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1
Barber, Alexander. "Tacit-knowledge of linguistic theories." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41974.
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What is the best way to understand 'applies to' when it is said of a linguistic theory that it applies to a particular language-user? We can answer by saying that a linguistic theory is applicable to an individual language-user just in case that individual tacitly-knows the theory. But this is an uninformative answer until we are told how to understand 'tacit-knowledge'. The end goal of this thesis is to defend the claim that we should take tacit-knowledge to be, simply, knowledge. Towards this end I argue against the satisfactoriness of competing ways of understanding 'tacit-knowledge'. For example, the instrumentalist position is neutral on whether linguistic theories are actually known by the ordinary language-users who tacitly-know them; instead, linguistic theories are to be such that knowing them would enable someone to do whatever it is that the tacit-knower can do. Other competing positions hold that, though tacit-knowledge is a psychological relation of some sort, it is not genuine knowledge. I also attempt to meet specific objections to the claim that a typical language-user (as opposed to a linguistic theorist) could plausibly be said to know a linguistic theory. An objection on which I focus is based on the claim that typical language-users do not possess the requisite concepts for having genuine knowledge of a linguistic theory. The aim in attempting to meet these objections is to open up the way for the linguistic theorist to exploit a paradigm of explanation: explanation of behaviour by knowledge attribution. Attributing knowledge of linguistic theories would be potentially explanatory of linguistic behaviour in exactly the same way that attributions of knowledge in non-linguistic spheres are potentially explanatory of behaviour. Finally, because my emphasis is specifically on semantic theories, I attempt to explicate and defend the claim that a semantic theory could and should have the form of a theory of truth.
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Barber, Alexander. "Tacit-knowledge of linguistic theories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29883.pdf.
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Inagaki, Noriko. "Linguistic politeness beyond modernity : a critical reconsideration of politeness theories." Thesis, King's College London (University of London), 2008. https://kclpure.kcl.ac.uk/portal/en/theses/linguistic-politeness-beyond-modernity-a-critical-reconsideration-of-politeness-theories(7634a7e6-ec18-43b1-8564-1dc43c57ea87).html.
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Zhou, Feifei, and 周菲菲. "System, order, creativity : models of the human in twentieth-century linguistic theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202354.
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Manly, Susan. "Authorized language : theories of language and questions of authority (1786-1851)." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307353.
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McCarvill, Martin Francis Emmett. "Linguistic relativity, interpretive empathy, and the "connection of ideas" : eighteenth-century theories of linguacultural development." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45301.
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This thesis looks at theories of the emergence of linguistic difference put forward by three philosophers of the (long) eighteenth century—Gottfried Wilhelm Leibniz (1646–1716), Étienne Bonnot de Condillac (1715–1780), and Johann Gottfried Herder (1744–1803). The conventional, and in most regards accurate, assessment of these figures places them in different traditions (respectively rationalist, empiricist, romantic); however, I argue, on the matter of the growth and diversification of natural languages, they operate to a nontrivial extent on common ground, unified by a view of language as 1) creative, using metaphor, analogy, and similar figurative operations to expand its expressive base; 2) social, rooted in the desire for human communion; and 3) relativistic, meaning both that language shapes or constitutes thought and that the precise nature of this effect varies according to the individual characters of different languages. These common ideas emerge, despite the different preoccupations of their authors, as a result of their common need to grapple with the “linguistic turn” effected by the Essay Concerning Human Understanding of John Locke (1632–1704) and the emergence of proto-linguistics as a field in its own right. I then consider the implications of this creative–social–relativistic episteme for the current (twentieth- and twenty-first-century) line of research on linguistic relativity inaugurated by BL Whorf (1897–1941). I will try to illustrate that Whorf is connected to the eighteenth century, and Leibniz, Condillac, and Herder to each other, by several specific shared concepts: 1) that linguistic and cultural variation happens due to the use of words to organize the world in ways that vary across communities (what Condillac calls the “connection of ideas”); 2) that alongside or underneath its relativism, meaning is always to some degree universal and innate, a notion to which each writer considered here brings a different admixture of rationalism, empiricism, and theosophy; and 3) that Herder’s advocacy of a translinguistic, interpretive Einfühlung, or ‘empathy’, dependent on the preservation of both universal and relativistic principles, is crucial to the attainment of an intercultural harmony that respects and does not reduce the differences in linguacultural thought-worlds.
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Stoller, Nicholas D. "A Linguistic Perspective on the Acquisition of German as an L2." Miami University Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1146416653.
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Iten, Corinne. "'Non-truth-conditional' meaning, relevance and concessives." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/1348747/.
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This thesis is concerned with the semantic function of linguistic elements which do not seem to contribute to the truth conditions of an utterance, that is, with 'non-truth-conditional' linguistic devices. The first part of the thesis is devoted to theoretical considerations, while the second part concentrates on 'concessive' linguistic devices, which form a sub-class of 'non-truth-conditional' expressions. The first chapter outlines the way in which traditional semantic theories have employed the notion of truth conditions to capture linguistic meaning and a series of problems with this approach are pointed out. The chapter ends with an overview of 'non-truth-conditional' linguistic devices. Chapter 2 is concerned with ways in which fundamentally truth-conditional theories of linguistic semantics have attempted to accommodate such expressions in their frameworks. In chapter 3, the discussion focuses on Argumentation Theory, which does not just accommodate non-truth-conditional meaning but, ultimately, treats all linguistic meaning in non-truth-conditional terms and leads to the untenable conclusion that the general intuition that utterances can give information about the world is an illusion. This is followed by a chapter devoted to Sperber & Wilson's cognitive Relevance Theory. It is argued that this theory offers an ideal framework for a semantic analysis of 'truth-conditional' and 'non-truth-conditional' expressions alike, while avoiding the problems encountered by other theories. The next three chapters investigate the nature of linguistic 'concessivity' and provide a critical survey of existing analyses of three specific 'concessive' devices: but, although, and even if. In each case, an original relevance-theoretic analysis in procedural terms is proposed. In the last chapter, the possibility of purely pragmatic (that is, unencoded) 'concessive' interpretations is explored, and, finally, the role of the concept of 'truth-conditional content' in a theory of utterance interpretation is reassessed.
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Philippe, Brigitte. "Translating Neil Simon‘s The Dinner Party: A Linguistic Approach." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1739.
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Translation is a challenge. More than just words, languages are ways of looking at the world and these unique perspectives make it hard to talk about a reality which might not exist in the language in which we are trying to express it. It becomes a greater challenge when one tackles theater as it is not a genre translation theories have studied extensively, which means the translator cannot rely on tradition. And the challenge reaches a new level when it comes to translating humor: humor is linguistically and culturally determined. Indeed, languages do not express humor using the same tools and peoples do not laugh about the same things.
Dealing with these challenges, this work presents the translation of The Dinner Party, an American play by Neil Simon. Offering more than just the translation of the play in French, it aims at blending theory and practice. It thus brings the reader's attention to the way the translation has been done, with observations about the way the two cultures have tentatively been reconciled and about the linguistic phenomena which took place thanks to tools chosen in order to stay faithful to the text while making it not only grammatically correct but also pertinent and enjoyable. The tools identified by Chuquet turned out to be very productive, but case-by-case attention and creativity were also necessary. This work also brings to light some aspects which might call for further analysis, such as a specialized speech analysis of stage directions, through the presentation of a non-exhaustive but broad outline gathering theoretical background. This analytical step is indeed the prerequisite for any serious translation work: even before looking at the piece to be translated, one should be aware of what translating implies and make some decisions concerning the role of the translator. One also needs to explore the features of the original work they feel are necessary to take into consideration when translating.
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Landsman, David Maurice. "Theories of diglossia, linguistic variation and speaker attitudes, with special reference to recent developments in Modern Greek." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315932.
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Mujdzic, Amer. "Newspapers in the ESL Classroom : Using newspapers as an introduction for teaching linguistic theories and concepts for advanced learners." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37157.
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The aim of this essay is to test the suitability for teaching an introduction to meaning through analysing linguistic concepts in newspaper articles. The essay is hypothetical, and the suggestions for teaching linguistic concepts for advanced learners have not been tested in a classroom environment. By analysing concepts related to meaning in newspaper articles, examples, adaptions of previous theories, and suggestions for future activities and studies are conferred and demonstrated. The hypothesis of this study is: Using newspapers as teaching material in the classroom can be useful for teachers when introducing linguistic theories and concepts for advanced learners. The hypothesis led to the following study questions: To what extent can newspaper articles be used to analyse linguistic theories and linguistic concepts in a classroom environment for advanced ESL learners? Assuming newspapers can be used for teaching linguistic theories and concepts for advanced learners, how might this work in practice? The analysed news articles provided examples of linguistic concepts which led to the conclusion that newspapers can be used to teach linguistic concept for advanced learners. Adaptions of Sanderson’s ideas manifestly offer suggestions of hypothetical ways of teaching the selected concepts further.
