Dissertations / Theses on the topic 'Languages in contact Case studies'
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Briggs, Jessica G. "A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb.
Full textÅberg, Johanna. "Contact-induced change and variation in Middle English morphology : A case study on get." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191164.
Full textMoon, Do-Sik. "Impact of contract learning on learning to write in an EAP class : case studies of four international graduate students' experience /." Urbana, Ill. : University of Illinois, 2007. http://proquest.umi.com/pqdweb?did=1481657971&sid=1&Fmt=2&clientId=36305&RQT=309&VName=PQD.
Full textVinall, Kimberly Sue. "The Tensions of Globalization in the Contact Zone| The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border." Thesis, University of California, Berkeley, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10086145.
Full textThis dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. More specifically, this study explores the potential of a dynamic or complexity orientation to understand how beliefs, attitudes, and perceptions towards language and culture learning are constructed and negotiated in the relationship between learners and instructors, as complex social beings, and the learning site, as “contestatory discursive site” (Mckay & Wong, 1996).
The site of this ethnographic study can be understood as interconnected contact zones. These contact zones are two Spanish language and Latino cultures classrooms situated at a university in San Diego on the border between the United States and Mexico. Primary participants include two third-semester university level Spanish instructors, Yesenia and Vicente, and their respective students.
I collected data in two learning spaces: the language learning classrooms and the sites where students from Yesenia’s class completed community-service learning (CSL) projects; all of these latter CSL sites involved the students’ engagement with local immigrant populations. In both spaces, I employed qualitative methodology with an ethnographic focus, which involved participant observation, extensive field notes, audio- and video-recordings of classes, and collecting class-related textual artifacts and pedagogical materials. I applied discourse analysis to explore classroom interactions, teaching materials, and interviews with a focal group of students from each class, the instructors, the department chair, and personnel related to the CSL program, including staff, site coordinators, community leaders, and community participants.
My analysis suggests that the two language and culture classrooms not only reflect the larger tensions of globalization, but also produce new tensions. The instructors and the learners have differing perceptions of language and culture and the importance of their learning. These understandings are constructed in relationship to their positionings within the classroom, the university, the community, and the local context. The two instructors struggle with their conflicted positioning within the power structure of the university and in the broader relationship between the United States and Latin America, particularly as they are both Mexican immigrants. They also grapple with the instrumental approach that is imposed through the textbook in which learners accumulate grammatical forms and vocabulary while culture is consumed through superficial representations of “Otherness”, presented as imagined tourists visits and the accumulation of geographical and historical information.
In the first classroom, Yesenia accepts the instrumental approach, encouraging the accumulation of largely decontextualized language forms, and she participates in the construction of what I call a tourist gaze on Latin America, believing that it will facilitate learners’ appreciation of her cultural heritage. In the second classroom, Vicente rejects the instrumental approach: he wants to facilitate language and culture learning through critically understanding, reflecting on, and proposing alternatives to the social, economic, and political realities of the contact zone. In both classrooms, however, learners resent these pedagogical choices, their resistance revealing tensions in their own understandings and goals. Learners express a desire to develop cultural awareness so that they can care about the realities of Latin America yet doing so uncomfortably implicates them in larger global relationships in which they must confront their privileged positionings. This process was particularly evident in their CSL experiences in which “putting a face on it” reproduced problematic binaries, such as that of “us” and “them” and “server” and “served”, and in the process reinforced larger power structures and reproduced privilege. Even though the learners want to engage in more than superficial communication they also recognize the limited role of their language and culture learning in their current lives, namely to successfully complete the language requirement, to engage in tourism, and to compete in the global marketplace.
