Tesis: "Evaluative (Linguistics)"

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Lenehan, Rose (Rose Elizabeth). "Beyond slurs : communicating evaluative perspectives". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101526.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 41-43).
Slurs have recently received a great deal of attention from philosophers of language. They are thought to be special in both their linguistic properties and their rhetorical effects-that is, in both what they mean and what they do. In this paper, drawing on the work of Elisabeth Camp and Rae Langton, I argue that a wide variety of speech shares the interesting features normally imputed to slurs. In using a slur, Camp argues, a speaker signals allegiance to a derogating perspective. He does not indicate merely that he believes a certain proposition; he indicates that certain features of the world are salient for him and that he experiences them as having a particular kind of disvalue. In her work on hate speech, Langton has argued that speech can be successful not only in its appeal to believe something but also in its appeal to feel or desire something. By presupposing that a hearer feels a certain way, a speaker can make it the case that she feels that way. But none of this is specific to slurs and hate speech. Non-evaluative terms can function in just the same way. When a speaker uses the expression "You're skinny" as a compliment, for example, she presupposes a particular evaluative perspective. Because the perspective is communicated as part of the not-at-issue content of her utterance, it is especially difficult for her hearers to object. The perspective can thus become taken for granted in the conversation without having been explicitly proposed or argued for. This kind of utterance doesn't merely change hearers' beliefs; it can also change their conative attitudes. And, like uses of slurs and other thick terms, it can change what we have social permission to say and do.
by Rose Lenehan.
S.M.

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2

Myskow, Gordon. "Evaluative language in history textbooks". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6234/.

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This three-module thesis employs quantitative and qualitative methods to investigate evaluative language in Canadian secondary school and university history textbooks. The first module overviews approaches to the study of evaluation and key issues of historical discourse in need of research. The second module proposes a framework (Levels of Evaluation) for investigating history texts that combines methods from Martin and White’s (2005) Appraisal theory, and Hunston’s (2011) Status, Value and Relevance. The third module further theorizes this framework, employing Kress and van Leeuwen’s (2006) methods to account for evaluative features of visual texts. The Appraisal framework is also elaborated to include two subcategories of Judgment: Normality, and the Appreciation network is reworked to account for different types of historical significance. Coffin’s (2000) Voices of History framework is expanded to include an intermediary voice between Recorder and Appraiser, which was found to be a salient feature of history textbooks. Key findings include a higher frequency in secondary school than university textbooks of inscribed Attitude, a high overall occurrence of the resources of Affect, and a low overall occurrence of extra-evaluation, the evaluative level concerned with disciplinary engagement. Implications for the study of evaluation in historical discourse and history education are discussed.

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Schaede, Leah Rose. "#HASHTAGS: A LOOK AT THE EVALUATIVE ROLES OF HASHTAGS ON TWITTER". UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/26.

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Social media has become a large part of today’s pop culture and keeping up with what is going on not only in our social circles, but around the world. It has given many a platform to unite their causes, build fandoms, and share their commentary with the world. A tool in helping group posts together or give commentary on a thought is the hashtag. In this paper I explore the evaluative roles of hashtags in social media discourse, specifically on Twitter. I use a sample of randomly selected tweets from the Twitter API stream I collected and compiled myself. I collected a total of 200,000 tweets and filtered out Re-tweets. Looking at each individual hashtag I sorted them into the categories outlined by the Appraisal Theory proposed by Martin and White (Martin & White, 2005). I explore the types of evaluation expressed in hashtags, the relationships between evaluative hashtags and how users negotiate evaluations using meme hashtags.

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Mason, Ruth. "The use of evaluative devices in the narrative discourses of young second language learners". Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333731.

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5

Wong, Lai-wing y 王麗榮. "The application of systemic functional linguistics to theteaching of evaluative writing at matriculation level =". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37609531.

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6

Ruiz, Tada Marina. "Evaluative Language of Japanese-English Bilingual Women on Facebook". Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666194.