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OLIVEIRA, CLAUDIO EDUARDO MOURA DE. "SPEECH ACTS, PARAPRAXIS: AN APPROXIMATION BETWEEN THE LINGUISTIC THEORIES OF AUSTIN AND WITTGENSTEIN AND THE PSYCHOANALYSIS OF FREUD AND LACAN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20645@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A proposta da presente dissertação é buscar pontos na teoria psicanalítica de Freud e Lacan que contribuam para as filosofias da linguagem de Austin e de Wittgenstein. O sujeito dos atos de fala de Austin é pensado a partir do modelo freudiano dos atos falhos do sujeito do inconsciente, passando-se a levar em conta o conceito psicanalítico de pulsão no que diz respeito à fala como ato do sujeito. O ato de fala é colocado como subordinado às peripécias do que Lacan chamou de Grande Outro, uma vez que é na instância do simbólico que esse ato ocorre. No que diz respeito à teoria de Wittgenstein, o principal foco do trabalho é a relação do pensamento do filósofo com a afirmação lacaniana de que o inconsciente é estruturado como uma linguagem. A relação entre subjetividade e linguagem bem como o acesso que a subjetividade tem ao mundo através da linguagem são pensados na ordem do inconsciente; em outros termos, é pensada a relação entre o sujeito do inconsciente e o sujeito da linguagem.
The purpose of this thesis is to search for ways in which Freud’s and Lacan’s psychoanalytical theory can contribute to Austin’s and Wittgenstein’s philosophies of language. We propose that the subject of Austin’s speech acts be framed within Freud’s theory of parapraxis as acts of the unconscious, so that the Freudian concept of drive can be related to speech as an act of a subject. The speech act is, then, thought as being subordinate to the vicissitudes of what Lacan called the Great Other, since the act occurs in what Lacan named the symbolic order. As to Wittgenstein’s theory, the focus of this work is on its relations to Lacan’s claim that the unconscious is structured like a language. The psychoanalytical concept of the unconscious is here used to consider the relations between language and subjectivity and the way how the subject accesses the world through language; in other words, the focus is on the relations between the subject of the unconscious and the subject of language.
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Saxena, Shishir Rajan. "Linguistic and phenomenological theories of verbal cognition in Mīmāṃsā : a study of the arguments in Śālikanātha's Vākyārthamātṛkā-I and the response in Sucarita's Kāśikāṭīkā." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289760.
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Mīmāṃsā thinkers propound an epistemology generally characterised as philosophical realism, and given their foundational resolve to disambiguating Vedic comprehension, a similar attitude is reflected in their speculations on the nature of language as well. Unlike some other schools of the Indian philosophical tradition, Mīmāṃsā philosophers admit the reality of words and word-meanings, which led them to formulate two theories whose aim is to explain comprehensively how the cognition of sentential meaning arises from uttered words. These two theories, abhihitānvaya and anvitābhidhāna, are advocated by Bhāṭṭa and Prābhākara Mīmāṃsakas respectively, and are considered as being the fundamental theories of sentential meaning that formed the basis for all classical Indian thinkers debating the nature of linguistic cognition. The Vākyārthamātṛkā-I (VM-I) of Śālikanāthamiśra (9th cent. CE) is considered to be the locus classicus for the presentation of anvitābhidhāna. Sucaritamiśra (10th cent. CE) was the first Bhāṭṭa Mīmāṃsaka to respond to Śālikanātha's criticisms, and he presents abhihitānvaya accordingly in his Kāśikāṭīkā on Kumārila's Ślokavārttika Vākyādhikaraṇa. Modern scholarship is scarce with regard to these two seminal texts, and I present a translation/paraphrase of the several levels of argumentation found in the VM-I. In contrast to the VM-I whose Sanskrit text is published, the Kāśikāṭīkā on the Vākyādhikaraṇa is yet unpublished and I present an annotated edition and translation of Sucarita's essay on vv.110cd-112ab, based on a study of two manuscripts. I endeavour in this thesis to present a philosophical, philological and historical study of these two works and thereby demonstrate the cogent linguistic and phenomenological arguments presented therein. I hope that this thesis may thus indicate some of the complexity and sophistication of the Indian philosophical debates on language, as well as aid in understanding the early history of the formulation of these influential doctrines.
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Mpendukana, Sibonile. "Multilingual Landscapes : The Politics of Language and Self in a South African Township in Transformation." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2567_1318493246.
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Much language planning and policy in recent years in South Africa tends to overlook linguistic situations and practices, and focuses on notions of top-down language policy and implementation. This does not fit easily with the current multilingualism dynamics of late post-modern societies, which are increasingly characterized by a culture of consumerism and politics of aspiration. Taking its point of departure from a critical analysis of linguistic practices, in the form of visual literacies (billboards) in a township in South Africa, this thesis aims to draw forth alternative approaches that focus on the notion of sociolinguistic consumption, politics of aspiration and stylization of self, as a means of addressing the linguistic situation, and highlighting implications for language planning and multilingualism.
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Isik, Hale. "An Investigation On Customer Interactional Principles And Face-threatening Speech Act Performance In Service Encounters: The Case Of Turkish And English." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/121819/index.pdf.
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This thesis investigates self-guiding sociopragmatic interactional principles (SIP) in communication and choice of linguistic strategies of politeness during service encounters in Turkish and English.
To this end, two questionnaires were administered to 67 monolingual native speakers of English (ENS) by online administration and 85 monolingual native speakers of Turkish (TNS) by pen and paper administration who were all university students. Data were collected (1) by a SIP questionnaire to determine what principles are important in deciding what to say, and (2) by a linguistic strategies of politeness questionnaire (LSQ) to determine the strategies subjects would employ in conflict-generating service encounters.
Three sociopragmatic interactional superprinciples were identified through factor analysis, namely (a) Tact (cost-benefit), (b) Relational Communicative Style, and (c) Task achievement. It has been found that face is of central value in communication and the key to the design of politeness and that its maintenance appears to be a prerequisite to adjusting communicative style and goal-orientation. Results indicate that the major differences between TNS and ENS were related to the principles of ‘
sounding restrained&
#8217
, &
#8216
sounding humorous&
#8217
, and &
#8216
sounding warm and friendly&
#8217
. The principles of &
#8216
hinting&
#8217
and &
#8216
clarity&
#8217
were not found as opposites for the TNS whereas they were in negative correlation for the ENS. Moreover, findings for the LSQ demonstrate that realization of self-goal was more important for TNS than ENS as reflected in conflict-maximizing linguistic strategy choice. The study underscores the need for a novel approach to politeness that incorporates SIPs choice of linguistic strategy.
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Zunick, Peter V. "Directed abstraction during initial learning of a new skill promotes performance and lasting self-concept change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498133469948694.
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Uyeno, Elzira Yoko. "A dogmatização da teoria : a contradição como negação da falta no discurso do professor de linguas." [s.n.], 2002. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269763.
