon dont les termes d’adresse sont employés dans les deux langues n’est pas identique. L’étude prouve que les locuteurs français emploient les termes d’adresse de façon plutôt pragmatique, comme une nécessité communicationnelle, tandis que les locuteurs polonais y trouvent une réelle expression des relations sociales et des attitudes. Cette étude entreprend une approche empirique basée sur l’exploration du corpus. L’analyse des emplois en contexte doit permettre une meilleure compréhension de la valeur réelle de chaque terme d’adresse. Elle propose une évaluation des facteurs contextuels le plus influant sur le choix de la forme ainsi qu’une estimation du degré de politesse ou de familiarité exprimé par chaque terme d’adresse. L’objectif étant d’aider les locuteurs non-natifs à comprendre le fonctionnement des termes d’adresse dans une langue dont ils n’ont pas l’intuition, cette étude propose, comme résultat des analyses, les équivalents « prêt-à-parler » des formules d’adresse dans les deux langues
This dissertation presents research based on studies in the field of verbal politeness and inspired by the studies on communicative ethos (Béal, 1993; Kerbrat-Orecchioni, 1992). It investigates the use of terms of address in Polish and French. The aim was to analyze the needs of native speakers in terms of expression of interpersonal relation and politeness, as they are verbalized through terms of address. The hypothesis was that in Polish the expression of politeness is more detailed, and thus more precise, than in French. Despite systemic similarities (the choice of forms is similar on the whole), the way of using terms of address in conversation is not the same. This study demonstrates that French speakers use terms of address in a more pragmatic way, as a communicational obligation, whilst Polish speakers tend to use them to express a whole range of different types of social relations and attitudes. The study uses a corpus-based approach. Analyzing uses in context should lead to a better understanding of the real value of each term of address. This dissertation presents an analysis of the contextual factors that influence the choice of the proper form, as well as an estimation of the degree to which each term of address expresses either politeness or familiarity. The main objective being to help non-native speakers to understand how terms of address function in a language for which they have little or no intuition, this study offers, as a result of analysis, “ready-to-speak” equivalent formulas for address exchanges in both languages

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Hudson, Lowell B. "A synchronic and diachronic analysis of the indicative Hebrew prefixed and suffixed verbal forms in selected Old Testament texts." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Couture, Guillaume. "Les orthographes particulières des formes verbales du type romps, vaincs, réponds, couds et perds analysées dans un cadre de grammaire raisonnée /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2000. http://theses.uqac.ca.

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Warber, Kathleen Marie. "The Impact of Sex and Gender in the Relationships Among Attachment, Romantic Jealousy, and Varying Forms of Aggression in Adult Romantic Relationships." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195110.

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This study seeks to explicate the impact of sex and gender in the relationships among attachment, romantic jealousy, and aggression. Attachment theory (e.g., Bowlby, 1969) posits that unique attachment styles develop based on experiences with primary caregiver(s). These attachment styles (e.g., secure, preoccupied, dismissing, and fearful) are enduring, and come to define attachment in adult romantic relationships (Bartholomew & Horowitz, 1992; Hazan & Shaver, 1987). Attachment theory argues that differences in jealousy in adult romantic relationships are a function of attachment style (e.g., Guerrero, 1998). Similarly, attachment frameworks explain aggression (e.g., physical, verbal, and indirect/social/relational) as a function of attachment style, suggesting that these constructs (both aggression and jealousy) are borne from early childhood experiences. Theories that posit sex and gender differences, however, argue that aggression and jealousy are rooted in biological (i.e., sex-linked), evolutionary (i.e., adaptive), and social (i.e., learned) explanations of how men and women differ.This study aims to examine these theoretical perspectives in an attempt to further understand how differences between the two (attachment and sex/gender theories) can be explained. Results from this study indicate that sex and gender are unique, and do have differential effects on the relationships among attachment, aggression, and romantic jealousy in romantic relationships. Though the moderating effects of sex and gender are not always strong, findings from this study suggest that biology, evolution, and socialization likely interact and influence variability in attachment, aggression, and romantic jealousy.

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Ziomek, Megan M. "Investigating the acquisition, generalization, and emergence of untrained verbal operants for two mand forms in adults with developmental disabilities /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1079660541&sid=20&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Nitta, Ryo. "The focus-on-form effects of strategic and on-line planning : an analysis of Japanese oral performance and verbal reports." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/59397/.

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Within the framework of task-based language learning, there has been much research on planning, under the premise that learners' language would be enhanced in planned conditions. However, the underlying mechanisms ofthis rationale have not been fully explored. To develop the present understanding, this study aims to explore the nature of planning and the psycholinguistic mechanisms of its effects on L2 performance. Earlier planning research has tended to focus on 'strategic planning' (i.e., a period of time given prior to a task), suggesting that it may improve learners' language in terms of fluency and complexity but not always in accuracy (e.g., Crookes, 1989, Foster & Skehan, 1996). In response to this, Yuan and Ellis (2003) propose 'on-line planning' (i.e., on-line processing pressure is lessened to allow active formulation and monitoring) and show its positive effect on accuracy as well as complexity. Building on these previous studies, the purpose of this research is to investigate the different form-focused effects between strategic and on-line planning. The study takes a process-product approach to planning by using a quantitative analysis of oral performance and a qualitative analysis of post-task verbal reports, prompted by stimulated recall, under non-planning, strategic planning and on-line planning conditions. The analysis of the performance of twenty-seven Japanese learners of English (grouped as high vs. low proficiency levels) demonstrates the positive effects of strategic planning on complexity and those of on-line planning on complexity and accuracy. Most importantly, different planning effects on specific accuracy measures were observed between different proficiency groups - verb forms in the low-proficiency and articles in the high-proficiency group. To complement the results of the performance analysis, the examination of verbal reports presents participants' planning processes. To support the improvement in accuracy in on-line planning, the analysis reveals that pressured conditions (i.e., non-planning and strategic planning) made participants prioritize meaning over form; on the other hand, on-line planning tended to push them into more complex structures while maintaining certain attention to accuracy. Drawing on pedagogical considerations offocus-on-form instruction, this thesis argues that strategic planning and on-line planning have different degrees of form-focused effects. In particular, on-line planning, beyond a simple improvement of accuracy, would increase consciousness of form and bring L2 learners to deeper, syntactic processing. It is suggested that some kind of on-line planning would be useful for developing learners' abilities of syntactic formulation.

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Müller, Christoph. "Les formes verbales de l'hébreu du livre d'Amos et leurs fonctions au sein du système temps-aspect-mode : une étude analytique et systématique." Strasbourg, 2011. https://publication-theses.unistra.fr/restreint/theses_doctorat/2011/MULLER_Christoph_2011.pdf.

