Academic literature on the topic 'Longuda language'
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Journal articles on the topic "Longuda language"
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Vigeland, Friederik. "The numeral system in Longuda." Language in Africa 1, no. 3 (December 25, 2020): 216–43. http://dx.doi.org/10.37892/2686-8946-2020-1-3-216-243.
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This article gives an overview of the cardinal and ordinal numerals in Longuda, a language cluster in north-eastern Nigeria, belonging to the Adamawa branch of the Niger-Congo languages. It focuses on three of its five varieties, namely Deele, Guyuk and Gwaanda, analysing the morphology of the numerals, their behaviour in a noun phrase and the derivation of ordinal numerals from cardinal numerals. It becomes clear that numerals in Longuda are neither adjectives nor nouns but should rather be analysed as being on a scale in-between those lexical categories. The tendency in the languages of the world that lower ordinal numerals are suppletive forms while higher ones are regularly derived from cardinal numerals applies to Longuda as well. At the end of the article, the findings of Longuda numerals are compared to other Adamawa languages and the Niger-Congo family as a whole as compiled by Boyd (1989) and Pozdniakov (2018).
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Banda, Tatang. "Resistance and Resilience: (De) Constructing a Language Ideology in Longue Longue’s ‘Ayo Africa’." International Journal of Linguistics 15, no. 5 (October 16, 2023): 51. http://dx.doi.org/10.5296/ijl.v15i5.21390.
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This study intends to demonstrate by using the lyrics of ‘Ayo Africa’ by Longue Longue that indigenous languages and other voices are rising and asserting their relevance to singularise themselves and at the same time, questioning the ideology of the heretofore ‘dominant’ language and discourse by giving it a Cameroonian rendition. The fact that every language carries with it an ideology and owing to the fact that there exist an intimate link between language and literature – in both written and oral forms, this study also demonstrates that the Cameroonian singer-Longue Longue, through language appropriation and resilience to mother tongue evoke sentiments of nationalism that suggest a rethinking of what ideology and language should govern the Cameroonian postcolonial space in this globalised era. Resistance and deconstruction are dominant practices of colonial and postcolonial discourses with the one fighting to assert herself in the face of the other in the global context of today characterised by the collapse of national boundaries, challenges in governance, conflict, proliferation of languages and the unpopularity of the dominant language and discourse. New historicism is employed in this study because it transcends; cultural, sociological, linguistic and anthropological disciplines, and also because pop music is part of the culture of the people. This study through the observation and interview methods, will lean on the hypothetical contention that; in Longue Longue’s ‘Ayo Africa’, indigenous language(s) (pidgin and/ Douala) that singularises the Cameroonian person, is indispensable to govern the Cameroonian postcolonial space.
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Morin, Yves Charles. "À propos de la fermeture des voyelles moyennes devant [r] dans le français du Québec." Canadian Journal of Linguistics/Revue canadienne de linguistique 54, no. 3 (November 2009): 461–510. http://dx.doi.org/10.1017/s0008413100004618.
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RésuméCe travail examine la thèse de Malcah Yaeger-Dror sur l’évolution des voyelles moyennes du français voulant qu’elle soit régie par des principes généraux sur les changements en chaîne. En français, les voyelles toniques longues non hautes auraient tendance à se fermer vers les positions extrêmes [e:], [ø:] et [o:], puis, arrivées à cette étape, à renverser leur trajectoire et à s’ouvrir en direction de [a:] et de [a:]. Cette deuxième étape est retardée dans une classe de mots pour lesquels Yaeger-Dror pense que seules seraient pertinentes leurs connotations sociales, sans tenir compte de l’étymologie, de l’environnement phonétique et de la fréquence. Le présent article reprend la problématique générale de l’évolution des voyelles moyennes du français et propose une nouvelle analyse de la formation de voyelles longues et de leur évolution en français.
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Kleiner, Yuri. "The Syllable according to Aristotle." Histoire Épistémologie Langage 39, no. 1 (2017): 137–53. http://dx.doi.org/10.3406/hel.2017.3591.
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Les commentateurs modernes ont critiqué la définition de la syllabe selon Aristote («un son dépourvu de signification, composé d’une muette et d’une voyelle » ) au motif qu’elle ne tiendrait pas compte des syllabes constituées d’une unique voyelle. Cependant, de telles syllabes ne pouvaient être que «longues par nature » , (/ C -/), quantitativement/ métriquement égales aux syllabes «longues par position/ convention/ institution » (/ C C-C/) et à la séquence dissyllabique / C C /, plutôt qu’aux unités constructionnelles, /CV/, composées de deux unités élémentaires (στοιχεία) faisant partie de l’inventaire phonologique. Ainsi comprise, la syllabe d’Aristote aurait pu figurer parmi les notions phonologiques de base. L’inscription de la syllabe dans la catégorie du «non-signifiant», rapportée à la cohérence aristotélicienne de la distinction entre sons «signifiants» et «non-signifiants», suggère que l’idée de signe linguistique est implicitement présente dans le système aristotélicien des «parties de l’expression».
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Gillman, Susan. "Oceans of Longues Durées." PMLA/Publications of the Modern Language Association of America 127, no. 2 (March 2012): 328–34. http://dx.doi.org/10.1632/pmla.2012.127.2.328.