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Orientador: Maria Jose Rodrigues Faria CoraciniTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-02T19:58:59Z (GMT). No. of bitstreams: 1 Uyeno_ElziraYoko_D.pdf: 10163778 bytes, checksum: 5a911cddc2faed8b46395b00fdf9405e (MD5) Previous issue date: 2002
Resumo: O objeto de estudo desta tese é o discurso do curso de formação continuada de Língua Estrangeira e Materna para professores do Ensino Médio e Fundamental, produzido em cursos de formação continuada na capital e em uma cidade do interior do Estado de São Paulo. De um paradoxo que envolve os curso de formação continuada, delimitou-se o tema do presente trabalho: a coexistência da submissão dos professores-alunos a novas teorias, veiculadas por professores-ministrantes em cursos de formação continuada, e de questionamentos, em meios acadêmicos, sobre a resistência desses professores-alunos a essas teorias. A hipótese norteadora deste trabalho é de que os professores-alunos dogmatizam as teorias, em virtude de esses cursos se realizarem sob um processo de transposição da mitificação acadêmica da teoria (Coracini, 1998: 34) e os enunciados heréticos desses professores, refutando a teoria, devem-se ao fato de o dogma pressupor a fé e esta, por sua vez, pressupor a dúvida. Metodologicamente, este estudo se baliza pela Análise do Discurso de linha ftancesa, pelo movimento de Desconstrução e por alguns conceitos da Psicanálise. Partindo do pressuposto da impossibilidade de se separar a constituição do sujeito da e seu discurso, assume-se um sujeito cujo dizer não lhe é transparente, em virtude de suas determinações sócio-histórica, por um lado, e psicanalítica, por outro. Esse arcabouço teórico interdisciplinar se faz necessário para que se possa atravessar os efeitos de transparência da linguagem, da literalidade do sentido e da onipotência do sujeito, investindo-se, enfim, na opacidade da linguagem (Orlandi, 1999). A análise demonstrou que, embora seja fortemente marcado pelo imaginário discursivo que constitui a fonte não apenas da dogmatização da teoria, mas de sua priorização logocêntrica, em detrimento da prática, o discurso produzido em aulas de curso de formação continuada permite a desconstrução desse logocentrismo. Tallogocentrismo se revelou concretizar pela reprodução de duas tradições gregas que se manifestam de forma inextrincável: a da teleologia da modelização e a da divisão social do trabalho. Observou-se que essas tradições são responsáveis pelos regimes de verdade que se constituem por meio dos procedimentos de apropriação e de distribuição do discurso científico, portanto, de sua legitimação como verdade e de seu acesso a alguns e de sua interdição a outros, produzindo a ligação desse discurso com opoder e com o desejo (Foucault, 1996: 10).Essa ligação se manifesta, na materialidade lingüística tanto das enunciações de professores-alunos como das de professores-ministrantes, sob a forma de contradições de duas naturezas: uma de ordem sócio-histórica, constitutiva desse discurso e outra, de ordem psicanalítica, constitutiva do processo de subjetivação desses enunciadores. Finalmente, tendo se consagrado à análise do discurso de cursos de formação continuada, enunciado por indivíduos moldados de forma a atenderem à nova ordem econômica, pelo uso de sua força de trabalho na distribuição do conhecimento científico, este trabalho aponta para a impossibilidade de se separar a constituição da subjetividade do professor-aluno da de professor-ministrante, assim como da constituição da prática da constituição da teoria
Abstract: The object of this thesis is the discourse of English as Foreign Language teaching and learning and Portuguese as mother language teacher in service courses. A paradox was the starting point of this study: the coexistence of teacher-students submission to the new theories, during the teacher in services courses, and complains about their resistances to those theories, at the university. Our central hypothesis is that teacher-students take theories as dogma, as unquestionable truths, because there is a transference of the academic "mythification" of theories to those courses (Coracini, 1998: 34). The teachers resistances to new theories are explained for taking something as dogma presupposes faith, and faith presupposes doubt. We adopt the French perspective to Discourse Analysis and some Psychoanalysis concepts as theoretical and methodological framewrk. Tbrough our analysis, we concluded that, although the discourse produced in teacher in service courses is shaped by the discoursive imaginary, responsible for de dogmatic and logocentric way theories are taken, it permits the deconstruction ofthese processes. Those processes reproduce two Greek traditions: the model teleology and social division of the work. These traditions are responsible for the truth regime (Foucault, 1971/1996: 10) which is constituted by the procedures of appropriation and distribution of the scientific discourse, therefore, of its access to some and its prohibition to others, producing the connection between the discourse and the power and the desire. This connection appears in the linguistic materiality as contradictions of two types: a social and historical contradiction, constitutive of that discourse, and a psychoanalitic contradiction, constitutive ofthe subjectivation process of the enunciators. In summary, having focused the discourse ofthe teacher in service courses, this thesis shows the impossibilities of separating the constittution of the teatchers' and the teacher students' subjectivation and the constittution of the theory and of the pratic
Doutorado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Doutor em Linguística Aplicada
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Henderson, Leah. "Framework theories in science." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62410.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2010."September 2010." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 127-133).
This thesis consists of three papers on the nature of scientific theories and inference. In many cases, scientific theories can be regarded as organized into hierarchies, with higher levels sometimes called 'paradigms', and lower levels encoding more specific or concrete hypotheses. The first chapter uses hierarchical Bayesian models to show that the assessment of higher level theories may proceed by the same Bayesian principles as the assessment of more specific hypotheses. It thus shows how the evaluation of higher level theories can be evidence-driven, despite claims to the contrary by authors such as Kuhn. The chapter also discusses how hierarchical Bayesian models may help to resolve certain issues for Bayesian philosophy of science, particularly how to model the introduction of new theories. The second chapter discusses the relationship between Inference to the Best Explanation (IBE) and Bayesianism. Van Fraassen has raised the concern that the explanatory considerations in IBE go beyond the Bayesian formalism, making IBE incompatible with Bayesianism. The response so far has been that the explanatory considerations can be accommodated within the Bayesian formalism by stipulating that they should constrain the assignment of the probabilities. I suggest a third alternative, which is that the extra explanatory considerations have their origins in the relationship between higher and lower level theories and can be modeled in Bayesian terms without directly constraining the probabilities. The third chapter discusses an aspect of the debate over scientific realism. The No Miracles argument and the Pessimistic Induction are often seen as the primary arguments for and against scientific realism. Yet recently it has been alleged that both of these arguments commit the base-rate fallacy. I argue that both arguments can be formulated in a non-fallacious manner, so neither should be dismissed on the grounds of faulty form alone.
by Leah Henderson.
Ph.D.
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Zhang, Shi. "The status of imperatives in theories of grammar." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185229.
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This dissertation examines imperative constructions within English and across languages. Cross-linguistically, I define the strong imperative to be a unique sentential construction compatible with a direct command and not with an assertion. I show that strong imperatives are not universal: languages exist which can only be characterized as having weak imperatives--sentential constructions ambiguous between assertions and direct commands. The strong imperative lacks both modal elements and elements indicating past tense, and uses formal strategies to mark itself as distinct form non-imperatives. Such formal strategies fall into three types: (i) imperative-marking elements, (ii) the manipulation of subject, and (iii) intonation. Languages use either one of the types or combinations of them to mark the strong imperative. Several implicational universals are drawn from the study, ranging over imperative types, combinations of formal strategies, imperative negatives and the types of subjects. The dissertation proposes to treat the English imperatives as forming a clause type distinct from both tensed clauses and untensed clauses in terms of abstract properties and structures. Two analyses are given, one consistent with Government and Binding Theory (GB), and the other consistent with Extended Categorial Grammar (CG). In GB, imperatives are formally derivable from a single structure underlying both imperatives and non-imperatives only if adjustments to requirements by theta-theory, Case-theory and quantification-variable binding are provided. Negative imperatives are derived by construction-specific rules. In CG, imperatives are taken to be a basic sentence type parallel to declaratives, questions and various other sentence types which all have different clausal structures. The analysis uses lexical types, together with pragmatic issues like the distinction in force between requests and commands, to specify the particular syntactic properties associated with the imperative negatives don't and do not, do and please, accounting for their complex interactions with overt or null subjects. The dissertation also examines the relation between imperatives and tenseless exclamatives--Mad Magazine sentences (MMs). I conclude that MMs and imperatives are not an instance of one sentence type having two distinct pragmatic functions: imperatives have the clause structure of S (TP) and MMs are an instance of S' (CP) structure.
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Cobetto, Jack Bernard. "Reference and belief : some problems and theories." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15278.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1985.MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES.
Includes bibliographical references.
by Jack Bernard Cobetto.
Ph.D.
21
Craig, David Clark. "The application of physical theories to nature." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/14144.
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Lin, Yunqing. "Theories of time for linquistics and artificial intelligence." Thesis, University of Essex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303478.
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Schröder, Astrid. "Semantik: Von der Theorie zur Therapie." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/1892/.
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Auszug:
In diesem Beitrag werden „von der Theorie zur Therapie“ aktuelle theoretische Annahmen über die Organisation semantischer Repräsentationen sowie der gegenwärtige Stand der Forschungsliteratur zur Behandlung semantischer Störungen vorgestellt.
Zunächst gebe ich einen Einblick in die Fragestellungen meiner Dissertation, in der mit zwei Reaktionszeitexperimenten insbesondere die Frage überprüft wurde, ob für Konzepte aus biologischen semantischen Kategorien andere Organisationsprinzipien angenommen werden müssen als für Konzepte aus künstlichen, von Menschenhand geschaffenen semantischen Kategorien. Anschließend wird ein Einblick in die gegenwärtige Literatur zur Therapie semantischer Störungen und den zu erwartenden Generalisierungseffekten auf in der Therapie nicht behandelte Items gegeben. [...]
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Law, Paul S. "Effects of head-movement on theories of subjacency and proper government." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13535.
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Desiderio, Janyce. "La notion d’archaïsme chez les grammairiens latins ; avec une édition commentée de l’œuvre fragmentaire de Flavius Caper." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040196.