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Les formes verbales du texte hébreu du livre d’Amos, à savoir le qatal, le yiqtol, le wqatal et le wayyiqtol, ainsi que l’impératif, le jussif, le cohortatif, les deux infinitifs et le participe ont été étudiées systématiquement et dans leur contexte en référence à la fonction qu’elles occupent au sein du système temps-aspect-mode de l’hébreu biblique. Les fonctions des formes verbales ont été répertoriées et classées. Pour chaque forme verbale, une ou plusieurs fonctions de base se sont dégagées, ainsi que des fonctions annexes. Dans leur ensemble et dans leur interdépendance, ces fonctions forment le système verbal d’Amos, avec ses deux concrétisations, celle des textes narratifs et celle des textes oratoires. Il ressort de l’étude que les formes verbales ont une fonction indirecte dans l’expression des temps verbaux (passé, présent, futur). L’aspect est exprimé par certaines formes verbales, dans certains contextes particuliers. La grande distinction à la base du système verbal est la distinction entre le realis et le modalis. L’étude des formes verbales dites consécutives montre également qu’elles n’expriment pas automatiquement une consécution linéaire. La présence de l’élément w- au sein des formes « consécutives » explique leur ancrage ou leur liaison logique avec ce qui précède. Le système verbal de l’hébreu biblique classique tel qu’il se présente dans le livre d’Amos est cohérent. A chaque forme correspondent une ou plusieurs fonctions de base et des fonctions secondaires. Sous certaines conditions, une fonction secondaire d’une forme verbale peut recouper la fonction principale d’une autre forme verbale
The Hebrew verb forms of the biblical book of Amos, qatal, yiqtol, wqatal and wayyiqtol, as well as the imperative, jussive, cohortative, the two infinitives and the participle are studied systematically in context to determine the functions they fulfill in the tense-aspect-modality system of classical biblical Hebrew. The functions of each form are classified. For each form one or several basic functions can be shown which constitute – together and interdependently – the two realizations of the verbal system of the book of Amos, corresponding to narrative and discursive text types. The study shows that the verbal forms only indirectly function to expression tense. Only some forms express aspect, and only in some particular contexts. The primary dichotomy in the verbal system is the distinction between realis and modalis. The study of the so-called consecutive forms similarly shows that they do not express linear consecutivity. The presence of the element w-in these forms explains their anchoring or logical link to the preceding text. The Hebrew verbal system of tense-aspect-modality as it is manifest in the book of Amos is coherent. One or more basic verbal functions correspond to each form. Under some conditions, a secondary function of a given verb form may overlap with a primary function of another verb form

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Serodio, Liana Arrais. "A m?sica, a narrativa e a forma??o de professores." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/609.

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Made available in DSpace on 2016-04-04T18:32:42Z (GMT). No. of bitstreams: 1 Liana Arrais Serodio.pdf: 933599 bytes, checksum: 09b3bd945c9515359c0ebbf3a7a57a0f (MD5) Previous issue date: 2008-02-12
Research about the use of the narrative on the musical educator formation. It is based on the conviction that the verbal argumentation is relevant for the dialog about the music teaching and that this potentially leads to the democratization of the comprehension of its wide and specialized knowledge field. The researcher is implicated on this thematic in triplicate, namely, as a student, as a teacher and as a teacher's educator, and this amplifies the narrative power as content and research style, besides working with narrative data as so. The text created by students of Musical Education at Universidade Estadual Paulista (UNESP) S?o Paulo as part of a didactic contract, they are pedagogical narratives taken as research data, and result in concepts such as talent, the ability to learn to' other, languages intertwining - verbal and musical -, while they narrate their own histories.
Pesquisa sobre o uso da narrativa na forma??o do educador musical. ? baseada na convic??o de que a argumenta??o verbal importa para o di?logo sobre o ensino de m?sica e que este potencialmente leva ? democratiza??o da compreens?o de seu vasto e especializado campo de conhecimento. A pesquisadora ? triplamente implicada na tem?tica, como aluna, professora e formadora, o que amplia a pot?ncia da narrativa como conte?do e forma da pesquisa, al?m de trabalhar com dados igualmente narrativos. Os textos produzidos pelos estudantes de Licenciatura em Educa??o Musical na Universidade Estadual Paulista (UNESP) -S?o Paulo como parte do contrato did?tico, s?o narrativas pedag?gicas tomadas como dados da pesquisa, e d?o a ver conceitos como o talento, o aprender 'para' outro, o entrela?amento de linguagens - verbal e musical - , enquanto narram as pr?prias hist?rias.

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Zewi, Tamar. "A syntactical study of verbal forms affixed by -n (n) endings in Classical Arabic, Biblical Hebrew El-Amarna Akkadian and Ugaritic /." Münster : Ugarit, 1999. http://catalogue.bnf.fr/ark:/12148/cb39996485s.

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Ulster, Henry Evan. "'n kritiese analise van geweld en pasifisme en 'n ondersoek na die verband tussen demokrasie en vrede met spesiale verwysing na die Suid-Afrikaanse onderwysstelsel." University of Western Cape, 1990. http://hdl.handle.net/11394/7492.

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Magister Educationis - MEd
M.Ed. mini-tesis, Departement Filosofie van die Opvoeding, Universiteit van wes-Kaapland. Hierdie mini-tesis ondersoek die gebruik van geweld deur die Suid-Afrikaanse regering as regverdiging om'n ~ "demokratiese" staat instand te hou asook die gebruik van geweld deur magte wat "n "meer" demokratiese staat daar wil stel. In Hoofstuk 1 word daar geargumenteer dat die gebruik van geweld 'n morele kwessie is en word daar onder meer verwys na die verskillende soorte geweld wat aangetref word. Veral word daar gekyk of alle burgers " onder die verpligting is om die staat te gehoorsaam en of hierdie gehoorsaamheid onreflektiewe gehoorsaamheid is. In Hoofstuk 2 word gekyk of dwang ooit geregverdig is deur te kyk na die verband tussen Positiewe en Negatiewe Vryheid en dwang. In Hooofstuk 3 word daar kortliks gekyk na waarom die demokrasie die mees aanvaarbare vorm van regering vir die mens as rasionele wese is. Daarna (Hoofstuk 4) word ondersoek ingestel na eerstens die verband tussen moraliteit en demokrasie en tweedens na die verband tussen demokrasie en geweld deur te verwys na die klassieke en die kontempor~re teorie~ van demokrasie. In Hoofstuk 5 word daar veral gekyk na watter ruimte, indienenige, daar vir wettige teenstemming "dissent" in 'n demokrasie bestaan asook hoe daar binne 'n demokrasie teenstemming gebied kan word en watter beperkinge daar op vryheid van spraak en assosiasie as wettige teenkanting is. Daar word dan ook kortliks gekyk na hoe geweld indruis teen demokratiese prosedure en of daar ook ander faktore is wat die demokratiese proses beinvloed. In Hoofstuk 6 kyk ek na hoe die polemici voordeel probeer trek deur die konsep "geweld" op 'n bepaalde manier te hanteer deur daarop te wys dat "geweldloos" nie die teenoorgestelde van "gewelddadig" is nie. Verskeie vorme van geweldlose verset of pasifisme word kortliks ondersoek en word uitgewys dat ook daar 'n vorm van dwang teenwoordig is. Die verband tussen demokrasie en geweldlose verset word dan ondersoek. In Hoofstuk 7 word gekyk na geweld in die Suid-Afrikaanse skolestelsel deur te wys op hoe die studente en die staat onderskeidelik die konsepte geweld en demokrasie hanteer en toepas. Daar word kortliks uitgewys dat vrede nie sinoniem met egverdigheid is nie. Veral word gekyk na die polisie en weermag en morele regverdiging van geweld. In Hoofstuk 8 word gekyk na wat bedoel word met 'n demokratiese onderwysstelsel deur veral te kyk na 'n model van deelnemende demokrasie en hoe studente-praktyke moontlik aanleiding tot geweld kan gee. In Hoofstik 9 word 'n kort samevatting van die argument gegee.