The findings of this study suggest ever increasing tensions between understandings of learning language and culture in the classroom in contrast to the potentiality of this learning as applied outside of the classroom. In both classrooms, the learners and the instructors demonstrate an awareness of the conflicting attitudes, beliefs, and perceptions that they bring to the classroom and how these interact with the teaching materials as well as the local context, yet they do not engage in critical reflection on these understandings. Doing so would require engaging with the central question of power, and how their language and culture learning experiences (re)produce social structures both in and outside of the classroom. In this regard, one of the central limitations of the dynamic or complexity orientation (Wesely, 2012) that I have employed is that it does not centrally interrogate this question of power.
This study points to the need for future research in field of second language acquisition. (Abstract shortened by UMI.)
Uys, Dawid. "The functions of teachers' code switching in multilingual and multicultural high school classrooms in the Siyanda District of the Northern Cape Province." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4361.
Full textENGLISH ABSTRACT: Code switching is a widely observed phenomenon in multilingual and multicultural communities. This study focuses on code switching by teachers in multilingual and multicultural high school classrooms in a particular district in the Northern Cape Province of South Africa. The aims of this study were to establish whether teachers in the classrooms concerned do code switch and, if so, what the functions thereof are. With these aims in mind, data were collected from four high schools in the Siyanda District, during 13 lessons in total. These lessons were on the subjects Economic Management Sciences, Business Studies and Accounting. The participants in the study were 296 learners in Grades 8 to 12 and eight teachers. Data were collected by means of researcher observations and audio recordings of lessons. These recordings were orthographically transcribed and then analysed in terms of the functions of code switching in educational settings as identified from the existing literature on this topic as well as in terms of the Markedness Model of Myers-Scotton (1993). The answer to the first research question 1, namely whether teachers made use of code switching during classroom interactions was, perhaps unsurprisingly, “yes”. In terms of the second question, namely to which end teachers code switch, it was found that the teachers used code switching mainly for academic purposes (such as explaining and clarifying subject content) but also frequently for social reasons (maintaining social relationships with learners and also for being humorous) as well as for classroom management purposes (such as reprimanding learners). The teachers in this data set never used code switching solely for the purpose of asserting identity. It appears then that the teachers in this study used code switching for the same reasons as those mentioned in other studies on code switching in the educational setting. The study further indicated that code switching by the teachers was mainly an unmarked choice itself, although at times the sequential switch was triggered by a change in addressee. In very few instances was the code switching a marked choice; when it was, the message was the medium (see Myers-Scotton 1993: 138), code switching functioned as a means of increasing the social distance between the teacher and the learners or, in one instance, of demonstrating affection. Teachers code switched regardless of the language policy of their particular school, i.e. code switching occurred even in classrooms in which English is officially the sole medium of instruction. As code switching was largely used in order to support learning, it can be seen as good educational practice. One of the recommendations of this study is therefore that particular modes of code switching should be encouraged in the classrooms, especially where the medium of instruction is the home language of very few of the learners in that school.
Meakins, Felicity. "Case-marking in contact : the development and function of case morphology in Gurindji Kriol, and Australian mixed language /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003898.
Full textDastoor, Tehnaz Jehangir. "Regionalism in India: Two Case Studies." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539625532.
Full textVilakati, Annah Phindile. "Language purism and prescriptivism in an African context : a case study of a siSwati radio programme 'Nasi-ke siSwati'." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10815.
Full textThe study aims at assessing purists' and prescriptivists' concerns about language as reported in Western and non-Western settings, as to find out whether they share the same views about language correctness. The data base is a series of a siSwati radio programme, called Nasi-ke siSwati 'Here is (genuine) siSwati' hosted by Jim Gama, known as 'Mbhokane'. I try to assess his attitudes to what he considers 'inferior' use of the language, with the aim of understanding what issues are at stake when African prescriptivists make their pronouncements.
Zografos, Christos. "Environmental governance and languages of valuation: two European case studies." Doctoral thesis, Universitat Autònoma de Barcelona, 2008. http://hdl.handle.net/10803/316215.
