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Secova, Maria. "Discourse-pragmatic features of spoken French : analysis and pedagogical implications." Thesis, Queen Mary, University of London, 2011. http://qmro.qmul.ac.uk/xmlui/handle/123456789/681.
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My research focuses on selected discourse features of spoken French, especially those typical of present-day youth language. The dissertation has two main parts: 1) Analysis of features typical of spoken language, based on my corpus of recorded data from young people aged 20 to 30, speaking to each other in spontaneous informal conversations. The analysis focuses particularly on features with discourse-pragmatic functions, including discourse markers, general extenders, presentational constructions and dislocated structures. I also address the question of how some of these typically spoken features develop in French youth language and the extent to which they may be considered innovative. 2) Discussion of the role of spoken language in foreign language teaching and learning, based partly on the results of a questionnaire for university learners of French as a foreign language aimed at investigating their knowledge of spoken features. This section addresses the question of whether features of spoken language generally, and of youth language in particular, are available to foreign learners.
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Carruthers, Janice. "The formes surcomposees : the discourse function and linguistic status of a rare form in contemporary spoken French." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334154.
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Forsberg, Fanny. "Le langage préfabriqué en français parlé L2 : Étude acquisitionnelle et comparative." Doctoral thesis, Stockholm University, Department of French, Italian and Classical Languages, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1347.
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This study investigates the use of formulaic language in spoken French produced by native and non-native speakers. It aims at describing the development of formulaic sequences in learners ranging from beginners to very advanced users. It draws on data from the InterFra corpus, which includes both formal and semi-formal learners. Four measures are used to characterize this development: extent of formulaic language used, category distribution, type / token ratio and frequency of types.
It has been shown that a user’s knowledge of formulaic sequences impacts heavily on language proficiency and idiomaticity. Because these sequences follow neither grammatical nor lexical rules, they constitute the last threshold for advanced L2 learners. In second language acquisition, the term formulaic sequence not only applies to strict idiomatic constructions, but it is also used to refer to sequences that appear to be acquired in a holistic manner during the first phases of acquisition. A categorization is therefore proposed that can account for native and non-native usage of formulaic sequences (prefabs). Five categories of prefabs are included: Lexical, Grammatical, Discourse, Situational and Idiosyncratic.
The extent of a learner’s use of formulaic language increases as the learner progresses, the largest amount found in the production of native speakers and very advanced learners. The learner’s distribution of categories moves towards native speaker distribution, albeit slowly. Situational and Idiosyncratic prefabs are found to characterize the early phases of acquisition, while Lexical prefabs are mastered later and are a major difficulty for L2 learners. Only very advanced learners who have spent considerable time in France produce the same proportion of Lexical prefabs as native speakers. Discourse prefabs constitute the most important category for all groups, including natives and non-natives. It can therefore be postulated that the main function of formulaic sequences in spoken French is that of discourse structuring and speech management. The development and use of formulaic language is explained within a framework of Frequency Effects. Coupled with other factors, frequency can account for why Lexical prefabs are hard to acquire and why formulaic sequences take a long time to master.
The thesis is published and can be purchased by Peter Lang http://www.peterlang.com/index.cfm?vID=11369&vLang=E&vHR=1&vUR=1&vUUR=38
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Simeu, Simplice. "Le français parlé au Cameroun : une analyse de quatre marqueurs discursifs (là, par exemple, ékyé et wèé)." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL006/document.
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Cette thèse a pour objet la description et l’analyse des marqueurs discursifs (MD) là, par exemple, ékyé et wèé en français parlé au Cameroun, variété de français régional qui s’inscrit dans le français parlé en Afrique subsaharienne. Elle propose une analyse centrée sur les échanges discursifs et prend en compte la pragmatique afin de montrer que la communication repose sur l’intersubjectivité langagière qu’on peut analyser au moyen de traces linguistiques comme les MD. Pour étudier ces phénomènes pragmatiques au demeurant très peu étudiés en français parlé au Cameroun, la recherche s’est organisée principalement autour des notions de flux discursif, d’implicite social et d’interaction afin de comprendre la structuration informationnelle et le contexte situationnel qui motivent l’apparition des MD là, par exemple, ékyé et wèé dans l’organisation du discours, tant dans la production que dans la réception. Le corpus se compose d’échanges radiophoniques d’une part et d’échanges internet d’autre part. La thèse est composée en deux parties. La première rend compte des aspects théoriques, même si nous l’illustrons parfois avec des extraits de notre corpus. La seconde est consacrée à l’analyse systématique des données (le fonctionnement des quatre MD là, par exemple, ékyé et wèé dans les discours radiophoniques et dans les écrits tirés d’internet). Cette analyse a permis de conclure à la difficulté de définir exactement ce qu’est un MD, et de relever l’existence de terminologies concurrentes, tant les théories qui décrivent et expliquent le fonctionnement des MD sont hétérogènes. Nous proposons une définition opérationnelle des MD pour l’analyse de notre corpus et nous plaidons pour une prise en compte des phénomènes oraux et liés à l’interaction dans les études sur le français régional en AfriqueThis thesis sets out to describe and to analyse the discourse markers (DMs) là, par exemple, ékyé and wèé in Cameroon French, a regional variety of French that is spoken in Subsharan Africa. It is a pragmatic study of oral discourses that highlights how communication is based on speech inter-subjectivity such as DMs, which constitute linguistic traces. In order to study these uninvestigated pragmatic phenomena in Cameroon spoken French, three notions were of prime necessity, namely: discursive continuity, social implicity and interaction. These notions help to shed light on the informational structure and on the situational context of the DMs là, par exemple, ékyé and wèé in discourse organization as well as in its production or in its reception. The data of this study was got from two sources: on the one hand, radio programmes, and on the other hand, scripts collected from the internet. The study comprises two parts: Part one focuses on the theoretical concerns, alongside some illustrations of excerpts from the data. The second part provides a systematic analysis of the data (the functioning of the four DMs là, par exemple, ékyé and wèé in radio programmes and in internet scripts). This analysis enabled the confirmation that not only is it difficult to clearly define what a DM is but that there are also several competing terms and explanations, as theories regarding studies on DMs are heterogeneous. We propose an operational definition of DMs for the analysis of the data and suggest that studies on regional French spoken in Africa should take into account oral phenomena related to interaction
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Hong, Jing. "Analyse linguistique d'un genre de discours : l'entretien - écrit ou oral - à dominante culturelle." Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0263.