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The main purpose of this thesis is to research the interactional behavior of transnational Japanese-English bilingual women on Facebook (FB) through photo- initiated Status Updates (SUs) in terms of the use of evaluative language in Discursive Moves and their impact on the co-construction of their multiple identities. This was accomplished by following a group of Japanese- English bilingual women, or Primary Contributors (PCs) on FB from January 2012 to March 2017. As expected, most of their SUs were photo-initiated SUs as cues for conversation. The most prominent topics were selected for further multimodal interactional analysis: 1) Japanese food and restaurant experiences in the United States, 2) babies and motherhood, and 3) manicures/pedicures. The thesis is organized into 3 studies: Study 1 focuses on the interactional sets of Japanese food and restaurants in the United States, and how food is discursively used by the participants to evoke authoritative positioning as Japanese transnationals or as foodies. Study 2 examines the co-construction of identities of these bilingual women dealing with the topic of babies and motherhood and how they evoke linguistic, racial, and gendered identities. Study 3 focuses on how interactional sets dealing with the topic of manicures/ nails co-construct gendered identities such as fashionista women. A total number of 33 Primary Contributors, 596 responders, and 447 interactional sets were obtained. Interactional sets include: the photo-initiated SU, the Responses to the Status Updates (RSUs), and responses by the PCs to the RSUs. Each of these interactional sets were coded for possible linguistic and orthographic choices, multimodal features, such as emoticon use and "Likes", and translations were provided when the chosen language was Japanese. In order to describe the interactional behavior of the participants, each study analyzes the interactional behavior following Bernhoff's (2010) participation roles, which classifies participant profiles according to engagement and activity. Furthermore, in Study 1, 9 types of Discursive Moves (DMs) following Miller & Gergen, (1998), Locher, (2006), and Morrow (2012) are identified. Their frequencies are calculated and their sequentiality in the interactional sets is analyzed. Results show that the most frequent Move type was Evaluation (34.10%), used by the participants to position themselves as authoritative Japanese or innovative foodies. Language choices and verbal and non-verbal features of Evaluation Moves are discussed with regards to how these features contribute to relational work and identity co-construction among interactants. Study 2 analyzes in 200 interactional sets the complimenting behavior directed towards Japanese-English bilingual mothers, with regards to who is doing the complimenting (gender and parental status), and who is being complimented (baby, mother, or father). Results show that the adjectives used for compliments ratify traditional family roles among this bilingual community; however, the mothers also stress non-traditional identities such as multiethnic and multilingual through features of photos and language choices. Study 3 examines 219 interactional sets for patterns of compliments and Compliment Responses (CRs) following Holmes (1986), and Placencia and Lower (2013). Compliment topic and direct or indirect formulations were identified and related to language backgrounds and gender. Results are aligned with previous work on compliments online (Placencia and Lower, 2013) in this Japanese-English bilingual community: women produce more compliments than men, and women do so in direct formulations. The production of these compliments reproduces dominant and traditional gender roles of women being more associated with topics of fashion. With regards to Compliment Responses, results indicate that Acceptance is the most frequently used CR strategy among this group. The three studies in this thesis contribute to an understanding of how identity and relational work were co-constructed and managed by using Evaluation Moves and compliments on FB among Japanese-English bilingual women.
El propòsit principal d’aquesta tesi és investigar el comportament interaccional de les dones transnacionals bilingues en japonès i anglès a Facebook (FB) a través de Status Updates (SUs) iniciats per fotos pel que fa a l’ús del llenguatge evaluatiu en "Discursive Moves" i el seu impacte en la co-construcció de les seves múltiples identitats. Això s’aconseguí seguint un grup de dones bilingües en japonès i anglès, o "Primary Contributors" (PCs) a FB des del gener del 2012 fins al març de 2017. Tal com s’esperava, la majoria dels seus SUs eren SUs iniciats per fotos com a iniciadors de converses. Els temes més destacats foren escollits per fer-ne una anàlisi multimodal interaccional addicional: 1) el menjar japonès i experiències en restaurants als Estats Units, 2) els nadons i la maternitat, i 3) les manicures/pedicures. La tesi està organitzada en 3 estudis: l’Estudi 1 es centra en els "sets" interaccionals de menjar japonès i els restaurants als Estats Units, i com el menjar és discursivament utilitzat per part dels participants per evocar un posicionament d’autoritat com a transnacionals del Japó o com a "gourmets". L’estudi 2 examina la co-construcció d’identitats d’aquestes dones bilingues tractant el tema dels nadons i la maternitat i com aquests evoquen identitats lingüístiques, racials i de gènere. L’estudi 3 es centra en com els "sets" interaccionals que tracten el tema de les manicures/ungles co- construeix identitats de gènere tals com les dones amants de la moda.