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En deux parties distinctes mais complémentaires, ce travail se présente comme le parallèle dans le domaine grammatical des recherches menées sur l’archaïsme dans la rhétorique et la littérature latines. Nous analysons tout d’abord la manière dont les grammairiens latins, de Varron à Priscien, considèrent ce phénomène, dans le cadre de la définition de la langue latine correcte (Latinitas). Les questions du recours aux archaïsmes dans l’usage et de l’autorité des auteurs littéraires anciens, telles que l’on peut les retrouver dans les textes du corpus des grammatici Latini, sont au centre de notre étude. Nous proposons ensuite pour la première fois une édition avec traduction et commentaire critique des fragments de Flavius Caper, grammairien de la fin du IIe siècle après J.-C. : cette époque marquant la diffusion d’une mouvance stylistique et littéraire archaïsante, l’examen du point de vue d’un grammairien sur la langue latine contemporaine se révèle primordial pour comprendre l’évolution de la pensée linguistique antique. L'édition des fragments du De Latinitate et du De dubiis generibus de Caper nous donne par ailleurs l'occasion de réfléchir aux problèmes des sources et de la transmission des textes, aussi bien grammaticaux que littéraires, ainsi que d'effectuer un commentaire analytique sur un auteur à tort négligé et qui, par sa réception, a joué un rôle de premier plan dans la tradition artigraphique tardo-antiqueOrganised in two complementary parts, the present research follows up, in the grammatical tradition, on other studies led on archaism in the fields of Latin rhetoric and literature. The first part deals with the way in which Latin grammarians, from Varro to Priscian, apprehend the notion of archaism, within the definition of what they consider to be the correct Latin language (Latinitas). The study is focused on both the main issues of the use of archaisms in the current usage, and the ancient poets’ and prose writers’ authority, as noticeable in the grammatici Latini corpus. In the second part, an edition of Flavius Caper’s grammatical fragments, with a French translation and critical commentary, is proposed for the first time. Caper is a scholar of the end of the 2nd century AD, an era especially known for the diffusion in the literary circles of an archaizing stylistic tendency. Consequently, examining the point of view of a grammarian on the linguistic usage of his time appears crucial to understanding the evolution of linguistic thought in Antiquity. The edition of Caper’s fragmentary De Latinitate and De dubiis generibus gives us the opportunity to reflect upon sources and transmission of grammatical and literary texts. Finally, the comments made on the work of a still unrecognised scholar should highlight the importance of his treatises in the late antique grammatical tradition
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Mucha, Claudia Magdalena Verfasser], and Dietmar [Akademischer Betreuer] [Zaefferer. "Theorie und Empirie des Phonästhems / Claudia Magdalena Mucha. Betreuer: Dietmar Zaefferer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/1072038412/34.
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Gogol, Christian [Verfasser]. "Translation ohne Grund (?) – Versuch einer interpretationstheoretisch-postfundamentalistischen Theorie der Revision / Christian Gogol." Mainz : Universitätsbibliothek Mainz, 2019. http://d-nb.info/1190108461/34.
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Rellstab, Daniel H. "Charles S. Peirce' Theorie natürlicher Sprache und ihre Relevanz für die Linguistik : Logik, Semantik, Pragmatik /." Tübingen : Narr, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2896939&prov=M&dok%5Fvar=1&dok%5Fext=htm.
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Mahfoudhi, Abdessatar. "Morphological and phonological units in the Arabic mental lexicon: Implications for theories of morphology and lexical processing." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29232.
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This dissertation investigates the cognitive relevance of selected morphological and phonological units in the Arabic mental lexicon. The morphological units are sound and weak roots, etymons, phonetic matrices, and sound and weak patterns. The phonological units are vowels and consonants. The work is motivated by a controversy in Arabic morphology that is paralleled by a cross-linguistic debate in lexical processing. There are two views in Arabic morphology, the stem-based theory and the morpheme-based theory that is represented by two sub-theories. The first sub-theory argues that derivations are based on roots and patterns and the second proposes that the root should be replaced by the etymon and the phonetic matrix. The morpheme-based theory is congruent with lexical processing hypotheses that propose that complex words are accessed and represented as morphemes. The stem-based theory maintains that derivation is stem or word-based and is in line with the whole word hypothesis of lexical processing.
These theoretical positions on Arabic morphology and lexical processing were tested in six priming experiments. One objective of these experiments was to test which of these morphemes prime word recognition. Another objective was to test the prediction of connectionism, another lexical processing hypothesis, that priming time correlates with prime-target overlap. A third objective was to examine how abstract the processing of these morphemes could be. The cognitive status of vowels and consonants was tested using a letter-circling task.
The results of the online studies have shown that both roots and etymons facilitate word recognition significantly more than orthographic controls. However, non-ordered etymons, phonetic matrices, and patterns did not facilitate word recognition. Weak roots had priming effects only when primes and targets shared a vague semantic relationship. There was no correlation between priming time and meaning and/or form overlap. The lack of priming with non-ordered etymons suggests that there could be limits on abstractness in lexical processing. The results of the offline task suggest that root consonants are more salient than other letters. On the whole, the results support a morpheme-based theory of Arabic morphology and a localist view of lexical processing that assumes a morphemic stage in word recognition.
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Janowski, Michał. "Inheritance of features in metaphoric mappings in English." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/991781724/04.
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Zou, Meilan. "Applying translation theories and pedagogy : a multiple case study exploring postgraduate translation programmes in China and the UK." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66293/.
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Research in translation studies has paid relatively little attention to translation pedagogy and how students, as potential professional translators, may understand and apply the range of current theories and concepts to practical translation tasks. This research explores the construction of translation knowledge and its application with groups of postgraduate students from two universities in China and one in the UK. In the light of new insights into translation teaching, this exploration focuses on the application of translation theories and pedagogical issues. The thesis investigates the three cases qualitatively to ascertain the extent to which the participants used theoretical elements, their perspectives on translation theory, together with comments from Chinese and British translation teachers and the documents of translation courses similar to the case study programmes. This study aims to provide empirically an in-depth understanding of the construction of translation knowledge and expertise related to students’ learning of translation, translation theories and their application and the complexity of these features in their particular social contexts of learning. The research employs the triangulated methods of analysing a translation task performed by students, subsequent interviews with them and with translation teachers, and the analysis of documents relating to British and Chinese translation courses. Data analyses within and across the three cases of translation programmes serve the exploration from triangulated perspectives. Additional complementary data are analysed to support the results. The findings indicate that the differences between and across the three groups are partly due to local contextual and institutional variation, but are largely due to different conceptions of the roles of translation theories and translation pedagogy. Explorations of the three programmes show the features between them, in particular how the two Chinese groups have inadequate knowledge of translation. The findings indicate how constraints on the two Chinese groups promote a tendency towards incompetence in translation performance, through relatively incoherent course content, lack of pedagogical planning, and lack of practical and professional training. This shows a need to reconceptualise translation pedagogy in the Chinese cases, and arguably in similar Chinese contexts; findings show that traditional language pedagogy with non-specialist teachers remains the chief element in translation pedagogy. The principal findings are further evaluated and interpreted by considering linguistic approaches, the use of translation briefs, the quality of translators, a holistic view of translation theories and the need for enhanced systematic translation pedagogy in Chinese translation studies contexts. A need is shown for Chinese students to learn to go beyond the mechanisms of putting one language in terms of another. Developments could include the holistic consideration of combining translation product-process-translator processes, as shown in a chart derived from Williams’ (2013). These findings are corroborated by the reflections and comments from university teachers of translation in China. The results contribute to a wider understanding of translation theories and pedagogy applicable to translation teaching in a Chinese context. Further suggestions include practical ideas to enhance translation pedagogy in China.
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Roth, Kersten Sven. "Politische Sprachberatung als Symbiose von Linguistik und Sprachkritik : Zu Theorie und Praxis einer kooperativ-kritischen Sprachwissenschaft /." Tübingen : M. Niemeyer, 2004. http://catalogue.bnf.fr/ark:/12148/cb41066269t.
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Bade, Nadine [Verfasser], and Sigrid [Akademischer Betreuer] Beck. "Obligatory Presupposition Triggers in Discourse - Empirical Investigations of the Theories 'Maximize Presupposition' and 'Obligatory Implicatures' / Nadine Bade ; Betreuer: Sigrid Beck." Tübingen : Universitätsbibliothek Tübingen, 2016. http://d-nb.info/1164017853/34.
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Park, Hyeson. "Child second language acquisition and grammatical theories: The Minimalist Program and optimality theory." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/252897.