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Notre travail porte sur un ensemble d'entretiens, écrits ou oraux, à dominante culturelle. Nous identifions le genre de l'« entretien culturel ». Ce genre de discours s'apparente au dialogue et relève de diverses sphères d'activités culturelles (pratiques artistiques principalement) et s'inscrit dans des institutions identifiées de production ou de diffusion des savoirs. Les domaines culturels que nous avons privilégiés sont la littérature (F. Ponge, N. Sarraute, A. Nothomb, É. Reinhardt) et le cinéma (A. Varda, J. Rouch, B. Tavernier, M. Piccoli). Les entretiens oraux proviennent d'enregistrements de la chaîne radiophonique France-Culture. Les entretiens écrits sont des publications livresques ou sont extraits de médias de presse (Télérama ou Le Monde).Dans une première partie, nous nous efforçons de caractériser le genre de l'entretien culturel en le rapportant à sa superstructure dialogale et en le différenciant d'une conversation ordinaire. Nous avons tout d'abord fait le constat de l'omniprésence médiatique de l'entretien dans les médias, ce que nous avons attesté par diverses données chiffrées. Ensuite, nous avons traité la question de la synonymie d'entretien, conversation et dialogue à travers des usages de presse (Le Monde). Enfin, vient notre cadrage théorique qui est surtout constitué par l'analyse du discours (D. Maingueneau, 1999, 2002, 2014), le dialogisme (J. Bres, 2005), les analyses conversationnelles (E. Roulet et al., 19872) et interactionnistes (C. Kerbrat-Orecchioni, 1990), et la linguistique textuelle (J.-M. Adam, [1992] 20174). L'ensemble de ces apports théoriques se fonde sur la différence entre les genres premiers et les genres seconds opérée par M. Bakhtine (1984). À l'issue de la première partie, nous définissons le genre de l'entretien culturel, c'est-à-dire que nous spécifions les composantes de sa macro-structure.Ensuite, dans une deuxième grande partie, nous procédons à des analyses linguistiques d'extraits pour lesquelles nous nous sommes dotée d'outils linguistiques susceptibles de rendre compte du niveau de structuration intermédiaire. Le flux verbal et le dynamisme informationnel nécessitent en effet que l'on sache appréhender la question énonciative ou la macro-syntaxe avec des outils d'analyse adaptés : la grammaire de la période (Groupe de Fribourg, 2012) ; la grammaire de texte et les stratégies de topicalisation (B. Combettes, 1986). De même, la micro-syntaxe dans ses réalisations orales nécessitent des outils appropriés comme la grille syntaxique de C. Blanche-Benveniste (1990).Dans notre dernière partie, nous cherchons plus spécialement à caractériser les échanges entre une forme orale et une forme écrite, la réalisation d'effets de mixité n'étant pas nécessairement liés au support lui-même. La thèse se propose de revenir sur le continuum communicationnel de Koch & Oesterreicher (2001) pour en éprouver les paramètres (« les déterminants situationnels et contextuels »). Il nous a semblé que le continuum communicationnel est une solution pour résoudre la question générale de la dichotomie oral et/ou écrit. Nous essayerons de montrer comment ce continuum opère dans le cas des entretiens culturelsOur work concerns a set of interviews, written or oral, with a cultural focus. We identified the genre of the “cultural interview”. This genre of discourse is similar to the dialogue and it concerns various spheres of cultural activities (mainly artistic practices) that are inscribed in identified institutions of production or publication. The cultural domains that we have selected are literature (F. Ponge, N. Sarraute, A. Nothomb, É. Reinhardt) and cinema (A. Varda, J. Rouch, B. Tavernier, M. Piccoli). The oral interviews are mainly from recordings of the radio station « France-Culture » whereas, the written interviews were selected from books or press media such as, Télérama or Le Monde.Firstly, we characterize the genre of the cultural interview by relating it to its dialogical superstructure and differentiating it from an ordinary conversation. We noted the media omnipresence of the interview which we have attested by various figures. Then, we deal with the synonymous questions of an interview, conversation and dialogue through press usage (Le Monde). Finally, our theoretical framework is mainly constituted by discourse analysis (D. Maingueneau, 1999, 2002, 2014), dialogism (J. Bres, 2005), conversational analysis (E. Roulet et al., 19872), interactionist analysis (C. Kerbrat-Orecchioni, 1990) and textual linguistics (J.-M. Adam, [1992] 20174). All these theoretical contributions are based on the difference between primary and secondary genres made by M. Bakhtine (1984). At the end of the first part, we define the genre of the cultural conversation by specifying the components of its macro-structure.We then proceed to linguistic analyses of excerpts for which we have equipped ourselves with linguistic tools likely to account for the intermediate level of structuring. The verbal flow and the informational dynamism require indeed that we know how to apprehend the enunciative question or the macro-syntax with adapted analysis tools: the grammar of the period (Groupe de Fribourg, 2012); the grammar of text and the strategies of topicalization (B. Combettes, 1986). Similarly, micro-syntax in its oral realizations, requires appropriate tools such as the syntactic grid of C. Blanche-Benveniste (1990).Lastly, we specifically characterize the exchanges between an oral form and a written form. The realization of mixing effects may not be necessarily linked to the medium itself. The thesis proposes to return to Koch & Oesterreicher's communicational continuum (2001) in order to test its parameters (situational and contextual determinants). We observed that the communicative continuum is a solution to the general question of the oral and/or written dichotomy. Here we show how this continuum operates in the case of cultural interviews
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Schroeder, Christoph. "The Turkish nominal phrase in spoken discourse /." Wiesbaden : Harrassowitz, 1999. http://catalogue.bnf.fr/ark:/12148/cb38970088q.
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Coveney, Aidan Benedict. "Variability in interrogation and negation in spoken French." Thesis, University of Newcastle Upon Tyne, 1989. http://hdl.handle.net/10443/191.
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In this thesis, a set of defining properties of grammatical variables is proposed, taking particular account of the precise extent to which variants should be required to be equivalent, semantically and pragmatically. These principles are then applied in a variationist analysis of negation and interrogation in spoken French, with data from a corpus from the Somme, northern France. Computer-assisted data-handling techniques are employed, notably the Oxford Concordance Program. For the (ne) variable, a large proportion of the data is analysed in terms of preformed sequences, which strongly favour the omission of the negative particle. There is also evidence that age is the most important extra-linguistic constraint, but this is interpreted as being a case of age-grading rather than of change in progress, as has sometimes been supposed. It is suggested that the negative particle has all but disappeared from northern French vernacular styles. To check the pragmatic equivalence of variant interrogative structures, a taxonomy of communicative functions is set up, drawing from research on speech acts, conversational structure and communicative grammar. The interrogatives in the corpus are then classified in terms of this taxonomy. In Yes/No interrogatives, clitic inversion is found to be completely absent from the corpus, and the minority use of est-ce 92! is shown to be motivated by pragmatic and socio-pragmatic factors, ie it is often used when the speaker does not expect an answer. from the addressee, or to encode politeness. WH interrogatives constitute one of the most complex grammatical variables studied so far, with six variant structures occurring in the corpus, and the choice among them being constrained by a large number of linguistic, discoursal and pragmatic factors. In order to take account of the unacceptability of some structures in certain contexts, the notion of "semi-variable" tokens is proposed. This is reflected in the method of calculating each variant's relative frequencies, as these exclude those contexts where the variant would be unacceptable, or non-equivalent to the structure actually used. The productive use of clitic inversion in the corpus is seen to be minimal, and the choice of the WH-final structure (as opposed to a WH-fronted one) is shown to be motivated overwhelmingly by discoursal considerations. The female informants are found to favour the est-ce que structure (partly, again, for politeness), whereas the male speakers use rather more of a non-standard variant.