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7

Nishina, Yasunori. "Evaluative meanings and disciplinary values : a corpus-based study of adjective patterns in research articles in applied linguistics and business studies". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1540/.

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The purpose of this study is to investigate disciplinary variation in academic writing, focusing in particular on the use of adjective patterns followed by prepositions. The analysis proceeds through a detailed quantitative and qualitative analysis of these patterns in two large corpora of authentic texts. The analysis focuses not only on the specific adjectives found in the patterns themselves, but also on collocations within and around each pattern. The empirical focus of the study will be on two ‘soft-applied’ disciplines (Becher and Trowler 2001), applied linguistics and business studies, as represented by two corpora of research articles drawn from 16 leading journals in each field. Comparison of the results for each corpus shows that there are many differences in form and meaning between the two disciplines: it is argued that the features revealed by my analysis are indicative of the epistemological characteristics of these two different disciplinary discourses. These differences reveal the particular culture and norm of applied linguistics and business studies.

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8

Wee, Constance Wei-Ling Languages &amp Linguistics Faculty of Arts &amp Social Sciences UNSW. "Mobilising action through management email texts: the negotiation of evaluative stance through choices in discourse and grammar". Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43514.

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This thesis is concerned with explicating the role of language in mobilising action through management emails. Situated within the context of organisational change in a globalised manufacturing business, the project is framed by behavioural observations from management scholars Palmer and Hardy (2000) of mobilisation strategies that utilise linguistic resources since they: (a) involve a sense of obligation or inclination in directives; (b) show how co-operation will produce mutual benefits; (c) construct desired actions as legitimate, beneficial or inevitable; and (d) use past or anticipated meanings, for or against certain actions. Systemic Functional Linguistics is the underlying framework employed to provide a theoretically principled account of the intuitively derived observations from Palmer and Hardy (2000) which are applied to a sample of twenty-seven email texts, through corpus- and text-based analysis. A major finding is that the representation of action is enacted interpersonally through the verbal group. This view complements experientially dominated accounts of the verbal group which focus on the tense system. Further, action is found to be motivated through the negotiation of evaluative stance. By relating the grammar of the verbal group as well as other resources to the discourse semantics of Appraisal, modulation (of obligation or inclination) is found to be enabled by both negative as well as positive judgements of capacity. Specifically, judgements of capacity are re-interpreted as invocations of high obligation as managers seek to mobilise (further) positive performance. The analysis demonstrates that elements in the verbal group (complex) and Appraisal co-opt action through enabling positioning of the writer, in terms of assessing and grading categorical meanings, manipulating interpersonal time, or foregrounding solidarity. A significant contribution to the thesis is an extension of the system of GRADUATION: FOCUS (Hood, 2004a) through the demonstration of how resources of the verbal group negotiate expectations of appearances and achievements. This study has also extended the resources of GRADUATION: FORCE by applying it to the management context. The practical contribution of the study is that these insights may more explicitly inform management training and enable managers to participate more effectively within their community of practice.

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9

Wong, Lai-wing. "The application of systemic functional linguistics to the teaching of evaluative writing at matriculation level Xi tong gong neng yu yan xue zai yu ke ping lun xie zuo jiao xue de ying yong /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37609531.

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Dall'Orto, Lauriê Ferreira Martins. "Construções avaliativas com “super”, “mega”, “hiper” e “ultra” na língua portuguesa – uma proposta de rede construcional a partir da Linguística Funcional Centrada no Uso". Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7174.