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The aim of linguistic theory is to explain what knowledge of language consists of and how this knowledge is acquired. Generative linguistics, which had set out to achieve this goal, has recently seen the development of two main approaches to Universal Grammar (UG). One is the Minimalist Program (MP) and the other is Optimality Theory (OT). In the MP framework, language is claimed to be acquired through parameter setting, while in OT language acquisition is viewed as a constraint reranking process. In this study, I compare the two evolving linguistic theories in relation to child L2 acquisition phenomena; that is, how and whether the two different approaches to UG could be used to account for language development in real time. The database for this study was a corpus of natural and elicited-interview speech collected by the National Center for Bilingual Research from six Korean children learning English as an L2 in a bilingual education school program. Two constructions, null arguments and wh-questions produced by the Korean children in their developing L2 English, were chosen for in-depth investigation. The data analysis shows that (1) the children dropped few subjects from the early stages, (2) the children dropped more objects than subjects, (3) the children did not apply subject-verb inversion in why -questions, and (4) of the wh-questions, when-questions were one of the last to appear in the children's developing English. It was examined whether these four findings could be explained within the MP and the OT frameworks. The MP and OT in their present forms, however, do not seem to be able to fully account for the data. I have proposed some adaptations of the theories and explored plausible explanations. The overall picture emerging from the study is that the gradual nature of language development can best be explained as being a result of the incremental acquisition of the lexicon. The relationship between linguistic theory and acquisition studies, especially second language acquisition studies, has been unidirectional, from theory to acquisition (SLA) studies. It is to be hoped that this study may contribute to connecting the gap between linguistic theory and SLA studies, and making their relationship more bidirectional.
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Pauly, Dennis. "Grenzfälle der Subordination : Merkmale, Empirie und Theorie abhängiger Nebensätze." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/7027/.
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Gegenstand dieser Arbeit sind sog. nicht-kanonische bzw. unintegrierte Nebensätze. Diese Nebensätze zeichnen sich dadurch aus, dass sie sich mittels gängiger Kriterien (Satzgliedstatus, Verbletztstellung) nicht klar als koordiniert oder subordiniert beschreiben lassen.
Das Phänomen nicht-kanonischer Nebensätze ist ein Thema, welches in der Sprachwissenschaft generell seit den späten Siebzigern (Davison 1979) diskutiert wird und spätestens mit Fabricius-Hansen (1992) auch innerhalb der germanistischen Linguistik angekommen ist. Ein viel beachteter Komplex ist hierbei – neben der reinen Identifizierung nicht-kanonischer Satzgefüge – meist auch die Erstellung einer Klassifikation zur Erfassung zumindest einiger nicht-kanonischer Gefüge, wie dies etwa bei Fabricius-Hansen (1992) und Reis (1997) zu sehen ist.
Das Ziel dieser Studie ist es, eine exhaustive Klassifikation der angesprochenen Nebensatztypen vorzunehmen. Dazu werden zunächst – unter Zuhilfenahme von Korpusdaten – alle potentiellen Subordinationsmerkmale genauer untersucht, da die meisten bisherigen Studien zu diesem Thema die stets gleichen Merkmale als gegeben voraussetzen. Dabei wird sich herausstellen, dass nur eine kleine Anzahl von Merkmalen sich wirklich zweifelsfrei dazu eignet, Aufschluss über die Satzverknüpfungsqualität zu geben.
Die anschließend aufgestellte Taxonomie deutscher Nebensätze wird schließlich einzig mit der Postulierung einer nicht-kanonischen Nebensatzklasse auskommen. Sie ist darüber hinaus auch in der Lage, die zahlreich vorkommenden Ausnahmefälle zu erfassen. Dies heißt konkret, dass auch etwaige Nebensätze, die sich aufgrund bestimmter Eigenschaften teilweise idiosynkratisch verhalten, einfach in die vorgeschlagene Klassifikation übernommen werden können. In diesem Zuge werde ich weiterhin zeigen, wie eine Nebensatzklassifikation auch sog. sekundären Subordinationsmerkmalen gerecht werden kann, obwohl diese sich hinsichtlich der einzelnen Nebensatzklassen nicht einheitlich verhalten. Schließlich werde ich eine theoretische Modellierung der zuvor postulierten Taxonomie vornehmen, die auf Basis der HPSG mittels Merkmalsvererbung alle möglichen Nebensatztypen zu erfassen imstande ist.This study focuses on so-called non-canonical or unintegrated clauses in German. These clauses cannot easily be categorized as either subordinate or coordinate by using classical criteria like the syntactic function or the position of the finite verb. In linguistics in general, this phenomenon has been discussed since the seventies (Davison 1979) and Fabricius-Hansen (1992) brought this topic to German linguistics. Apart from the mere identification of non-canonical clause types, previous studies mostly deal with classification approaches in order to be able to subsume at least some non-canonical clause types under the same category, see Fabricius-Hansen (1992) or Reis (1997). This study aims at providing an exhaustive classification of non-canonical clause types. In order to do so, I will first look at all potential diagnostics that could be used to distinguish between different clause linkage patterns. This needs to be addressed because most previous studies simply assume a certain set of diagnostics to be relevant and valid. Eventually, it will turn out that only a very limited number of criteria can serve as clear diagnostics with regard to a certain clause linkage status. After that, I will present a taxonomy of German clauses that is able to cover all non-canonical clauses only with postulating one additional subcategory. Furthermore, this classification is also able to cover the numerous cases of non-canonical clauses that show idiosyncratic behavior. Besides, I will further show how such a classification can address so-called secondary diagnostics. Finally, the previously established taxonomy will be embedded in a generative framework. By using HPSG and its default inheritance principle, it is possible to capture all non-canonical clause types within one simple classification.
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Knopp, Matthias Verfasser], Michael [Akademischer Betreuer] Becker-Mrotzek, and Joachim [Akademischer Betreuer] [Grabowski. "Mediale Räume zwischen Mündlichkeit und Schriftlichkeit. Zur Theorie und Empirie sprachlicher Handlungsformen / Matthias Knopp. Gutachter: Michael Becker-Mrotzek ; Joachim Grabowski." Köln : Universitäts- und Stadtbibliothek Köln, 2013. http://d-nb.info/1038710294/34.
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Knopp, Matthias [Verfasser], Michael Akademischer Betreuer] Becker-Mrotzek, and Joachim [Akademischer Betreuer] [Grabowski. "Mediale Räume zwischen Mündlichkeit und Schriftlichkeit. Zur Theorie und Empirie sprachlicher Handlungsformen / Matthias Knopp. Gutachter: Michael Becker-Mrotzek ; Joachim Grabowski." Köln : Universitäts- und Stadtbibliothek Köln, 2013. http://d-nb.info/1038710294/34.
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Pfaller, Philip Verfasser], and Dietmar [Akademischer Betreuer] [Zaefferer. "Theorie über das Denken und Sprechen über vorgestellte Situationen : Zusammenhänge zwischen Konditionalität, Topiks und Common Ground / Philip Pfaller ; Betreuer: Dietmar Zaefferer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://d-nb.info/1120302315/34.
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Jackson, Leolyn M. "The function of marked word order in Biblical Hebrew prose: An evaluation of existing theories in the light of 2 Kings." University of the Western Cape, 1996. http://hdl.handle.net/11394/8205.
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Magister Artium - MAThis thesis .investigates the function of a topicalized constituent .in the narrative non-direct speech texts .in 2 Kings. Many traditional BH grammarians described the :function of a topicalized constituent as "emphasis". Recent BH grammarians pointed out that extralinguistic factors like the total communicative context should also be considered in the description of a function for a topicalized constituent. The shift from the structural to a more pragmatic approach is illustrated in this study. The pragmatic approach proved to be not only possible, but also advantageous to the study of function in BH. The aim of this study was to test the viability and results of the various theories and categories of the BH linguists. This study also researched whether their linguistic approaches are indeed an improvement on the descriptions as defined by the traditional grammarians. In other words, to see whether and in which way more recent studies of BH could aid the understanding of the function of a topicalized constituent in BH word order. The methodology utilized in this study is briefly outlined as follows: 1. This study examined the description of word order in terms of the traditional and more recent approaches. The categories used to describe the function of a topicalized constituent were our main focus. At the end we compiled a theoretical frame of reference that we regard as representative of modem attempts to acquire a more refined comprehension of BH word order. A theoretical linguistic framework was formulated which could be used in our description of a sentence in BH in 2 · Kings. This attempt could be described as eclectic because it used the diverse perceptions from the various linguistic approaches. Richter's theoretical linguistic framework (with its limitations) together with contributions of Van der Merwe, Buth and Gross were used as a basis for the description of the sentences. 3. Sentences were analysed systematically and holistically at the different levels of description, namely morphology, morphosyntax, sentence syntax, semantics and pragmatics. Because of the difficulty in defining semantics and with pragmatics still in disarray, this study defined some semantic-pragmatic concepts it worked with. 4. In the description of sentences we incorporated and tested the viability of the different categories of various grammarians. By carefully considering the context of each sentence, this study posed the question: which, if any; of the categories could adequately describe the semantic-pragmatic function of a topicalized constituent in 2 Kings.
