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Lin, Yuhan. "Stylistic Variation and Social Perception in Second Dialect Acquisition." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532059573668516.
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Sheikh, Christine. "Religious and Ethnic Variation Among Second-Generation Muslim Americans." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194730.
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The research question for this study is: how do religious and ethnic identities intersect for second-generation Americans? Is religious identification consistently coupled with strong ethnic identity among second-generation Americans, as posited by the current literature on is this issue, or are there other extant patterns that need to be further examined? I considered this question by comparing religious and non-religious second-generation Americans from Muslim-origin families from a variety of ethnic backgrounds. I interviewed 44 individuals across a range of religious and ethnic identification, and found six main patterns in how ethno-religious identities do and do not map on to one another. I titled these six patterns thusly: "Religion > Ethnicity; Higher Religion, Higher Ethnicity," "Religion > Ethnicity; Higher Religion, Lower Ethnicity," "Religion = Ethnicity," "Religion < Ethnicity," "Somewhat Ethnic, Somewhat Religious," and "Critics of Religion and Ethnicity."The case of second-generation Muslim Americans is particularly interesting, given that what may actually be occurring is the growing importance of a "pan-religious" identity, rather than the continued dominance of specific ethnic identities at the group level. Indeed, the primary function of the congregation vis-Ã -vis ethnicity may not be to maintain the ascendancy of a particular ethnic identity, as the sociology of religion literature claims; rather, for second-generation Muslims, religiosity may encourage a "pan-ethnicity" based on shared religious identity. This is borne out in the presence of two forms of the "Religion > Ethnicity" category, and the differentiation in how segmented assimilation occurs between the highly religious and the less religious.
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Jenkins, Jennifer. "Variation in phonological error in interlanguage talk." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019151/.
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The research begins with an examination of the problems attending the growth in the use of English as a lingua franca between non-native speakers. It is argued that vanable first-language specific phonological 'errors' generate much of the miscommunication that is a characteristic of such interlanguage talk (ILT), original support for this claim being provided by a pilot study involving non-native speaker postgraduate students. Following a brief reappraisal of the place of language transfer in second language acquisition, its role in interlanguage (IL) phonology is examined in detail. Phonological transfer is revealed as a central and complex feature of the developing IL The theoretical position is exemplified by a selection of phonological transfer errors drawn from ILT classroom observation, such errors being redefmed in seriousness according to a taxonomy of new criteria based essentially on their effects on ILT communication. The extensive variation to which these taxonomic errorS are subject is discussed in the light of current theories of IL variation, and Accommodation Theory is concluded to have the greatest potential to account for phonological transfer or variation in ILT. The motivations underlying the accommodative processes of convergence and divergence are discussed and the framework is then extended to a motivation considered more salient in ILT: that of interlocutor comprehensibility. Two empirical studies investigate phonological variation in ILT from an accommodation perspective, the findings leading to the conclusion that while accommodation has an essential role in determining phonological error in ILT, its linguistic manifestation is usually one of suppression and non-suppression rather than of traditional convergence and divergence. Pedagogical implications of the research include the benefits of pair and smallgroup work, thus supporting previous research, and the need for classroom exposure to IL varieties of English.
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Dzacka, Charles Nunya. "A Variation of the Carleman Embedding Method for Second Order Systems." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1877.
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The Carleman Embedding is a method that allows us to embed a finite dimensional system of nonlinear differential equations into a system of infinite dimensional linear differential equations. This technique works well when dealing with first-order nonlinear differential equations. However, for higher order nonlinear ordinary differential equations, it is difficult to use the Carleman Embedding method. This project will examine the Carleman Embedding and a variation of the method which is very convenient in applying to second order systems of nonlinear equations.
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Biberauer, Mary Theresa. "Verb second (V2) in Afrikaans : a minimalist investigation of word order variation." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615733.
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Dyson, Bronwen Patricia, University of Western Sydney, and of Arts Education and Social Sciences College. "Developmental style in second language processing : a study of inter-learner variation in the acquisition of English as a second language." THESIS_CAESS_XXX_Dyson_B.xml, 2004. http://handle.uws.edu.au:8081/1959.7/817.
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Research into how learners acquire second language has established that there are developmental stages but has not established the nature of variation within these stages. On the basis of a longitudinal study of the speech of six learners acquiring English as a Second Language (ESL), this thesis investigates the proposals which have been made about variation in stages within the paradigm established by the Multidimensional Model (MDM). Of particular interest is the variational option hypothesis in Processability Theory (PT), the theoretical framework of this thesis. The findings indicate that these variational options and the variational features are not satisfactory in three main respects. They are based on a theoretical construct which makes problematic assumptions about the learner’s knowledge of the second language, they do not reliably predict variation and they exclude important aspects of variation. This thesis proposes a new approach termed ‘developmental style’ which suggests that learner orientation at each stage can be defined in terms of a learner’s lexical or grammatical orientation. The findings demonstrate support for the developmental hypothesis and show that learners are consistent in their particular developmental style at the different stages investigated. The results indicate that learners vary in terms of their general grammatical development at any stage. This study also finds that language background, gender and task are variables which need to be controlled (informally) in order to demonstrate developmental styles.Doctor of Philosophy (PhD)
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Dyson, Bronwen Patricia. "Developmental style in second language processing a study of inter-learner variation in the acquisition of English as a second language /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050729.140020/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2004.A thesis presented to the University of Western Sydney in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Gonzalez, Johnson Aracelis Maydee. "Dialectal Allophonic Variation in L2 Pronunciation." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/783.
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This thesis investigated the realization of the English voiceless post-alveolar affricate and the voiceless post-alveolar fricative in native Panamanian speakers learning English as a second language. The Spanish of Panama has a typical deaffrication process where the post-alveolar affricate phoneme is mostly pronounced as a fricative; as a result, the Spanish affricate has two allophones, the voiceless post-alveolar affricate and the voiceless post-alveolar fricative that occur in free variation in the Spanish of Panama. The word positions tested were word initially and finally only. Thus, the purpose of the study was to determine the dominant sound in the Spanish of Panama, to identify dialectal allophonic transfer from the Spanish of Panama, and to verify the accomplishment of the phonemic split in English through the frequency of usage of the target sounds. Subsequently, in order to exemplify the deaffrication phonological process of Panama, I developed and discussed a Feature Geometry of the Spanish language along with the Underspecified consonants of the Spanish language. In addition, I tested three main theories about acquisition of contrastive target sounds, Markedness, and similarity and dissimilarity of sounds. The results showed that these Panamanian learners of English produced the English voiceless post-alveolar fricative significantly more target appropriately than the English voiceless post-alveolar affricate. This indicates that the dominant sound in the Spanish of Panama is the dialectal allophone, the voiceless post-alveolar fricative, which I suggest may become the default post-alveolar phoneme in the Spanish of Panama. Subsequently, the high frequency of the voiceless post-alveolar fricative also indicates that the participants transferred their Panamanian Spanish dialectal allophone, the voiceless post-alveolar fricative, into English and more importantly, they have not reached the phonemic split for these two English target sounds. Taking the dialectal allophone, the voiceless post-alveolar fricative, as the default post-alveolar phoneme in the Spanish of Panama, The Markedness Differential Hypothesis (Eckman, 1977) accounts for the observed trends described as follows: the learning of the less marked sound (English voiceless post-alveolar fricative) was easier to acquire and the learning of the more marked sound (English voiceless post-alveolar affricate) was difficult to acquire.
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Austen, Martha. "The Role of Listener Experience in Perception of Conditioned Dialect Variation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159532560325774.
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Fisher, Isaac W. "Transfer of stylistic phonetic variables indexing sexuality in second language contexts." Kansas State University, 2016. http://hdl.handle.net/2097/32676.
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Master of ArtsDepartment of Modern Languages
Earl K. Brown
This paper reports on a study that analyzes how a sequential bilingual speaker (L1 Mexican Spanish, L2 American English) uses stylistic phonetic variation in different speech types during an interview (short answer, spontaneous speech, dramatic anecdote, reading) to construct a dynamic gay persona. There are many stylistic variables that can interact when an individual is creating a persona in an interaction, and this becomes even more complex when analyzing L1 speech as well as L2 speech as there are two collections of stylistic phonetic variables (indexical fields) interacting from two different cultural ideologies available to the interlocutors. It is problematic to assign one distinct variable to an identity, such as gay, as it homogenizes a diverse social group of individuals and underestimates members' ability to manage perceptual salience of their identity as a gay individual based on context and social pressure(s). While the field of Lavender Linguistics (language use associated with the LGBTQ community) has shown that there are many resources that can be used to "sound gay," this case study focuses on how a speaker stylistically creates a gay persona throughout the interview through stylistic variation of two principle variables: 1) word-final /s/ duration, and 2) center of gravity of word-final /s/.
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Omenyi, Louis Okechukwu. "On the second variation of the spectral zeta function of the Laplacian on homogeneous Riemanniann manifolds." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16167.
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The spectral zeta function, introduced by Minakshisundaram and Pleijel in [36] and denoted by ζg(s), encodes important spectral information for the Laplacian on Riemannian manifolds. For instance, the important notions of the determinant of the Laplacian and Casimir energy are defined via the spectral zeta function. On homogeneous manifolds, it is known that the spectral zeta function is critical with respect to conformal metric perturbations, (see e.g Richardson ([47]) and Okikiolu ([41])). In this thesis, we compute a second variation formula of ζg(s) on closed homogeneous Riemannian manifolds under conformal metric perturbations. It is well known that the quadratic form corresponding to this second variation is given by a certain pseudodifferential operator that depends meromorphically on s. The symbol of this operator was analysed by Okikiolu in ([42]). We analyse it in more detail on homogeneous spaces, in particular on the spheres Sn. The case n = 3 is treated in great detail. In order to describe the second variation we introduce a certain distributional integral kernel, analyse its meromorphic properties and the pole structure. The Casimir energy defined as the finite part of ζg(-½) on the n-sphere and other points of ζg(s) are used to illustrate our results. The techniques employed are heat kernel asymptotics on Riemannian manifolds, the associated meromorphic continuation of the zeta function, harmonic analysis on spheres, and asymptotic analysis.
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Gathany, Mark A. "Sources of variation in ecosystem carbon pools : a comparison of adjacent old- and second-growth forests /." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1102537971.
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Favart, Françoise. "La représentation de " l'oralité populaire"dans quelques romans du second XXème siècle (1966-2006)." Paris 10, 2009. http://www.theses.fr/2009PA100090.