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Anyone in literary studies who has looked recently at titles of books, conferences, research clusters, and even syllabi across the field cannot have missed two key words, borrowed from historical studies, that are doing substantial periodizing duty for literary and cultural criticism: one a chronological unit, the longue durée, and the other nominally a geographic unit, the Atlantic world. While it may not be obvious, each of these terms has spatial as well as temporal dimensions that reflect their shared origins with Ferdinand Braudel. Braudel first developed an application of the concept of the longue durée (pioneered by Marc Bloch) during the 1940s when, as a German prisoner of war, he wrote the initial draft of his book The Mediterranean and the Mediterranean World in the Age of Philip II; later, in 1958, he published his famous conceptual piece on the longue durée in Annales. Braudel posits that time moves at different speeds, defined as geographic, social, and individual, each corresponding to a different durée (literally, a duration of time). The longue durée (usually translated as “long perspective” or “long term”) is the slowest-moving, operating on the scale of centuries, in which historical changes are humanly imperceptible. Braudel's Mediterranean constructs a geography commensurate with his theory of time, the methodological and conceptual frameworks of his book-its geohistorical plan, its comparative approach, its macrohistorical, multidimensional perspective, shifting from the longue durée to the courte durée of political events, embodied in its tripartite division into structures, conjunctures, and events, each section proposing a different mode of periodization and time scale. Braudel's Mediterranean thus consists spatially of multiple seas unfolding temporally over the longue durée and as such simultaneously provides literary studies with a flexible tool for revisionist periodization and Atlantic studies, both historical and literary, with the powerful model of a region as a unit of geographic and chronological analysis.
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Silva, Cyntia De Oliveira e., and Paulo Tumolo. "Formação política e projeto histórico de classe. A trajetória histórico-política do 13 de maio NEP – Núcleo de Educação Popular." Germinal: Marxismo e Educação em Debate 2, no. 2 (December 19, 2010): 118. http://dx.doi.org/10.9771/gmed.v2i2.9588.
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<span style="font-size: 10pt; line-height: 150%; font-family: Garamond; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: PT-BR; mso-fareast-language: PT-BR; mso-bidi-language: AR-SA;">Considerando a relevância da formação política na história do movimento da classe trabalhadora, em contraste com a escassa produção de estudos sistemáticos sobre a temática, este texto busca oferecer uma pequena contribuição, por meio do relato da experiência do 13 de Maio NEP (Núcleo de Educação Popular), provavelmente a maior e mais longeva escola de formação político-sindical do Brasil.</span>
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Sanz Espinar, Gemma. "https://riull.ull.es/xmlui/bitstream/handle/915/30978/C_22_%282022%29_28.pdf?sequence=1&isAllowed=y." Çédille, no. 22 (2022): 513–19. http://dx.doi.org/10.25145/j.cedille.2022.22.29.
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Review: Frédérique Longuet y Claude Springer, Autour du CECR Volume complémentaire (2018): médiation et collaboration. Une dialectique de la Relation écologique et sociosémiotique (París, Édi-tions des archives contemporaines, 2021, 362 p. ISBN: 9782813004055. DOI: https://doi.org/-10.17184/eac.9782813004055).
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Leonhard, Jörn. "The Longue Durée of Empire." Contributions to the History of Concepts 8, no. 1 (June 1, 2013): 1–25. http://dx.doi.org/10.3167/choc.2013.080101.
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Against the background of a new interest in empires past and present and an inflation of the concept in modern political language and beyond, the article first looks at the use of the concept as an analytical marker in historical and current interpretations of empires. With a focus on Western European cases, the concrete semantics of empire as a key concept in modern European history is analyzed, combining a reconstruction of some diachronic trends with synchronic differentiations.
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Bucci, Jonathan. "Voyelles longues virtuelles et réduction vocalique en coratin." Canadian Journal of Linguistics/Revue canadienne de linguistique 58, no. 3 (November 2013): 397–414. http://dx.doi.org/10.1017/s0008413100002632.
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AbstractThe purpose of this article is to describe and analyze the reduction of unstressed vowels in Coratino, a language spoken in the Apulia region of Italy. Its vowel inventory includes seven vowels: /i, e, ε, a, ɔ, o, u/. All but /a/ are reduced to a schwa when they surface in unstressed positions. Furthermore, back and front vowels are not reduced in unstressed positions when they are adjacent to a labial consonant, or adjacent to a velar followed by a palatal. These vowels also remain non-reduced in word-initial position. Therefore, there are three contexts in which these vowels are not reduced (in stressed positions, adjacent to a consonant, and in word-initial positions). This article aims to reduce this disjunction.
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Hilfer, Anthony Channell. "The Lost and the Longed For." Texas Studies in Literature and Language 44, no. 4 (2002): iv. http://dx.doi.org/10.1353/tsl.2002.0021.
Full textDissertations / Theses on the topic "Longuda language"
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Fernández, García Aurelio J. "El infinitivo en el Dafnis y Cloe de Longo : estudio funcional /." Amsterdam : A. M. Hakkert, 1997. http://catalogue.bnf.fr/ark:/12148/cb37058629p.
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Costa, Galligani Stéphanie. "Le français parlé par des migrants espagnols de longue date : biographie et pratiques langagières." Grenoble 3, 1998. http://www.theses.fr/1998GRE39041.