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Hsueh, Chia-Hung. "Le bâtiment de la langue française selon Louis Meigret." Thesis, Université de Paris (2019-....), 2019. https://theses.md.univ-paris-diderot.fr/HSUEH_Chia-Hung_1_complete_20191108.pdf.
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La thèse présente les apports de L. Meigret (1550 – ca 1558) dans l’histoire des théories linguistiques, tant au niveau de sa vision générale, que de ses analyses phonologiques, morphologiques et syntaxiques. Elle s’appuie sur l’approche thématico-quantitative, en portant sur les motifs récurrents sous la plume du grammairien, tel que portrait, bâtiment, superfluité, usurpation, gouvernement, détermination, démonstration, résolution, etc. Avant deux parties principales, le chapitre I examine les connotations de bâtiment, qui révèlent l’influence de l’imagerie perspective dans la grammatisation du français. En traitant des « problème de lettres », la première partie propose de considérer Meigret comme un grammairien-typographe, son alphabet comme une ingénierie linguistique, et sa quête d’une écriture phonographique comme l’aboutissement d’un nouveau paradigme grammatologique à la Renaissance. Sous le nom d’« études de syntaxe », la seconde partie s’attache à révéler sa qualité de syntacticien, dans ses descriptions dépendancielles des phénomènes langagiers à tout niveau, dans ses recherches pragma-sémantiques et pronominales notamment autour de l’article, et dans ses innovations dans les procédés métalinguistiques, comme des termes localisateurs et la technique de résolutionThe thesis presents the contributions of L. Meigret (1550 - ca 1558) in the history of linguistic theories, both in terms of his general vision, as well as concerning his phonological, morphological and syntactical analyzes. It relies on the thematico-quantitative approach, in focusing on recurring themes under the pen of the grammarian, such as portrait (portraiture), bâtiment (building), superfluité (superfluity), usurpation, gouvernement (government), détermination, démonstration, résolution, and so on. Before two main parts, Chapter I examines the connotations of bâtiment, which reveal the influence of the perspective in painting during the grammatisation of French. In dealing with problème de lettres (problem of letters), the first part proposes to consider Meigret as a grammairien-typographe (grammarian-typographer), his alphabet as a linguistic engineering, and his quest for a phonographic writing as the culmination of a new grammatological paradigm at the Renaissance. Under the name of études de syntaxe (studies of syntax), the second part sets out to reveal its quality as a syntactician, in his dependent descriptions of language phenomena at all levels, in his pragma-semantic and pronominal researches, especially around the article, and in its innovations in metalinguistic tools, such as termes localisateurs (terms of locating) and la technique de résolution (the technique of resolution)
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Frank, Mario. "TEMPLAR : efficient determination of relevant axioms in big formula sets for theorem proving." Master's thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/7211/.
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This document presents a formula selection system for classical first order theorem proving based on the relevance of formulae for the proof of a conjecture. It is based on unifiability of predicates and is also able to use a linguistic approach for the selection. The scope of the technique is the reduction of the set of formulae and the increase of the amount of provable conjectures in a given time. Since the technique generates a subset of the formula set, it can be used as a preprocessor for automated theorem proving. The document contains the conception, implementation and evaluation of both selection concepts. While the one concept generates a search graph over the negation normal forms or Skolem normal forms of the given formulae, the linguistic concept analyses the formulae and determines frequencies of lexemes and uses a tf-idf weighting algorithm to determine the relevance of the formulae. Though the concept is built for first order logic, it is not limited to it. The concept can be used for higher order and modal logik, too, with minimal adoptions. The system was also evaluated at the world championship of automated theorem provers (CADE ATP Systems Competition, CASC-24) in combination with the leanCoP theorem prover and the evaluation of the results of the CASC and the benchmarks with the problems of the CASC of the year 2012 (CASC-J6) show that the concept of the system has positive impact to the performance of automated theorem provers. Also, the benchmarks with two different theorem provers which use different calculi have shown that the selection is independent from the calculus. Moreover, the concept of TEMPLAR has shown to be competitive to some extent with the concept of SinE and even helped one of the theorem provers to solve problems that were not (or slower) solved with SinE selection in the CASC. Finally, the evaluation implies that the combination of the unification based and linguistic selection yields more improved results though no optimisation was done for the problems.Dieses Dokument stellt ein System vor, das aus einer (großen) gegebenen Menge von Formeln der klassischen Prädikatenlogik eine Teilmenge auswählt, die für den Beweis einer logischen Formel relevant sind. Ziel des Systems ist, die Beweisbarkeit von Formeln in einer festen Zeitschranke zu ermöglichen oder die Beweissuche durch die eingeschränkte Formelmenge zu beschleunigen. Das Dokument beschreibt die Konzeption, Implementierung und Evaluation des Systems und geht dabei auf die zwei verschiedenen Ansätze zur Auswahl ein. Während das eine Konzept eine Graphensuche wahlweise auf den Negations-Normalformen oder Skolem-Normalformen der Formeln durchführt, indem Pfade von einer Formel zu einer anderen durch Unifikation von Prädikaten gebildet werden, analysiert das andere Konzept die Häufigkeiten von Lexemen und bildet einen Relevanzwert durch Anwendung des in der Computerlinguistik bekannten tf-idf-Maßes. Es werden die Ergebnisse der Weltmeisterschaft der automatischen Theorembeweiser (CADE ATP Systems Competition, CASC-24) vorgestellt und der Effekt des Systems für die Beweissuche analysiert. Weiterhin werden die Ergebnisse der Tests des Systems auf den Problemen der Weltmeisterschaft aus dem Jahre 2012 (CASC-J6) vorgestellt. Es wird darauf basierend evaluiert, inwieweit die Einschränkungen die Theorembeweiser bei dem Beweis komplexer Probleme unterstützen. Letztendlich wird gezeigt, dass das System einerseits positive Effekte für die Theorembeweiser hat und andererseits unabhängig von dem Kalkül ist, den die Theorembeweiser nutzen. Ferner ist der Ansatz unabhängig von der genutzten Logik und kann prinzipiell für alle Stufen der Prädikatenlogik und Aussagenlogik sowie Modallogik genutzt werden. Dieser Aspekt macht den Ansatz universell im automatischen Theorembeweisen nutzbar. Es zeigt sich, dass beide Ansätze zur Auswahl für verschiedene Formelmengen geeignet sind. Es wird auch gezeigt, dass die Kombination beider Ansätze eine signifikante Erhöhung der beweisbaren Formeln zur Folge hat und dass die Auswahl durch die Ansätze mit den Fähigkeiten eines anderen Auswahl-Systems mithalten kann.
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Nogueira, Paola Gonçalves. "Sentidos atribuídos ao currículo do curso de letras-inglês." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13578.