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Lam, Sau-yau, and 林守柔. "Case studies of the performance of local form six students in Chinese individual oral presentation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960261.

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Andrén, Kim. "Media form and ESL students’ comprehension : A comparative study between audiobooks and printed text." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41971.

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This study aims to investigate how the choice of media form, i.e. printed format, audiobook or reading and audio combined, affect the ability of ESL students to achieve comprehension, and how different ways of asking questions can affect their comprehension ability. Lastly, the study aims to investigate the relationship between comprehension and students’ proficiency levels in their L2. To answer this question, 155 students were recruited and divided into three groups and assigned one type of media form. The quantitative data was collected through an online comprehension test and analysed. The results showed a significant difference between the media forms and revealed that printed reading was superior. However, a printed and audio combination was the most time efficient way for students to achieve comprehension, which indicates that the inclusion of audio does not impede student learning. Previous research in the same field shows that the results are inconclusive, but shares one common conclusion, that students enjoy the audio format. As a result, the educational system should make every effort to media choices for students to choose their preferred media, and more research in the field needs to be done, as students enjoyment leads to increased learning.

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Camussi-Ni, Marie-Armelle. "Analyse formelle et conceptuelle des formes verbales du français contemporain : A la croisée du passé simple et de l'imparfait, du futur et du conditionnel, les concepts "+/-potentiel" et "+/-défini"." Phd thesis, Université Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00179141.

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L'analyse formelle des variantes fléchies du verbe à l'indicatif aboutit à la mise en évidence de la combinaison de deux morphèmes [Ø/(±R)] et [Ø/ai/a]. C'est ainsi que le conditionnel et le futur se différencient des autres temps de l'indicatif par la présence du (+R)- dont on peut postuler qu'il est commun également à l'infinitif- mais se distinguent l'un de l'autre par l'opposition ai/a, opposition qui différencie également l'imparfait du passé simple en se combinant au (–R).
Ce constat éclaire de façon nouvelle la relation qui se construit entre les différents « temps » du mode indicatif. En effet, la prise en compte d'une opposition supplémentaire conduit à réinterroger la prédominance de la temporalité dans les analyses des « temps » de l'indicatif au profit d'une déconstruction de la combinaison des valeurs. Cette analyse permet alors de rendre compte de la diversité des effets de sens tout en évitant l'atomisation des explications temporelles, modales, aspectuelles au gré des occurrences.
La première partie de la thèse s'articule autour de la relation entre cette analyse morphologique et les différentes analyses formelles du futur et du conditionnel qui ont pu être menées auparavant.
Dans un second temps, se nourrissant de la confrontation avec les analyses conceptuelles existantes de l'infinitif, du passé simple, de l'imparfait, du futur et du conditionnel, elle explore le versant sémantique de l'hypothèse de l'existence d'un morphème ±R qui se combine avec un autre morphème a/ai. Hypothèse qui oblige, d'une part, à caractériser la valeur sémantique du morphème dénoté par ±R et c'est le concept ±potentiel qui lui sera associé, d'autre part, à redéfinir l'opposition imparfait/passé simple puisque c'est cette même opposition qui se retrouve dans le couple futur/conditionnel. C'est le trait ± défini qui sera proposé.
La prise en compte de la combinaison de ces deux traits sémantiques permet de déjouer la complexité d'énoncés dont la richesse n'a d'égal que la variété.

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Salman, Lubna Hussein. "L'implicite dans "A la recherche du temps perdu" : étude sur un aspect du discours proustien." Phd thesis, Université de Bourgogne, 2013. http://tel.archives-ouvertes.fr/tel-00984982.

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L'implicite se définit comme un contenu présent dans le discours sans être formellement exprimé. Le présupposé et le sous-entendu forment les deux concepts fondamentaux de cette notion. Ils agissent comme des informations impliquées dans le discours, dont on peut saisir ou décrypter l'essence à l'aide des théories de la pragmatique et de la linguistique énonciative. Le discours proustien fait un usage remarquable de cette notion et de ses concepts. Ce travail est entièrement consacré à la recherche de l'implicite dans À la recherche du temps perdu de Marcel Proust. Le développement de cette notion, dans cette œuvre, se dessine d'une part, à travers l'interaction verbale des personnages proustiens, et d'autre part, à travers le discours du narrateur qui s'oriente vers une nouvelle tendance, celle d'un narrateur et d'un narrataire implicites. L'intérêt de cette étude consiste à catégoriser l'implicite proustien et à mettre en lumière son statut linguistique, puis la façon dont il est employé.

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Vesterinen, Rainer. "Subordinação Adverbial : um estudo cognitivo sobre o infinitivo, o clítico SE e as formas verbais finitas em proposições adverbiais do Português Europeu." Doctoral thesis, Stockholm University, Department of Spanish, Portuguese and Latin American Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-817.

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The aim of this study is to analyse the variation between infinitive and finite verb adverbial clauses in European Portuguese. In order to understand this variation, three central questions are raised: (1) What determines the use of the uninflected vs. the inflected infinitive in same-subject adverbial clauses? (2) What does the pronoun SE signal in these adverbial clauses? (3) What difference is there between the use of the inflected infinitives vs. finite verbs in different subject adverbial clauses?

Earlier investigations about these three questions are discussed. One conclusion of this review is that former research almost exclusively has been conducted from a traditional or formalistic point of view that has given priority to structural descriptions instead of semantic or conceptual explanations. In contrast to this, the present study endeavours to examine these issues from a cognitive linguistic perspective.

It is claimed that the use of the inflected infinitive in adverbial same-subject clauses may be explained by contextual factors which create a cognitive need to highlight the subject of the adverbial clause. Further, an analysis about how the grammatical micro-context can determine the interpretation of the clitic pronoun SE as a marker for a generic trajector is conducted. It is also argued that the difference between infinitive and finite adverbial clauses can bee explained by means of theories of subjectification and mental spaces.

The conclusion is drawn that a cognitive approach to grammar can, indeed, shed light on the issues considered. In particular, it is shown that different adverbial constructions can express different conceptual meaning. In the light of this fact, other issues concerned with finite and infinite verb forms are raised.

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McTague, T. Scott. "Validation of a Selection Battery for Retail Sales People in Telecommunications." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500517/.