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Situee au croisement des domaines disciplinaires relevant de la linguistique, de la sociolinguistique et de l'acquisition d'une langue etrangere, la problematique de cette etude repose sur les pratiques langagieres en francais parle de migrants espagnols de longue date. Il s'agira de mettre en lumiere la specificite de leur comportement langagier dont le fonctionnement doit s'etudier dans le rapport langue d'origine/langue d'accueil. Les objectifs linguistiques se limiteront au traitement de donnees langagieres recueillies aupres de quatre migrants espagnols observes en situation d'entretien. Il va s'agir, des lors, de decrire linguistiquement le parler des sujets bilingues, peu scolarises et n'ayant recu, pour la plupart, aucun cours de francais, a partir des entretiens enregistres. Cette operation de description vise a mettre en lumiere les particularites linguistiques (en termes de marques transcodiques) de leur comportement langagier en francais qui sera apprecie a partir de domaines grammaticaux selectionnes selon la variabilite des formes de realisation qu'ils presentent. Les objectifs socio linguistiques s'attacheront aux aspects individuels du bilinguisme, en particulier aux regards que les sujets jettent sur leur propre bilinguisme, a la situation des langues dans leur repertoire verbal, aux attitudes par rapport aux langues et enfin, a leur trajectoire d'acquisition. Les consequences qu'engendre le bilinguisme en contexte migratoire, seront apprehendees, dans une plus large mesure, sur le plan identitaire a partir de l'ensemble des strategies developpees par ces sujets comme, par exemple le maintien de leur accent espagnol en signe de valorisation de l'identite bilingueThis study, which is at the intersection of the following disciplines linguistics, sociolinguistics and language acquisition, focuses on the french language skills, usages and practices of long term spanish migrants. It highlights the specificity of their language behaviour with regard to the relationship between their native language and french, the language of the country of migration. The linguistic objectives aim at a analysis of the data collected from four spanish migrants observed during an interview. A linguistic description of the speech of bilingual subjects, having received little schooling and no formal french lessons, is undertaken from the recorded interviews. This descriptive phase highlights their language behaviour in french (in terms of code-switching) which is examined in terms of grammatical categories selected according to the variance of forms. The sociolinguistic objectives embrace more individual aspects of bilingualism, particularly the vision subjects have of their own bilingualism, but also the importance of the languages in their verbal repertoire, their attitudes to the languages and finally the path of acquisition. The consequences of bilingualism in the context of migration will be apprehended largely from the point of view of identity with regard to the strategies developed by the subjects, such as the maintenance of their spanish accent as a sign of recognition of their bilingual identity
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Le, Person Marc. "Étude littéraire et édition critique des rédactions longues et versifiées en langue d'oïl de Fierabras (chanson de geste du XIIe siècle)." Paris 4, 1999. http://www.theses.fr/1998PA040168.
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Cette nouvelle édition synoptique publie en regard les deux meilleures rédactions (a) et (e) de chacune des deux grandes familles de ms. Et repose sur le texte inédit du ms. (e) meilleur que celui du ms. (a) utilisé par les anciens éditeurs, qui a été corrigé de ses erreurs. L'apparat critique tient compte des onze autres ms. De la version longue en langue d'oïl, dont plusieurs sont inédits. Sont également examinés les principaux écarts entre les versions longues. La bibliographie critique est accompagnée d'un examen systématique de tous les ms. édités antérieurement et des corrections sont proposées. L'ouvrage comprend : la présentation des ms. , leur classement et l'élaboration d'un stemma ; l'établissement du texte (critères de choix du ms. De base, corrections, langues des copistes) ; l'analyse du poème avec un recensement des personnages, des lieux et des indications temporelles ; une table de concordance des laisses en fonction des narremes, avec l'indication du nombre de vers et des rimes ; un glossaire, un index des noms propres et une table des proverbes. L'étude littéraire tente d'évoquer les sources et les influences historiques possibles, de dégager les rapports entre les versions en langue d'oïl et d'oc de Fierabras, la destruction de Rome. Et la chronique rimée de Ph. Mousket, avec le problème de l'existence d'une rédaction antérieure ("chanson de savaris" et "chanson de balan"?) ; elle s'efforce d'étudier la structure spatio-temporelle, le rôle des reliques dans l'unité de la structure narrative, la religion et l'écriture hagiographique, la fonction du comique, des éléments féeriques, magiques et merveilleux, l'exotisme, l'amour avec l'illustration du thème de la princesse sarrasine, la dimension épique malgré l'influence des procédés romanesques et l'évolution de l'épopée vers le roman.
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Oiry, Magda. "L' acquisition des questions à longue distance par des enfants de langue maternelle française : stratégies à dépendance directe versus indirecte et questions alternatives." Nantes, 2008. http://www.theses.fr/2008NANT3012.
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Nous détaillons plusieurs études sur l'acquisition des questions à longue distance (QLD), « qui penses-tu que Marie a vu ? », études réalisées sous forme de tâches de production induite. Ces études ont mis à jour des stratégies déjà attestées dans l'acquisition des QLD par les enfants Anglais et Néerlandais. Nous défendons l'hypothèse de deux stratégies alternatives correspondant à deux analyses concurrentes dans la littérature : stratégies à dépendance directe versus indirecte. Nous avons construit un nouveau protocole mettant en jeu les conditions de félicité des QLD. Les résultats suggèrent que cetains enfants, bien que ayant acquis la syntaxe des QLD, parce qu'ils en produisent sporadiquement, n'ont pourtant pas acquis les conditions de félicité des QLD, posant ainsi le problème de mapping entre la syntaxe et la sémantique au cours de l'acquisition du langage.
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Aranha, Stella Pereira. "MEDIAÇÃO DO CINEMA BRASILEIRO: o gênero comédia e a linguagem cinematográfica como categorias mediadoras dos filmes longa-metragem nacionais no período da Retomada (1993-2013)." Universidade Federal do Maranhão, 2014. http://tedebc.ufma.br:8080/jspui/handle/tede/5.
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Previous issue date: 2014-08-28This lecture discuss how the comedy and the cinematographical language work as intermediary cathegories of Brazilian cinema. It shows a theorical review about an interdisciplinary perspective that envolves art, communication and sociology, clearing the various meanings of the term mediation. It defines by what point of view the mediation of Brazilian cinema is broached at this research. It explains how the public become familiar with the esthetics of TV language, transposed to the Brazilian movies, it stipulates the look of the spectator in the country. It establishes how the humor tradition is one of the most best received cultural manifestation by Brazilian spectator, demonstrating how comedy, in the history of the cinema in Brazil, developed a way of operation to make the sector lucrative in progressive humor cycles on national cinema. It relates the difficulties found in the research, reinforcing the confirmation of the inicial theories and indicating the courses to continue the investigation.