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Previous issue date: 2012-05-28This research aims to understand the meanings attributed to the Curriculum of an English Teaching major program, from a University of the Southeast, by professors of the course. Four professors, from this institution participated in this research, which is based on studies of Vygotsky (1930/2007;1934/2008) regarding the constitution of the human consciousness in the sociocultural activity perspective, that is, the dialectical and dialogical relationship with others, through their experiences. It is focused, as central to this research, the concepts of language, meaning, teaching and learning, development and ZPD.Underpin this investigation also the theories of curriculum as praxis, as a practice and as a product (APPLE,2006; GIROUX,1997;PACHECO,2001;SACRISTÁN,2000) as well the national and institutional official documents (BRASIL 1996,2001; UFES 2005,2006), which rule the curriculum investigated. Based on a critical research perspective, the data were produced by means of semi-structured interviews (RIZZINI, 1999) which were audio recorded, transcribed and analyzed. In order to understand the meanings assigned by the professors in the curriculum of the University and its relationship to the official documents, the lexical choices were collected, analyzed and organized according to the thematic content (BRONCKART 1997/2007) the enunciative mechanisms, modalization forms (BRONCKART 1997/2007; KOCH,2006) and argumentative markers (KOCH,2006) in the categorization of the data analysis. The results show that the meaning of the participating teachers may be grounded in the Critical Theory of Curriculum and largely aligned with the official documents. However, discussions should be encouraged at the University researched, seeking greater understanding of this curriculum
Esta pesquisa tem o objetivo de compreender os sentidos e significados atribuídos ao currículo de Letras-Inglês de uma Universidade Federal da região Sudeste por professores do curso. Quatro professoras da instituição em foco foram participantes desta pesquisa, que está fundamentada nos estudos de Vygotsky (1930/1934) quanto à constituição da consciência humana em atividade sócio-histórico-cultural, isto é, na relação dialógica e dialética com outros, por meio de suas experiências. São enfocados, como centrais para esta pesquisa, os conceitos de linguagem; sentido e significado; ensino-aprendizagem, desenvolvimento e ZPD. Alicerçam também este trabalho as teorias de currículo como práxis, como prática e como produto (APPLE, 2006; GIROUX, 1997; PACHECO, 2001 SACRISTÁN, 2000) e ainda os documentos oficiais nacionais e institucionais (BRASIL 1996, 2001), que regem o currículo investigado. Com base na abordagem crítica de pesquisa, os dados foram produzidos por meio de entrevistas semiestruturadas (RIZZINI,1999) que foram gravadas em áudio, transcritas e analisadas. A fim de compreender os sentidos atribuídos pelas professoras ao currículo da Universidade em foco e sua relação com os documentos oficiais coletados, foram analisadas as escolhas lexicais que organizam o conteúdo temático (BRONCKART 1997/2007), os mecanismos enunciativos nas formas das modalizações (BRONCKART 1997/2007, KOCH, 2006) e os marcadores argumentativos (KOCH,2006) nas categorias de análise dos dados. Os resultados encontrados apontam que os sentidos das professoras participantes pode estar embasado na Teoria Crítica de Currículo e em grande consonância com os documentos oficiais. Todavia, discussões devem ser fomentadas na Universidade pesquisada, visando maior compreensão deste currículo
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Behrend, Jana [Verfasser], Britta [Akademischer Betreuer] Hufeisen, and Beate [Akademischer Betreuer] Lindemann. "Germanische Interkomprehension im universitären Bereich als Möglichkeit zur Förderung rezeptiver Mehrsprachigkeit in der EU. Subjektive Theorien von Studierenden zum Erschließen fremdsprachlicher Lesetexte nach dem EuroComGerm-Ansatz / Jana Behrend ; Britta Hufeisen, Beate Lindemann." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2016. http://d-nb.info/1122286171/34.
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Brundin, Gudrun. "Kulturelle Lexika und metaphorische Profile : zu einer semantisch-kognitiven Theorie der Protosem- und Konzemstrukturen lexikalisierter Konzepte der Arbeitswelt." Doctoral thesis, Umeå universitet, Moderna språk, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60868.
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Based on current results produced in modern cognitive linguistics this study examines linguistic evidence derived from the experiential field ,labor4 in German and Swedish in order to formulate a theory which more closely describes the relationship between semantic and conceptual structure in lexical concepts. The author maintains that semantic information can be seen as the content of the culture which it reflects and that semantic content is represented in culture specific modes. On the basis of frequency lists a chronologically organized cultural lexicon is presented for each language and culture area. The aim of the cultural lexicon is to point out central fields of concern in the two examined language communities at different times. The second part of the investigation deals with the conceptual structure in two culturally relevant types, labor and unemployment, of the cultural lexicon. In accordance with modern relativist views it is argued that linguistic form must be seen as a result of cultural embodiment and that modes of representation in the human mind must also show traces of this embodiment. It is shown that conceptual (and semantic) structures not only reinforce views of the world, but also play a central role in compatibility restrictions on the performance level. The author suggests that semantic and conceptual structures in lexical concepts are distributed in a metaphorical profile specific to each lexical concept and held together on its various levels by so called protosemes and concernes.
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Månsson, Emma. "The use of semiotics and pragmatics in printed advertisements : How consumers make sense of advertisements in relation to established theories." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38396.
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This essay is a study which is intended to explore how a well-known makeup company, M.A.C., uses semiotics and pragmatics in their advertisements and how the consumer’s reaction corresponds with what is proposed in the theories. Three printed advertisements were analyzed by the author and six qualitative interviews were conducted with Swedish women of different ages. The analysis of the advertisements identified semiotic and pragmatic features including linguistic and non-linguistic signs, cultural myths, metaphors, similes, pronouns, deixis, visual parallelism as well as the use of Relevance Theory such as enrichment. The results revealed that M.A.C. Cosmetics marketing strategies correlate to, or can be explained by, key theories within pragmatics and semiotics. The results of the interviews show that the majority of the interviewees react correspondingly with what is proposed in the Theoretical Background chapter and the research has validated the theories and confirmed them as useful and effective analytical tools for examining advertising texts. It was also established that the advertiser appears to be aware, consciously or not, of the cognitive processes involved in the interpretation of advertisements which Relevance Theory explains, such as enrichment.
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Davidson, Paul. "Metaphor in contemporary British social-policy. A Cognitive Critical Study Of Governmental Discourses On Social Exclusion." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5348.
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This thesis explores the ideological role of metaphor in British governmental
discourses on ¿social exclusion¿. A hybrid methodology, combining approaches
from Corpus Linguistics, Critical Discourse Analysis and cognitive theories of
metaphor, is used to address how social exclusion and other metaphors are deployed
to create an ideologically vested representation of society. The data consists of
linguistic metaphors identified from a 400,000+ word machine-readable corpus of
British governmental texts on social exclusion covering a ten year period (1997-
2007). From these surface level features of text, underlying systematic and
conceptual metaphors are then inferred. The analysis reveals how the interrelation
between social exclusion and a range of other metaphors creates a dichotomous
representation of society in which social problems are discursively placed outside
society, glossing inequalities within the included mainstream and placing the blame
for exclusion on the cultural deficiencies of the excluded. The solution to the
problem of exclusion is implicit within the logic of its conceptual structure and
involves moving the excluded across the ¿boundary¿ to join the ¿insiders¿. The
welfare state has a key role to play in this and is underpinned by a range of
metaphors which anticipate movement on the part of the excluded away from a
position of dependence on the state. This expectation of movement is itself
metaphorically structured by the notion of a social contract in which the socially
excluded have a responsibility to try and include themselves in society in return for
the right of (temporary) state support. Key systematic metaphors are explained by
reference to a discourse-historical view of ideological change in processes of
political party transformation.BISA and CSV
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Paul, Davidson. "Metaphor in contemporary British social-policy : a cognitive critical study of governmental discourses on social exclusion." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5348.
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This thesis explores the ideological role of metaphor in British governmental discourses on 'social exclusion'. A hybrid methodology, combining approaches from Corpus Linguistics, Critical Discourse Analysis and cognitive theories of metaphor, is used to address how social exclusion and other metaphors are deployed to create an ideologically vested representation of society. The data consists of linguistic metaphors identified from a 400,000+ word machine-readable corpus of British governmental texts on social exclusion covering a ten year period (1997- 2007). From these surface level features of text, underlying systematic and conceptual metaphors are then inferred. The analysis reveals how the interrelation between social exclusion and a range of other metaphors creates a dichotomous representation of society in which social problems are discursively placed outside society, glossing inequalities within the included mainstream and placing the blame for exclusion on the cultural deficiencies of the excluded. The solution to the problem of exclusion is implicit within the logic of its conceptual structure and involves moving the excluded across the 'boundary' to join the 'insiders'. The welfare state has a key role to play in this and is underpinned by a range of metaphors which anticipate movement on the part of the excluded away from a position of dependence on the state. This expectation of movement is itself metaphorically structured by the notion of a social contract in which the socially excluded have a responsibility to try and include themselves in society in return for the right of (temporary) state support. Key systematic metaphors are explained by reference to a discourse-historical view of ideological change in processes of political party transformation.
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Souza, Alan Fernandes de. "Poesia negra brasileira: o desmantelar das grilhetas da Sciencia do Século XIX." Universidade Federal da Paraíba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/6311.