Full textThe application of the homo economicus model of human action for analysing environmental policy has been consistently criticised for ignoring the multiplicity of environmental values and ethical bases that underlie human motivation, which may result in undesirable crowding out and voice silencing effects that generate ineffective and legitimacy-deficient environmental policies. This thesis considers policy implications of communicative rationality as an alternative model of human action capable to integrate multiple environmental languages of valuation in environmental governance. The thesis first examines conceptual and theoretical issues relating to the adoption of communicative rationality as an analytical model and then moves on to empirically explore implications of employing that model for analysing environmental governance by means of two case studies. The first employs Q methodology to analyse ‘rurality’ discourses underlying stakeholder perceptions regarding the role of a sustainability institution (social enterprise in rural Scotland), while the second analyses the politics of landscape value that underlie environmental conflict in a case of wind farm siting conflict in rural Catalonia. Communicative rationality is found useful for analysing and indeed improving environmental governance, albeit with limitations. Normatively speaking, the concept allows connecting with the paradigm of deliberative democracy that offers an elaborated framework for understanding and assessing legitimacy aspects of environmental governance, particularly in terms of social and environmental justice. Positively speaking, communicative action allows conceptualising environmental conflicts as governance challenges and not merely as cases of government policy failure, which proves useful for analysing emerging policy arrangements promoting participatory decision-making in the network society. A main limitation is that by conceptualising stakeholder action embedded on communicative rationality research may develop a soft spot by ignoring the practical context of power that surrounds environmental governance. It is suggested that ecological economics adopts the creation of public spheres for deliberation of sustainability matters as a distinct policy objective and the study of the deliberative potential of actual participatory decision-making arrangements. This will help improve their capacity to effect change and test the danger of them becoming legitimising mechanisms for policies that promote existing resource inequities and power relations. Such a research outlook could also advance the relatively undeveloped study of power in ecological economics by furthering links with political ecology.
Abe, Megumi. "L2 writers' perspectives on writing in the L2 context : six case studies of Japanese Students /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978.
Full textWong, Tai-yuen Albert, and 黃大元. "A study of cognition in context: the composing strategies of advanced writers in an academic context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242443.
Full textLong, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.
Full textHeffner, Lori. "Heritage Languages: The Case of German in Kitchener-Waterloo." Thesis, University of Waterloo, 2002. http://hdl.handle.net/10012/751.
Full textZhang, Jia Yun. "Coming alive in context : a case of idiom translation in Camel Xiangzi." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586618.
Full textTorres, Rubio Juan Antonio. "DDR, Social Contact and Reconciliation : A case-study on Colombian former combatants." Thesis, Uppsala universitet, Hugo Valentin-centrum, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297181.
Full textAhlbrecht, John James. "College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4334.
Full textAswani, Niraj. "Designing a general framework for text alignment : case studies with two South Asian languages." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2618/.
Full textNg, Sheung-pui, and 吳尚珮. "Language and identity: the case of the Zhuang." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44524110.
Full textEl, Masri Yasmine Hachem. "Comparability of science assessment across languages : the case of PISA science 2006." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:f0115f5f-4642-43b5-a3e3-b4dd0d8e324a.
Full textFeger, Mary-Virginia. "Multimodal Text Designers: A Case Study of Literacy Events in a Multicultural Context." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2816.
Full textDuke, Janet. "The development of gender as a grammatical category five case studies from the Germanic languages." Heidelberg Winter, 2005. http://d-nb.info/989735095/04.
Full textO'Shannessy, Carmel Therese. "Language contact and children's bilingual acquisition: learning a mixed language and Warlpiri in northern Australia." University of Sydney, 2006. http://hdl.handle.net/2123/1303.