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Cette étude se propose d’analyser la représentation de l’oralité populaire dans des romans français du second XXème siècle (1966-2006). Dans la partie théorique de ce travail, nous délimitons les notions polysémiques d’oralité et de populaire ; nous présentons en outre les faits de langue qui sont habituellement considérés comme des marqueurs sociolectaux de type populaire. L’analyse des phénomènes d’oralité populaire présents dans le corpus (1966-2006), ainsi que la synthèse des données effectuées respectivement dans la deuxième et la troisième parties, nous ont permis de mettre en évidence des changements dans la représentation littéraire au cours de cette période et par rapport à la première moitié du siècle. Par ailleurs, notre étude montre que la langue populaire telle qu’elle est construite par les écrivains est le produit d’un artefact qui repose sur un décalage entre pratique et sentiment de la langue. La langue populaire telle qu’elle est représentée est donc un leurre basé sur l’utilisation d’un code. En dernière analyse, nous en sommes arrivée à nous demander si la langue populaire existait vraiment et si nous n’avions pas plutôt affaire à une notion opérationnelle qu’à un objet linguistique définiThis study aims to analyse the way popular speech is represented in several French novels of the second half of the 20th century (1966-2006). The theoretical part offers definitions of the polysemous concepts of ‘orality’ and ‘popular’; linguistic markers are also presented which, from the sociolectic standpoint, are frequently treated as connoting popular speech. The analysis of the phenomena of popular orality which the 1966-2006 corpus demonstrates, and likewise the synthesis of the data provided in the second and third parts, allow the author to highlight changes in the way popular speech has been represented in literature over this period, with reference to the first half of the century as well. Furthermore, this study shows that popular language, as reconstructed by the writers, is an artefact, based on a perspective of the spoken language shifting between its actual and its imagined use. Popular language as it is represented is therefore a decoy, based on the use of a code. In the last analysis, the author poses the question as to whether popular language really exists, or whether in fact it concerns an operational notion rather than a true linguistic phenomenon
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Lindström, Eva. "L’acquisition du genre en français L2 – développement et variation." Doctoral thesis, Stockholms universitet, Romanska och klassiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93043.
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This thesis investigates the developpment of gender agreement in determiners and adjectives in the spontaneous speech of L2 French by five groups of Swedish learners: beginners at the university, secondary school students, university students, teacher candidates and PhD students. Different types of determiners are examined, such as definite and the indefinite articles. Adjectival agreement is studied in different positions in relation to the noun, such as the attributive anteposition, the attributive postposition and the predicative position. The aim is to identify the developmental sequence of gender agreement through a longitudinal study of learners at different levels of acquisition. The analysis is based on spoken language, i.e. 81 interviews belonging to the InterFra-corpus, Stockholm University. Our data also includes 8 oral productions from a control group of native speakers. The study is in three parts: one for the agreement between determiners and nouns, another for the agreement between adjectives and nouns and, finally, a study considering agreement between all three items within the noun phrase, i.e. determiner, noun and adjective (Det-N-Adj). A sequence of acquisition for gender agreement on determiners and adjectives is proposed based on the productions of four learner groups and compared to the six developmental stages suggested by Bartning and Schlyter (2004). Results have showed that there is an acquisition order of gender agreement in different parts of the nominal phrase, according to the type of determiner and the positions of the adjective. A qualitative analysis has shown a random use of gender agreement on determiners and some nouns are used with both genders on the determiner. Also, the type-token ratio is very low at the beginning of the acquisition, which partly explains the high accuracy rate (100 %). The study considering agreement between all three constituents within the noun phrase revealed that advanced learners have higher accuracy rate for gender agreement on adjectives within the noun phrase with the presence of a determiner that marks gender distinction (i.e. a non-elided, singular determiner). Results also showed that the feminine form of the adjectives remains difficult at higher acquisitional levels.
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Wallgren, Jonas. "Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.
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The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period (1924-1989) the word was used together with both affirmative and negative words to form expressions. In the early Showa period the grammatical rules in education changed so that the only acceptable use was together with a negative word. From the 1990’s onward, the use together with an affirmative word has made a comeback especially among younger Japanese people. However even though the usage together with an affirmative word has made a comeback and was considered normal once in history, in today’s society it is still considered as slang and thus not recommended usage in formal situations. Foreign language learners however, tend not to learn a language only by textbooks but also by imitating the language of native Japanese speakers and Japanese popular culture. This may lead to a confusion regarding what words are acceptable to use in conversations. Therefore in this study, an online survey that examines the usage and attitudes regarding the word zenzen aimed at Japanese language learners at Swedish universities was conducted. The results of the survey showed that although a majority of the learners showed a good understanding of the usage, more than half of the learners displayed a feeling of confusion regarding the usage of the word. The gender comparison regarding the usage showed no major differences. Having lived in Japan, having Japanese friends whom you speak Japanese with regularly and length of Japanese study was associated with an increased understanding of the usage. Regular consumption of Japanese popular culture, however, was not associated with an increased understanding of the usage. A literature analysis was also conducted to examine the attitudes regarding the usage of zenzen in a variety of books with topics including business language and books aimed at Japanese language teachers. The results showed that zenzen used together with a negative word was considered as the norm while zenzen used together with an affirmative word was not recommended to be used in formal situations. When recommending proper usage of the word zenzen together with an affirmative word to foreign learners of Japanese, hijou-ni and totemo was seen as better alternatives to zenzen in a formal situation.
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Kunschak, Claudia. "Awareness of and attitudes toward variation in L2: Origins, prevalence and implications for second/foreign language teaching." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289947.
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The present study investigated awareness of and attitudes toward language variation among college level learners of German as a foreign language. The first part, language samples of varieties of English and German, was presented to students with Likert-type/Osgood semantic differential response sheets to explore patterns of reactions indicative of students' attitudes. The second part, a questionnaire including demographic items, items on German language background, and special items on language variation in English and German, was designed to examine possible connections between awareness and attitude in English, in German, and across languages, as well as any potentially related demographic or linguistic background factors. The third part, interviews of volunteers, was included to provide qualitative insights into the web of life experiences, linguistic background, and awareness of and attitudes toward language variation. The underlying purpose of the study was the establishment of baseline data on awareness of and attitude toward language variation among college students with a view to incorporating these findings into language planning, teacher training, material development, and classroom practice. Variation awareness was found to be well-developed among students, especially in L1 where up to 90% declared having experienced variation as opposed to 70% for L2, German. Attitudes toward variation were quite positive in L1 and slightly negative in L2. Awareness and attitudes were found to correlate strongly both within the languages and across languages. Overall, students found it important to learn about variation in L1 and L2 (4 out of 5 on a scale from 1-5). According to interviewees, language variation has a strong cultural component and awareness thereof has the potential to enhance communication. Based on these findings, the following recommendations can be formulated. Students' rich linguistic background and sometimes dormant metalinguistic capacities should be taken advantage of. Curricula, materials, and teacher training modules reflecting a concern for language variation should be developed. Finally, collaboration between L1 and L2 instructors and/or programs could contribute to disentangling the web of variation awareness and attitudes, cognition and affect, acceptability, appropriacy and critical language use.
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Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.
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This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.
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Seyhan, Ninva. "Pedagogisk dokumentation : En kvalitativ studie om pedagogers uppfattningar kring arbetet med pedagogisk dokumentation i relation till det systematiska kvalitetsarbetet i Reggio Emiliainspirerade förskolor." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35393.
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In this study I have investigated what perceptions educators have about educational documentation and how teachers perceive that pedagogical documentation helps to discover and visualize learning. I have also investigated how teachers perceive that the size of the child group and the systematic quality work affect the work of educational documentation. The purpose is to investigate educators perceptions of these tools to contribute to the development of pre-school work. I have done a qualitative study in the form of interviews. In the study, I have taken the phenomenological research effort as a starting point and the result shows that there are both equal and different perceptions about the systematic quality work and the work on educational documentation.
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Collins, Brett. "SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.
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Teaching & LearningPh.D.
In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relation to their understanding sandhi-variation in aural texts. The third concerns the lack of research investigating links between learners’ backgrounds and their ability to handle listening texts, especially variations in the speech stream in target aural texts. The purpose of this study was threefold. My first purpose was to investigate the item difficulty hierarchy of sandhi-variation types that learners have in relation to L2 listening proficiency. My second purpose was to evaluate links between aural input containing elision and assimilation and second language aural processing, to provide insight into how learners deal with sandhi-variation as they process such input. My third purpose was to investigate through the use of interviews the aural input that participants have encountered prior to the interventions of this study, to help explain which types of aural input can facilitate intake. Twenty-five first- and second-year Japanese university students participated in the current study. The participants completed a series of instruments, which included (a) a Test of English as a Foreign Language Paper-Based Test (TOEFL PBT), (b) a Listening Vocabulary Levels Test (LVLT), (c) a Modern Language Aptitude Test–Elementary (MLAT-E), (d) a Pre-Listening in English questionnaire, (e) an Elicited Imitation Test (EIT), and (f) a Background and Length of Residency interview. The EIT was used as a sandhi-variation listening test with two component parts (i.e., elision and assimilation) and two sub-component parts (e.g., two different utterance rates), using elicited imitation. Finally, the participants were interviewed about their language backgrounds to gauge their understanding and feelings about English. An empirical item hierarchy for elision and assimilation was investigated, along with the determinants of the hierarchy. Overall, the tendency was for items with elision and assimilation to be more difficult. Results also indicated that the two input rate variables combined with elision and assimilation affected the non-native participants’ listening comprehension. Moreover, the strength of the relationship between two measures of the participants’ language ability, proficiency and aptitude, and their comprehension of items with and without the phonological features of elision and assimilation, were investigated. The results confirmed a positive relationship between language aptitude as measured by the MLAT-E and the comprehension of the phonological features of elision and assimilation. Finally, the results indicated that there were no significant, positive correlations between English language proficiency scores and both the Pre-Listening Questionnaire, which measured the participants’ feelings about second language listening, and the Background and Length of Residency Interview. More research needs to be conducted to determine how learners’ backgrounds are related to listening comprehension in order to better prescribe aural input in second language listening classrooms.
Temple University--Theses
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McCourt, Claire A. "Learner use of French second-person pronouns in synchronous electronic communication." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9753/.
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This study analyzes students' use of the French second-person pronouns tu (T) and vous (V) in small-group (2-3 students) inter-learner online chat sessions. The influence of internal linguistic factors (i.e., turn type and morphosyntactic environment) on learners' appropriate vs. inappropriate use of these pronouns is considered. The study also investigates the influence of Instructional Level on tu-vous use and the extent to which students from different instructional levels provide various types of peer assistance (e.g., lexical, morphosyntactic, and sociolinguistic/pragmatic) . Pronoun use was extremely unstable for learners of all levels, and a Kruskal-Wallis analysis revealed that Instructional Level did not significantly affect appropriate T/V use overall. Instructional Level and Syntax did, however, significantly affect interrogative T/V use, as shown through multivariate analyses. Peer-assisted performance was limited to lexical retrieval. Pedagogical recommendations are presented for teaching and learning second-person pronouns in French.
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Murakami, Akira. "Individual variation and the role of L1 in the L2 development of English grammatical morphemes : insights from learner corpora." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/254430.