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Previous issue date: 2009-06-19Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present study focuses the representation of racial relations in Brazilian Black poetry. Thus, we elected as our research object samples of the poetic production of two different moments: the first, implying the period generally referred to as Brazilian Modernism. The second, the poetic production of the 1950ies until contemporary times which, we call Late Modernism. Such poetic productions were selected as our corpus with the intention to indicate, by the analysis of the simbology and allegories implicit, the mimetic representation of different forms through which stereotypes and prejudices come into form, a racism deeply rooted in the collective imaginary of Brazilian society, having as its basis the racial theories of the 19th Century. Thus, we revise the history of Brazilian racial myths, the ideological and cultural basis on which those myths are founded, the historiography of Brazilian Black poetry, the process of elaboration of the mimesis and the literary project that such poetry implemented in the country. Our decision to deal with Brazilian Black poetry as our corpus is basically connected to our passion to poetry in general, and to Black poetry, in particular; we also decided for this focus based on our political and social option to struggle against racism and its expressions. We also believe we can interrogate discussions and perspectives on Black poetry we disagree with, despite their frequent presence in academic debates; we understand this as an opportunity to analyze the tensions in the academic institutional sphere in a broader sense. Besides, our research tries to deconstruct the idea that texts permeated by revolt or denounce of racism cannot have literary quality. On the contrary, the political tone of Black poetry, as we see it, is part of its structure, of its theme. Some critics defend that the political tone of Black poetry is responsible for the reduced number of its readers. We believe this statement has to be revised and reexamined in the specific context of Brazil. In this sense, we analyze literary texts making use of interdisciplinary theoretical and methodological support, which allows us to develop a reading that points to the existing relation between literary text and the socio-cultural context in which it is inserted. So, we articulate the poetic text with other discourses of social sciences, especially with the historical and sociological discourses, without forgetting that our attention should concentrate on the analyzed poetry. We also intend to follow the critical attitude defended by Antonio Candido (1985), when he states that social factors should be observed as elements which assume the role of structuring the piece of work. So, poetry and society present themselves as inseparable elements of our study, which propose to free Brazilian Black poetry of reductionist or de-contextualized readings, responsible for the maintenance of racism in the literary canon and in its critics.
O presente estudo enfoca a representação das relações raciais na poesia negra brasileira. Assim, elegemos como objeto de investigação exemplos da produção poética de dois momentos históricos desta literatura: o primeiro abrange o período que convencionalmente foi denominado e classificado como modernismo brasileiro. O segundo abarca a produção poética da década de 1950 até a contemporaneidade, que tratamos como produções literárias do modernismo tardio. Estas produções poéticas foram selecionadas para nosso corpus com o intuito de flagrar, em suas simbologias e alegorias, a representação mimética das diferentes formas através das quais se manifestam atitudes preconceituosas e estereotipadas, marcadas pelo racismo, e sedimentadas no imaginário coletivo do povo brasileiro, com base nas teorias raciais do século XIX. Com este intuito, não nos furtaremos de revisar a história dos mitos raciais brasileiros, o alicerce ideológico e cultural sobre o qual tais mitos repousam, a historiografia da poesia negra brasileira, o processo de elaboração de sua mimesis e o projeto literário que tal poesia implementou no país. Nossa escolha pela poesia negra brasileira para nosso corpus se deve, basicamente à paixão pela poesia em geral, e pela poesia negra, em particular; também optamos por tal objeto de pesquisa por uma opção de política pessoal e social pautada na luta contra o racismo e suas expressões. Acreditamos, também, poder colaborar com discussões e perspectivas sobre a poesia negra das quais discordamos, mesmo sendo freqüentes no universo acadêmico, o que interpretamos como uma oportunidade ou um convite à analise das tensões encontradas nesta esfera institucional. Além disso, nossa pesquisa busca exatamente desconstruir a idéia de que criar narrativas ou poéticas permeadas por fios de revolta e denúncia faria com que tais textos perdessem sua literariedade. Ao contrário, o tom muitas vezes político da poesia negra, a nosso ver, faz parte de sua estrutura, de seu tema e da tessitura desta poética. Mesmo que alguns críticos literários defendam que tal tom político, bem como o discurso de vitimização do negro teria sido responsável por uma redução no número de leitores de tal poesia, acreditamos que estas afirmativas devem ser revistas e reexaminadas dentro do contexto nacional. Desta forma, procedemos à análise dos textos literários utilizando um suporte teórico-metodológico interdisciplinar que nos permite desenvolver uma leitura que aponta para a relação existente entre o fato literário e o contexto sócio-cultural que o informa. Assim, além da teoria literária, nos articularemos com outros discursos das ciências sociais, de modo especial com o discurso histórico, o sociológico e o antropológico, sem perder de foco a poesia a ser analisada. Buscamos, enfim, ao longo de nosso estudo trilhar o caminho apontado por Antonio Candido (1985), quando este defende que os fatores sociais devem ser observados como elementos que desempenham o papel de formadores da estrutura da obra . Portanto, poesia e sociedade se apresentam como elementos inseparáveis do estudo que ora propomos, que se propõe a libertar a poesia negra brasileira de leituras reducionistas ou descontextualizadas responsáveis pela manutenção de um racismo verificável nos cânones literários e na crítica nacional.
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Demailly, Tulldahl Karine. "A Study and Analysis of Errors in the Written Production of Swedish Adolescent Learners of English : Comparing the Evolution of a Class at Two Different Points in Time." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-3367.
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The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.
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Lucas, Liane Régio. "a percepção das entoações nas frases imperativas negativas do inglês por falantes de língua portuguesa - uma análise à luz das teorias prosódica e entoacional." Universidade Catolica de Pelotas, 2014. http://tede.ucpel.edu.br:8080/jspui/handle/tede/475.
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Dissertação LIANE RÉGIO LUCAS.pdf: 2305410 bytes, checksum: e252ad81da17321e7c4b6c534f76b5c7 (MD5)Made available in DSpace on 2016-07-29T18:09:32Z (GMT). No. of bitstreams: 1 Dissertação LIANE RÉGIO LUCAS.pdf: 2305410 bytes, checksum: e252ad81da17321e7c4b6c534f76b5c7 (MD5) Previous issue date: 2014-12-18
This study aims to investigate the perception that Portuguese speakers, from the southern region of Brazil, have from different meanings conveyed by the intonation, arising from different prominences, of English negative imperative sentences. Concerning the prosodic characterization, there is the analysis of Phonological (ıs) and Intonation (Is) Phrases based on the theoretical framework of Prosodic Phonology of Nespor and Vogel (1986); it is proposed the analysis of the organization of Phonological Phrases when constituting English imperative sentences as Intonational Phrases. As for the intonation characterization, it is proposed to analyze the Fundamental Frequency values (F0) of the negative imperative sentences under the Intonational Phonology theory, from Ladd (1996, 2008). The research methodology included the collection of a corpus consisted of perception data of English negative imperative sentences, obtained from 30 learners of English, between 18-30 years old, from Pelotas/RS and its region, and from three proficiency levels of English: Basic, Intermediate and Advanced. To certify the participants’ level, all of them took the Oxford Placement Test (Allan, 2004). Perception data were collected through a “judgment test”, in which stimulus were recorded by a native English speaker. The results were statistically analyzed in the SPSS software version 17.0, and the stimuli were subjected to acoustic analysis with the aid of the Praat software. The results showed great difficulty of English learners in identifying the meanings conveyed by negative imperative sentences, especially those of basic level, considering the prosodic level of the language, which was explained by the intonation of each type of sentence in accordance with the principles of Phonology Intonational as well as the organization of Phonological Phrases that make up the Intonation Phrase, in line with the precepts of Prosodic Theory.
A presente dissertação tem como objetivo investigar a percepção que falantes de língua portuguesa, da região do sul do Brasil, têm dos diferentes significados vinculados as entoações, decorrentes de proeminências diversas, das frases imperativas negativas do inglês. Na caracterização prosódica, tem-se a análise das Frases Fonológicas (ıs) e Entoacionais (Is), embasada no arcabouço teórico da Fonologia Prosódica, de Nespor e Vogel (1986); propõe-se a análise da organização das Frases Fonológicas na constituição das frases imperativas do inglês como Frases Entoacionais. Quanto à caracterização entoacional, propõe-se a análise dos valores de Frequência Fundamental (F0) das frases imperativas negativas, à luz da Fonologia Entoacional, de Ladd (1996, 2008). A metodologia da pesquisa contou com a coleta de um corpus constituído por dados de percepção das frases imperativas negativas do inglês, obtidos de 30 aprendizes de inglês, entre 18-30 anos, naturais de Pelotas/RS e região, de três níveis de proficiência em inglês: Básico, Intermediário e Avançado. Para a certificação do nível dos aprendizes, todos os participantes do estudo realizaram o Oxford Placement Test (ALLAN, 2004). Os dados de percepção foram coletados por meio de um teste classificado como “teste de julgamento”, com estímulos gravados por falante nativo de inglês. Os resultados foram analisados estatisticamente no software IBM SPSS versão 17.0, e os estímulos foram submetidos à uma análise acústica com o auxílio do software Praat. Os resultados apontaram grande dificuldade dos aprendizes de inglês na identificação dos significados veiculados por frases imperativas negativas, especialmente aqueles de nível elementar, ao considerar-se o nível prosódico da língua, o que foi explicado pelo contorno entoacional de cada tipo de frase, em conformidade com os preceitos da Fonologia Entoacional, bem como pela organização das Frases Fonológicas que compõem a Frase Entoacional, em consonância com os preceitos da Teoria Prosódica.