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The study employed 206 entry-level, retail sales associates working for a large telecommunications company across 70 store sites. The purpose of the study was to discriminate successful performers from those with little sales potential via a valid, fair, and practical selection procedure. The experimental test set consisted of the General Ability Battery, Sales Attitude Checklist, Wonderlic Personnel Test, SRA Verbal Form, School and College Ability Test Verbal, SPA Arithmetic Index, and SRA Reading Index. Supervisory ratings and percent revenue data were used as measures of sales performance. Based on the multiple regression results, the SPA Reading Index and SRA Verbal Form were chosen to compose the final selection system for the retail sales position.

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Burlot, Franck. "Le fonctionnement sémantique des verbes de position en russe contemporain : stojatʹ, sidetʹ, ležatʹ." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040106/document.

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Les verbes de position sont décrits du point de vue d'une invariance mise au point pour chacun d'entre eux en fonction de la diversité des contextes dans laquelle on les trouve. Cela conduit d'une part à considérer que dans certains contextes leur sens n'est pas inutile au contenu informatif de l'énoncé et qu'il n'est pas équivalent à celui d'un verbe d'existence. Au contraire, l'emploi d'un verbe de position par un locuteur correspond à un choix motivé par la désignation de quelque chose de plus que l'être ou la présence du sujet. D'autre part, cette invariance mène à distinguer clairement le fonctionnement sémantique de chacun de ces verbes alors qu'ils semblent entrer en concurrence lorsqu'ils apparaissent dans des contextes visiblement similaires
Posture verbs are described from the perspective of an invariance developed for each of them according to the diversity of the contexts where they can be found. It conduces, on the one hand, to consider that in some contexts their meaning is not ancillary to the informative content of the statement, and that it is not equivalent to the meaning of a being verb. In fact, the use of a posture verb by a speaker refers to a choice motivated by something more than the being or the presence of the subject. On the other hand, this invariance facilitates clear distinction of the semantical function of each of these verbs, while they may seem to have the same meaning, when they occur in contexts which seem similar at first glance

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Assaf, Elias. "Uncovering The Sub-Text: Presidents' Emotional Expressions and Major Uses of Force." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6241.

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The global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public perception of the use of force. This thesis therefore measures expressed emotion and cognitive expressions in the form of expressed aggression, passivity, blame, praise, certainty, realism, and optimism as a means of predicting subsequent major uses of force. Since aggression and blame are precipitated by anger and perceived vulnerability, they are theorized to foreshadow increased uses of force (Gardner and Moore 2008). Conversely, passivity and praise are indicative of empathy and joy respectively, and are not expected to precede aggressive behavior conducted to maintain emotional regulation (Roberton, Daffer, and Bucks 2012). Additionally, the three cognitive variables of interest expand on existing literature on beliefs and decision making expounded by such authors as Walker (2010), Winter (2003) and Hermann (2003). DICTION 6.0 is used to analyze all text data of presidential news conferences, candidate debates, and State of the Union speeches given between 1945 and 2000 stored by The American Presidency Project (Hart and Carroll 2012). Howell and Pevehouse's (2005) quantitative assessment of quarterly U.S. uses of force between 1945 and 2000 is employed as a means of quantifying instances of major uses of force. Results show systematic differences among the traits expressed by presidents, with most expressions staying consistent across spontaneous speech contexts. Additionally, State of the Union speeches consistently yielded the highest scores across the expressed traits measured; supporting the theory that prepared speech is used to emotionally frame situations and setup emotional interpretations of events to present to the public. Time sensitive regression analyses indicate that expressed aggression within the context of State of the Union Addresses is the only significant predictor of major uses of force by the administration. That being said, other studies may use the comparative findings presented herein to further establish a robust model of personality that accounts for individual dispositions toward emotional expression as a means of framing the emotional interpretation of events by audiences.
M.A.
Masters
Political Science
Sciences
Political Science; International Studies Track

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Peiro, Catherine. "Mixité à l'école et inégalités de traitement entre filles et garçons : l’exemple de l’éducation physique et sportive dans le second degré." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20112.

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La mixité à l’école est souvent considérée comme un moyen privilégié pour tendre vers une meilleure égalité entre les filles et les garçons. Si les différents dispositifs institutionnels encourageant sa mise en oeuvre ont contribué à une égalité de droits, ils n’ont pas abouti pour autant à une égalité dans les faits. La recherche analyse finement les formes concrètes que peut prendre la mixité dans l’éducation physique et sportive (EPS) dans le second degré où certaines inégalités entre les filles et les garçons sont encore souvent considérées comme « naturelles ». Allant à l’encontre de cette idée reçue, la thèse montre que si la mixité n’est pas, a priori, un obstacle à une meilleure égalité entre les sexes, les choix pédagogiques pouvant y être associés sont susceptibles de mettre en difficulté une partie des filles. Méthodologiquement, le travail s’appuie sur plusieurs dispositifs articulés entre eux : une observation ethnographique de 200 heures d’enseignement ; une vingtaine d’entretiens avec des professeurs d’EPS ; l’analyse secondaire de deux enquêtes nationales ayant permis d’interroger par questionnaire 1 954 élèves et 1 317 enseignants du second degré. La recherche montre, entre autres, que les formes de regroupements choisis, les contenus d’enseignement privilégiés (à forte connotation masculine), les interactions entre le professeur et les élèves sont autant d’éléments susceptibles d’entretenir une inégalité de traitement des filles et des garçons. En somme, le travail souligne que la mise en oeuvre de la mixité en EPS ne peut faire l’économie d’une réflexion approfondie permettant l’élaboration de dispositifs pédagogiques autorisant une réelle prise en considération des différences entre filles et garçons (que celles-ci soient d’ordre biologique ou culturel)
Coeducation is often considered an ideal way to foster equality between girls and boys. Although, in theory, various institutional initiatives encouraging coeducation have contributed to fostering equal rights, they do not always lead to equal opportunities in practice. This study focuses on the tangible aspects of coeducation at secondary school level in the specific fields of physical education (PE) and sport, where some inequality between girls and boys is still often considered ―normal‖. Countering this preconceived notion, the thesis demonstrates that whilst coeducation does not initially stand in the way of greater gender equality, the educational strategies that may be associated with it are likely to put some girls at a disadvantage. In terms of methodology, the research is based on a combination of several studies, including ethnographic observation of 200 teaching hours; some twenty interviews with PE and sports teachers; and secondary analysis of two national surveys based on questionnaires completed by 1,954 secondary school pupils and 1,317 secondary school teachers. The study shows, among other things, that the type of group activity and educational content chosen (which is often male-oriented), as well as the way teachers and pupils interact, are all factors that are likely to promote disparities in the way girls and boys are treated. Finally, the work underlines that teaching PE and sport in a coeducational environment cannot be done without careful consideration of the differences between girls and boys, and the development of educational strategies that take these differences into account (be they biological or cultural)

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Volz, Jessica A. "Vision, fiction and depiction : the forms and functions of visuality in the novels of Jane Austen, Ann Radcliffe, Maria Edgeworth and Fanny Burney." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/4438.