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The overarching goal of the dissertation is to illustrate the relevance of learner corpus research to the field of second language acquisition (SLA). The possibility that learner corpora can be useful in mainstream SLA research has a significant implication given that they have not been systematically explored in relation to SLA theories. The thesis contributes to building a methodological framework to utilize learner corpora beneficially to SLA and argues that learner corpus research contributes to other disciplines. This is achieved by a series of case studies that quantitatively analyze individual variation and the role of native language (L1) in second language (L2) development of English grammatical morphemes and explain the findings with existing SLA theories. The dissertation investigates the L2 development of morphemes based on two largescale learner corpora. It first reviews the literature and points out that the L2 acquisition order of English grammatical morphemes that has been believed universal in SLA research may, in fact, vary across the learners with different L1 backgrounds and that individual differences in morpheme studies have been relatively neglected in previous literature. The present research, thus, provides empirical evidence testing the universality of the order and the extent of individual differences. In the first study, the thesis investigates L1 influence on the L2 acquisition order of six English grammatical morphemes across seven L1 groups and five proficiency levels. Data drawn from approximately 12,000 essays from the Cambridge Learner Corpus establish clear L1 influence on this issue. The study also reveals that learners without the equivalent morpheme in L1 tend to achieve an accuracy level of below 90% with respect to the morpheme even at the highest proficiency level, and that morphemes requiring learners to learn to pay attention to the relevant distinctions in their acquisition show a stronger effect of L1 than those which only require new form-meaning mappings. The findings are interpreted under the framework of thinking-for-speaking proposed by Dan Slobin. Following the first study, the dissertation exploits EF-Cambridge Open Language Database (EFCamDat) and analyzes the developmental patterns of morphemes, L1 influence on the patterns, and the extent to which individual variation is observed in the development. Based on approximately 140,000 essays written by 46,700 learners of 10 L1 groups across a wide range of proficiency levels, the study found that (i) certain developmental patterns of accuracy are observed irrespective of target morphemes, (ii) inverted U-shaped development is rare irrespective of morphemes, (iii) proficiency influences the within-learner developmental patterns of morphemes, (iv) the developmental patterns at least slightly vary depending on morphemes, and (v) significant individual variation is observed in absolute accuracy, the accuracy difference between morphemes, and the rate of development. The findings are interpreted with dynamic systems theory (DST), a theory of development that has recently been applied to SLA research. The thesis further examines whether any systematic relationship is observed between the developmental patterns of morphemes. Although DST expects that their development is interlinked, the study did not find any strong relationships between the developmental patterns. However, it revealed a weak supportive relationship in the developmental pattern between articles and plural -s. That is, within individual learners, when the accuracy of articles increases, the accuracy of plural -s tends to increase as well, and vice versa.
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Bonacini, Marco. "Minimality and stability results for a class of free-discontinuity and nonlocal isoperimetric problems." Doctoral thesis, SISSA, 2013. http://hdl.handle.net/20.500.11767/4832.
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Engel, Hugues. "Dislocation et référence aux entités en français L2 : Développement, interaction, variation." Doctoral thesis, Stockholms universitet, Institutionen för franska, italienska och klassiska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38716.
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This thesis investigates the use and development of dislocations in oral productions by Swedish users of French as a second language (L2). Dislocations are highly frequent in French oral speech and play an essential role in building utterances. L2 users of French must therefore acquire the grammatical means necessary to build this structure as well as the pragmatic principles underlying its use. The study is empirical, and based on a corpus of oral productions from a wide range of non-native speakers (NNS), from beginners studying at university to L2 users who have spent many years in France. The analysis also includes oral productions from a control group of native speakers (NS). The aim is to identify a path of development by which the different forms and functions of dislocations are acquired. Furthermore, the study examines the influence of tasks on the use of dislocations, by analysing two tasks which place very different demands on the informants in terms of cognitive effort, namely interviews and retellings. The analysis focuses on two main kinds of dislocations: on the one hand, [moi je VP] (and its syntactical variants); on the other hand, dislocations referring to third entities (such as [NP il VP] and [NP c’est X]). The results show that both kinds go through a process of development in French L2. However, French learners seem to master the lexical dislocations referring to third entities as well as their pragmatic rules of use from the first stages of acquisition, yet with deviances in some cases. On the other hand, the frequency of use of [moi je VP] and its syntactical variants correlates highly with the level of development of the NNS. Moreover, there is a significantly greater frequency of dislocations in the NNS retelling tasks than in their interviews. In the NS group, the frequency of use remains comparable in both tasks. This difference between NS and NNS is probably due to the additional cognitive load that retellings demand compared with interviews—e.g., recalling the succession of events, solving the lexical problems posed by the story that is to be retold. It is proposed that this additional load may trigger, as a compensation strategy, an increase in the frequency of use of dislocations in the NNS speech.
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Piffet, Loïc. "Décomposition d’image par modèles variationnels : débruitage et extraction de texture." Thesis, Orléans, 2010. http://www.theses.fr/2010ORLE2053/document.
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Cette thèse est consacrée dans un premier temps à l’élaboration d’un modèle variationnel dedébruitage d’ordre deux, faisant intervenir l’espace BV 2 des fonctions à hessien borné. Nous nous inspirons ici directement du célèbre modèle de Rudin, Osher et Fatemi (ROF), remplaçant la minimisation de la variation totale de la fonction par la minimisation de la variation totale seconde, c’est à dire la variation totale de ses dérivées. Le but est ici d’obtenir un modèle aussi performant que le modèle ROF, permettant de plus de résoudre le problème de l’effet staircasing que celui-ci engendre. Le modèle que nous étudions ici semble efficace, entraînant toutefois l’apparition d’un léger effet de flou. C’est afin de réduire cet effet que nous introduisons finalement un modèle mixte, permettant d’obtenir des solutions à la fois non constantes par morceaux et sans effet de flou au niveau des détails. Dans une seconde partie, nous nous intéressons au problème d’extraction de texture. Un modèle reconnu comme étant l’un des plus performants est le modèle T V -L1, qui consiste simplement à remplacer dans le modèle ROF la norme L2 du terme d’attache aux données par la norme L1. Nous proposons ici une méthode originale permettant de résoudre ce problème utilisant des méthodes de Lagrangien augmenté. Pour les mêmes raisons que dans le cas du débruitage, nous introduisons également le modèle T V 2-L1, consistant encore une fois à remplacer la variation totale par la variation totale seconde. Un modèle d’extraction de texture mixte est enfin très brièvement introduit. Ce manuscrit est ponctué d’un vaste chapitre dédié aux tests numériquesThis thesis is devoted in a first part to the elaboration of a second order variational modelfor image denoising, using the BV 2 space of bounded hessian functions. We here take a leaf out of the well known Rudin, Osher and Fatemi (ROF) model, where we replace the minimization of the total variation of the function with the minimization of the second order total variation of the function, that is to say the total variation of its partial derivatives. The goal is to get a competitive model with no staircasing effect that generates the ROF model anymore. The model we study seems to be efficient, but generates a blurry effect. In order to deal with it, we introduce a mixed model that permits to get solutions with no staircasing and without blurry effect on details. In a second part, we take an interset to the texture extraction problem. A model known as one of the most efficient is the T V -L1 model. It just consits in replacing the L2 norm of the fitting data term with the L1 norm.We propose here an original way to solve this problem by the use of augmented Lagrangian methods. For the same reason than for the denoising case, we also take an interest to the T V 2-L1 model, replacing again the total variation of the function by the second order total variation. A mixed model for texture extraction is finally briefly introduced. This manuscript ends with a huge chapter of numerical tests
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Cottrell, Catherine E. "Genetic variation and complex disease: the examination of an X-linked disorder and a multifactorial disease." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196182829.
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Olteanu, Constanta. "”Vad skulle x kunna vara?” : andragradsekvation och andragradsfunktion som objekt för lärande." Doctoral thesis, Umeå University, Mathematics, Technology and Science Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1363.
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Algebraic equations and functions play an important role in various mathematical topics, including algebra, trigonometry, linear programming and calculus. Accordingly, various documents, such as the most recent Swedish curriculum (Lpf 94) for upper secondary school and the course syllabi in mathematics, specify what the students should learn in Mathematics Course B. They should be able to solve quadratic equations and apply this knowledge in solving problems, explain the properties of a function, as well as be able to set up, interpret and use some nonlinear functions as models for real processes. To implement these recommendations, it is crucial to understand the students’ way of experiencing quadratic equations and functions, and describe the meaning these have for the students in relation to the possibility they have to their experience of them.
The aim of this thesis is to analyse, understand and explain the relation between the handled and learned content, which consists of second-degree equations and quadratic functions, in classroom practice. This means that content is the research object and not the teacher’s conceptions or knowledge of, or about this content. This restriction implies that the handled and learned contents are central in this study and will be analysed from different perspectives.
The study includes two teachers and 45 students in two different classes. The data consist of video-recordings of lessons, individual sessions, interviews and the teachers’/researcher’s review of the individual sessions. The students’ tests also constituted an important part of the data collection.
When analysing the data, concepts relating to variation theory have been used as analytical tools. Data have been analysed in respect of the teachers’ focus on the lesson content, which aspects are ignored and which patterns of dimensions of variations are constituted when the contents are handled by the teachers in the classroom. Also, data have been analysed in respect of the students’ focus when they solve different exercises in a test situation. It can be shown that the meaning of parameters, the unknown quantity in an equation and the function’s argument change several times when the teacher presents the content in the classroom and when the students solve different exercises. It can also be shown that the teachers and the students develop complicated patterns of variation during the lessons and that the ways in which the teachers open up dimensions of variation play an important role in the learning process. The results indicate that there is a convergent variation leading the students to improve their learning. By focusing on some aspects of the objects of learning and create convergent variations, it is possible for the students to understand the difference between various interpretations of these aspects and thereafter focus on the interpretation that fits in a certain context. Furthermore, this variation leads the students to make generalisations in each object of learning (equations and functions) and between these objects of learning. These generalisations remain over time, despite working with new objects of learning. An important result in this study is that the implicit or explicit arguments of a function can make it possible to discern an equation from a function despite the fact that they are constituted by the same algebraic expression.
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Wu, Junyu. "A Linguistic Analysis of the Written Production of Second Language Learners : The Variation of Article Usage by Adult Chinese Learners of English." Thesis, Högskolan Dalarna, Engelska, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-13828.
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This study aims to test Robertson’s lexical transfer principle, which posits that Chinese learners use demonstratives (particularly this) and the numeral one as markers of definiteness and indefiniteness. This is tested by analysing Chinese learners’ written production collected from the Spoken and Written English Corpus of Chinese Learners 2.0 (SWECCL 2.0). The purpose is to understand the variation of article usage by adult Chinese learners of English. More specifically, the study examines to what extent articles, possessive and demonstrative pronouns are used in Chinese learners’ English and how definite and indefinite articles are used by the Chinese learners. Findings suggest that Robertson’s lexical transfer principle was corroborated by the present study. In addition, Chinese learners prefer to use demonstrative determiners, the possessive determiner our, and the numeral one to perform the function of marking definiteness and indefiniteness. In particular, the learners try to use the demonstrative determiners that and this in the anaphoric function instead of the definite article, and the demonstrative determiner those is frequently used in the cataphoric function. What is more, the learners use the numeral one as a marker of indefiniteness, and it is also used as a marker of definiteness in the anaphoric function. Further, the possessive determiner our is used as a marker of definiteness in larger situation uses referring to something unique. To this end, the study is able to show that the definite article is used to perform the function of marking indefiniteness, and in some particular contexts the definite article functions as a Chinese specifier in Chinese learners’ English. Also, the indefinite article is frequently used in quantifier phrases but is rarely used in other functions. There are three main reasons that may explain why Chinese learners use determiners variously. Firstly, the choice of determiners by Chinese learners is influenced by linguistic contexts. Secondly, because of learning strategies, Chinese learners try to ignore the anaphoric function and cataphoric function that they are not yet ready to process in article usage. Thirdly, interlanguage grammar influences the optionality in the use of articles.