Full textThis dissertation documents the emergence of a new language, Light Warlpiri, in the multilingual community of Lajamanu in northern Australia. It then examines the acquisition of Light Warlpiri language, and of the heritage language, Lajamanu Warlpiri, by children. Light Warlpiri has arisen from contact between Lajamanu Warlpiri (a Pama-Nyungan language), Kriol (an English-based creole), and varieties of English. It is a Mixed Language, meaning that none of its source languages can be considered to be the sole parent language. Most verbs and the verbal morphology are from Aboriginal English or Kriol, while most nouns and the nominal morphology are from Warlpiri. The language input to children is complex. Adults older than about thirty speak Lajamanu Warlpiri and code-switch into Aboriginal English or Kriol. Younger adults, the parents of the current cohort of children, speak Light Warlpiri and code-switch into Lajamanu Warlpiri and into Aboriginal English or Kriol. Lajamanu Warlpiri and Light Warlpiri, the two main input languages to children, both indicate A arguments with ergative case-marking (and they share one allomorph of the marker), but Lajamanu Warlpiri includes the marker much more consistently than Light Warlpiri. Word order is variable in both languages. Children learn both languages from birth, but they target Light Warlpiri as the language of their everyday interactions, and they speak it almost exclusively until four to six years of age. Adults and children show similar patterns of ergative marking and word order in Light Warlpiri. But differences between age groups are found in ergative marking in Lajamanu Warlpiri - for the oldest group of adults, ergative marking is obligatory, but for younger adults and children, it is not. Determining when children differentiate between two input languages has been a major goal in the study of bilingual acquisition. The two languages in this study share lexical and grammatical properties, making distinctions between them quite subtle. Both adults and children distribute ergative marking differently in the two languages, but show similar word order patterns in both. However the children show a stronger correlation between ergative marking and word order patterns than do the adults, suggesting that they are spearheading processes of language change. In their comprehension of sentences in both Lajamanu Warlpiri and Light Warlpiri, adults use a case-marking strategy to identify the A argument (i.e. N+erg = A argument, N-erg = O argument). The children are not adult-like in using this strategy at age 5, when they also used a word order strategy, but they gradually move towards being adult-like with increased age.
Raymond, Hilary C. "Learning to teach foreign languages : case studies of six preservice teachers in a teacher education program /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242747968.
Full textRaymond, Hilary C. "Learning to teach foreign languages : case studies of six preservice teachers in a teacher education program /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242747968.
Full textBarzamini, Roya. "Languages for All, Languages for Life? : A Case Study of Multilingualism and Educational Provision in One Local Education Authority in England." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-62801.
Full textOjewale, Olugbenga Samson Mr. "America’s Inconsistent Foreign Policy to Africa; a Case Study of Apartheid South Africa." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3439.
Full textMoloney, Adrianne. ""Family" as Constructed by Adoptees After Making Contact with Their Birth Families." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/238.
Full textHamilton, Sarah A. Braun. "Writing Chinuk Wawa: A Materials Development Case Study." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2875.
Full textNodoba, Gaontebale Joseph. "A qualitative study of language preferences and behaviours of selected students and staff in the Faculty of Humanities at the University of Cape Town, in the context of the university's implementation of its 2003 language policy and plan." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14267.