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Na presente tese, dedicamo-nos à compreensão de como construções avaliativas com “super”, “mega”, “hiper” e “ultra” se instanciam e se convencionalizam na língua portuguesa. Assumimos, dessa maneira, o aporte teórico da Linguística Funcional Centrada no Uso (BYBEE, 2010; MARTELOTTA, 2011; FURTADO DA CUNHA et al., 2013; TRAUGOTT & TROUSDALE, 2013; ROSÁRIO & OLIVEIRA, 2016; BISPO & SILVA, 2016), partindo do pressuposto de que tais construções avaliativas teriam sido moldadas no e pelo contexto de uso, passando a integrar a gramática da língua. Logo, nossas hipóteses de investigação são as seguintes: (a) “super”, “mega”, “hiper” e “ultra” cumprem novos propósitos comunicativos na língua que diferem de seus usos como prefixos; (b) os usos das construções avaliativas com “super”, “mega”, “hiper” e “ultra” constituem um pareamento forma-função, embora recente, na língua portuguesa. Diante das hipóteses apresentadas, nossos objetivos mais específicos são, nesse sentido, (i) descrever os padrões construcionais, ou pareamentos forma-função, das construções avaliativas com “super”, “mega”, “hiper” e “ultra”, de maneira a identificar os três níveis de esquematicidade propostos por Traugott e Trousdale (2013) – esquema, subesquema e microconstrução – e (ii) propor uma rede construcional que relacione as construções analisadas de maneira hierárquica em torno de um esquema abstrato comum. A fim de cumprirmos os objetivos propostos neste trabalho, constituímos um corpus para a análise dos dados, com a distribuição dos textos, retirados de blogs e de revistas disponíveis na internet, em três níveis de formalidade – que se estabelecem em um continuum – e em três diferentes sincronias. Nossa análise se realiza a partir do equacionamento entre a análise qualitativa e o cálculo da frequência de uso, uma vez que objetivamos identificar e descrever os pareamentos forma-função vinculados a cada nível de esquematicidade, os quais se convencionalizam na língua a partir do aumento da frequência de uso. Os resultados obtidos apontam que “super”, “mega”, “hiper” e “ultra”, mediante um processo analógico com o esquema {[advérbio de intensidade] + [adjetivo/advérbio]} – que tem como principal representante o advérbio de intensidade canônico “muito” anteposto a adjetivo ou a advérbio – e a partir de suas acepções de origem e de seus usos como prefixos, instanciam na língua um esquema mais abstrato e mais geral para a indexação do posicionamento avaliativo do locutor no discurso por meio da intensificação e da focalização. Além disso, identificamos treze microconstruções que se distribuem, por similaridades e por especificidades no que tange às suas propriedades formais e funcionais, em três subesquemas que se diferenciam semanticamente em função do escopo da intensificação e da focalização e, consequentemente, do papel morfossintático exercido por “super”, “mega”, “hiper” e “ultra” nas construções. Nesse contexto, demonstramos como esquema, subesquemas e microconstruções são responsáveis pela emergência de novas construções avaliativas com “super”, “mega”, “hiper” e “ultra” na língua, bem como pelo estabelecimento de uma rede construcional disponível para o acesso do locutor para a produção de um discurso coerente.
In this thesis, we dedicated ouselves to understanding how evaluative constructions with “super”, “mega”, “hiper” and “ultra” are instantiated and conventionalized in the Portuguese language. In this way, we take on the theoretical contribution of Usage-based Functional Linguistics (BYBEE, 2010; MARTELOTTA, 2011; FURTADO DA CUNHA et al., 2013; TRAUGOTT & TROUSDALE, 2013; ROSÁRIO & OLIVEIRA, 2016; BISPO & SILVA, 2016), starting from the assumption that such evaluative constructions would have been shaped in and by the context of use, and so being integrated in the grammar structure of the language. Our research hypothesis are the following: (a) “super”, “mega”, “hiper” and “ultra” fulfill new communicative purposes constructions that differ from their uses as prefixes; (b) the uses of evaluative constructions with “super”, “mega”, “hiper” and “ultra” constitute a form-function pairing which is recent within the Portuguese language though. In view of such a hypothesis, our most specific aims, in this sense, are (i) to describe the constructional patterns, or form-function pairings, of evaluative constructions with “super”, “mega”, “hiper” and “ultra” to identify the three schematic levels proposed by Traugott and Trousdale (2013) – scheme, subscheme and microconstruction – and (ii) propose a constructional network that would be able to relate the analysed constructions in a hierarchical way around a common abstract scheme. In order to fulfill the objectives proposed in this paper, we have constituted a corpus for the analysis of data, with the distribution of texts, taken from blogs and magazines available on the Internet, in three levels of formality – established within a continuum – and in three different synchronies. Our analysis is based on the equation between the qualitative analysis and on the frequency calculation of use, since we aim at identifying and describing the form-function pairings linked to each level of schematicity, which are conventionalized in the language through the increasement of their frequency in the use of the language.The obtained results point out that “super”, “mega”, “hiper” and “ultra”, through an analogical process with the scheme {[adverb of intensity] + [adjective/adverb]} – which has as its main representative the adverb of canonical intensity “muito” before an adjective or an adverb – and from their original meanings and their uses as prefixes, they instantiate in the language a more abstract and more general scheme for the indexation of the evaluative speaker’s positioning within the discourse by means of intensification and focus. In addition, we identified thirteen microconstructions which are distributed, by similarities and specificities regarding their formal and functional properties, in three subschemes that differ semantically because of the scope intensification and the focusing and as a consequence the morphosyntactic role played by “super”, “mega”, “hiper” and “ultra” in the constructions they appear. In this context, we demonstrate how the scheme, subschemes and microconstructions are responsible for the emergence of new evaluative constructions with “super”, “mega”, “hiper” and “ultra” in the language as well as the establishment of a constructional network available to the speaker access in the production of a coherent discourse.