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Drummond, Rob John. "Sociolinguistic variation in a second language : the influence of local accent on the pronunciation of non-native English speakers living in Manchester." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/sociolinguistic-variation-in-a-second-language-the-influence-of-local-accent-on-the-pronunciation-of-nonnative-english-speakers-living-in-manchester(614f2f75-4705-4cc0-a93a-4b1914a88e04).html.
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This study is an investigation into sociolinguistic variation in a second language. More specifically, it is an investigation into the extent to which speakers of English as a second language acquire particular features of the variety of English they are exposed to. The speakers in question are Polish migrants, and the variety of English is that found in Manchester, a city in the North West of England.The research uses data gathered from 41 participants who have been in Manchester for various lengths of time and who came to the UK for a wide range of reasons. The aim was to explore the extent to which local accent features are acquired by second language English speakers, and the linguistic and social factors which influence this acquisition. Methodologically, the research draws on practices from variationist sociolinguistics, but by using them in a second language context, the study has the additional aim of developing the link between these two areas of study. Four linguistic features were identified, on the basis of them each exhibiting local variants that differ from any pedagogical model of English the speakers will have been exposed to in Poland. All four demonstrated some degree of change towards the local variants in the speech of many of the participants, but to greatly differing degrees. Multiple regression analyses helped to determine which factors might be influencing the patterns of variation, with the social constraints of length of residence, level of English, gender, attitude, and identity among those believed to be playing a part. The thesis ends with a discussion exploring the implications of the findings in terms of existing and future research, and looks at how they might usefully be applied to situations outside that of academic linguistics.
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Schmidt, Lili Sara. ""Hon har SFI-uttal" : En perceptionsstudie om hur vuxna andraspråksinlärare uppfattar modersmålssvenska och andraspråkssvenska." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104770.
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Sammanfattning Att kunna identifiera och förstå olika varieteter av målspråket är en grundläggande förutsättning för att andraspråksinlärare av svenska ska kunna bli fullständig deltagare i dagens flerspråkiga svenska samhälle. Den här studien har till syfte att explorativt undersöka vuxna andraspråksinlärares tillägnande av kunskaper i språklig variation vad gäller modersmålssvenska och andraspråkssvenska, samt deras sociolingvistiska medvetenhet. Detta testas och analyseras genom olika moment i ett lyssnarexperiment, dvs. hur L2-lyssnare bedömer olika talare, hur de förklarar sin bedömning och hur de uppfattar sig själva jämfört med olika talare. En bakgrundsenkät används för att samla in information om språklig erfarenhet och koppla den till L2-lyssnarnas bedömningar. Resultaten pekar mot att studiens L2-lyssnare varierar väldigt mycket vad gäller kunskaper i variation, och vissa lyssnare verkar även ha helt identiska bedömningar med modersmålskontrollgruppen. Studien har däremot inte kunnat påvisa någon korrelation mellan språklig erfarenhet och L2-lyssnarnas bedömningar. Det presenteras möjliga tolkningar av och förklaringar till vad som kan ha påverkan på L2-lyssnares kunskaper.Abstract Being able to identify and understand different varieties of the target language is a fundamental condition for learners of Swedish as a second language in order to gain full language proficiency and become a participant in today’s multilingual Swedish society. The present study is an explorative investigation of how adult second language learners acquire knowledge of native and non-native variation in Swedish and of sociolinguistic awareness. A listening experiment is used to collect and analyse data in three steps, i.e. how L2 listeners judge different speakers, how they explain their judgements, and how they perceive their own Swedish compared to different speakers. A questionnaire is used to collect information about language experience and to find correlations between this and L2 listeners’ judgements. The results indicate that L2 listeners’ knowledge of variation varies to a great extent, and that some of them seem to have identical judgements to the native control group. The data in this study does not support that there are any correlations between L2 listeners’ language experience and judgements. Possible interpretations and explanations of what can affect L2 listeners’ knowledge are presented as well.
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Barnatt, John. "The design and distribution of stone circles in Britain : a reflection of variation in social organization in the second and third millennia BC." Thesis, University of Sheffield, 1988. http://etheses.whiterose.ac.uk/14854/.
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Stone circles are a diverse monument form which may well incorporate a complex palimpsest of sites of varying functions and dates. Multivariate analyses of their architectural variability provide the basis for a taxonomy which divide the data into 14 distinct types of stone circle. These are argued to form a base for further research which avoids many of the problems inherent in simplistic comparisons of stone circles as a whole. A corpus of stone circles has been compiled. The design, date and distribution of each stone circle class is examined. In addition, the controversial hypotheses instigated by Thom, on geometry, metrology and astronomical orientation, are reviewed and placed within the more general interpretive framework used here to define stone circle taxonomy. The other major theme presented here is an analysis of the distribution of the 14 stone circle types in relation to topography, settlement and other monuments. This highlights a diverse range of patterns which becomes apparent once differential survival rates are accounted for. At one extreme, 1n peripheral areas such as the Peak District's East Moors, are simple one to one correlations of field systems/ca1rnf1elds to small, similarly designed monuments. Towards the other end of the spectrum, as on Dartmoor, are complex patterns where hierarchies of different monument forms exist, which can be argued to function on different levels; ranging from the purely local to regional meeting places. Variation in the character of such patterns from region to region are argued to reflect significant differences in social organization across Britain. While some of these differences can be seen in terms of 'core' and 'peripheral' zones, others suggest that some lowland communities were organized very differently from those in areas such as Wessex.
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Owusu-Ansah, L. K. "Variation according to context in a second language : a study into the effects of formality on the English used by Ghanaian university students." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/20081.
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The present study focuses on interpersonal relationships as one of the most important sources of contextual variation in the English of Ghanaian University students. The assumption being made is that a well-established variety is one that shows linguistic variation in the wide range of contexts in which it is used (Kachru 1983). When a non-native variety attains this status, it is no longer appropriate to look at it as an interlanguage or of a deviant form of native English (NE). Previous studies have suggested, however, that the salient features of Ghanaian English (GE) include deviations from native norms, general over-formality and unusual lexical items and expressions. Thus the null hypothesis is that GE lacks contextual variation. Chapter 1 is a discussion of the historical and social background to the use of English in Ghana and claims that English is now used in a wider range of contexts including both institutionalised and non-institutionalised domains. This is followed by a review of the related studies (Ch. 2) and a discussion of the sociolinguistic approach adopted in the investigation of formality (Ch. 3). A preliminary study (Ch. 4) conducted to test the null hypothesis and to establish the most important questions for the main study found variation in lexico-grammatical and discourse patterns between the two tests analysed. Following this, both spoken and written data characterised by varying social distance (coded 1-5) were collected during fieldwork (Ch. 5) in Ghana from January to March 1990. This was analysed qualitatively and quantitatively (Chs. 6-9) for variation in respect of selected lexico-grammatical and discourse features and the results discussed in relation to the features of the contexts in which the texts were produced.
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Bérard, Bergery Blandine. "Approximation du temps local et intégration par régularisation." Thesis, Nancy 1, 2007. http://www.theses.fr/2007NAN10058/document.
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Cette thèse s'inscrit dans la théorie de l'intégration par régularisation de Russo et Vallois. La première partie est consacrée à l'approximation du temps local des semi-martingales continues. Si X est une diffusion réversible, on montre la convergence d'un premier schéma d'approximation vers le temps local de X, en probabilité uniformément sur les compacts. De ce premier schéma, on tire deux autres schémas d'approximation du temps local, l'un valable pour les semi-martingales continues, l'autre pour le mouvement Brownien standard. Dans le cas du mouvement Brownien, une vitesse de convergence dans L^2(Omega) et un résultat de convergence presque sûre sont établis. La deuxième partie de la thèse est consacrée à l'intégrale "forward" et à la variation quadratique généralisée, définies par des limites en probabilité de famille d'intégrales. Dans le cas Höldérien, la convergence presque sûre est établie. Enfin, on montre la convergence au second ordre pour une série de processus particuliersThe setting of this work is the integration by regularization of Russo and Vallois. The first part studies schemes of approximation of the local time of continuous semimartingales. If X is a reversible diffusion, the convergence of a first schema of approximation to the local time of X is proven, in probability uniformly on the compact sets. From this first schema, two other schemas of approximation for the local time are found. One converges in the semi-martingale case, the other in the Brownian case. Moreover, in the Brownian case, we estimate the rate of convergence in L^2(Omega) and a result of almost sure convergence is proven. The second part study the forward integral and the generalized quadratic variation, which have been defined by convergence of families of integrals, in probability uniformly on the compacts sets. In the case of Hölder processes, the almost sure convergence is proven. Finally, the second order convergence is studied in many cases
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Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.
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PAPARINI, SILVIA. "Modelli Matematici per Cristalli Liquidi Cromonici." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/362343.