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There are many factors that contributed to the proliferation of visual codes, metaphors and references to the gendered gaze in women's fiction of the late-eighteenth and early-nineteenth centuries. This thesis argues that the visual details in women's novels published between 1778 and 1815 are more significant than scholars have previously acknowledged. My analysis of the oeuvres of Jane Austen, Ann Radcliffe, Maria Edgeworth and Fanny Burney shows that visuality — the nexus between the verbal and visual communication — provided them with a language within language capable of circumventing the cultural strictures on female expression in a way that allowed for concealed resistance. It conveyed the actual ways in which women ‘should' see and appear in a society in which the reputation was image-based. My analysis journeys through physiognomic, psychological, theatrical and codified forms of visuality to highlight the multiplicity of its functions. I engage with scholarly critiques drawn from literature, art, optics, psychology, philosophy and anthropology to assert visuality's multidisciplinary influences and diplomatic potential. I show that in fiction and in actuality, women had to negotiate four scopic forces that determined their ‘looks' and manners of looking: the impartial spectator, the male gaze, the public eye and the disenfranchised female gaze. In a society dominated by ‘frustrated utterance,' penetrating gazes and the perpetual threat of misinterpretation, women novelists used references to the visible and the invisible to comment on emotions, socio-economic conditions and patriarchal abuses. This thesis thus offers new insights into verbal economy by reassessing expression and perception from an unconventional point-of-view.

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Alaez-Galan, Monica. "L'activité de débat en espagnol dans le secteur LANSAD : d'une didactique de genre formel vers une didactique de la parole incarnée." Thesis, Toulouse 3, 2020. http://www.theses.fr/2020TOU30213.

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L'objectif premier de ce projet de thèse est d'examiner la construction d'un dispositif pédagogique à partir d'une modélisation de l'activité de débat en langue étrangère pour mettre en évidence les mécanismes suscités. En s'appuyant sur un corpus de débats en espagnol enregistrés sur deux ans auprès d'une population étudiante de premier cycle d'université, les résultats confirment à la fois le couplage des gestes et de la parole et le concept de dispositif comme étant la version dynamique du système conçu par les enseignants et approprié ou non par l'étudiant. Les résultats montrent que les gestes apparaissent simultanément en co-activité avec la parole, que les gestes et la parole peuvent interagir de manière facilitatrice ou compétitive et enfin que les gestes peuvent apparaître en absence de parole. À partir de ces constats, nous proposons un modèle ergonomique de la situation de débat qui prend en compte cette interaction discursive et gestuelle. Parfois, le niveau en langue limite la participation au débat, alors que dans d'autres cas, une attitude de maîtrise de la situation socio-discursive émerge où les propriétés du système au commencement du débat ne sont plus celles de la fin, dépassant ainsi ce modèle d'une manière créative
The primary objective of this thesis project is to examine the construction of a pedagogical environment based on a model of debate activity in a foreign language in order to highlight the mechanisms involved. Based on a corpus of debates in Spanish recorded over two years among a population of undergraduate university students, the results confirm both the coupling of gestures and speech as well as the concept of the environment as being the dynamic version of the system designed by the teachers and appropriated or not by the student. The results show that gestures appear simultaneously in co-activity with speech, that gestures and speech can interact in a facilitative or in a competitive manner, and finally that gestures can appear in the absence of speech. Based on these findings, we propose an ergonomic model of the debate situation that takes into account this discursive and gestural interaction. On certain occasions, the level of language limits the participation in the debate, while in other cases, an attitude of sociodiscursie ability emerges, where the properties of the system at the beginning of the debate are no longer those of the end, as the student creatively exceeds this model

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Adkins, Mark. "Using group support systems for strategic planning with the United States Air Force: The effects of a facilitator's using technology to structure verbal and electronic communication to increase quality output and improve group member satisfaction with the interaction process." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284262.

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Strategic planning is a critical part of establishing an organization's direction. Although strategic planning is utilized throughout the United States Air Force today in various forms, group sessions can become time-consuming without structured planning and a focus on group communication. Computer-supported strategic planning is one way of making effective use of technology to improve the strategic planning process. This research implements a group support system (GSS) as a communication tool to facilitate the strategic planning process. The researcher investigates effects of a facilitator's using technology to structure verbal and electronic communication, with the goal of increasing quality output and improving group member satisfaction. This project was completed at Mountain Home Air Force Base with the support of the 366th Wing. As predicted, a GSS facilitator's structuring verbal and electronic communication improved the quality of the strategic plan, reduced time to complete a strategic plan, and increased satisfaction with the strategic planning process. The results did not indicate increased commitment to implement the strategic plans developed by a group using GSS facilitation.

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Laurence, Narajan Alex. "Pratiques d'appropriation de la langue 2 en interactions par des ENAF à travers leurs "réseaux sociaux" en périmètre scolaire-dans et hors la classe : Ecole primaire bourgogne à Besançon-Planoise." Phd thesis, Université de Franche-Comté, 2012. http://tel.archives-ouvertes.fr/tel-00959949.

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Les élèves nouvellement arrivés en France (ENAF) sont inscrits dans un établissement scolaire pour apprendre la langue du pays et d'autres disciplines non linguistiques. A l'intérieur de l'établissement, un dispositif spécifique a été mis en place pour que ces allophones prennent des cours de langue de français non maternel. Il s'agit de la classe d'initiation (CLIN) et les élèves y passent quelques heures de la journée. Le but de cette recherche est d'explorer et étudier l'appropriation du français par ces élèves dans deux types d'espaces en périmètre scolaire ; celui du cadre formel (la classe) et celui du cadre informel (en dehors de la classe). La recherche se situe donc au carrefour de trois disciplines directrices que sont la sociologie, la didactique des langues et le socio-interactionnisme. Le croisement de ces disciplines est essentiel pour cette recherche parce qu'il m'a permis d'obtenir des résultats de souche disciplinaire différente. J'ai mené des analyses en trois temps. La première série d'analyses concernait la dimension sociologique de la recherche, dans laquelle la concentration était orientée vers la construction et le développement d'un réseau social de communication orale des ENAF. Il en découle qu'il existe deux réseaux sociaux ; dans les espaces où les contraintes sont fortement présentes, le réseau social est subi et dans les espaces où les contraintes sont moins, voire pas du tout présentes, le réseau social est choisi. Lorsque les ENAF se trouvent dans le réseau subi ou dans le réseau choisi, l'appropriation de la langue est s'effectue différemment. La deuxième série d'analyses s'est concentrée sur l'appropriation du français dans le cadre formel à travers la communication didactique. L'étude sur les interactions didactiques montre que le répertoire linguistique des ENAF contient du français standard, des écarts linguistiques et du français non standard. De plus, le comportement interactionnel des élèves durant les échanges est réglementé. La troisième série d'analyses s'est focalisée sur l'appropriation du français dans le cadre informel à travers la communication ordinaire. Les interactions examinées dévoilent que l'appropriation qui se fait dans ce genre d'espace est plutôt interactionnelle que linguistique et que c'est le français non standard qui structure le plus souvent les énoncés des uns et des autres. Au final, cette recherche encourage à approfondir la dimension sociologique dans l'appropriation du français par les ENAF dans le périmètre scolaire et à explorer les " coulisses " de l'immersion totale et interroger ce qui se passe dans le soubassement de l'immersion totale

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Brock, Johanna. "Traduire, un jeu d'enfants? : Les enjeux de la traduction en suédois d'un livre documentaire français pour enfants." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89003.