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Gaddafi, Ahmed Mohamed. "Study of discourse markers in Libyan spoken Arabic." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284960.
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Flammia, Giovanni 1963. "Discourse segmentation of spoken dialogue : an empirical approach." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9954.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.Includes bibliographical references (p. 144-152).
by Giovanni Flammia.
Ph.D.
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Christensen, Matthew Bruce. "Variation in Spoken and Written Mandarin Narrative Discourse." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391786999.
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Christensen, Matthew B. "Variation in spoken and written Mandarin narrative discourse /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859313344186.
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Lu, Yang. "A discourse analytic study of EFL test-takers' spoken discourse competence and its impact on their oral proficiency and spoken grammatical competence." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434334.
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Dahlmann, Irina. "Towards a multi-word unit inventory of spoken discourse." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582842.
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Fromer, Jeanne C. 1975. "Learning optimal discourse strategies in a spoken dialogue system." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/47703.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.Includes bibliographical references (p. 123-129).
Participants in a conversation can often realize their conversational goals in multiple ways by employing different discourse strategies. For example, one can usually present requested information in various ways; different presentation methods are preferred and most effective in varying contexts. One can also manage conversations, or assume initiative, to varying degrees by directing questions, issuing commands, restricting potential responses, and controlling discussion topics in different ways. Agents that converse with users in natural language and possess different discourse strategies need to choose and realize the optimal strategy from competing strategies. Previous work in natural language generation has selected discourse strategies by using heuristics based on discourse focus, medium, style, and the content of previous utterances. Recent work suggests that an agent can learn which strategies are optimal. This thesis investigates the issues involved with learning optimal discourse strategies on the basis of experience gained through conversations between human users and natural language agents. A spoken dialogue agent, ELVIS, is implemented as a testbed for learning optimal discourse strategies. ELVIS provides telephone-based voice access to a caller's email. Within ELVIS, various discourse strategies for the distribution of initiative, reading messages, and summarizing messages are implemented. Actual users interact with discourse strategy-based variations of ELVIS. Their conversations are used to derive a dialogue performance function for ELVIS using the PARADISE dialogue evaluation framework. This performance function is then used with reinforcement learning techniques, such as adaptive dynamic programming, Q-learning, temporal difference learning, and temporal difference Q-learning, to determine the optimal discourse strategies for ELVIS to use in different contexts. This thesis reports and compares learning results and describes how the particular reinforcement algorithm, local reward functions, and the system state space representation affect the efficiency and the outcome of the learning results. This thesis concludes by suggesting how it may be possible to automate online learning in spoken dialogue systems by extending the presented evaluation and learning techniques.
by Jeanne C. Fromer.
S.M.
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Farag, S. M. "A linguistic analysis of spoken and written narrative discourse." Thesis, Aston University, 1986. http://publications.aston.ac.uk/10270/.
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Thiele, Klaus. "Metaphors in spoken academic discourse in German and English." Thesis, Aston University, 2013. http://publications.aston.ac.uk/20907/.
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Metaphors have been increasingly associated with cognitive functions, which means that metaphors structure how we think and express ourselves. Metaphors are embodied in our basic physical experience, which is one reason why certain abstract concepts are expressed in more concrete terms, such as visible entities, journeys, and other types of movement, spaces etc. This communicative relevance also applies to specialised, institutionalised settings and genres, such as those produced in or related to higher education institutions, among which is spoken academic discourse. A significant research gap has been identified regarding spoken academic discourse and metaphors therein, but also given the fact that with increasing numbers of students in higher education and international research and cooperation e.g. in the form of invited lectures, spoken academic discourse can be seen as nearly omnipresent. In this context, research talks are a key research genre. A mixed methods study has been conducted, which investigates metaphors in a corpus of eight fully transcribed German and English L1 speaker conference talks and invited lectures, totalling to 440 minutes. A wide range of categories and functions were identified in the corpus. Abstract research concepts, such as results or theories are expressed in terms of concrete visual entities that can be seen or shown, but also in terms of journeys or other forms of movement. The functions of these metaphors are simplification, rhetorical emphasis, theory-construction, or pedagogic illustration. For both the speaker and the audience or discussants, anthropomorphism causes abstract and complex ideas to become concretely imaginable and at the same time more interesting because the contents of the talk appear to be livelier and hence closer to their own experience, which ensures the audience’s attention. These metaphor categories are present in both the English and the German sub corpus of this study with similar functions.
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Recski, Leonardo Juliano. "Investigating the use of modality in academic spoken discourse." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/89038.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-22T16:06:01Z (GMT). No. of bitstreams: 1 226458.pdf: 6424475 bytes, checksum: a77610e85abccae4ff79d90e27aa6f0c (MD5)
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Rae, John Patrick. "Explanations and communicative constraints in naturally occurring discourse." Thesis, University of Leeds, 1989. http://etheses.whiterose.ac.uk/345/.
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The subject matter of this thesis are some aspects of the expression of explanations in spoken discourse. The study of explanations has occupied the attention of many researchers in social psychology and in neighbouring disciplines; the study of talk has occupied an even greater number. In the thesis I try to integrate certain areas of these two fields. Chapter one sketches the history of the concern with language which has characterised developments in the social sciences this century. This chapter is incidentally an introduction to some of the key themes of the thesis and to why I think research based on naturally occurring discourse is important. Research on explanations in social psychology has been dominated by research which has gone on under the heading of attribution theory. In chapter two I address a controversy in the application of concepts drawn from attribution theory to clinical psychology, namely whether or not people have fixed styles in the way that they attribute causes for outcomes. Studying family therapy sessions and interviews with parents with a coding procedure I show that the variety of possible styles is broader than has been suggested previously. Chapter three further pursues causal expressions as cases of explanations by asking what a causal statement is. The chapter opens with a discussion of how causes relate to reasons concluding that reasons are a species of cause. I then go on to use data from earlier work to study what expressions speakers use to make causal utterances. The direction of enquiry has been to suggest that rather than studying causal beliefs it is causal utterances that are under study. An utterance is, if you like, "situated", that is to say, what a speaker says is context-bound. I talk of "communicative constraints" operating here. Chapter four reviews some work in the study of conversation with an eye to elucidating the sense in which a speaker's utterances are a product of the situation in which they occur and to look at the researchability of this intuition. Practical and conceptual reasons suggest that the approach generally known as conversation analysis stemming from the study of ethnomethodology is the most interesting and fruitful way toproceed (in this context). Chapters five and six report studies of a computing advisory centre showing 1, the range of accounting procedures which occur as part of the business-at-hand in these sessions, 2, how speakers' utterances, can change within a single conversation. Chapter six looks at the integration of non-vocal behaviour and by considering data on this argues that the idea of normativity, rather than a quasi grammatical notion, is the appropriate level of explanation for the regularities which we find in human interaction. In moving away from beliefs as the object of analysis I could be accused of taking an anti-cognitive stance. Chapter seven explores cognitive versus interactional perspectives in communication. Chapter eight reflects on the approach which I have adopted and suggests how inspite, indeed through, its focus on situational events an account of the capacities drawn on in offering explanations can itself illuminate phenomena seen as beyond its grasp
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Emmerson, Shannon Janelle. "Spoken Persuasive Discourse of Adults with Traumatic Brain Injury (TBI)." Thesis, University of Canterbury. Department of Communication Disorders, 2010. http://hdl.handle.net/10092/4910.