Discute como o gênero comédia e a linguagem cinematográfica atuam enquanto categorias mediadoras do cinema brasileiro. Apresenta revisão teórica acerca de uma perspectiva interdisciplinar que envolve arte, comunicação e sociologia, esclarecendo as diversas acepções do termo mediação. Define sob qual ponto de vista a mediação do cinema brasileiro é abordada na presente pesquisa. Explica como a familiaridade do público com a estética da linguagem televisiva, transposta para os filmes brasileiros, condiciona o olhar do espectador no país. Estuda como a tradição do humor tornou-se uma das manifestações culturais mais bem recebidas pelo espectador brasileiro, demostrando como o gênero comédia, no decorrer da história do cinema no país, desenvolveu um modus operandi capaz de gerar rentabilidade para o setor em sucessivos ciclos de humor no cinema nacional. Narra as dificuldades encontradas no decorrer da pesquisa, reforçando a confirmação das hipóteses iniciais e indicando os caminhos para continuidade da investigação.
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Leite, Renata Aparecida. "Estudo dos potenciais evocados auditivos de longa latência em crianças com transtorno fonológico pré e pós terapia fonoaudiológica." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-09112009-114901/.
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INTRODUÇÃO: O transtorno fonológico é uma alteração na fala que ocasiona um grau variável de inteligibilidade de fala. A gravidade deste transtorno pode ser medida por meio do Percentage of Consonants Correct-Revised, que verifica o número de consoantes corretas em uma amostra de fala em relação ao número total de consoantes desta amostra. A literatura relata sete subtipos do transtorno fonológico, dentre eles a relacionada à otite média com efusão. Os Potenciais Evocados Auditivos também são utilizados para avaliar indivíduos com alteração de linguagem, pois esta população pode apresentar um déficit na via auditiva central. OBJETIVO: caracterizar os resultados dos potenciais evocados auditivos de longa latência N1, P2, N2 e P300 obtidos em crianças com transtorno fonológico, e verificar a evolução dos resultados destes potenciais frente à terapia fonoaudiológica, correlacionando esta evolução ao histórico de otite e a gravidade deste transtorno. MÉTODOS: Participaram da pesquisa 66 crianças, 25 sem transtorno fonológico (grupo controle) e 41 com transtorno fonológico (grupo estudo). As crianças do grupo estudo foram divididas em dois subgrupos: 22 formaram o subgrupo estudo A e 19 formaram o subgrupo estudo B. Todas as crianças foram submetidas à avaliação audiológica básica e aos potencias evocados auditivos de longa latência. Após a avaliação audiológica completa, as crianças do subgrupo estudo A foram submetidas a 12 sessões de terapia fonoaudiológica e reavaliadas audiologicamente após este período e, as crianças do subgrupo estudo B, crianças que aguardavam terapia em fila de espera, foram reavaliadas após três meses da avaliação inicial. RESULTADOS: os resultados demonstraram, na análise dos dados quantitativos, que o grupo estudo, antes da terapia fonoaudiológica, apresentou diferença estatisticamente significante para as latências dos componentes P2 e P300 e para a amplitude do P300, quando comparado com o grupo controle. Na comparação das latências não foram observadas diferenças estatisticamente significantes entre a primeira e segunda avaliações audiológicas, tanto para o subgrupo estudo A como para o subgrupo estudo B. Verificou-se diferença estatisticamente significante para as amplitudes do P300 e do P2/N2 na comparação entre a primeira e segunda avaliações audiológicas para os subgrupos estudo A e B, respectivamente. Na análise dos dados qualitativos, verificou-se que o P300 apresentou maior porcentagem de resultados alterados no grupo estudo quando comparado ao grupo controle, sendo que o tipo de alteração mais freqüentemente encontrado foi o aumento de latência. Após terapia fonoaudiológica, observou-se maior ocorrência de melhora nos resultados para todos os componentes estudados. Os resultados demonstraram, também, que não existiu associação entre a evolução dos resultados dos potenciais evocados auditivos de longa latência e o histórico de otite, bem como correlação com o Percentage of Consonants Correct-Revised. CONCLUSÕES: crianças com transtorno fonológico apresentam alterações no P300, sugerindo comprometimento da via auditiva central, provavelmente decorrente de alteração no processamento auditivo, apresentando melhora nos resultados de todos os componentes dos potenciais evocados auditivos de longa latência frente à terapia fonoaudiológica. Não existe associação entre a evolução dos resultados e histórico de otite, bem como correlação entre a evolução dos resultados e Percentage of Consonants Correct-Revised.INTRODUCTION: Phonological disorder is a speech disorder that causes a varying degree of speech intelligibility. The severity of this disorder may be measured by the Percentage of Consonants Corrects-Revised, which verifies the number of correct consonants in a speech sample in relation to the total number of consonants in the sample. Literature reports seven subtypes of phonological disorder, amongst them the one related to otitis media with effusion. Auditory evoked potentials are also used to assess individuals with language disorder since this population may present deficit in the central auditory pathway. AIM: to characterize the long latency auditory evoked potentials results N1, P2, N2 and P300 of children with phonological disorder and to verify the improvement of such potentials results with the speech therapy, correlating this improvement to the background of otitis and the severity of this disorder. METHODS: Sixty six children took part in this study, 25 without phonological disorder (control group) and 41 with phonological disorder (study group). Children of the study group were divided into two subgroups: study subgroup A, composed by 22 children and study subgroup B composed by 19 children. All children underwent a basic audiological evaluation and long latency auditory evoked potentials. After the complete audiological assessment, children from study subgroup A underwent 12 sessions of speech therapy and were audiologically re-assessed after this period; children from study subgroup B were re-assessed three months after the initial assessment. RESULTS: the analysis of quantitative data revealed that the study group presented significant statistical difference, before the speech therapy, for the latencies of components P2 and P300 and for the amplitude of P300 when compared to the control group. Comparing the latencies, no significant statistical differences were observed between the first and the second audiological evaluations, either for the study subgroup A or B. A significant statistical difference was verified for the amplitudes of P300 and P2/N2 in the comparison between the first and the second audiological evaluations for subgroups A and B respectively. The analysis of qualitative data revealed that the P300 presented higher percentage of altered results in the study group when compared to the control group, and the most frequent type of alteration found was increased latency. After the speech therapy, the results of all components analyzed improved. Results also showed that there was no association between the improvement of long latency auditory evoked potentials results with the background of otitis, as well as with the Percentage of Consonants Corrects-Revised. CONCLUSIONS: children with phonological disorder present altered P300 suggesting involvement of the central auditory pathway probably due to alterations in the auditory processing, presenting improvement in all components of long latency auditory evoked potentials results after speech therapy. There is no association between the improvement of results and the background of otitis, as well as no correlation between the improvement of results and the Percentage of Consonants Corrects-Revised.