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Byrö, Johannes. ""Beautiful Forcefields!" : Promotional Metadiscursive Language in eSports Commentaries". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-64776.

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For an eSports commentator, the ability to promote the rivalry between the competitors is just as important as fast and accurate commentary. Thus, it is of interest how an experienced commentator achieves this promotional language per some theoretical framework. Using the relatively new and unexplored linguistic field of promotional metadiscourse the quality of commentary can be evaluated quantifiably. Thus, this paper investigates the promotional language used by accomplished eSports commentators, in contrast to inexperienced novices, in the game StarCraft II. This is achieved with a lexical analysis of two StarCraft II commentaries using categories of promotional language previously identified in press releases. Experienced commentators were found to have a much more extensive and varied vocabulary than their inexperienced counterparts, adopting stronger evaluative adjectives and adverbs, as well as metaphorical language, in their commentaries. After comparing the commentaries with each other, the comments of two experienced commentators were compared. In this analysis, the same results were found in regards to commentator experience, as the less experienced commentator in this team featured less varied and weaker evaluative language than his more experienced co-commentator, yet more varied and evaluative than the novices. This paper shows that metadiscursive analysis methods can be fruitfully applied to non-academic discourses, as well as shining a light on the entertainment genre of eSports as a subject for further study.
Denna uppsats utforskar språket som används av etablerade eSportskommentatorer, i jämförelse med oerfarna nybörjare, i spelet StarCraft II. Detta har gjorts genom att analysera eSportskommentarmaterialet från två matcher med hjälp av en modell med kategorier för befrämjande språk, framställd för pressmeddelanden. Analysen fann att erfarna kommentatorer hade ett betydligt bredare och mer varierat ordförråd än sina mer oerfarna motparter, till exempel, genom användandet av mer starkt värderande adjektiv, förstärkande adverb och metaforer. Efter analysen av de två kommentarmaterialen gjordes en analys för liknande mönster av de två erfarna kommentatorernas språk. Denna jämförande analys fann att skillnaden i ordvalet även var knuten till kommentatorns erfarenhet, då den mindre erfarne kommentatorn hade ett mer begränsat och mindre varierat ordförråd än den mer erfarne kommentatorn, men betydligt mer varierat än noviserna. Denna uppsats visar att metadiskursiva metoder kan användas för att analysera icke-akademiskt språk, samtidigt som den visar på ett behov att undersöka E-sportsspråket som en genre.

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Silva, Débora Maria dos Santos Castro. "A relação dialógica como pressuposto no processo avaliativo: um estudo sobre as marcas linguísticas e a construção de inferências". Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/6489.