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Questa tesi si occupa di una classe particolare di liotropici: i cristalli liquidi cromatici (CLCs). Essi in fase nematica godono della simmetria testa-coda, cioè sono materiali non chirali con una tendenza dei loro elementi costitutivi a raggrupparsi in modo da poter definire un direttore su scala mesoscopica che non ha polarità. Lo stato fondamentale dei cristalli liquidi nematici ordinari è raggiunto quando il direttore è uniforme nello spazio. Quando i CLCs sono confinati in capillari cilindrici con condizioni al contorno degeneri, si osserva che acquisiscono una configurazione non uniforme. In particolare, il loro stato fondamentale nel capillare cilindrico, spesso indicato come 'escaped twist' (ET), consiste in due configurazioni simmetriche di opposta chiralità, ognuna che si verifica con la stessa probabilità come ci si aspetta dalla mancanza di chiralità negli aggregati molecolari che costituiscono questi materiali. Nonostante la chiara indicazione che i CLCs nello spazio tridimensionale mostrano un comportamento diverso dai comuni cristalli liquidi nematici, la teoria di Oseen-Frank per i nematici è stata applicata per razionalizzare gli esperimenti con i capillari e quindi per determinare la configurazione dello stato fondamentale ET. Si tratta di una teoria variazionale che postula una densità di energia libera quadratica nel gradiente del direttore che penalizza tutte le distorsioni dall'allineamento uniforme. Classicamente vengono identificate quattro distorsioni, che corrispondono a quattro costanti elastiche indipendenti; si tratta delle costanti splay K_{11}, twist K_{22}, bend K_{33}, e saddle-splay K_{24}. Le disuguaglianze di Ericksen assicurano che la densità di energia di Frank sia positiva definita, e l'emergere spontaneo della chiralità non è concepibile quando sono valide. Così, la teoria elastica di Frank giustifica le configurazioni osservate dei CLCs sotto confinamento cilindrico solo se la disuguaglianza di Ericksen pertinente, K_{22}>=K_{24}, è violata, e quindi solo se l'energia libera funzionale di Frank è illimitata dal basso nello spazio euclideo 3D. Infatti, la configurazione che assumono è di equilibrio solo se questa disuguaglianza è violata. La forma alternativa della densità di energia libera di Oseen-Frank proposta da Selinger distribuisce il contributo del saddle-splay negli altri modi elastici. Così facendo, la torsione pura corrisponde qui alla costante elastica K_{22}-K_{24} (invece che solo K_{22} nella formulazione precedente) e viene chiamata double-twist, poiché non ha una direzione caratteristica nel piano perpendicolare al direttore. La negatività di (K_{22}-K_{24}) suggerisce che la configurazione di double-twist pura, la configurazione che eccita solo il modo double-twist, è lo stato fondamentale dei CLCs nello spazio 3D. Questo partciolare campo di direttori non appartiene a nessuna delle famiglie di direttori uniformi; è possibile solo lungo una curva 1D e produce frustrazione elastica se si richiede di occupare una particolare geometria con particolari condizioni al contorno. Estendere quindi il double twist a una regione tubolare introduce per necessità una trama non uniforme che risulta dalla combinazione di altri modi di deformazione fondamentali con il double-twist puro solo lungo l'asse del cilindro. Questa è esattamente la configurazione osservata sperimentalmente per i CLCs in capillari cilindrici soggetti a condizioni al contorno degeneri. Assumento che lo stato fondamentale dei CLCs è una caratteristica doppia torsione, diciamo che il cosiddetto stato fondamentale ET è in realtà uno `pseudo stato fondamentale', poiché è il risultato dell'estensione indotta dal confinamento della configurazione di double-twist, che inietta una frustrazione elastica nel sistema. Quali sono le problematiche dovute all'applicazione della teoria elastica di Frank ai CLCs? Perché abbiamo bisogno di una nuova teoria elastica?This dissertation is concerned with a peculiar class of lyotropics: chromatic liquid crystals (CLCs). Chromonics in the nematic phase enjoy the head-tail symmetry, that is, they are non-chiral materials with a tendency for their constitutive to bundle together so that a director can be defined at a mesoscopic scale which lacks polarity. The ground state of ordinary nematic liquid crystals is attained when the director is uniform in space. When CLCs are confined in capillary cylinders with degenerate boundary conditions that would be compatible with the uniform alignment of the director along the cylinder's axis, they are observed to acquire a nonuniform arrangement instead. Expecially, their ground state in cylindrical capillary, often referred to as escaped twist (ET) ground state, is two-fold; it consists of two symmetric twisted configurations (left- and right-handed), each variant occurring with the same likelihood, as was to be expected from the lack of chirality in the molecular aggregates that constitute these materials. Despite the clear indication that CLCs in three-dimensional space exhibit a different behavior from common nematic liquid crystals, the Oseen-Frank theory for nematics has been applied to rationalize the experiments with capillary tubes and so to determine the configuration of the ET ground state. This is a variational theory which posits a free energy density quadratic in the director gradient that penalizes all distortions of the director away from the unifom alignment. Four basic distortions are classically identified, which correspond to four independent elastic constants; these are the splay K_{11}, twist K_{22}, bend K_{33}, and saddle-splay K_{24} constants, which have recently been re-interpreted in a new light by Selinger. Ericksen's inequalities ensure that Frank's energy density is positive definite, and the spontaneous emergence of chirality in the nematic texture is not conceivable when they hold. Thus, Frank's elastic theory justifies the observed configurations of CLCs under cylindrical confinement only if the relevant Ericksen's inequality, K_{22}>=K_{24}$, is violated, and so only if Frank's free energy functional is unbounded below in 3D Euclidean space. Ideed, the configuration they fall in is an equilibrium one only if this inequality is violated. The alternative form of the Oseen-Frank free energy density proposed by Selinger distributes the saddle-splay contribution in the other elastic modes. In so doing, the pure twist here corresponds to the elastic constant K_{22}-K_{24} (instead of only K_{22} in the previous formulation) and it is termed double twist, as it has no characteristic direction in the plane perpenditular to the director. The negativity of (K_{22}-K_{24}) suggests that the pure double-twisted configuration, the director configuration exiciting only the double twist mode, is the gound state of CLCs in 3D space. This peculiar director field belongs to neither of the families of uniform director; it is only possible along a 1D curve and produces elastic frustration if requested to occupy a particular geometry with particular boundary conditions. As a result, exending the ideal double twisted texture to a tubolar region introduces by necessity a non uniform texture which results from the combination of other fundamental deformation modes with pure double twist only along the axis of the cylinder. This is exatly the configuration experimentally observed for CLCs in cylidrical capillaries subject to degenerate boundary conditions. Taken for granted that the ground state of CLCs is a characteristic double-twist, we say that the so called escaped-twist ground state actually is a `pseudo-ground state' since it is the result of the confinement-induced extension of the pure double twist, which injects a elastic frustration in the system. What is wrong with the application of Frank's elastic theory to CLCs? Why do we need a new elastic theory for them?
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Aktürk-Drake, Memet. "Phonological Adoption through Bilingual Borrowing : Comparing Elite Bilinguals and Heritage Bilinguals." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-112792.
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In the phonological integration of loanwords, the original structures of the donor language can either be adopted as innovations or adapted to the recipient language. This dissertation investigates how structural (i.e. phonetic, phonological, morpho-phonological) and non-structural (i.e. sociolinguistic and psycholinguistic) factors interact in determining which of these two integration strategies is preferred. Factors that affect the accuracy of the structure’s perception and production in the donor language as a result of its acquisition as a second language are given special consideration. The three studies in the dissertation examine how the same phonological structure from different donor languages is integrated into the same recipient language Turkish by two different types of initial borrowers: elite bilinguals in Turkey and heritage bilinguals in Sweden. The three investigated structures are word-final [l] after back vowels, long segments in word-final closed syllables, and word-initial onset clusters. The main hypothesis is that adoption will be more prevalent in heritage bilinguals than in elite bilinguals. Four necessary conditions for adoption are identified in the analysis. Firstly, the donor-language structure must have high perceptual salience. Secondly, the borrowers must have acquired the linguistic competence to produce a structure accurately. Thirdly, the borrowers must have sufficient sociolinguistic incentive to adopt a structure as an innovation. Fourthly, prosodic structures require higher incentive to be adopted than segments and clusters of segments. The main hypothesis is partially confirmed. The counterexamples involve either cases where the salience of the structure was high in the elite bilinguals’ borrowing but low in the heritage bilinguals’ borrowing, or cases where the structure’s degree of acquisition difficulty was low. Therefore, it is concluded that structural factors have the final say in the choice of integration strategy.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.
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Riou, Etienne. "La dislocation clitique à gauche en français langue étrangère." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC104/document.
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Cette thèse s’intéresse à la description didactique de la variation linguistique dans une approche à contraintes. En nous appuyant sur la Troisième Vague de l’étude de la variation (Eckert, 2012) et les Social Meaning Games (Burnett, 2017 ; sous presse), nous postulons que les contraintes stylistiques sont un sous-ensemble de contraintes pragmatiques. Cette approche nous permet d’envisager la variation dans une perspective fonctionnelle plutôt que normative et de décrire les variantes « non-standard » comme plus ou moins appropriées à une tâche plutôt que comme des déviations de la norme. Pour illustrer notre approche, nous l’appliquons à la description de la dislocation clitique à gauche en français. Nous proposons que la variation de la dislocation clitique à gauche avec les clivées et les constructions canoniques est contraintes par la structure informationnelle (Lambrecht, 1994), les relation d’ensembles partiellement ordonnés (Ward & Birner, 1991) et une stigmatisation stylistique dans les contextes formels (Zribi-Hertz, 1994). Nous suggérons que ces contraintes sont toutes de nature pragmatique et que leur interaction influe sur l’emploi de la dislocation clitique à gauche en français. Ces hypothèses sont testées empiriquement via une étude de corpus, une série de test de jugements d’acceptabilité et un test de Matched Guise. De plus, nous postulons que l’apprentissage des contraintes pragmatiques en langue étrangère dépend de leur enseignement explicite et l’exposition répétée à la construction dans des contextes acceptables. Suivant l’hypothèse de l’interface dynamique (Ellis, 2005), nous suggérons que l’apprentissage explicite des contraintes de la dislocation clitique à gauche dans le contexte de la classe de langue facilite leur apprentissage implicite lorsque les apprenant se retrouve dans une situation de communication avec des locuteurs natifs du français. Le rôle de l’exposition est exploré empiriquement en répliquant un test de jugements d’acceptabilité et le test de Matched Guise avec des participants non-natifs. Enfin, nos observations sont implémentées dans le discours didactique à l’aide de notions et d’une terminologie déjà employés dans les grammaires pédagogiques (Germain & Séguin, 1998). Les contraintes discursives de la dislocation clitique à gauche sont décrites via la distinction entre informations familières et nouvelles (Capelle & Gidon, 1999 ; Watorek, 1998). Les contraintes stylistiques sont décrites via la compétence de savoir-être et les registres sociolinguistiques (CECR, 2001)The present dissertation deals with didactic description of linguistic variation in a constraint-based approach. In line with the Third Wave movement of variation studies (Eckert, 2012) and Social Meaning Games (Burnett, 2017; accepted), we argue that stylistic constraints are a subset of pragmatic constraints. This approach allows us to consider variation in a functional perspective rather than in a normative perspective and to describe “non-standard” variants as more or less appropriate to certain tasks rather than deviations from the norm. To illustrate our approach, we are applying it to the description of clitic left dislocation in French. We propose that the variation of clitic left dislocation with clefts and canonical construction is constrained by information structure (Lambrecht, 1994), Partially Ordered Set relations (Ward & Prince, 1991) and stylistic stigmatization in formal context (Zribi-Hertz, 1994). We claim that these constraints are all pragmatic in nature and that their interaction weight on the use of clitic left dislocation in French. These claims are tested empirically via a corpus studies, a series of acceptability judgment tests and a matched guise test. Furthermore, we argue that the learning of pragmatic constraints in foreign language is dependent of their explicit teaching and repeated expositions to the construction in felicitous contexts. Following the dynamic interface hypothesis (Ellis, 2005), we suggest that explicit learning of the constraints of clitic left dislocation in the context of the classroom facilitates their implicit learning when the learners find themselves in a situation of communication with French native speakers. The role of exposition is explored empirically by replicating an acceptability judgment test and the matched guise test with non-native participants. Finally, all of our observations are tentatively implemented to didactic discourse with the help of notions and a terminology already used in pedagogical grammars (Germain & Séguin, 1998). Discursive constraints of clitic left dislocation are described using the distinction between old and new information (Capelle & Gidon, 1999; Watorek, 1998). Stylistics constraints are described using existential competencies and sociolinguistics registers (European Framework, 2001)
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Viana, dos Santos Gabriela. "Représentations et schémas sociolinguistiques en langue étrangère : l'exemple d'apprenants sinophones et anglophones du FLE." Thesis, Université Grenoble Alpes, 2021. http://www.theses.fr/2021GRALL003.