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The purpose of this study was to evaluate the performance of adults with traumatic brain injury (TBI) on a spoken persuasive discourse task and to evaluate the affects of eliciting this language sample. Ten adults with TBI (mean age = 51 years and 5 months) and ten adults matched by age and gender completed two spoken language tasks. These tasks required them to verbally provide their opinion of whether trained animals in circuses should be allowed to perform for the public and also whether public transport should be encouraged for everyone to use. One of the tasks was provided with examples for and against the topic within the instructions whereas the other task instructions provided no examples. The presentation of these tasks was alternated within the groups so as not to assist with task practice. Language measures included productivity (total number of words, mean length of T-units, T-units per minute and percentage of T-units with mazes) and complexity (total number of clauses, clause density and clause type). Pragmatic measures included the essential features of argument as identified in the developmental literature (number of claims, reasons, elaborations, repetitions, irrelevancies, and presence of an introduction and conclusion). The TBI group out-performed their age-matched peers on language complexity measures of total number of clauses and independent clauses used, however used significantly more adverbial clauses. On comparison of the elicitation technique, the instructions with examples elicited a significantly greater number of reasons than that of the basic instructions. The results are discussed alongside current literature in the field of discourse production and persuasion. Implications for clinical practice and future directions for research in this area are also suggested.
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Jones, Christian. "Spoken discourse markers and English language teaching : practices and pedagogies." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12260/.
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This thesis reports on a mixed methods classroom research study carried out at a British university. The study investigates the effectiveness of two different explicit teaching approaches, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers to two different groups of Chinese learners at the same level of language competency. It was hypothesised that one explicit teaching approach would be more effective than the other in terms of both short and longer term acquisition and both would be more effective than no teaching when viewed objectively with test data and subjectively by the learners themselves. Thirty six Chinese learners (fourteen male, twenty two female) at the same level of language proficiency were assigned to three groups, experimental group 1 (III), experimental group 2 (PPP) and group 3 (control). The average age of the learners was twenty two and all were taking a three week pre-sessional in academic English. Each experimental group received ten hours of explicit instruction on the target language. The control group received no instruction on the target language. The III group were taught using activities which presented the language in context and encouraged them to notice features of the target language by sensitising them to differences between spoken and written modes of language and by comparing the target language with their first language. This group were not given any practice of the target language in class. The PPP group were taught using activities which presented the language in context, checked meaning and form and provided them with opportunities to practice in class. The hypothesis was tested through the use of a free response speaking test used as a pre-test, an immediate post-test and a delayed post-test of eight weeks. The tests were analysed for the amount of target DMs used and learners were rated for interactive ability, discourse management and global achievement. In addition, diaries kept by each learner in the experimental group and focus group interviews were analysed to assess the extent to which this qualitative data supported or added to the quantitative data. Raw counts of the target DMs and interactive ability, discourse management and global test scores indicated that both experimental groups outperformed the control group in the immediate post-test in terms of the target DMs used but that this was weaker in the delayed test. Raw interactive ability, discourse management and global scores weakened in the immediate post-test but improved in the delayed test, suggesting that the increase in use of target DMs did not have an impact upon these scores. Univariate analysis of the pre- and post-tests, using one-way ANOVAs, indicated statistically significant differences between the experimental PPP group and the control group in terms of a higher mean usage of the target DMs in the immediate post-test, whilst the III group's score did not indicate a statistically significant difference when compared to the PPP and control groups. The analysis of the interactive ability, discourse management and global scores did not demonstrate statistically significant differences between the groups. The qualitative results were analysed with Computer Assisted Qualitative Data AnalysiS (CAQDAS) software and supported some of the findings from the test results. This data demonstrated that both groups felt that instruction on the target language was of value to them and the PPP group found their method to be generally more useful, which tallied with their better performances on the tests. The III group showed more evidence of having noticed aspects of language, such as the difference between the target language and their first language and how these spoken forms differ from written ones, although both groups displayed some metalinguistic awareness. Both groups were generally in favour of practice within the classroom but also expressed some strong doubts about its usefulness and articulated a desire for a different kind of practice to be used in class, based on rehearsal for real world tasks. This suggested the need to re-conceptualise practice within III, PPP or other teaching frameworks.
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Flowe, William Charles. "The form and function of prosodic stylization in spoken discourse." [S.l. : s.n.], 2002. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB9676333.
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Choi, Jane Boyun. "A corpus-based discourse analysis of Korean discourse markers an analysis of spoken and written use /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481658111&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Fukuda, Suzy E. "Grammaire comparée du français et du japonais parlés : phrase et sujet." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23722.
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The object of this thesis is to present a comprehensive analysis of the phrase structure and the properties of the subject in spoken French and Japanese. Consulting histories, grammars, and a corpus of transcribed speech from each language, a comparative examination of the oral codes of both languages is conducted, which highlights not only the significant distinctions between the two but also the similarities. These distinctions are not just the result of structural differences between the two languages, but are more that of a distinct classification of our experiences. By pointing out the distinguishing characteristics of the oral codes of the two languages, this study attempts to bring us to a better understanding of the two languages and equally of the cultures from which they are inseparable.
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Sharp, Harriet. "English in spoken Swedish : a corpus study of two discourse domains." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-10669.
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Buscail, Laurie. "Étude comparative des pronoms démonstratifs neutres anglais et français à l'oral : référence indexicale, structure du discours et formalisation en grammaire notionnelle dépendancielle." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00965362.
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Cette thèse explore le fonctionnement indexical des pronoms démonstratifs anglais this, that et it d'une part, et des pronoms démonstratifs français, en particulier ça, d'autre part, en vue d'une comparaison entre ces deux systèmes. L'ensemble des phénomènes référentiels et discursifs observés sont ramenés à certaines caractéristiques syntactico-sémantiques propres à chaque démonstratif, alors formalisées dans le cadre de la Grammaire Notionnelle Dépendancielle. Les occurrences de this, that, it et ça analysées étant issues de conversations orales spontanées et enregistrées selon le protocole des projets PAC et PFC, notre étude apporte un questionnement sur les avantages et les limites des grands corpus oraux pour les recherches en linguistique théorique.