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This dissertação investigates the way for which the citizens construct (s) the sensible one (s) in the avaliativo context and as this if it reflects in its productions written in classroom. The corpus analyzed in this work is constituted by written texts produced for pupils of as the module of the course of Secretaryship of the Federal Institute of Education, Science and Technology of the Tocantins - Campus Palms in reply the referring avaliativas questions the two curricular components of the course (Introduction to the Marketing and Right, Legislation and Ethics) and also for the answers given for pupils and its professors to the carried through interview. We leave of the estimated one of that the interpretation of the avaliativas questions depends in such a way on the procedures of decoding as of the accomplishment of inferences, therefore we very believe to be difficult to have understanding without inferences. Having this in mind, we search to investigate of that way the elaboration of the avaliativas questions can intervene with the inferencial performance of the pupils; of that it forms the conception of evaluation of the pupils exerts influence in the inferenciais processes. Moreover, we search to relate the linguísticas marks gifts in the avaliativas questions and the inferences had in the commentaries of the citizens. For the enterprise of our research we opt to adopting the sociocognitivointeracionista conception of reading according to which the direction does not exist a priori, being a construction that involves the interaction author-text-reader. E, in the special case of the evaluations used in our research, we perceive that the inferences produced for the pupils are regulated not only by the vision decoder of the evaluation defended for the searched professors, but also for the traditional conception of evaluation of the learning.
Esta dissertação investiga a maneira pela qual os sujeitos constroem o(s) sentido(s) no contexto avaliativo e como isso se reflete em suas produções escritas em sala de aula. O corpus analisado neste trabalho é constituído por textos escritos produzidos por alunos do segundo módulo do curso de Secretariado do Instituto Federal de Educação, Ciência e Tecnologia do Tocantins Campus Palmas em resposta a questões avaliativas referentes a dois componentes curriculares do curso (Introdução ao Marketing e Direito, Legislação e Ética) e também pelas respostas dadas por alunos e seus professores à entrevista realizada. Partimos do pressuposto de que a interpretação das questões avaliativas depende tanto dos procedimentos de decodificação como da realização de inferências, pois acreditamos ser muito difícil haver compreensão sem inferências. Tendo isso em mente, buscamos investigar de que modo a elaboração das questões avaliativas pode interferir no desempenho inferencial dos alunos; de que forma a concepção de avaliação dos alunos exerce influência nos processos inferenciais. Além disso, buscamos relacionar as marcas linguísticas presentes nas questões avaliativas e as inferências havidas nos comentários dos sujeitos. Para o empreendimento de nossa pesquisa optamos por adotar a concepção sociocognitivo-interacionista de leitura segundo a qual o sentido não existe a priori, sendo uma construção que envolve a interação autor-texto-leitor. E, no caso especial das avaliações utilizadas em nossa pesquisa, percebemos que as inferências produzidas pelos alunos são reguladas não apenas pela visão decodificadora da avaliação defendida pelos docentes pesquisados, mas também pela concepção tradicional de avaliação da aprendizagem.

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Almeida, Marcela Bandeira de Mello. "Livro didático de língua portuguesa: implicações sobre o processo de avaliação e o ensino". Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/7612.