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L’une des particularités du processus d’acquisition sociolinguistique en langue étrangère porte sur la difficulté des apprenants à intégrer les normes sociolinguistiques de la langue cible. Si dans leur culture native, les apprenants construisent un réseau d’associations entre connaissances linguistiques et connaissances sociales, en langue étrangère ils doivent développer cette capacité. Notre préoccupation centrale dans ce travail était de comprendre d’une part si les apprenants développent des schémas qui associent des variantes sociolinguistiques avec des paramètres sociaux et d’autre part quelles valeurs socio-indexicales des apprenants attribuent aux variétés. Nous avons donc mené deux études auprès d’apprenants de FLE en séjour d’étude en France. Pour la première étude, nous avons fait passer une tâche de répétition auprès de 24 étudiants anglophones et de 42 étudiants sinophones. La deuxième étude, un test de réaction subjective, a été menée auprès de 40 étudiants anglophones, de 41 étudiants sinophones et de 88 francophones natifs. Notre analyse met en évidence la tendance des apprenants à rendre homogènes des énoncés non homogènes sur le plan sociolinguistique. Ce résultat suggère que les apprenants construisent des schémas sociolinguistiques des variétés standard et non standard en langue étrangère. Nous avons également constaté que les apprenants sont sensibles aux variations sociolinguistiques en langue cible. En effet, ils ont jugé de façon différente des énoncés standard et non standard du français. En outre, notre analyse fait émerger des différences dans la construction des schémas sociolinguistiques et dans les jugements des variétés entre les deux nationalités de notre étudeOne of the particularities of the process of sociolinguistic acquisition in a foreign language concerns the difficulty of learners to integrate the sociolinguistic norms of the target language. If in their native culture, the learners build a network of associations between linguistic knowledge and social knowledge, in a foreign language, they must develop this capacity. The main objectives of this work are to understand how learners develop schemas that associate sociolinguistic variants with social parameters and how they associate socio-indexical values to varieties. We carried out two studies with FLE learners studying in France. For the first study, we did a repetition task with 24 English-speaking students and 42 Chinese-speaking students. The second study, a subjective reaction test, was conducted among 40 English-speaking students, 41 Chinese-speaking students, and 88 native French-speaking students. Our analysis highlights the tendency of learners to make homogeneous statements that are not homogeneous at the sociolinguistic level. This result suggests that learners construct sociolinguistic schemas of standard and non-standard varieties in a foreign language. We have also found that learners are sensitive to sociolinguistic variations in the target language. Indeed, they judged standard and non-standard French statements differently. Our analysis also reveals differences in the construction of sociolinguistic schemas and in the judgments of varieties between the two nationalities of our study
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Camargo, Valeria Sena. "Traços fonético-fonológicos do português para falantes do espanhol e do inglês: segmentos dificultadores para a aquisição do português brasileiro." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-01022010-143929/.
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O crescente interesse pela aprendizagem do português na modalidade brasileira (PB) tem levado muitas instituições nacionais a pesquisarem os diferentes modos de aquisição do português como língua materna e suas possíveis influências na aprendizagem de português como língua estrangeira, além de buscarem metodologias de ensino e prepararem profissionais, tornando-os capacitados para o ensino de Português a Falantes de Outras Línguas (PFOL). A experiência com alunos estrangeiros leva-nos a um constante questionamento a respeito do como fazer e quais as maiores dificuldades que o PB oferece a quem se interessa em aprendê-lo. Os sons do português na modalidade brasileira, particularmente os nasais, oclusivos, fricativos e laterais foram abordados neste trabalho, no qual se procurou realizar um estudo comparativo entre a ocorrência ou não destes nas línguas maternas dos informantes, a saber, espanhol falado nas Américas e inglês estadunidense e quais os possíveis obstáculos enfrentados por alunos dessas nacionalidades ao produzirem os sons do PB. Por meio da gravação de quatro informantes, denominados aqui sujeitos-aprendizes, analisamos quais sons oferecem dificuldades de produção e procuramos identificar em quais situações elas ocorrem. A metodologia escolhida foi a da gravação da leitura dos quatro informantes que, num primeiro momento, leram uma lista contendo 43 palavras e, numa segunda etapa de coleta de dados, leram um pequeno texto. As conclusões a que chegamos com a análise dos resultados obtidos levam-nos a ratificar a relevância da formação dos profissionais que atuam ou pretendem atuar no ensino de português para estrangeiros, além da necessidade premente de manuais didáticos que contemplem não somente as questões gramaticais e culturais da língua, mas também as questões fonéticofonológicas que caracterizam o PB.The increasing interest on learning Brazilian Portuguese(BP) has moved many universities and other national institutions towards researches on different manners of Portuguese acquisition as first language (L1) and some possible influences on acquisition of Portuguese as a second language (L2), as well as a search for teaching strategies and for preparing teachers, making them capable to teach Portuguese as a Foreign Language. The experience with foreign students leads us to a frequent questioning about how to do (how to teach) and what may be the main difficulties offered by BP to those who want to learn it. The sounds of BP, particularly the nasals, fricatives, oclusives and liquids were studied, trying to do a comparative study between the occurence or not of them in the four subjects first language, i.e, Spanish spoken in America and English spoken in the United States and what could be predicted as obstacles to be faced by students who have these languages as their L1 when they produce the sounds of BP. We recorded 4 subjects, identified in this work as subject-learners and analyzed which are the sounds that may be difficult to produce, trying to identify in what situation they occur. As methodology, we chose to record the four subject-learners readings who, in a first moment, read a list of 43 words and, at a second phase of the data collection, read a short text. The conclusions we came up with when analyzing the data confirmed the relevancy of teachers well prepared to teach Portuguese as a foreign language, as well as teaching books that comprise not only grammar and cultural aspects of the BP but also phonetic-phonological aspects pertaining to BP.
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Berard, Bergery Blandine. "Approximation du temps local et intégration par régularisation." Phd thesis, Université Henri Poincaré - Nancy I, 2007. http://tel.archives-ouvertes.fr/tel-00181777.
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Cette thèse s'inscrit dans la théorie de l'intégration par régularisation de Russo et Vallois. La première partie est consacrée à l'approximation du temps local des semi-martingales continues. On montre que, si $X$ est une diffusion réversible, alors $ \frac{1}{\epsilon}\int_0^t \left( \indi_{\{ y < X_{s+\epsilon}\}} - \indi_{\{ y < X_{s}\}} \right) \left( X_{s+\epsilon}-X_{s} \right)ds$ converge vers $L_t^y(X)$, en probabilité uniformément sur les compacts, quand $\epsilon \to 0$. De ce premier schéma, on tire deux autres schémas d'approximation du temps local, l'un valable pour les semi-martingales continues, l'autre pour le mouvement Brownien standard. Dans le cas du mouvement Brownien, une vitesse de convergence dans $L^2(\Omega)$ et un résultat de convergence presque sûre sont établis. La deuxième partie de la thèse est consacrée à l'intégrale "forward" et à la variation quadratique généralisée, définies par des limites en probabilité de famille d'intégrales. Dans le cas Höldérien, la convergence presque sûre est établie. Enfin, on montre la convergence au second ordre pour une série de processus particuliers.
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Jonsson, Signe. "Automaticity in L2 learning: Correlation between vocabulary proficiency and response time in word recognition." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130831.
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Automaticity (in this essay defined as short response time) and fluency in language use are closely connected to each other and some research has been conducted regarding some of the aspects involved. In fact, the notion of automaticity is still debated and many definitions and opinions on what automaticity is have been suggested (Andersson,1987, 1992, 1993, Logan, 1988, Segalowitz, 2010). One aspect that still needs more research is the correlation between vocabulary proficiency (a person’s knowledge about words and ability to use them correctly) and response time in word recognition. Therefore, the aim of this study has been to investigate this correlation using two different tests; one vocabulary size test (Paul Nation) and one lexical decision task (SuperLab) that measures both response time and accuracy. 23 Swedish students partaking in the English 7 course in upper secondary Swedish school were tested. The data were analyzed using a quantitative method where the average values and correlations from the test were used to compare the results. The correlations were calculated using Pearson’s Coefficient Correlations Calculator. The empirical study indicates that vocabulary proficiency is not strongly correlated with shorter response times in word recognition. Rather, the data indicate that L2 learners instead are sensitive to the frequency levels of the vocabulary. The accuracy (number of correct recognized words) and response times correlate with the frequency level of the tested words. This indicates that factors other than vocabulary proficiency are important for the ability to recognize words quickly.
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Chung, Chiyoon. "A Performer’s Perspective on the Berg Piano Sonata, Op. 1:A Stylistic Analysis and Interpretation." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439282655.
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Conn, Jeffrey C. "Portland Dialect Study: The Story of /æ/ in Portland." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/4518.
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This study reports on the hypothesized raising of the low, front vowel /æ/, which is characteristic of a regional dialect vowel shift found in cities of the Midwest and Eastern North of the United States. The raising of this vowel is the primary change in a series of vowel shifts that have traditionally been attributed to this region of the U.S. The purpose of this study is to document the production of this vowel by residents of Portland, Oregon, in order to see what light it can shed on dialect research of the Pacific Northwest, especially across age groups to see if it can be implicated in language change.
Data were collected by interviewing a convenience sample of twenty-four Portland speakers. Twelve females and twelve males from three different age groupings were interviewed. The interviews were tape recorded and portions of the tapes were analyzed. There was a two-part analysis of the data: 1) Formant measurements (in Hz) were measured with PCQuirer speech analysis software, 2) These measurements were plotted on a graph with Plotnik graphing software.
The study found that /æ/ produced by Portland speakers is not following Labov's theory of language change and is therefore not raising. However, some initial speculations of the lowering and fronting of this vowel can be made by the data. The study found that the working class subjects produced a more fronted vowel, and that the younger subjects produced a more fronted and lowered variant of the vowel when compared to the other subjects. The study concludes that the patterns found do not clearly support Labov's paradigm of language change and are therefore only initial speculations.
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Costa, Raquel Maria da Silva. "A alternÃncia das formas pronominais tu, vocà e o (a) senhor (a) na funÃÃo de sujeito no portuguÃs falado em Cametà - PA." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18079.