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The aim of this essay is to identify and find solutions to some of the difficulties occurring when translating into Swedish a French non-fiction book for children. Solid research has already been done about translating children’s literature. However, these studies often focus on novels and picture books and rarely non-fiction books. The source text used as primary material for our translation and the essay is an extract from the non-fiction book Petites et grandes histoires des animaux disparus, written and illustrated by Damien Laverdunt and Hélène Rajcak and published in 2010 by the French publishing house Actes Sud. The book presents 27 extinct animals and the history about them and their extinction. Basing this essay on research about translating for children, we will begin with an analysis of the skopos – Reiss and Vermeer’s skopos theory about aim and function – of the source and target text, to be able to conceive the translation for our target reader and the socio-cultural and linguistic context in which the reader is living. Monica Reichenberg’s study about different versions of text-books, and their effect on a Swedish child reader’s comprehension including strategies to create a dynamic and intelligible text, will then help us to find the correct translation strategy for our target text. Finally, cultural references and their translation will be discussed considering Venuti’s studies about “domestication” and “foreignization” and Oittinen’s theories about children’s literature and “domestication”. During the essay, the translator’s choices and the motivations behind them will all be discussed taking into consideration the skopos and the linguistic and socio-cultural context of the target reader.

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Sambamurthy. "Form and functions of nonverbal communication in verbal narratives." Thesis, 1997. http://hdl.handle.net/2009/1386.

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Brunschwig, Vivekan. "Les duels de rap en tant que forme de compétition pour le statut : une perspective évolutionnaire." Thèse, 2016. http://hdl.handle.net/1866/19066.

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Les duels de rap sont souvent définis dans la littérature sociologique comme étant des échanges d’insultes ou des joutes verbales improvisées. Ces définitions risquent de biaiser la compréhension du phénomène, puisque les chercheurs auront tendance à ne relever que les aspects qui vont dans le sens des définitions choisies au début de l’analyse qui, en plus, sont très réductrices et contextuelles. En adoptant une perspective évolutionnaire, il est possible d’ancrer l’analyse dans un cadre plus large, car basé sur des tendances motivationnelles universelles, pouvant servir comme un point de départ objectif à l’analyse. En ce sens les duels de rap peuvent être considérés comme des concours de compétences pour un statut conféré par le public (hypothèse de départ) où les participants tentent de surpasser leurs adversaires (hypothèse 1), tentent de conquérir le public (hypothèse 2), et reçoivent certains bénéfices en liens avec le statut grâce à leurs performances (hypothèse 3). Ces trois hypothèses évolutionnaires ont été confirmées par un examen systématique de cinq duels selon une grille d’analyse standardisée comportant 14 critères d’observations. Ces critères, regroupés en neuf prédictions, représentent les aspects variables et contextuels des duels de rap, tels que les niveaux et fréquences de dominance physique démontrés par chaque participant, d’interactions avec le public, de vers où ils se vantent et/ou rabaissent leur adversaire, de démonstrations des capacités artistiques, d’humour, et, pour le public, les niveaux d’acclamations des participants et les votes pour élire un vainqueur ou encore pour établir une hiérarchie entre les participants. L’utilisation d’un cadre évolutionnaire a donc permis d’intégrer les aspects motivationnels universels et les aspects variables contextuels dans l’étude des duels de rap, offrant ainsi une vision plus complète et nuancée du phénomène. De plus, le modèle présenté permet de s’interroger sur les liens entre les performances de chaque participant, l’appréciation relative qu’elles suscitent et le statut qui est attribué aux participants par le public.
Rap duels have been often described as exchanges of insults, or as freestyle competitions in the sociological literature. These definitions are not only highly reductionist and contextual, but they can also influence researchers to adopt a stereotypical image of what rap duels should look like, and only record the aspects that fit this image. By adopting an evolutionary perspective, it is possible to set the study in a larger framework which considers the universal motivational tendencies underlying social behavior in this context, and thus give a more objective starting point in the study of rap duels. With an evolutionary perspective, rap duels can be studied as a form of competition where participants display their competences in order to get status conferred by the public (initial hypothesis); where participants try to surpass their opponents (hypothesis 1); try to conquer the public (hypothesis 2); and improve their relative status in return for their performances (hypothesis 3). These three hypotheses were confirmed by the systematic examination of five duels, using a standardised analysis grid composed of 14 criteria. These criteria, forming together a set of nine predictions, describe the variable and contextual aspects of rap duels: 1) levels of physical dominance displayed by each participant; 2) levels of interaction with the public; 3) proportions of verses where they boast and/or demean their opponents; 4) the content of those verses; 5) levels of demonstrated artistic skills in rap; 6) humour; and, in terms of the public reactions, 7) the levels of acclamations and, 8) votes to elect a winner; and 9) votes to establish a hierarchical status between the participants. Applying this methodology, we see that using an evolutionary framework allows the integration of the universal motivational aspects and the more contextual and variable aspects of rap duels, and thus offering a more complete and nuanced vision of the phenomenon. Furthermore, this model proposes methods of quantifying links between the performances of each participant, the relative appreciation which they arouse in the public and the status which is attributed to the participants by the public.

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Lin, Ting-Ju, and 林庭如. "The Represented Form and Status of Interface for Non-verbal Communication Interaction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/55taj7.

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博士
國立臺灣科技大學
設計系
106
Interface has been applied to human communication and represented via tablet or smart phone. It is necessary to do research with satisfied interface. This study combines with interface, interaction, cognition and special education fields and focuses on the preference of symbol represented form and status. It contains eomticons and core vocabulary two parts and discusses with normal and Aphasia users. The two parts adapt both quantitative and qualitative methods, and the purpose is to analyze the representation form and status for communication interface design to improve the communication quality. The emoticon study classifieds eomticons as forms (abstract/geometric, personification, and concrete) and status (animation and static) to construct a investigation. The quantitative investigation revealed that when the form of an emoticon shifted from abstract/geometric to personification and subsequently concrete, the status of the emoticon deemed suitable by the users also shifted from static to animated. Furthermore, the qualitative focus group discussion unexpectedly contributed that the participants used particular emoticon forms and status in accordance with the timing/intimacy and targets of their conversations. The core vocabulary study concentrated on Augmentative and Alternative Communication single-meaning symbols, and it classified the vocabularies as people related nouns, object nouns, verbs and adjectives (incl. adverbs) to discuss represented form (photographs and line drawings) and status. From the perspective of representation form, the results showed that all the preference of nouns is high with photograph nouns and the preference of part verbs/adjectives is high with illustration form. Meanwhile, from the perspective of status, static nouns are preferred. The abstract level of concepts determined the status of verbs and adjectives. When the abstract level is higher and the static preference is higher. The preference results are almost shared with both normal and Aphasia adults. In addition, it is founded from Aphasia interviewers that symbol visual elements of figurative objects, human faces, objective emotion and interactions expressions would contribute personal confidence and pleasure. Moreover, Aphasia interviewers also prefer verbs which contain cause-effect relation concepts to be represented with supplemented lines. This study focused on certain high frequency vocabularies and it would include more vocabularies, color and culture factors in the future studies. In addition, animated symbols would be classified with more dynamic levels to discuss user cognition, fluency of reading and the preference. The results could contribute to symbol designers as interface guidelines.