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Macedo, Carolina Cristovão de. "Luz, câmera, didatização: proposta de exploração didática de um longa-metragem para o ensino de italiano como língua estrangeira na perspectiva pós-método." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-19052017-131424/.
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Este trabalho visa a compreender o processo de didatização de um longa-metragem no contexto de ensino de italiano como língua estrangeira (LE) com uma fundamentação na pedagogia pós-método. A pesquisa parte da observação de que os filmes são insumos recorrentes nas aulas de LE, mas têm sua utilização pouco explorada. Propomo-nos a investigar os princípios teóricos e os passos práticos que possam orientar o professor na didatização do insumo fílmico a fim de catalisar seu potencial pedagógico e usufruir do prazer estético deste produto cultural. Nesta perspectiva, entendemos que o professor investe em sua autonomia afirmando seu lugar como intelectual capaz de refletir a partir da prática, constrói uma dinâmica pedagógica específica para as necessidades de seus alunos e do contexto em que eles se inserem, além de contribuir para uma formação cidadã. Para isso, escoramo-nos sobre a pedagogia pós-método, tal como proposta por Kumaravadivelu, discutimos o processo de elaboração de um material didático (MD), bem como seus efeitos sobre o contexto pedagógico, analisamos o longa-metragem enquanto insumo autêntico para as aulas de LE; buscamos compreender o conceito de didatização e debatemos a noção de técnicas didáticas direcionando a questão para a exploração de filmes. Tal discussão teórica se concretizou na experiência de didatização do filme Manuale damore para um público que contou com alunos de níveis A2 e B1 do Quadro Comum Europeu de Referência para as Línguas (QCERL) provenientes majoritariamente do Italiano no Campus (IC), curso de difusão cultural, e da graduação em Letras com habilitação em italiano, ambos da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo (FFLCH-USP), ambiente em que se realizou o curso Manuale damore: Um film per imparare litaliano. Em termos metodológicos, a pesquisa se pautou por um paradigma interpretativista em um modelo de pesquisa participante com viés exploratório, cujos dados foram gerados a partir de questionários fechados e abertos, escala de avaliação, notas de campo, gravação das aulas em áudio e vídeo e registro das produções dos alunos. A pesquisa culminou na proposta de um modelo sistemático de didatização que possa auxiliar professores na exploração didática de filmes de longa-metragem, na verificação da relevância de se considerar o contexto particular de ensino para o processo de ensino-aprendizagem, além de constatar que o processo de didatização tem o efeito de conceder poder ao professor, pois ele se torna protagonista no planejamento das ações pedagógicas refletindo e teorizando sobre sua própria prática e sobre o contexto em que atua.This work aims to understand the process of didactization of a feature film in the context of teaching Italian as a foreign language (FL) with a foundation in Post-Method Pedagogy. The research is based on the observation that films are recurrent inputs in FL classes, but their use is little explored. We propose to investigate the theoretical principles and practical steps that can guide the teacher in the didactization of the filmic input in order to catalyze their pedagogical potential and maintain the appreciation of this cultural products aesthetic pleasure. In this perspective, we understand that the teacher invests in his/her autonomy by affirming his/her place as an intellectual capable of reflecting from the practice, builds a specific pedagogical dynamic for his/her students needs and the context in which pupils are inserted, besides contributing to a Citizenship approach to education. To that end, we anchored on the post-method pedagogy, as proposed by Kumaravadivelu, we discussed the process of elaborating a teaching material (TM), as well as its effects on the pedagogical context, we analyzed the feature film as an authentic input for the classes of FL, we sought to understand the concept of didactization and we debated didactic technique notions directing the question to the exploration of films. Such a theoretical discussion took the practical when the film Manuale d\'amore was didactized for an audience of level A2 and B1 students of the Common European Framework of Reference for Languages (CEFRL), mainly from Italiano no Campus (IC), diffusion course, and undergraduate students in Languages with qualification in Italian, from the Faculty of Philosophy, Letters and Human Sciences of the University of São Paulo (FFLCH-USP), where the course Manuale d\'amore: Un film per imparare l\'italiano was held. In methodological terms, the research was based on an interpretative paradigm in a participatory research model with exploratory bias. The data were generated from closed and open questionnaires, evaluation scale, field notes, recording of audio and video classes and students outputs records. The research culminated in the proposal of a systematic model of didactization that could assist teachers in the didactic exploration of feature films and in the verification of the relevance of the particular teaching context for the teaching-learning process. Besides that, it was verified that the process of didactization has the effect of empowering the teacher, since he/she becomes a protagonist in the planning of pedagogical actions reflecting and theorizing about his/her own practice and the context in which he/she acts.
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Berard, Lolita. "Dépendances à distance en français contemporain. : Etude sur corpus "C'est ce qu'on pense qui devrait être fait"." Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0321/document.