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In searching to deepen and widen the theoretical and methodological perspective studies involving the portuguese student’s book used in the evaluation and teaching process, we defend in this quantity and quality study, the necessity of analyzing in an interdisciplinary field which involves the teacher’s participation, who represents the mediator between the student and the student’s book. This research investigated the questions about evaluations of the portuguese student’s books in the early years of elementary teaching approved by the National School Book Program for 2013, 2014 and 2015 which were divided up into four segments: reading, writing, speech and grammar, taking into consideration the student’s book as the main tool in the evaluation and the teaching process of the portuguese language. The theory contemplates authors into the evaluation: Demo (2012), Esteban (2003), Depresbiteres (1991), on the teaching of the portuguese language: Antunes (2013), Soares (2004), Travaglia (2009) and in reference to the student’s book as the subject of research: Choppin (2004), Dell’Isolla (2008), Lajolo (2006), Batista (2001), among others. The subject of this research will show contributions in the following fields: Linguistics, applied linguistics and education, since we believe that the approach of the questions referred to the teaching and evaluation of the language requires from the researcher an interdisciplinary study. We showed a discussion about the evaluation concepts in the classes of the portuguese language, as well as concepts of teaching the language and the connection between concepts and teaching practices. This research also involved a brief discussion of questions about the formation of the teachers to cover the multiples ways about this subject. We also investigate about the evaluating and teaching concepts that were in the teacher’s manuals, which come with the student’s books. Taking into consideration how relevant the research about the evaluation and teaching of the Portuguese language, we would like to contribute to the educational and linguistic debates and to the review of the evaluation and teaching concepts. This study’s conclusion points to the majority of the questions proposed analyzing the collections such as writing and reading. Speech was explored very little by some authors and the ones about grammar were practically non-existent in the reading process. The learning concepts of evaluation were predominating formative, as there have been variations in terminology, since some authors denominated their proposal of evaluation basically as procedural or mediator. It also became clear that this research’s subjects were committed with a theoretical and methodological way of evaluation and teaching that emphasize the meaning of learning and that the use of student’s books as a teaching tool in the classroom should be used with other teaching resources that will broaden the teaching and learning possibilities in the school environment.
Na busca pelo aprofundamento e ampliação das perspectivas teóricas e metodológicas dos estudos que envolvem o livro didático de língua portuguesa em processos de avaliação e ensino, defendemos no presente estudo de natureza quantitativa e qualitativa, a necessidade de analisá-lo em um campo interdisciplinar de modo a envolver a participação do professor que se constitui como o principal sujeito intermediador entre o aluno e o livro didático. A presente pesquisa investigou a ocorrência das questões avaliativas contidas nos livros didáticos de língua portuguesa de coleções dos anos iniciais do ensino fundamental aprovadas pelo Programa Nacional do livro Didático para o período 2013, 2014 e 2015, divididas em quatro segmentos sendo estes: leitura, escrita, oralidade e gramática, considerando a centralidade do livro didático em processos pedagógicos decisórios no que diz respeito às ações de avaliação e ensino da língua. O quadro teórico contempla autores voltados para a avaliação: Demo (2012), Esteban (2003), Depresbiteris (1991); ao ensino da língua portuguesa Antunes (2003), Soares (2004), Travaglia (2009), Porto (2009) e ao livro didático como objeto de pesquisa: Choppin (2004), Dell´Isolla (2008), Lajolo (2006), Batista (2001), entre outros. A análise do tema apresentará contribuição nas áreas de: Linguística, Linguística Aplicada e Educação, uma vez que acreditamos que a abordagem de questões pertinentes ao ensino da língua e à avaliação exige do pesquisador um estudo de caráter interdisciplinar. Apresentamos discussão sobre concepções de avaliação nas aulas de língua portuguesa e concepções de ensino da língua portuguesa e a relação entre concepções e prática docente.Esta pesquisa realizou ainda breve discussão a respeito das questões que envolvem a formação docente a fim de recobrir as diversas vertentes existentes sobre o tema. Realizamos ainda investigação sobre concepções de avaliação e ensino contidas nos manuais do professor que são anexos aos livros didáticos. Considerando a relevância das pesquisas voltadas para a avaliação e para o ensino da língua portuguesa pretendemos contribuir para os debates educacionais e linguísticos e para a revisão de concepções de avaliação e ensino na prática docente. As conclusões do estudo apontam para uma maioria de questões propostas pelas coleções analisadas como de escrita e leitura sendo as de oralidade pouco exploradas por alguns autores e as de gramática praticamente inexistentes no ciclo de alfabetização. As concepções de avaliação da aprendizagem apresentaram-se predominantemente formativas, sendo que houve variações terminológicas já que alguns autores denominaram sua proposta de avaliação de base processual ou mediadora. Evidenciou-se também que os sujeitos desta pesquisa se mostram comprometidos com uma abordagem teórico-metodológica de avaliação e ensino que privilegie a aprendizagem significativa e que a utilização do livro didático como recurso pedagógico em sala de aula deve ocorrer concomitante ao uso de outros recursos didáticos que ampliarão as possibilidades de ensino e aprendizagem em âmbito escolar.

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14

Kärde, Wilhelm. "Tool for linguistic quality evaluation of student texts". Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-186434.