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Yang, Hou-Chia, and 楊厚嘉. "A Differential Study on Designer’s and User’s Verbal Interpretation of Product Form Design." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/40757163868932575368.

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碩士
華梵大學
工業設計系碩士班
95
Aesthetic responses are humans’ most common and fundamental psychological phenomena in our daily life. With such an aesthetic experience, people can feel things around concretely. This is important to designers. Mainly based upon protocol analysis, this study is aimed to explore the manners designers and users interpret the product form. Differences between designers and users in observing and decoding the product form were investigated to reduce the gap between these two groups. In this study, five cognitive developmental account of aesthetic experience proposed by Parsons (1987) were quoted to explore the aesthetic responses of designers and users. Moreover, ten knowledge domains regarding product form interpretation were identified: local features, personal association, aesthetic experience, personal experience, emotional release, detailed treatments, operational patterns, total quality, production method, and autonomy impression. Verbal descriptions of 15 mobile phone samples from 10 designers and 12 users were taken down and encoded according to the above-mentioned modes in terms of the observation focus and procedure of product form interpretation. As shown by the protocol data, designers have a wider spectrum of observation and they focus on more local features of the product form than the users. On the contrary, the users are limited in the total appearance of product form. In interpreting the product form, designers are more consistent than users. As far as the modes of product form interpretation, designers concentrate the most on SF1 knowledge domain while users pay most attention to E1 domain. In other words, designers will take a close look at the detailed form treatments of mobile phones and users are more likely to express their personal experience and emotion. According to the results of protocol analysis, the greater a person’s interpretation ability of product form, the wider his or her spectrum or focus of the product form. And a longer period of time one spends on observing a product form will bring more clues for aesthetic evaluation.

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Fernando, Mbiavanga. "An analysis of verbal affixes in Kikongo with special reference to form and function." Diss., 2008. http://hdl.handle.net/10500/2414.

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The relation between verbal affixes and their effect on the predicate argument structure of the verbs that host them has been the focus of many studies in linguistics, with special reference to Bantu languages in recent years. Given the colonial policy on indigenous languages in Angola, Kikongo, as is the case of other Bantu languages in that country, has not been sufficiently studied. This study explores the form and function of six verbal affixes, including the order in which they occur in the verb stem. The study maintains that the applicative and causative are valency-increasing verbal affixes and, as such, give rise to double object constructions in Kikongo. The passive, reciprocal, reflexive and stative are valency-decreasing and, as such, they reduce the valency of the verb by one object. This study also suggests that Kikongo is a symmetrical object language in which both objects appear to have equal status.
African languages
M.A.

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Castrillón, Sonia. "Sí, señor, soy colombiana de pura cepa, et toi? : las formas de tratamiento del español colombiano en Montreal." Thèse, 2015. http://hdl.handle.net/1866/13754.

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Le présent travail décrit –pour la première fois– l’état actuel de la langue espagnole parlée par la communauté colombienne à Montréal sur les formes de s’adresser aux autres en langage pronominal ou nominal et la courtoisie verbale. Dans le but de réaliser cette étude, un travail de terrain a été effectué à l’aide d’un questionnaire et des entrevues orales semi-dirigées adressés à 30 informateurs. L’analyse des données, nous a permis d’établir quelques premières comparaisons entre la façon de parler des habitants de la Colombie et des Colombiens résidant à Montréal et d’identifier quelques-uns des changements linguistiques principaux dans cette communauté parlante, notamment, les variations reliées aux formes de s’adresser aux autres et aux actes de courtoisie affectés par l’influence du français et de l’anglais. L’analyse effectuée tient compte autant les aspects linguistiques, pragmatiques et sociaux que les attitudes linguistiques des interviewés. De cette façon, les résultats mettent en lumière une nouvelle description sur la dynamique de l’usage des formes de s’adresser aux autres de locuteurs originaires de trois zones dialectales représentatives de la Colombie : la région andine orientale, la région andine occidentale et la zone côtière du Caraïbe. Ensemble avec d’autres études précédentes sur la formes de s’adresser aux autres, ce travail constitue une meilleure compréhension de la réalité linguistique de l’espagnol des Colombiens unilingues, bilingues et trilingues.
Present work outlines –for the first time– the state of the Spanish language spoken by the Colombian community in Montreal with reference to the forms of pronominal and nominal address and verbal politeness. In order to conduct this study, a fieldwork was undertaken through a questionnaire and semi-conducted oral interviews addressed to 30 informants. The analysis of the collected data has allowed us to establish the first research comparing the way Colombian inhabitants and Colombians in Montreal speak and to identify some of the main linguistic changes in this spoken Spanish community. It is mostly in relation to the forms of address and politeness actions that have been affected by the influence of French and English languages. The analysis that has been carried out takes into consideration the linguistic, pragmatic and social factors of the speakers. In this way, the results provide recent insights about the description of the dynamics of the forms of address from speakers of three different representative dialectical zones of Colombia such as the oriental Andean region, occidental Andean region and the Caribbean coastal zone. Together with other previous studies, our work contributes to a better understanding of the linguistic reality of the Spanish language spoken by monolingual, bilingual or trilingual Colombians.
En este trabajo se describe –por primera vez– el estado actual del español hablado por la comunidad colombiana en Montreal en referencia a las formas de tratamiento pronominal y nominal y la cortesía verbal. Para llevar a cabo este estudio se ha realizado un trabajo de campo a través de un cuestionario y de entrevistas orales semidirigidas con 30 informantes. El análisis de los datos nos permite establecer unas primeras comparaciones entre el habla de los habitantes de Colombia y el habla de los colombianos en Montreal e identificar algunos de los principales cambios lingüísticos en esta comunidad hablante, especialmente en relación con la utilización de las formas de tratamiento y los actos de cortesía, que se ven afectados por la influencia del francés y del inglés. El análisis efectuado tiene en cuenta tanto aspectos lingüísticos, pragmáticos y sociales como las actitudes lingüísticas de los entrevistados. De este modo, los resultados aportan luz nueva sobre la descripción de la dinámica de uso de las formas de tratamiento de los hablantes de tres zonas dialectales representativas de Colombia (andina oriental, andina occidental y zona costeña del Caribe) que, junto con otros estudios previos sobre las formas de tratamiento, contribuyen a una mejor comprensión de la realidad lingüística del español de los colombianos monolingües, bilingües y trilingües.

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Dalbello, Marija. "Mathematics for "Just Plain Folks": The Viennese Tradition of Visualization of Quantitative Information and its Verbal Forms, 1899-1914 (graphics accompanying presentation)." 2006. http://hdl.handle.net/10150/105130.