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Notre étude porte sur les séquences « QU- Construction_Verbale_1 que Construction_Verbale_2 » (cf. sous-titre), dans lesquelles on considère traditionnellement que la dépendance entre l'élément QU- et le V2 enchâssé se fait à longue distance. Cette construction a fait l'objet de nombreux travaux et tous concluent que des contraintes en règlent les emplois. Mais ces travaux s'appuient soit sur l'intuition des auteurs ou des locuteurs, soit sur de langues autres que le français.Dans un premier temps, notre étude, basée sur 229 occurrences relevées dans 3M de mots d?oral et 9M de mots d'écrit, cherche à vérifier les hypothèses formulées dans ces travaux (corpus-based). Certaines se révèlent justes : l'élément QU- est toujours sujet, objet ou ajout de V2, le V1 est un verbe fréquent, sémantiquement simple et de valeur modale. En revanche, il n'existe pas de formule prototypique et les V1 n'excluent pas les verbes factifs.Dans un second temps, nous examinons les propriétés syntaxiques, lexicales et pragmatiques de la CV1, jusque là peu étudiée (corpus-driven). Celle-ci se présente sous la forme « sujet pronominal + verbe », ce qui pourrait conforter l'hypothèse de contraintes liées à la performance. Mais la constance de la forme CV1, son sens modal et sa relation avec la CV2 (difficilement pronominalisable), nous invite à considérer que l'ensemble « CV1 que CV2 » est irréductible à un enchâssement et forme un « complexe verbal », une chaîne de verbes comparable à celle des séquences « CV1 CV2_infinitif ». La représentation par bulle proposée par Kahane (2000) rend compte de façon particulièrement naturelle du fait que l'élément QU- est un dépendant local du complexe verbalMy dissertation focuses on sequences "WH- Verb_Construction1 that Verb_Construction2" (see caption) in which it is traditionally admitted that dependency between the WH- and the embedded VC2 is done at long-distance. This construction has been the subject of numerous studies and all of them conclude that constraints regulate its employment. But these studies are based on either the authors' or speakers' intuition, or on other languages than French.My study is based on 229 utterances extracted from 3M words of spoken French and 9M words of written French. I aim first to confirm the assumptions made in these works (corpus-based). Some are correct: WH- is always a V2 subject, complement or circonstant, V1 is a frequent verb, which is semantically simple and has a modal value. However, there is no prototypique formula and V1 don't exclude factive verbs.In a second step, I examine the syntactic, lexical and pragmatic characteristics of VC1 (corpus-driven). Little research has been done on this topic to date. VC1 occurs as "pronominal subject + verb", which could support the hypothesis of performance constraints. But the constancy of VC1 form, its modal meaning and its relationship with the VC2 (hardly pronominalisable) lead me to consider that the whole "VC1 that VC2" is not an embedded structure but a "complex verb", which is a string of verbs similar to sequences in "VC1 infinitive_VC2". The bubble representation proposed by Kahane (2000) clearly reflects that WH- is a local dependent of the complex verb
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Valezi, Maria de Lourdes Servilheira. "Aquisição de perguntas-QU em português brasileiro em crianças com distúrbio específico de linguagem e em crianças com desenvolvimento típico." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-16082016-151404/.
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Este estudo tem por objetivo investigar o comportamento das crianças com Distúrbio Específico de Linguagem (doravante DEL) em relação à produção de uma estrutura sintática complexa, a interrogativa QU de longa distância (doravante pergunta QULD) no português brasileiro, e compará-lo ao das crianças com Desenvolvimento Típico (doravante DT). Foram coletados dados desses 2 grupos de crianças (DEL e DT) entre 5 e 11 anos de idade. Utilizou-se a metodologia de eliciação, implantada em Thornton (1990), para realizar o experimento. Foram eliciadas 16 perguntas QU LD para cada criança, sendo que 8 dessas perguntas eram com extração de sujeito (4 QU nu e 4 QU+N) e 8 com extração de objeto (4 QU nu e 4 QU+N). Os dados da produção dos 2 grupos foram comparados e observou-se que as crianças de ambos os grupos dominam a estrutura de pergunta-QU LD a partir dos 5 anos. Contudo, a produção de tal estrutura sintática pelo grupo das crianças com DEL (36,65%) mostrou-se menos frequente do que a produção do grupo com DT (89,70%), sugerindo que o grupo com DEL enfrenta dificuldades com as estruturas complexas que envolvem movimento. Considerando-se a produção das crianças com DEL, as perguntas-QU de objeto foram produzidas a taxas semelhantes às perguntas QU de sujeito (QU-que simples de sujeito com movimento-QU (44,44%) e QU simples de objeto (55,55%)) pelo grupo com DEL. A análise dos dados nos sugere que as crianças com DEL, embora apresentem dificuldades relacionadas aos movimentos sintáticos, são capazes de processar ambas as estruturas, diferentemente do que outros estudos com essa população encontrou (por exemplo, Van der Lely e Battell (2003) e Friedmman e Novogrodsky, (2011)). Curiosamente, as crianças não produziram perguntasQU com QU in situ, embora a produção de tal estrutura fosse esperada como uma estratégia de minimização de custo de processamento da informação, algo que foi encontrado em estudos anteriores (como em Corrêa e Augusto (2011)).The present study investigates the behavior of children with Specific Language Impairment (SLI) when producing the complex syntactic structure of Long Distance WH- Question and compares it to the production of the same structure by Typically Developing children (TD) at the age of language acquisition in Brazilian Portuguese. Data was taken from 2 groups of children (TD and SLI) aged from 5 to 11 years old. The elicitation method, implemented by Thornton (1990), was used for the experiment. 16 WH-questions were elicited from each child, i.e., 8 with object extraction (4 WH-bare and 4 WHICH+N) and 8 with subject extraction (4 WH-bare and 4 WHICH+N). Data obtained from the 2 groups showed that TD children as well as the SLI group master the complex WH-questions at the age of 5, however, SLI children produced this syntactic structure less frequently (36,65%) than the TD group (89,70%). SLI children certainly faced difficulties in producing it. However, this group of children produced WH-questions with object extraction (55,55%) as frequently as the production of the WH-questions with subject extraction (44,44%). Data analysis suggests that SLI children are able to deal with both syntactic structures (subject and object WH-questions) the same way. SLI children did not produce WH- in situ (a syntactic structure licensed in Brazilian Portuguese).