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Pickles, Michael. "The spoken French of teenagers in Perpignan : a study of phonological variation." Thesis, Lancaster University, 2011. http://eprints.lancs.ac.uk/68075/.
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This study is based on a sociophonological investigation of the French of adolescents in their final year of collège in Perpignan, in south-west France. Perpignan is the cultural and administrative centre of three inter-related areas: the French département of Pyrénées-Orientales, the region of Roussillon and the region within greater Catalonia referred to as Catalunya-Nord. It is a meeting point of languages and cultures from both Europe and North Africa. The thesis proposes that, within the context of Meridional French and Catalan, the spoken French of Perpignan adolescents is susceptible to standardisation and levelling processes. Through the in-depth analysis of three phonological features, in correlation with three social variables – gender, ethnolinguistic origin and socio-economic status – it aims to describe aspects of the contemporary variation and change of the speech of younger speakers. The introductory chapter addresses the context and objectives of the study and the scope and parameters of the investigation. Chapter 2 presents firstly, a brief summary of the historical evolution of the region of Roussillon and the city of Perpignan, and secondly, an overview of the linguistic situation and a discussion of the relative status and interaction of the three major linguistic influences present: Standard (northern) French, Meridional French, and Catalan. Chapter 3 gives a detailed account of the development of the project from initial concepts and in the light of discussions with significant interested researchers in Perpignan, and a description of the methodological processes employed, including the selection of social variables, the process of identification of a representative sub-group of informants as the focus for a detailed analysis and the question of transcription. Chapter 4 offers a presentation and discussion of the preliminary analyses of the Perpignan corpus and a brief overview of the issues surrounding the limitations of auditory accuracy. There follow three chapters presenting an in-depth analysis of each of the three phonological variables under investigation, with discussion of issues appropriate and specific to each variable. Chapter 5 is concerned with the realisation of schwa in word-final and phrase-final sites. Chapter 6 considers nasalisation processes and the related issue of phonemic assimilation before focussing on the nasalisation or non-nasalisation of vowels in Standard French nasal vowel sites. Chapter 7 discusses the realisation of the phoneme /R/, leading into a brief consideration of the notion of “terminality”. Chapter 8 presents an idiolectal synthesis of the individual informants within the sub-group, including features beyond the three linguistic variables specifically under investigation. This leads into the correlation of idiolectal features with the social variables. The chapter concludes with a discussion of the notion of “meridionality”. The concluding chapter draws together the significant issues raised by the investigation and considers directions and areas of potential further study. This study offers a contribution to a wider field of recent and current French regional phonological studies.
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Cane, Graeme. "A linguistic description of spoken Brunei English in the 1990s." Thesis, University of Strathclyde, 1993. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21242.
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The thesis discusses the variety of English that is spoken today in Brunei Darussalam and assesses its status as a 'New English'. Using a corpus of spoken data which was recorded and transcribed by the author, the thesis attempts to produce an empirically based linguistic description of the grammatical, lexical and discourse features found in spoken Brunei English and to discuss the ways in which these features differ from the equivalent features in Standard British English. The final part of the study is concerned with the pedagogical and language planning implications of recognizing the existence of a Bruneian variety of English, and with proposing an appropriate English language teaching model for the Bruneian education system.
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Donaldson, Bryan. "Discourse competence in near-native speakers of French." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319913.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2008.Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3129. Advisers: Kathleen Bardovi-Harlig; Laurent Dekydtspotter.
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Cribb, V. Michael. "Coherence in the extended spoken discourse of non-native speakers of English." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493811.
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In day-to-day interactional discourse, disturbances in coherence can usually be resolved relatively quickly through collaboration and negotiation between interlocutors. When speakers are required to produce extended discourse in the form of an extended turn (i.e. short monologue), however, there is an additional requirement to package their utterances that the interlocutor can integrate them into the on-going discourse and construct a meaningful, coherent representation of the text. For non-native speakers, this additional burden means that any miscues in the construction of the utterances or in their contextualisation, can lead to disturbances in coherence and a loss of meaning.
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Samarah, Abdullah Yaqoub. "Pragmatics and cultural interpretation in spoken Arabic : feedback as a discourse phenomenon." Thesis, University of Exeter, 2006. http://hdl.handle.net/10036/25353.
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This study deals with linguistic feedback (see Wiener/48, Fries/52 and Allwood/93) which falls within the domain of cultural description. Feedback can informally be described like this: when a speaker performs a linguistic action which requires a linguistic response from a receiver, the given response has an important function for the speaker. In the ideal case, the listener’s response gives information to the speaker that the listener has perceived and understood the communicated content. However, the receiver can also signal that he/she has failed to hear or understand what has been said. As well as that, the receiver can ignore the speaker’s action and initiate other actions or get involved in a different conversation. It has been noted, in particular, that if a speaker performs an action that requires a response, it is less certain whether both the speaker’s performance and the receiver’s responses will succeed. When a receiver does not give a coherent or clear response, then the sender sees that the receiver is experiencing some problem(s) that deserves to be dealt with. For this reason, there might be several alternatives which the sender can initiate, e.g., to abandon the attempt to get the listener's feedback, to misinterpret the answer, or to take the listener's response into account. By increasing awareness of the significance of feedback, we may hope to understand better problems in communication between cultures. The present study focuses on verbal feedback actions and discusses briefly non-verbal feedback actions. The following aspects are central in the study: I) Feedback expressions in spoken Arabic: - Feedback turns and non-feedback turns. This subsection will include the following items: feedback consisting of a one-word utterance, complex feedback consisting of an utterance of more than one word, eliciting feedback, giving and eliciting feedback, self-feedback and nonfeedback turns II) The semantic and pragmatic analysis of feedback actions: - Criteria for deciding the function of feedback III) Studies of six kinds of conversation and one form of communication, which give examples of feedback in spoken Arabic. This thesis deals also with sociolinguistic feedback and sociolinguistic variations will be described for each individual in conversation. These variations will be described with the help of tables and several selected examples from the data. These examples have to be connected with the main topic (feedback) and related to each social variant. A number of theoretical assumptions about FB and related studies which fall under the same linguistic phenomenon i.e., human response, and possibly have universal relevance, are presented. The need for further empirical research is expressed. The present work is divided into six chapters and based on live conversations recorded in Jeddah (Kingdom of Saudi Arabia).
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Dolan, Terence. "Memory for spoken and written discourse in first and second language learners." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358222.
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Dinkar, Tanvi. "Computational models of disfluencies : fillers and discourse markers in spoken language understanding." Electronic Thesis or Diss., Institut polytechnique de Paris, 2022. http://www.theses.fr/2022IPPAT001.