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Related Work: Dalbello, M. 2002. Franz Josef's Time Machine: Images of Modernity in the Era of Mechanical Photoreproduction. Book History 5: 67-103. Dalbello, M., and A. Spoerri. 2006. Statistical Representations from Popular Texts for the Ordinary Citizen, 1889-1914. Library & Information Science Research 28 (1:2006): 83-109. Podcast of the talk available at: http://www.sir.arizona.edu/resources/podcasts/dalbello_20061011.mp3
This handout accompanies a podcast of invited presentation given at the University of Arizona, School of Information Resources and Library Service Brown Bag History & Philosophy of Information Research Series (Tucson, AZ, October 11, 2006). The talk focused on visual statistics from the turn of the nineteenth and the twentieth century. These popular forms of quantitative argumentation are examined from the point of view of the involvement of print industry in the shaping of and dissemination of public policy and the discourse of rational management and the modern state in the Habsburg empire on the eve of its dissolution. EXTENDED ABSTRACT: Statistical representations in the popular almanacs published at the end of the nineteenth century in the Habsburg Empire are an early prototype of visualizing statistical data for popular consumption and informing the public of an ethnically and linguistically differentiated society. These naturalistic and culturally rich visualizations enabled ordinary citizens to acquire knowledge â using simple visual reasoning skills, reliance on mental models and narrative conventions. The visualization of statistics is accompanied by verbalization, which presents a parallel mode of quantitative reasoning. These verbalizations exemplify the language of practical mathematics: the problem is generated in relation to the setting and located in everyday activities of the lived-in world of the implied viewers. The presentation will focus on these verbalizations of visual statistics, combining cognitive approach with historical and cultural interpretation to examine how rhetorical forms attached to practical mathematical reasoning can be related to cognition as socially situated activity. The connection of verbalizations to visual sense-making in these early statistical representations for popular consumption exemplify the construction of the concept of â informationâ in modernity and explore the effects on the visual regime represented by statistical information of older verbal forms of quantitative reasoning.

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Šťastná, Kamila. "Formy hodnocení žáků ve výuce českého jazyka a literatury." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-330575.

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AND KEY WORDS ŠŤASTNÁ, Kamila. Forms of the Assessment of Pupils in the Education of the Czech Language and Literature. Prague, 2013. Dissertation. Charles University in Prague, Faculty of Arts, Institute of Czech Language and Theory of Communication. The dissertation deals with the issues of student assessment, namely classification by means of marks and verbal assessment. As a form of student assessment an approach based on the synthesis of both forms is also considered. In the theoretical part of the dissertation assessment in general, school assessment and its special characteristics, positive and negative assessment, types and functions of assessment are defined. The dissertation is mainly concerned with the issues of forms of assessment, their benefits and negative aspects. When discussing verbal assessment, the possibilities of its use are described, its different forms are distinguished, attention is paid to the question of formulating verbal assessment. The dissertation is also concerned with the issues of transition from classification to verbal assessment. The empirical part discovers, by means of interview, which form Czech language and literature teachers use when assessing the students and what their opinions of types of assessment in question are. The dissertation surveys the reasons...

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Lévesque, Aimée. "L’enseignement de la distinction entre le passé composé et l’imparfait et l’utilisation de ces temps verbaux en classe d’immersion française : observations et proposition didactique." Thèse, 2010. http://hdl.handle.net/1866/4750.

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La présente étude avait pour objectif de décrire comment est enseignée (si elle l’est effectivement) la distinction d’emploi entre le passé composé et l’imparfait, une distinction aspectuelle posant problème aux apprenants du français langue seconde, dans trois classes de 3e à 5e années en immersion française précoce aux Territoires du Nord-Ouest et de décrire l’utilisation que font les enseignantes de ces temps verbaux. À partir de dix-neuf heures d’observation en classe et d’entretiens menés avec deux enseignantes, nous avons élaboré une proposition didactique basée sur la réflexion guidée avec exemples positifs et négatifs de Nadeau et Fisher (2006) mettant en évidence le contraste d’emploi entre le passé composé et l’imparfait. Cette proposition didactique fournit aux enseignantes une façon de l’enseigner alors qu’elles ne le font pas à ces niveaux, et aux apprenants, un intrant où la fréquence des emplois atypiques est plus grande que dans le discours de leur enseignante.
The present study is aimed at describing how the distinction in use between passé composé and imparfait, an aspectual distinction that is problematic to learners of French as a second language, is taught (if it is effectively taught) in three 3rd to 5th grade classes of the French early immersion program in the Northwestern Territories, and how the teachers use these verb tenses. Based on nineteen hours of classroom observations and interviews with two teachers, we developed a teaching proposal using Nadeau and Fisher’s « guided reflexion with positive and negative examples » (2006), that brings to light the contrast of use that exists between the passé composé and the imparfait. This teaching proposal gives the teachers a way to teach it, as they don’t teach it at these levels, and exposes the learners to an input in which the frequency of atypical uses is higher than in their teachers’ discourse.

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Kavínová, Martina. "Převod (ne)zdvořilosti při tlumočení." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340408.

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While the linguistic concept of politeness has been thoroughly analyzed, the same does not apply to its interpreting. The present theoretical-empirical work describes the means for expressing politeness grouped by G. Leechʼs maxims of politeness. The empirical part analyzes recordings of simultaneous interpretation from media and European Parliament settings. This is a quantitative study and the outcome is the number of means for expressing politeness which the interpreters conveyed into Czech. On average and in all of the material 65,7 % of means for expressing politeness were conveyed into Czech in compliance with the maxims. The means analyzed are prosody, non-verbal communication, modality, personal reference, etc. An equivalent interpretation of means of politeness was deemed desirable. The thesis verifies the hypothesis whether the level of politeness significantly increased in comparison with the original speeches. Key words: politeness, pragmatics, illocutionary act, maxims of politeness, face, modality, prosody, non- verbal communication, Czech, English, interpreting, equivalence, US presidential debate, Obama, Romney, Common Agricultural Policy, European Parliament, Catherine Ashton, forms of address

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PAUKEJE, Josef. "Funkce polovětných vazeb ve španělském textu a jejich ekvivalenty v češtině." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-80497.

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Tato diplomová práce je rozdělena na teoretickou a praktickou část a zabývá se výskytem polovětných konstrukcí tvořených některým z neosobních slovesných tvarů ve španělském jazyce a volbou jejich ekvivalentů při překladu do češtiny. Cílem této práce je poskytnout přehled vlastností, zvláštností a dalších poznatků o polovětných konstrukcích ze španělsky a česky psaných zdrojů. Široké spektrum gramatik, publikací a skript, včetně dvoujazyčného elektronického korpusu literárních děl, přináší nejen velké množství informací o těchto konstrukcích, ale také rozbor volených jazykových prostředků při překladu z jednoho jazyka do druhého a vyhodnocení získaných údajů.

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Dissertations / Theses on the topic 'Forme verbale en ant'

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