Full textThis dissertation seeks to answer the question: What are the language contexts, preferences and behaviours of EAL students and staff in the Faculty of Humanities at UCT? The language contexts EAL students and staff find themselves in are either formal or informal. The former refers to domains such as the classroom and administration offices, while the latter alludes to student residences and generally out-of-class social interaction. Language preferences refer to attitudes of both EAL students and of staff towards language(s) that are used in their linguistic context. The language behaviours of EAL students and of staff are their language practices in the various social contexts within which they find themselves. The following research instruments were used to collect data in order to answer the research question: questionnaires, interviews and observations. I opted for self-administered questionnaires and conducted semi-structured interviews to validate questionnaire responses. Both the questionnaires and interviews had closed-ended and open-ended questions to accommodate a variety of responses. I observed a group of respondents, who were part of purposive samples of convenience (snowball samples), for three months and subsequently processed data qualitatively through thematic analysis. The first finding of this study is that EAL students find the UCT language context to be different to their home language context. In the home context they use their PLs more while on UCT campus the institutional culture forces them to use mainly English. The second finding is with regard to their language preferences. EAL students show an ambivalent attitude towards English and their own primary languages in teaching and learning programmes. This attitude of EAL students towards English at UCT is also documented in research by Bangeni (2001), Bangeni & Kapp (2005), and Thesen & van Pletzen (eds.) (2006). This attitude is in tandem with their language behaviour. EAL students shuttle between their PLs and English. The data show that EAL students code-switch in conversations outside class and in their residences. They mainly use English for instrumental reasons (see also De Klerk & Barkhuizen 1998: 159-160). As for staff members they use English inside and outside class. ix The language contexts, preferences and practices of EAL students constitute part of the UCT institutional culture. This institutional culture is the social context within which institutional policy documents such as the UCT Language Plan (2003) are to be implemented. Implications for the implementation of the UCT Language Policy and Plan could be drawn from the language preferences and behaviours discussed above. The study concludes by making recommendations for the implementation of the UCT Language Policy and Plan. The study recommends that the Multilingualism Education Project (MEP) collaborate with language departments so as to explore possibilities of designing programmes that target EAL students and staff for postgraduate certificate courses. Such courses could focus on workplace-oriented communicative skills. Renewed marketability of African languages, as well as reviewing how they are taught and used within the UCT speech community, should be considered. Though the small sample sizes underpinning this study do not justify generalisation on the UCT community, its findings could nonetheless serve as preliminary evidence of significant language contexts, preferences and behaviours of EAL students and of staff in the Faculty of Humanities at UCT. The outcome of this research could be invaluable for language planning at UCT and similar institutions.
Rönnqvist, Hanna. "Fusion, exponence, and flexivity in Hindukush languages : An areal-typological study." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120357.
Full textSpråkkontakt och språksläktskap i Hindukushregionen, Vetenskapsrådet, Projektnummer: 421-2014-631
Young, Catherine Elizabeth Crutchfield. "Case studies the effect of an autobiographical writing project on student self-perceptions of motivation and attitude in the L1 and L2 foreign language classroom /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textWilson, Jordan. "Access, Gender, and Agency on Study Abroad: Four Case Studies of Female Students in Jordan." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5775.
Full textNtete, Susan. "Case studies of second language learners who excel at writing in English." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003310.
Full textTobor, John Oghenero. "Urhobo Culture and the Amnesty Program in Niger Delta, Nigeria: An Ethnographic Case Study." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/128.
Full textCribbs, Heather. "Humor and Attitude Toward Homosexuals: The Case of Will & Grace." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003131.
Full textLo, Bee Hong. "Indeterminacy in first and second languages: Case studies of narrative development of Chinese children with and without language disorder." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1353.
Full textChimezie, Raymond Ogu. "A Case Study of Primary Healthcare Services in Isu, Nigeria." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1057.
Full textBernhard, Irene. "E-government and e-governance : Swedish case studies with focus on the local level." Licentiate thesis, KTH, Urbana och regionala studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-133773.
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Petzold, Thomas. "The uses of multilingualism in digital culture : the case of inter-language linking." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/49757/1/Thomas_Petzold_Thesis.pdf.
Full textHowell, Anna Summerhayes [Verfasser]. "Alternative Semantics Across Languages : Case Studies on Disjunctive Questions and Free Choice Items in Samoan and Yoruba / Anna Summerhayes Howell." Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1221597418/34.
Full textTorres, Sandra. "Towards an understanding of the relationship between teachers' beliefs and their thinking about the use of generic tools in language education : Three case studies in a Colombian context." Thesis, University of Manchester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516795.
Full textLidbäck, Jonathan. "Functions of taboo expressions in YouTube discourse: The case of iDubbbzTV." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77931.