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Les gens s'expriment rarement de la même manière qu'ils écrivent - en effet ils écrivent rarement de manière diffluente. Les disfluences sont des interruptions dans le flux régulier de la parole, telles que les pauses (silencieuses), les répétitions de mots ou les interruptions pour corriger une phrase précédemment dite. Bien qu'il s'agisse d'une caractéristique naturelle de la parole spontanée et malgré la riche littérature linguistique qui traite de leur caractère informatif, elles sont souvent considérées comme du bruit et éliminées lors du post-traitement des transcriptions de sortie des systèmes de reconnaissance de la parole. Jusqu'à présent, leur prise en compte dans un contexte de compréhension de la langue parlée (CLP) a rarement été explorée. L'objectif de cette thèse est de développer des modèles informatiques des disfluences dans la CLP. Pour ce faire, nous prenons inspirons dans les modèles psycholinguistiques des disfluences, qui se concentrent sur le rôle que les disfluences jouent dans l'expression (par le locuteur) et la compréhension (par l'auditeur) du discours. Plus précisément, lorsque nous utilisons le terme "modèles informatiques des disfluences", nous entendons développer des méthodologies qui traitent automatiquement les disfluences afin d'observer empiriquement 1) leurs impacts sur la production et la compréhension de la parole et 2) leurs interactions avec le signal primaire (lexical, ou la substance du discours). A cet effet, nous nous concentrons sur deux types de discours : les monologues et les dialogues orientés vers une tâche. Nos résultats se concentrent sur des tâches de CLP, ainsi que sur les recherches pertinentes pour les systèmes de dialogues parlés. Lors de l'étude des monologues, nous utilisons une combinaison de modèles traditionnels et neuronaux pour étudier les représentations et l'impact des disfluences sur la performance de le CLP. De plus, nous développons des méthodologies pour étudier les disfluences en tant qu'indices d'informations entrantes dans le flux du discours. Dans l'étude des dialogues orientés vers une tâche, nous nous concentrons sur le développement de modèles informatiques pour étudier les rôles des disfluences dans la dynamique auditeur-locuteur. Nous étudions spécifiquement les disfluences dans le contexte de l'alignement verbal, c'est-à-dire l'alignement des expressions lexicales des interlocuteurs et leurs roles dans l'alignement comportemental, un nouveau contexte d'alignement que nous proposons de définir comme le moment où les instructions données par un interlocuteur sont suivis d'une action par un autre interlocuteur. Nous examinons également comment les disfluences dans les contextes d'alignement locaux peuvent être associées à des phénomènes au niveau du discours, tels que la réussite de la tâche. Nous considérons cette thèse comme l'un des premiers travaux, qui pourrait aboutir à intégration des disfluences dans les contextes d'alignement localPeople rarely speak in the same manner that they write – they are generally disfluent. Disfluencies can be defined as interruptions in the regular flow of speech, such as pausing silently, repeating words, or interrupting oneself to correct something said previously. Despite being a natural characteristic of spontaneous speech, and the rich linguistic literature that discusses their informativeness, they are often removed as noise in post-processing from the output transcripts of speech recognisers. So far, their consideration in a Spoken Language Understanding (SLU) context has been rarely explored. The aim of this thesis is to develop computational models of disfluencies in SLU. To do so, we take inspiration from psycholinguistic models of disfluencies, which focus on the role that disfluencies play in the production (by the speaker) and comprehension (by the listener) of speech. Specifically, when we use the term ``computational models of disfluencies'', we mean to develop methodologies that automatically process disfluencies to empirically observe 1) their impact on the production and comprehension of speech, and 2) how they interact with the primary signal (the lexical, or what was said in essence). To do so, we focus on two discourse contexts; monologues and task-oriented dialogues.Our results contribute to broader tasks in SLU, and also research relevant to Spoken Dialogue Systems. When studying monologues, we use a combination of traditional and neural models to study the representations and impact of disfluencies on SLU performance. Additionally, we develop methodologies to study disfluencies as a cue for incoming information in the flow of the discourse. In studying task-oriented dialogues, we focus on developing computational models to study the roles of disfluencies in the listener-speaker dynamic. We specifically study disfluencies in the context of verbal alignment; i.e. the alignment of the interlocutors' lexical expressions, and the role of disfluencies in behavioural alignment; a new alignment context that we propose to mean when instructions given by one interlocutor are followed with an action by another interlocutor. We also consider how these disfluencies in local alignment contexts can be associated with discourse level phenomena; such as success in the task. We consider this thesis one of the many first steps that could be undertaken to integrate disfluencies in SLU contexts
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Vialleton, Elodie. "Investigating the use of naturally occurring spoken French in adult foreign language learning." Thesis, Open University, 2013. http://oro.open.ac.uk/40467/.
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This study explores the feasibility and desirability of introducing samples of naturally occurring spoken French to adult language learners at an early stage of the learning process to develop perception and listening skills. The literature review examines the status of the spoken language, the notion of authenticity of materials, and the development of listening skills in the context of past and present language teaching methodologies, including recent ecological and data-driven approaches. Linguistic theories and descriptions of the spoken French language are also reviewed. The research is based on an experimental study, set in the context of distance language learning at the Open University, and makes use of mixed methods. Students were asked to work with experimental teaching materials comprising self-study activities based on recorded samples of naturally occurring spoken French matching the topics and structures of the Open University beginners’ French module. A test was then administered to participants and their performance was compared to that of members of a control group. Their reaction to the experimental approach was gauged using semi-structured interviews. The data analysis demonstrates that the students were able to engage with the speech samples and related tasks, and with their specific linguistic features. It also reveals that students found the approach challenging but useful in developing listening skills. Taking into account cognitive, affective and contextual dimensions, and bearing in mind the constraints inherent to the typically mixed context of adult language learning, the study concludes that naturally occurring spoken French and activities aimed at developing awareness of its features should be introduced as part of a mix of materials, striking a balance between ecological and reductionist approaches, offering students a chance to exercise choice between types of materials and providing tools they can reuse when exposed to naturally occurring spoken French autonomously.
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Milne, Peter. "The Variable Pronunciations of Word-final Consonant Clusters in a Force Aligned Corpus of Spoken French." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31139.