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nÃo hÃEsta Tese apresenta um estudo sobre a alternÃncia das formas pronominais de referÃncia à segunda pessoa, Tu/VocÃ/o(a) Senhor(a), na funÃÃo de sujeito, no portuguÃs falado na zona urbana do municÃpio de CametÃ, Nordeste do estado do ParÃ. Adota, como quadro teÃrico, a interface entre dois postulados teÃricos: a Teoria da VariaÃÃo e MudanÃa LinguÃstica e o Funcionalismo linguÃstico, gerando dessa forma uma abordagem caracterizada no Ãmbito dos estudos linguÃsticos de sociofuncionalista. Nossa pesquisa objetiva analisar o papel de fatores linguÃsticos (referÃncia do pronome, estrutura do verbo, paralelismo estrutural, tipo de relato/discurso, tipo de frase, tempo discursivo do verbo e tempo gramatical do verbo) e de fatores extralinguÃsticos ou sociais (sexo/gÃnero, faixa etÃria, nÃvel de escolaridade e relaÃÃo social entre os interlocutores) como motivadores do comportamento variÃvel de tu/vocÃ/o(a) senhor(a) em funÃÃo de sujeito. O corpus contÃm dados de interaÃÃes face a face de 16 grupos focais, cada qual constituÃdo por 04 (quatro) sujeitos participantes, sendo um o informante-base, todos cametaenses, estratificados de acordo com a faixa etÃria (21 a 29 anos e 32 a 42 anos), o sexo/gÃnero (masculino e feminino) e o nÃvel de escolaridade (mÃdio e superior), totalizando 64 participantes. Na fala dos 16 informantes-base, obtivemos 527 dados de uso de Tu, Vocà e o(a) Senhor(a), os quais foram analisados quantitativamente (mediante uso do pacote estatÃstico GOLDVARB) e qualitativamente, seguindo os pressupostos teÃricos da sociolinguÃstica laboviana e do funcionalismo norte-americano. Os resultados apontaram 307 ocorrÃncias da forma pronominal tu, 182 de vocà e apenas 38 da forma o(a) senhor(a), o que corresponde, respectivamente, a 58.3%, 34.5% e 7.2%. Observamos que a forma tu à favorecida quando se encontra em paralelismo sintÃtico tu-tu, pela frase exclamativa, pela referÃncia indireta/direta a um indivÃduo, pelos homens, falantes do ensino mÃdio e nas interaÃÃes socialmente simÃtricas; a forma vocà à tambÃm motivada pelo princÃpio do paralelismo sintÃtico, vocÃ-vocÃ, ocorre com maior frequÃncia em referÃncia indireta a um interlocutor ou grupo de denotaÃÃo genÃrica e na fala prÃpria/discurso direto; em relaÃÃo à forma o(a) senhor(a), observamos que à condicionada pelo tipo de frase interrogativa, referÃncia direta/especÃfica a um indivÃduo, fala reportada (do prÃprio falante e/ou terceira pessoa), preferida pelos mais jovens e pelas mulheres. No Ãmbito do Sociofuncionalismo, ao avaliarmos a correlaÃÃo entre variÃvel dependente e variÃveis independentes pelo princÃpio da marcaÃÃo, verificamos que a forma tu à menos marcada na linguagem cametaense, considerando-se a distribuiÃÃo de frequÃncia e a complexidade estrutural. Portanto, ocorre preferencialmente em ambientes menos marcados, atestando o princÃpio da marcaÃÃo (GIVÃN, 1995), como em: contextos de estruturas paralelas tu-tu e tipo de referÃncia especÃfica direta e indireta a um interlocutor. A forma vocÃ, de menor frequÃncia e maior complexidade estrutural e cognitiva, por isso mais marcada, encontra predileÃÃo, nos contextos mais marcados, como: referÃncia genÃrica e frase do tipo declarativa negativa. Da mesma forma o(a) senhor(a), pronome marcado na lÃngua, ocorre em contextos mais marcados tambÃm, de maior complexidade estrutural e cognitiva, como frases interrogativas e negativas.
This thesis presents a study of the alternation of pronominal forms of reference to the second person, Tu/VocÃ/o(a) Senhor(a), in the subject function, in the Portuguese spoken in the urban area of CametÃ, Northeast of the State of ParÃ. It adopts, as a theoretical framework, the interface between two postulates: Linguistic Variation and Change Theory and Linguistic Functionalism, generating a featured approach within the language studies of social functionalist. Our research intends to analyze the role of linguistic factors (pronoun reference, verbal structure, structural parallelism, type of report/speech, type of sentence, discursive tense and grammatical tense) and of extralinguistic or social factors (sex/gender, age, level of education and social relationship between the interlocutors) as motivators of the variable behavior of tu/vocÃ/o(a) senhor(a) in the subject function. The corpus contains data of face to face interaction of 16 focus groups, each one constituted by 04 (four) participant individuals, with one being the basis informant, all born in CametÃ, stratified by age (21-29 years old and 32-42 years old), gender (male and female) and level of education (high school and higher education), totalizing 64 participants. By the basis informants speech, we got 527 data uses of Tu, Vocà e o(a) Senhor(a), which were quantitatively (via use of the statistical package GOLDVARB) and qualitatively analyzed, following the theoretical assumptions of the labovian sociolinguistic and of the North American functionalism. The results pointed 307 occurrences of the pronominal form tu, 182 of vocà and only 38 of o(a) senhor(a), which represents, respectively, 58.3%, 34.5%, e 7.2%. We noticed that the tu form is favored when in syntactic parallelism tu-tu, by the exclamatory sentence, by the indirect/direct reference to a individual, by men, high school speakers and on socially symmetric interactions; the form vocà is also motivated by the syntactic parallelism vocÃ-vocà principle, it occurs with higher frequency in indirect reference to an interlocutor or a group of generic denotation and in the own speech/direct speech; regarding the form o(a) senhor(a), we noticed that it is conditioned by the interrogative sentence, direct/specific reference to an individual, reported speech (of the own speaker and/or third person), preferred by younger individuals and by the women. Within the Social functionalism, evaluating the correlation between dependent variable and independent variables by the principle of marking, we noted that the form tu is less marked in the language of CametÃ, considering the distribution of frequency and structural complexity. Therefore, it occurs in less marked environments, attesting the principle of marking (GIVÃN, 1995), as in: contexts of parallel structures tu-tu and specific direct and indirect type of reference to an interlocutor. The form vocÃ, that presents less frequency and greater structural and cognitive complexity, hence more marked, finds predilection, in more marked contexts, as: generic reference and negative declarative type of sentence. Similarly o(a) senhor(a), marked pronoun in the language, also occurs in more marked, of greater structural and cognitive complexity, contexts, as interrogative and negative sentences.
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Gutierres, Athany. "Variação na aquisição fonológica : análise da produção da nasal velar em inglês (L2)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/142958.
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Esta tese investiga a aquisição fonológica variável da nasal velar em coda silábica final (como em living ‘vivendo’ e singing ‘cantando’, por exemplo) por aprendizes brasileiros de inglês como segunda língua. O estudo é motivado pela diferença de status da nasal velar em português (L1, primeira língua) e inglês (L2, segunda língua): enquanto na L1 o segmento é realização fonética resultante de assimilação de ponto de articulação (como em atum, em que a nasal bilabial assimila o traço [+dorsal] da vogal precedente realizando-se como velar), na L2 a nasal velar é fonema (como em sin ‘pecado’ x sing ‘cantar’, realizados com a nasal alveolar e velar, respectivamente). Em algumas comunidades de falantes nativos de inglês, palavras derivadas pelo sufixo {ing} (como read.ing ‘lendo’ e study.ing ‘estudando’, por exemplo) constituem um fenômeno de variação linguística estável, em que os falantes alternam a produção das nasais velar e alveolar no final das palavras. Essa variação é estrutural e socialmente condicionada (LABOV, 1994; 2001). Os dados empíricos deste estudo provêm da fala coletada através de gravações com aprendizes de inglês, que pertecem a dois níveis de proficiência: básico e pré-intermediário. São realizadas duas análises formais: uma que explica a variação sistemática na interlíngua, observável no desempenho dos aprendizes, através do software Goldvarb (SANKOFF, TAGLIAMONTE e SMITH, 2015), e outra que formaliza a organização interna dessa gramática variável, através de algoritmos de aprendizagem vinculados à Teoria da Otimidade Estocástica, o Algoritmo de Aprendizagem Gradual (GLA) (BOERSMA e HAYES, 2001) e o ORTO Ajuste Paramétrico (DORNELLES FILHO, 2014). A Análise de Regra Variável demonstrou que a interlíngua é um sistema linguístico sujeito à variação ordenada como as demais línguas naturais, condicionada por aspectos linguísticos (classe morfológica) e extralinguísticos (nível de proficiência). A variação é verificada pela produção oral dos aprendizes, examinada de oitiva, que alterna as nasais palatal (63,6%) e velar (36,4%) em coda silábica final. A análise estocástica revelou um sistema de interlíngua dominado por restrições de Marcação, cuja variação é decorrente do aumento dos valores de ponto de seleção de restrições de Fidelidade. As restrições diretamente envolvidas na aquisição fonológica variável da nasal velar são AGREEplaceVN#, que exige que a sequência Vogal+Nasal em coda final partilhem ponto de articulação, e IDENTnasal, que requer identidade de traço nasal entre as formas presentes no input e no output. As análises realizadas, que representam a língua dos aprendizes em seus aspectos interno e externo, ou, conforme a terminologia de Chomsky ([1965]1 1975), a competência e o desempenho linguísticos, comprovaram a natureza variável da interlíngua e proporcionaram uma reflexão teórica acerca da possibilidade de diálogo entre o estrutural e o social para a explicação de fenômenos linguísticos variáveis.This thesis investigates the variable phonological acquisition of the velar nasal in final syllabic coda (such as in living ‘vivendo’ and singing ‘cantando’, for example) by Brazilian learners of English as a second language. The study is motivated by the different status of the velar nasal in Portuguese (L1, first language) and in English (L2, second language): while the segment is a phonetic realization of assimilation of place of articulation in the L1 (‘atum’, where the bilabial nasal assimilates the feature [+dorsal] of the preceding vowel, being realized as velar), the velar nasal is a phoneme in the L2 (sin ‘pecado’ x sing ‘cantar’, realized as the alveolar and velar nasal, respectively). In some native English-speaking communities, words derived from the suffix {ing} (such as read.ing ‘lendo’, study.ing ‘estudando’, for example) are in linguistic stable variation, in which the speakers alternate the production of the alveolar and velar nasal the velar nasal at the end of words. This variation is both structurally and socially conditioned (LABOV, 1994; 2001). The empirical data of this study were collected through recordings with the informants, who belong to two levels of proficiency: basic and pre-intermediate. Two formal analysis are made: one that explains the observable systematic variation in the Interlanguage, through the software Goldvarb (SANKOFF, TAGLIAMONTE and SMITH, 2015) and another that formalizes the internal organization of this variable grammar, through gradual learning algorithms associated to the Stochastic Optimality Theory, the Gradual Learning Algorithm (GLA) (BOERSMA and HAYES, 2001) and the ORTO Ajuste Paramétrico (DORNELLES FILHO, 2014). The Variable Rule Analysis has demonstrated that interlanguage is a linguistic system subject to ordered variation as in all the other natural languages, conditioned by linguistic aspects (morphological class) and extralinguistic ones (level of proficiency). The variation is verified by the oral production of the learners, examined by hearing analysis, which alternates the palatal nasal (63,6%) The stochastic analysis has revealed an Interlanguage system dominated by Markedness constraints, where variation is due to the increase on the values of selection points for Faithfulness constraints. The constraints directly involved in the variable phonological acquisition of the velar nasal are AGREEplaceVN#, which demands the sequence Vowel+Nasal in final coda to share place of articulation, and IDENTnasal, which demands feature identity [+nasal] between input and output forms. The analyses made, which represent the learners’ language in its internal and external aspects, or, according to Chomsky’s terminology ([1965] 1975), the linguistic competence and performance, have proved the variable nature of the Interlanguage and have enabled a theoretical reflection upon the possibility of dialogue between the structural and the social to the explanation of variable linguistic phenomena.