Full textSyftet med denna studie är att identifiera samband mellan användandet av tabuuttryck i ett valt YouTubeklipp samt publikens egna respons och användande av dessa uttryck. Datan som används i denna studie är både muntligt och skriftligt språk. Denna data hämtas från videoklippet samt kommentarsfältet från den valda videon. Denna kvalitativa studie av tabuordsanvändande i YouTubediskurs visar att flera fall av tabuuttryck används i samband med skämt eller återkopplingar. Vissa tabuuttryck används i ett förstärkande syfte som både kan användas i negativ och positiv bemärkelse. Det har också visat sig att tolkningar av tabuuttryck kan variera beroende på förkunskap angående kontext och co-text.
Beard, Alexander Charles. "Narconovela : four case studies of the representation of drug trafficking in Mexican fiction." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:7eb6c837-cb79-4625-86dc-38267d36047a.
Full textPecore, Abigail Elaina. "Motivation in the Portland Chinuk Wawa Language Community." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/806.
Full textSöderberg, Benny. "The Double Passive in Swedish : A case of creating raising verbs in the Scandinavian languages." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-90903.
Full textDet primära syftet med denna uppsats är att kartlägga dubbelpassiv-konstruktionens syntaktiska och semantiska natur samt frekvens i det svenska språket. Resultaten visade att dubbelpassiven är en kontrollkonstruktion där det inbäddade verbets interna argument (OBJ) lyfts till positionen som det s-passiva matrisverbets subjekt, och där verbet i infinitivsatsen uttrycks som en s-passiv infinitiv. I uppsatsen används Lexical functional grammar (LFG) som modell för semantisk och syntaktisk analys. Analysen visade att då AGENTEN undertrycks, så skapas en argumentstruktur som får ett equi-verb att framträda som ett raising-verb (jmfr Ørsnes 2006:404). Explicita agenter, i konstruktioner med dubbelpassiver, visade en ännu lägre frekvens än den redan låga frekvens som dokumenterats i tidigare forskning om passiv-konstruktioner av Silén (1997) och Laanemets (2010). Den lägre frekvensen, är delvis ett resultat av faktumet att agenterna i en dubbelpassiv-konstruktion undertrycks två gånger. Resultaten av en korpusstudie visade att frekvensen av explicita agenter, i konstruktioner som innehåller dubbelpassiver, uppgick till 3.57 %. Komplementeraren "att" i den underordnade infinitivsatsen i en dubbelpassiv uttrycks explicit – delvis beroende på matrisverbens modala egenskaper (jmfr. Sundman 1983; Teleman 1999; Lagerwall 1999), samt beroende av grad av semantisk länkning mellan matrisverbet och komplementet (Givón 2001b). Den insamlade datan (matrisverb) i korpusstudien analyserades enligt ett kategoriseringssystem hämtat ur SAG (Teleman et al. 1999), Givón (2001a) och Givón (2001b). Matrisverb med starka nominella (lexikala) egenskaper, till exempel planera, visade en högre frekvens i förekomst med fullständiga infinitivsatser, i jämförelse med mer funktionella matrisverb som avse.
Bropleh, Minger. "Incongruent Premodern and Modern Beauty Ideals: A Case Study of South Korea and India's Reconciliation of Current Beauty Trends With Foundational Religious Ideals." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/810.
Full textGadacha, Ali. "Language planning and language conflict : the case of multilingual Tunisia : aspects of status, function and structure of the languages and language varieties used and sociolinguistic implications of the language shift on the new century's eve : thèse." Nice, 1998. http://www.theses.fr/1998NICE2030.
Full textTaylor, Gregory. "The impact of a telephone contact program on physical and psychological functioning : level of pain and perceived social support among elderly females with arthritis." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29704.
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Social Work, School of
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Cullen, Suzanne. "Language utilisation in an international business organisation a New Zealand case study : thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Applied Language Studies), 2005." Full thesis. Abstract, 2005.
Find full textStröm, Anni-Ruffina. "Difficulties of Coming Out Amoung Japanese Elite Athletes : A media-studies inquiry into the case of soccer player Shiho Shimoyamada." Thesis, Stockholms universitet, Institutionen för Asien-, Mellanöstern- och Turkietstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191129.
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