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This thesis project examined both schwa insertion and simplification following word-final consonant clusters in a large corpus of spoken French. Two main research questions were addressed. Can a system of forced alignment reliably reproduce pronunciation judgements that closely match those of a human researcher? How do variables, such as speech style, following context, motivation for simplification and speech rate, affect the variable pronunciations of word-final consonant clusters? This project describes the creation and testing of a novel system of forced alignment capable of segmenting recorded French speech. The results of comparing the pronunciation judgements between automatic and manual methods of recognition suggest that a system of forced alignment using speaker adapted acoustic models performed better than other acoustic models; produced results that are likely to be similar to the results produced by manual identification; and that the results of forced alignment are not likely to be affected by changes in speech style or speech rate. This project also described the application of forced alignment on a corpus of natural language spoken French. The results presented in this large sample corpus analysis suggest that the dialectal differences between Québec and France are not as simple as ``simplification in Québec, schwa insertion in France". While the results presented here suggest that the process of simplification following a word-final consonant cluster is similar in both dialects, the process of schwa insertion is likely to be different in each dialect. In both dialects, word-final consonant cluster simplification is more frequent in a preconsonantal context; is most likely in a spontaneous or less formal speech style and in that speech style is positively associated with higher speaking rates. Schwa insertion following a word-final consonant cluster displays much stronger dialectal differences. Schwa insertion in the dialect from France is strongly affected by following context and possibly speech style. Schwa insertion in the dialect from Québec is not affected by following context and is strongly predicted by a lack of consonant cluster simplification.
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Fuschi, Laura [Verfasser]. "Discourse markers in spoken Italian. The functions of senti and guarda. / Laura Fuschi." Bielefeld : Universitätsbibliothek Bielefeld, 2015. http://d-nb.info/1072756382/34.
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D'Albora, González Marcela. "Lexical and lexico-syntactic innovations: a research into creativity in spoken english discourse." Tesis, Universidad de Chile, 2012. http://www.repositorio.uchile.cl/handle/2250/112840.
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Tesis para optar al grado de Magíster en Lingüística, mención Lengua InglesaThe purpose of the present study, which is mainly of a qualitative nature, is to give a cognitively-oriented account of lexical and lexico-syntactic creativity in the English language grounded in some influential descriptions made within the domain of cognitive Linguistics. Our interest is focused on the underlying conceptual mechanisms of meaning construction, specifically on the cognitive operations accounting for the processes of word formation and semantic extension. The descriptive and analytical tasks of this study will be based, primarily, on three cognitive mechanisms actively involved in linguistic innovation: mental spaces, radiality, and frames. The main assumption made at the beginning of this proposal is that lexical and lexico-syntactic creativity, as a dynamic communicative process, is not only a function of language use (as many studies in the field ascertain) but also a powerful mechanism of cognitive processing.
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Šeškauskaitė, Lina. "Usage variation of politeness markers: a corpus-based study of spoken academic discourse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140602_084236-55311.
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The present study investigates usage variation of politeness markers in spoken academic discourse. The aim of this corpus-based analysis is is twofold. First, it aims at investigating different types of politeness markers in educational settings. Second, the usage of politeness markers in spoken academic discourse is analyzed with respect to general spoken English. The present investigation focuses on different politeness markers randomly selected for the analysis. The politeness markers are categorized into four distinctive types (i.e. indirect requests, apologies, respect markers, and hedges) according to the functions they perform in spoken discourse.Šis baigiamasis darbas pristato mandagumo žymeklių kalbos variantiškumo analizę sakytiniame akademiniame diskurse, paremtą tekstyno duomenimis. Tyrimo tikslas yra dvejopas: išanalizuoti mandagumo žymeklių kalbos variantiškumą sakytiniame akademiniame diskurse ir palyginti su jų vartosena bendrinėje šnekamojoje anglų kalboje. Analizė atlikta remiantis skirtingais mandagumo žymekliais, atsitiktinai atrinktais ir suskirstytais į skirtingas kategorijas, t.y. netiesioginius prašymus, atsiprašymus, pagarbumo žymeklius ir švelninamuosius žodžius. Mandagumo žymekliai suskirstyti į skirtingus tipus pagal jų atliekamas funkcijas sakytinėje anglų kalboje.
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Davis, Shanna Dee. "The role of decontextualized narrative discourse in the development of general spoken language /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055683.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 123-130). Also available for download via the World Wide Web; free to University of Oregon users.
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Trembath, Inger Marie. "Hand in hand : the role of gesture in the spoken French of deaf children." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55415.
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This thesis investigated the nature of gesture and its relation to speech in deaf and hearing French-speaking children between the ages of four and six. Although the spoken language of the two groups was not different, significant differences were found in the amount and kinds of gestures produced. The deaf children produced significantly more gestures, and a higher proportion of iconics, than the hearing controls. The deaf children were systematic in their use of speech in conjunction with gesture in that they combined iconic gestures with verb phrases and points with noun phrases. This systematicity was not displayed by the hearing children. The deaf children were also found to gesture more frequently during partially intelligible than during intelligible utterances. The implications of this data for the speech-gesture relation are discussed.
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Ho, Wai Ching. "The English spoken and written narratives of Cantonese speakers." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/76.
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Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." Thesis, The University of Sydney, 1988. http://hdl.handle.net/2123/608.
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This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.
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Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.
Full textAbstract:
This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.
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Elias, Nadia. "Marked theme and intonation's role in achieving topical coherence in spoken discourse in English." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/119685/.
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The present study focuses on the negotiation of "topical coherence" (Geluykkens, 1999). Using a Map Task, it investigates how the interaction between 'Thematic Structure': Theme and Rheme and 'Information Structure': Given and New (Halliday and Matthiessen, 2014; Halliday, 1967a, b) achieves coherence in informal English discourse. The starting point for investigation of topical coherence is the idea that Theme and Given coincide in unmarked cases. The study examines instances where the two systems do not coincide and examines the meanings that are generated through this divergence in order to reveal what effect this divergence has on the spoken interaction. Marked Themes by being usually realised in their own tone groups are information units with information foci and thus informationally foregrounded (Tench, 1996). The focus of information will fall on the Theme as well as on the Rheme. The study examines what role the intonational realisations of the marked Theme, tonicity, tonality and key system will have in structuring map task interactions and in facilitating the successful completion of a map task. Data gleaned from map task shows that marked Theme aids the interlocutors in their negotiation as it is used to foreground previously mentioned information (e.g. a landmark or location on the map) by taking it as point of departure to more easily guide the hearers to the intended location. The data shows also that the previously mentioned information within the marked Theme is made tonic, projected as if it were New and marked Theme is presented as an information unit, in separate tone group, to attract hearers' attention to the importance of the information within the marked Theme. Therefore, the interaction between word order and intonation contributes to guiding the hearers more easily to the intended location. The data also shows that there is an interaction between key and marked Theme. Marked Theme is uttered on high key in contexts that demand the projection of particular information within the marked Theme to draw hearers' attention to the exact location on the map and on mid key to denote the addition of information and to confirm and clarify the details. The information uttered on high key within the marked Theme is previously introduced information (i.e. recoverable). It is concluded that marked Theme aids the interlocutors of the map task in their interaction about the route and contributes to achieving a coherent interaction on the topic of the map task, the route.
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Lam, Chi Kei Jacqueline. "Code-mixing in the spoken and written discourse of mass media in Hong Kong." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/403.