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Georginis, Emmanuel-Gabriel. "Variations of experience : Expatriate British writers in the Middle East during the second world war." Thesis, Loughborough University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328852.
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Massey, Susan R. "Effects of Variations of Text Previews on the Oral Reading of Second Grade Students." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/121.
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The purpose of this study was to test the hypothesis that there is a reciprocal relationship between comprehension and fluency during reading. The notion that oral reading fluency can facilitate reading comprehension is well established in the research literature on the development of reading comprehension. However, more recent models have questioned the unidirectionality of this relationship and have suggested that reading comprehension may increase fluency through reading rate. This hypothesis was examined via analyses of second grade students' oral reading of connected texts. Four previewing conditions which isolated lexical effects, comprehension effects, and prosody effects on oral reading fluency were manipulated in an experiment and the effects on students' passage reading times and prosody were evaluated. Students who were on-level readers were randomly assigned to one of four experimental conditions consisting of word preview (lexical factor), listening preview (prosody and comprehension factor), summary preview (comprehension factor) and no preview. Following the preview, students were asked to read passages aloud. Analyses of Covariance were performed to test the effects of lexical priming, comprehension priming and prosodic modeling on oral reading fluency as measured in correct words per minute (CWPM) and prosodic reading, while controlling for students overall achievement in reading as measured by the STAR-R score. The results showed significant differences in CWPM favouring the listening preview and summary preview over the no-preview condition for students at lower levels of fluency performance. The results are discussed in relation to theories of reading that highlight the role of comprehension and fluency in the integration of information during reading.
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Hogg, Simon I. "Second-moment-closure calculations of strongly-swirling confined flows with and without density variations." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328638.
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Debroux, Noémie. "Mathematical modelling of image processing problems : theoretical studies and applications to joint registration and segmentation." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMIR02/document.
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Dans cette thèse, nous nous proposons d'étudier et de traiter conjointement plusieurs problèmes phares en traitement d'images incluant le recalage d'images qui vise à apparier deux images via une transformation, la segmentation d'images dont le but est de délimiter les contours des objets présents au sein d'une image, et la décomposition d'images intimement liée au débruitage, partitionnant une image en une version plus régulière de celle-ci et sa partie complémentaire oscillante appelée texture, par des approches variationnelles locales et non locales. Les relations étroites existant entre ces différents problèmes motivent l'introduction de modèles conjoints dans lesquels chaque tâche aide les autres, surmontant ainsi certaines difficultés inhérentes au problème isolé. Le premier modèle proposé aborde la problématique de recalage d'images guidé par des résultats intermédiaires de segmentation préservant la topologie, dans un cadre variationnel. Un second modèle de segmentation et de recalage conjoint est introduit, étudié théoriquement et numériquement puis mis à l'épreuve à travers plusieurs simulations numériques. Le dernier modèle présenté tente de répondre à un besoin précis du CEREMA (Centre d'Études et d'Expertise sur les Risques, l'Environnement, la Mobilité et l'Aménagement) à savoir la détection automatique de fissures sur des images d'enrobés bitumineux. De part la complexité des images à traiter, une méthode conjointe de décomposition et de segmentation de structures fines est mise en place, puis justifiée théoriquement et numériquement, et enfin validée sur les images fourniesIn this thesis, we study and jointly address several important image processing problems including registration that aims at aligning images through a deformation, image segmentation whose goal consists in finding the edges delineating the objects inside an image, and image decomposition closely related to image denoising, and attempting to partition an image into a smoother version of it named cartoon and its complementary oscillatory part called texture, with both local and nonlocal variational approaches. The first proposed model addresses the topology-preserving segmentation-guided registration problem in a variational framework. A second joint segmentation and registration model is introduced, theoretically and numerically studied, then tested on various numerical simulations. The last model presented in this work tries to answer a more specific need expressed by the CEREMA (Centre of analysis and expertise on risks, environment, mobility and planning), namely automatic crack recovery detection on bituminous surface images. Due to the image complexity, a joint fine structure decomposition and segmentation model is proposed to deal with this problem. It is then theoretically and numerically justified and validated on the provided images
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Gervais, Marie-France. "L'intégration de la variation sociolinguistique en français langue seconde: Une étude de documents pédagogiques." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27455.
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La présente thèse s'inscrit dans un courant interdisciplinaire de recherche en langue seconde qui utilise les techniques et connaissances de la sociolinguistique variationniste, afin de tirer des conclusions quant à l'inclusion de la variation sociolinguistique dans les documents pédagogiques (DP) de français langue seconde (FLS). Des études telles que Mougeon, Nadasdi et Rehner (2002) montrent que les apprenants éprouvent des difficultés à acquérir la compétence sociolinguistique qui leur permet d'adapter leur langue au contexte socioculturel. Cette thèse s'interroge sur le rôle potentiel des DP et cherche à répondre à la question suivante: "dans quelle mesure les DP de FLS utilisés en contexte communicatif incluent-ils la variation sociolinguistique?". Une analyse systématique de quatre variables (le futur, la négation, les auxiliaires et les phrases hypothétiques) dans un corpus de 38 DP utilisés dans les classes de FLS de la 9eme à la 12eme dans la région d'Ottawa, permet de conclure que la variation sociolinguistique est généralement ignorée ou mal représentée. En effet, les variantes vernaculaires sont incluses en quantité insuffisante et les variantes standard, en quantité excessive. De plus, très peu de commentaires ou explications soulignent la variation sociolinguistique et lorsque de tels mentions explicites sont présentés, elles vont à l'encontre de ce que l'on observe dans la langue des locuteurs natifs. Les résultats montrent donc que les DP sont en effet une cause possible sinon probable des difficultés encourues par les apprenants de FLS.
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Bruschetta, Mattia. "A variational integrators approach to second order modeling and identification of linear mechanical systems." Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3421654.
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The identication of linear second order models of mechanical systems has been object of intensive research and of several papers in the last decades. In this thesis the interest is focused on mechanical systems which can be described by the classical second order vector model defined by the generalized stiffness K, damping D, and inerzia M. All current identication techniques operate in discrete time. Noisy data obtained by sampling the system must be used to stimate the continuous time physical parameters M;K and D. Since identication operates in discrete time one needs to convert the discrete time identied system into a continuous time one. There are structural constraints that need to be imposed to obtain the second order structure.
In short, the procedure is composed of three main steps:
1. Discrete-time Identication, mostly using subspace methods, from sampled input-output data;
2. Implementation of a set of constraints which force the dentied system to the form;
3. Conversion from the discrete to a continuous model and conversion of the relative system parameters.
The usual procedure assumes that the discrete time identied system is a Zero-Order-Hold (ZOH) discretization of the underlying continuous time system.
This assumption may lead to serious numerical problems, since the conversion discrete-to-continuous (d2c) requires the computation of the matrix logarithm of a 2n 2n matrix, which is well-known to be an ill conditioned problem resulting in a serious amplication of the noisy errors in the discrete estimates.
The proposed solution to this problem is to introduce a new discretization technique of the equations of motion of a mechanical systems introduced by Veselov, and further developed by J.Marsden and co-workers. This technique has been developed for general mechanical system and leads to discrete systems characterized by a sort of "discrete mechanical structure". Unlike the usual discretization procedures familiar in control, e.g. ZOH, it can lead to linear algebraic transformation formulas for the recovery of the continuous time parameters from the discretized model.
In this thesis variational integrators are applied to linear second order mechanical systems and it is shown that physically meaningful properties of the continuous-time model, like passivity, are preserved in the discretization.L'identicazione di modelli di sistemi meccanici del secondo ordine e stata oggetto di un'intensa attivita di ricerca negli ultimi decenni. In questa tesi ci si focalizza nei sistemi meccanici che si posso descrivere con un modello classic del secondo ordine definito dalle classiche matrici di inerzia generalizzata M, stiffness K e damping D. Tutte le attuali tecniche di identicazione operano a tempo discreto. I dati rumorosi ottenuti dal campionamento del sistema devono essere utilizzati per stimare i parametri sici del sistema a tempo continuo M;K e D. Poiche il processo di identicazione opera a tempo discreto si rende necessaria una conversione del sistema discreto identicato in uno a tempo continuo. Ci sono vincoli strutturali che devono essere imposti per ottenere la struttura del secondo ordine. In breve, la procedure si compone di tre parti principali: 1. Identicazione a tempo discreto, per lo pi metodi a sottospazi, dai dati ingresso-uscita campionati; 2. Implementazione di un set di vincoli che forzi il sistema identicato alla forma; 3. Conversione dal dominio di tempo discreto a quello continuo and conversione dei relativi parametri del sistema. La procedura classica prevede che il sistema identicato a tempo discreto sia ottenuto per discretizzazione di tipo Zero-Order-Hold (ZOH) del sottostante modello continuo. Quest'assunzione porta a gravi problemi di tipo numerico, poiche la conversione dal discreto al continuo (d2c) richiede il calcolo del logaritmo per una matrice 2n 2n. E' noto che tale operazione comporta problemi di malcondizionamento numerico che producono un amplicazione degli errori di stima nel sistema discreto. La soluzione proposta al problema e di introdurre una nuova tecnica di discretizzazione delle equazioni del moto per sistemi meccanici, introdotta da Veselov, e successivamente sviluppata da J.Marden e dai suoi collaboratori. Questa tecnica e stata sviluppata per sistemi meccanici generici e porta a sistemi discreti caratterizzati da una sorta di "struttura meccanica discreta". Diversamente dalle procedure di discretizzazione classiche, familiari nel mondo del controllo, e.g. ZOH, tale metodo porta a una formula di trasformazione algebrica lineare per il recupero dei parametri continui da quelli discreti. Nella tesi gli integratori variazionali sono applicati ai sistemi meccanici lineari del secondo ordine e verra provato che nella discretizzazione vengono preservate proprieta con intrinseco signicato fisico del modello a tempo continuo, ad esempio la passivita.