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Corrêa, Ângelo Alves. "Pindorama de mboîa e îakaré: continuidade e mudança na trajetória das populações Tupi." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/71/71131/tde-17102014-154640/.
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O objetivo desta tese é contribuir para o aperfeiçoamento dos modelos sobre a história das populações Tupi através da análise da bibliografia e de algumas coleções de vasilhas cerâmicas. A pesquisa permitiu a aquisição de inúmeras informações sobre sítios e cronologias; e a análise componencial das coleções de vasilhas cerâmicas permitiu a realização de uma amostragem das especificidades regionais. O resultado possibilitou maior clareza sobre a espacialização das diferenças, divididas em cinco conjuntos cerâmicos cujas características reforçam as hipóteses de deriva e apontam para trocas de elementos com outros povos. Com relação aos modelos foi possível validar pontos importantes, complementando-os com novos dados empíricos onde antes havia apenas suposições, assim como também permitiu refutar algumas hipóteses não compatíveis com o estado da arte. Coadunar os resultados das pesquisas arqueológicas, linguísticas e etnoistóricas tornou possível a construção de um quadro sintético que apresenta tanto as complexidades quanto as possibilidades de desvelar os processos históricos que levaram à formação dos povos Tupi tal como os conhecemos.With this thesis I hope to contribute to the improvement of models on the history of Tupi populations through the analysis of literature and collections of ceramic vessels. The development of the research allowed the acquisition of a large amount of information on sites and chronologies; moreover, the collections analyzed showed great sample potential regarding the regional characteristics of the ceramic sets. The obtained result was a clearer view of the differences in spatialization among the five ceramic sets whose features reinforce the drift assumptions and point to exchange of elements with other peoples. Regarding the models, important points were validated providing empirical data where had been only assumptions, as well as, refuting some assumptions that are incompatible with the current knowledge. Pooling the results of archaeological, linguistic and ethnohistorical research made possible to build a synthetic framework that presents both the complexities and possibilities of revealing the historical processes that led to formation of Tupi as we know them.
Books on the topic "Longuda language"
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Kyala, Miguel Barroso. Longoka Kikongo: Aprenda Kikongo. Luanda-Sul, Angola: Mayamba Editora, 2013.
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Longus. Longus' Daphnis & Chloe. Wauconda, IL: Bolchazy-Carducci, 2005.
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Bonnefoy, Yves. La petite phrase et la longue phrase. [Paris]: La Tilv éditeur, 1994.
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Longus. Longus Daphnis et Chloe. 2nd ed. Leipzig: B.G. Teubner, 1986.
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Manterola, Ma Teresa Encinas. Ars longa: Diez años de AJIHLE. Ciudad de Buenos Aires: Voces del Sur, 2010.
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La longue marche du genre humain: De la bipédie à la parole. Paris: L'Harmattan, 2013.
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Longus. Longus' Daphnis & Chloe: Introduction, Greek text, notes. Wauconda, Ill: Bolchazy-Carducci, 2005.
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Bâ, Mariama. Une si longue lettre. Dakar: Nouvelles éditions africaines, 1987.
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Bâ, Mariama. Une si longue lettre. Dakar: Nouvelles Editions africaines du Sénégal, 2000.
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Bâ, Mariama. Une Si longue lettre. Dakar: Nouvelles éditions africaines, 1992.
Find full textBook chapters on the topic "Longuda language"
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O’Donoghue, Tom, and Teresa O’Doherty. "Education and the Irish Language in the Longue Durée." In Irish Speakers and Schooling in the Gaeltacht, 1900 to the Present, 17–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26021-7_2.
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Frank, Roslyn M. "Translating a Worldview in the longue durée: The Tale of “The Bear’s Son”." In Languages – Cultures – Worldviews, 53–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28509-8_3.
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Downie, Janer. "Chapter 12. Chloe as learning subject in Longus’ Daphnis and Chloe." In The Reality of Women in the Universe of the Ancient Novel, 181–96. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ivitra.40.12dow.
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Setting the erotic education of Daphnis and Chloe in the context of contemporary discourses of paideia, this essay argues that it is Chloe who represents the ideal learning subject. While Daphnis is associated with the language of teaching and training (διδάσκω, παιδεύω), Chloe is associated with the language of learning and understanding (μανθάνω). When her learning process is depicted in the novel’s inset scenes of mythological story-telling, Chloe repeatedly rejects or eludes hierarchical and transactional frameworks of education, modeling a reflective self-awareness and intellectual agency that separates her from Daphnis and connects her instead with adult figures like the Hunter-Narrator and with the novel’s implied reader.
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Harrison, Olivia C. "Minor Transpositions." In Transpositions, 115–32. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781789621112.003.0007.
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What might it mean to transpose a singular experience of migration across heterogeneous national contexts or imperial formations? What might such transpositions reveal about the migrant question, writ large to include the longue durée history of European imperialism? I take the theatrical oeuvre of Franco-Algerian playwright Mohamed Rouabhi as a case study in what I call minor transpositions, focusing on three performances that stage Palestine, Algeria, Native America, and France in a multidirectional critique of colonialism and racism: Les nouveaux bâtisseurs, El menfi/L’exilé, and Darwish, deux textes. Through a complex dramaturgy that mobilizes a range of media (photography, film, dance, music, spoken word) and languages (French, Arabic, sign language), Rouabhi transposes the experience of exile across heterogenous but overlapping imperial formations, elucidating the transcolonial genealogy that has produced the figure of the migrant/refugee as a racialized stranger/outsider.
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Skinner, Quentin. "The Vocabulary of Renaissance Republicanism: A Cultural longue-duree?" In Language and Images of Renaissance Italy, 87–110. Oxford University PressOxford, 1995. http://dx.doi.org/10.1093/oso/9780198203186.003.0005.
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McClure, Daniel Robert. "Who Will Survive in America?" In Winter in America, 284–316. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469664682.003.0009.