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Santy, Fertiana. "Representation of Muslim women in French jurisprudence : critical discourse analysis." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0293.
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Les questions du laïcisme et de l’égalitarisme se trouvent être en contradiction dans la société française d’aujourd’hui. On pourrait légitimement avancer que, les minorités musulmanes, peuvent y être confrontées à des discriminations religieuses, sociales et économiques. Cet état de fait a affecté de façon démesurée les musulmanes qui portent des attributs religieux ou des vêtements à caractère religieux, donnant ainsi lieu à une série de litiges juridiques dans le contexte des lois laïques et de la laïcité française.Cette recherche porte sur les discours de la jurisprudence française à travers l’analyse de décisions juridiques s’appliquant à des musulmanes devant les cours suprêmes nationales (Cour de Cassation et Conseil d’État). Afin de disséquer plus finement le problème, la thèse comporte deux études de cas, communément appelés l’affaire Baby-Loup et l’affaire du burkini.Cette étude s’inscrit principalement dans le cadre théorique de l’ACD, avec une analyse secondaire reposant sur la théorie du constructionnisme social. L'analyse corrobore la conclusion selon laquelle les jurisprudences soulèvent des questions de nature sociopolitique sur le pouvoir de l'idéologie dominante présente au sein des institutions juridiques et sur la façon dont elles influencent la représentation des musulmanes en France. En dépit de jugements divergents, l’ACD révèle que les discours juridiques soutiennent également l’idée d’une inégalité de traitement envers elles, en tant que citoyennes « non préférées », constituant, de fait, un fardeau pour une société majoritairement libérale et laïque, renforçant ainsi leur vulnérabilité et exacerbant l’inégalité globaleThe issues of secularism and egalitarianism are at odds with each other in today’s French society. Arguably, minorities, including female Muslim immigrants encounter inequality and bigotry – everywhere from public spaces to employment opportunities – particularly social, economic, and religious discrimination. This has disproportionately affected Muslim women who wear religious attire, or the attire which is considered has religious character, and has led to a series of legal disputes in the context of secular laws and the French laïcité.The research investigated the discourses within French jurisprudence by looking at the decisions of two national Supreme Courts (Cour de Cassation and Conseil d’État) concerning Muslim women. To dissect the problem more closely, the dissertation features two case studies which are commonly called the Baby-Loup case and the burkini case. The main theoretical framework utilised in this study is CDA, with secondary analysis using the social constructionist theory. Applying CDA to the legal sphere renders valuable insight into legal texts and decisions through sociological lens. The analysis supports the conclusion that the jurisprudences raise issues of socio-political nature about the power of dominant ideology present within law institutions, and thus how they influence the representation of Muslim women in France. Despite divergent judgements, the CDA reveals that legal discourses support the notion on unequal treatment of them as non-preferred citizens – a burden within a majoritarian, liberal secular society – thus deepening their vulnerability and exacerbating overall inequality
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Robertson, Julie. "Accommodative phonostylistic variation in conversational interaction." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=62162.
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Choi, Yoon Ah. "Discourse analysis : A linguistic study of the French press's representation of the political crisis in Tahiti (2004-2005) - in Le Figaro, Le Monde and La Liberation." Thesis, University of Canterbury. School of Languages and Cultures/ French Department, 2006. http://hdl.handle.net/10092/885.
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French Polynesia went through a political crisis from 2004 to 2005 which constituted an important chapter in the history of this recently upgraded 'Pays d'Outre-mer'. After the general elections of May 2004 in Tahiti, a series of controversial events unfolded which created polarity among the local people and which destabilised the government. This research aims to study qualitatively how the Tahitian political crisis is constructed by the French press, namely, le Figaro, le Monde and la Libération. Based on the CDA framework and Halliday's systemic grammar, this research embarks on Foucault's idea of subjectivity which governs the formation of discourse, by examining the linguistic structure of the clause in the press representations. The analysis reveals that events and people from the crisis can be configured in different ways in the clausal structure, which is, to a certain degree, triggered by the subjectivity of newspapers. La Libération offers a socialist view of the crisis through its discursive constructions which are more inclusive of the local people and by showing Temaru's rise to power in an optimistic manner. As for the conservative newspaper le Figaro, power hierarchies can be observed in some representations while certain individuals' responsibilities are hidden in the clausal structure. Even le Monde, which claims to maintain a neutral ground, exposes its intellectual and critical conceits in the construction of clauses which represent Tahiti's recent political crisis.
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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
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Karlsson, Johanna. "An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27633.
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The use of the expectation marker actually in spoken conversation is an interesting topic. This study investigates the different functions of actually and the importance of context in eight spoken conversations from the Santa Barbara Corpus of Spoken American English. The chosen conversations are different when it comes to social factors like the participants’ age or gender. The interactions are studied using Karin Aijmer’s suggested functions of actually. Aijmer divides the expectation marker into two major functions: contrastive and emphatic. Basically, the contrastive actually functions as an opposition between points of views, and the empathic actually is used to justify or explain an earlier statement. The method used for the study is of a qualitative character as I study the interactions thoroughly both by listening to the conversations as well as studying the available transcript versions of the interactions. Overall, the study shows that emphatic actually is most common in the data used, and it is mainly used to explain or justify something or as a marker of a participant’s style of speech. In other words, actually is more often used as a way to underline an utterance rather than to correct or make a contrast to another participant’s statement. Actually is often used as a marker of style, a way for a speaker to signal or mark a specific style of speech. All of the conversations are taken from everyday life and should therefore be considered unprepared. When it comes to context it seems as if actually is more frequently used in conversations between participants close in age and who are involved in a closer sort of relationship, for example cousins or a couple in a love relationship. As for gender, actually is used by both women and by men.
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Earis, Helen. "Point of view in narrative discourse : a comparison of British sign language and spoken English." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1443949/.
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Expressing the point of view of a character and marking changes in point of view (POV) are key aspects of narrative discourse. The concept of POV has been discussed in the literature in various contexts, including deixis, logophoricity and subjectivity. A variety of linguistic and non-linguistic devices are used to indicate a particular POV, including nominal and pronominal reference, and facial expressions and intonation. Spoken languages can mark changes in POV using strategies such as direct and indirect discourse, the former coupled with optional paralinguistic cues such as intonation, whereas signed languages can mark changes in POV in a unique way using referential shift. Referential shift is a common device in sign language narrative discourse, where the signer 'becomes' a referent by taking on one or more attributes of that referent, such as facial expression and/or body position (Loew, 1984). Within a referential shift construction, verbs and pronouns which are marked for first person refer to the referent being portrayed rather than the signer. This study examines how point of view is marked in three fables, each told by native users of British Sign Language (BSL) and native speakers of English, and explores how the strategies used by signers and speakers can be explained by theories of conceptual spaces, such as that suggested by Liddell (2003a) for signed languages and Ehlich (1979, 1985) for spoken languages.