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This chapter explores the evolution of the Black radical tradition and its longue durée engagement with the structures of racism weaving through the culture and economics of the United States. Focusing on spoken word albums released in the 1970s and 1980s, the chapter specifically examines the work of Gil Scott-Heron and Jayne Cortez, and a few early 1980s hip-hop artists, who gave language to the changing cultural-economic shifts related to the rise of neoliberalism.
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Orsini, Francesca. "Following Stories across Scripts, Languages, and Repertoires." In East of Delhi, 24–73. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197658291.003.0002.
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Abstract Tales (kathas) are ubiquitous in the literary culture of premodern North India, and they come in all shapes, languages, scripts, and inflections. This chapter traces the fortune of the genre across different languages, scripts, and milieus within this multilingual literary culture. It starts with the romances (pemkthas) in the regional version of Hindi called Avadhi written in the fourteenth and sixteenth centuries and their diffusion. It dwells on the fortune of the genre in the Mughal period, when new tastes and trends developed, by discussing the romances by Usman and Puhakar, Tulsidas’s devotional Ramkatha, as well as Persian texts (the anonymous Rājkunwar and versions of Malik Muhammad Jayasi’s Padmāvat). And it reflects on how the genre fared within modern Hindi literary historiography. Methodologically, the chapter argues that we can use the longue-durée history of the katha genre, its articulation and rearticulation of cultural and social imaginaries, its particular linguistic textures and aesthetic emphasis, and the material form of texts, evidence of patronage, and shifts in circulation and popularity to illuminate the history of literary tastes in the region.
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"Jacques Perron, Parti pris, Liberte: la longue passe de la langue." In La langue de papier, 127–97. Les Presses de l’Université de Montréal, 2004. http://dx.doi.org/10.1515/9782760624337-003.
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Cantera, Alberto. "La liturgie longue en langue avestique dans l’Iran occidental." In Persian Religion in the Achaemenid Period / La religion perse à l’époque achéménide, 21–68. Harrassowitz, O, 2017. http://dx.doi.org/10.2307/j.ctvckq50d.5.
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Spoo, Robert. "Joyce’s Attitudes Toward History: Rome, 1906-7." In James Joyce and the Language of History, 14–37. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195087499.003.0002.
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Abstract The inescapable presence of Rome’s past has overwhelmed many sensitive visitors to that city. In 1873 Henry James wrote of the excavations around the Forum: “[I]t ‘says’ more things to you than you can repeat to sec the past, the ancient world, as you stand there, bodily turned up with the spade and transformed from an immaterial, inaccessible fact of time into a matter of soils and surfaccs.”1 For Sigmund Freud, Rome’s overdetermined history was an object of tear and desire. Although he had longed to visit Rome for years, it was not until he had done extensive excavation work on his own psychic history and published the findings in The Interpretation of Dreams (1900) that he began to be free ofa strange inhibition that had placed the Eternal City under a sort of phobic ban. He finally went to Rome in 1901 and considered his visit a “high point” of his life; he was particularly moved by ancient and Renaissance Rome and stood fascinated before the Moses of Michelangelo.2 More than a century earlier Edward Gibbon had recorded his reactions to Rome’s imposing historical strata: My conversation was with the dead rather than the living, and the whole college of Cardinals was of less value in my eyes than the transfiguration of Raphael, the Apollo of the Vatican, or the massy greatness of the Coliseum.
Conference papers on the topic "Longuda language"
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Kalinina, Irina. "Appréciation individuelle des termes du métier par des spécialistes en ostéopathie biodynamique en anglais, français et italien." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.16.
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L’article examine la ‘résonance expérientielle’, l’appréciation individuelle des termes en ostéopathie biodynamique par les utilisateurs. Tenant compte des caractéristiques conceptuelles essentielles qui forment la base de la sémantique du terme et de la résonance cognitive générée par la dénomination du terme, ancrée dans la culture et la langue cible, l’établissement des caractéristiques individuelle associées aux termes permet d’améliorer la pratique de la traduction pragmatique et la communication entre les spécialistes. En analysant des entretiens ouverts sur le sens de 18 termes avec 8 praticiens d’ostéopathie biodynamique, nous avons établi des tendances de définition et d’explication des termes par les professionnels. Les définitions obtenues ont été confrontées au définitions intensionnelles composées préalablement selon les principes terminologiques. Nous avons constaté que très peu de commentaires des répondants contenaient des mentions d’un concept superordonné, ni de caractéristiques délimitantes des concepts, même si les définitions générées par les spécialistes ont été plus longues que celles issues de l’analyse terminologique. Les répondants ont utilisé des stratégies définitoires assez insolites, se souciant peu de la systématisation et de l’ordre terminologiques : la description d’une situation, d’un sentiment, d’une action, l’utilisation de la négation, de la comparaison, des métaphores, de l’emploi de techniques de narration et des principes du flux de conscience. On a pu noter que les praticiens de la biodynamie accordent une importance particulière à l’exploration des concepts par tous les sens, ce qui constitues un principe didactique de cette discipline.
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Basta, Tayeb. "Shortcomings of the Fundamental Matrix Equation to Reconstruct 3D Scenes." In 8th International Conference on Natural Language Processing (NATP 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120106.
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In stereo vision, the epipolar geometry is the intrinsic projective geometry between the two views. The essential and fundamental matrices relate corresponding points in stereo images. The essential matrix describes the geometry when the used cameras are calibrated, and the fundamental matrix expresses the geometry when the cameras are uncalibrated. Since the nineties, researchers devoted a lot of effort to estimating the fundamental matrix. Although it is a landmark of computer vision, in the current work, three derivations of the essential and fundamental matrices have been revised. The Longuet-Higgins' derivation of the essential matrix where the author draws a mapping between the position vectors of a 3D point; however, the one-to-one feature of that mapping is lost when he changed it to a relation between the image points. In the two other derivations, we demonstrate that the authors established a mapping between the image points through the misuse of mathematics.