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Spell checkers are nowadays a common occurrence in most editors. A student writing an essay in school will often have the availability of a spell checker. However, the feedback from a spell checker seldom correlates with the feedback from a teacher. A reason for this being that the teacher has more aspects on which it evaluates a text. The teacher will, as opposed to the the spell checker, evaluate a text based on aspects such as genre adaptation, structure and word variation. This thesis evaluates how well those aspects translate to NLP (Natural Language Processing) and implements those who translate well into a rule based solution called Granska.
Grammatikgranskare ﬁnns numera tillgängligt i de ﬂesta ordbehandlare. En student som skriver en uppsats har allt som oftast tillgång till en grammatikgranskare. Dock så skiljer det sig mycket mellan den återkoppling som studenten får från grammatikgranskaren respektive läraren. Detta då läraren ofta har ﬂer aspekter som den använder sig av vid bedömingen utav en elevtext. Läraren, till skillnad från grammatikgranskaren, bedömmer en text på aspekter så som hur väl texten hör till en viss genre, dess struktur och ordvariation. Denna uppsats utforskar hur pass väl dessa aspekter går att anpassas till NLP (Natural Language Processing) och implementerar de som passar väl in i en regelbaserad lösning som heter Granska.

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15

Gustin, Anton. "“Beautiful Power Shield!” vs. “Explosive Superman Punch!” : A Comparative Analysis of Promotional Metadiscursive Language in eSports and Mixed Martial Arts Sports Commentaries". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77776.

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Sports commentary is an essential part of live broadcasted sports as well as eSports and is a task that requires that the caster be verbally proficient and can maintain a high tempo when speaking, especially in more fast-paced sports. This study aims to analyze this promotional language sportscasters use by approaching it from the linguistic phenomenon of metadiscourse. This will be achieved by utilizing a theoretical framework adapted from previous research on eSports commentaries. By comparing a traditional sport, in this case mixed martial arts, with that of the eSport of Super Smash Bros. Melee, the aim is to see what differences can be found between the two sports’ commentaries and their use of metadiscursive promotional language. After comparing these two sets of commentaries, the results show that there are some differences in how promotional language is used to enhance the understanding and excitement of their respective sports. The major differences found are in how the two sets of commentaries use metaphors as well as that the eSport casters show a pattern of using evaluative adjectives in a more varied and colorful way.
Sportkommentatorer är en väsentlig del av live-sänd idrott såväl som eSport och är en uppgift som kräver att kommentatorn är muntligt skicklig och kan hålla ett högt tempo när hen talar, särskilt i sporter med högre tempo. Denna studie syftar till att analysera det promotionsbefrämjande språk som sportkommentatorer använder genom att närma sig det från det lingvistiska fenomenet metadiskurs. Detta kommer att uppnås genom att använda sig av ett teoretiskt ramverk som anpassats från tidigare forskning om eSports kommentarer. Genom att jämföra det med en traditionell sport, i detta fall mixed martial arts, med eSporten Super Smash Bros. Melee, är målet att se vilka skillnader som kan hittas mellan dem två sporternas kommentarer och deras användning av metadiskursivt promotionellt språk. Efter att ha jämfört dem två kommentarerna så visar resultaten att det finns vissa skillnader i hur promotionsbefrämjande språk används för att förstärka förståelsen och spänningen i deras respektive sporter. De största skillnaderna som fanns är i hur de två kommentarerna använder metaforer samt att eSports-kommentatorerna visar ett mönster av att använda evaluerande adjektiv i ett mer varierat och färgrikt sätt.

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16

Kilpert, Diana Mary. "Language and value : the place of evaluation in linguistic theory". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002635.

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It is a central claim of modern linguistic theory that linguists do not prescribe, but describe language as it is, without pronouncing on correctness or judging one variety better than another. This attempt to exclude evaluation is motivated by a desire to be ' politically correct', which hinders objective analysis of language, and by an ill-advised imitation of the natural sciences, which obstructs the discipline's progress towards becoming a science in its own right. It involves linguists, as users of a valued variety, in self-deception and disingenuousness, distances them from the concerns of the ordinary language user, and betrays a failure to understand the involvement of social values in language, the nature of language itself, and the limits of linguistic science. On a wider scale, linguistics reflects society's devaluing and mechanisation of language. Despite growing concern expressed in the literature, and the incoherence that becomes apparent when linguists attempt to address social problems using a theory that regards language as an autonomous object, newcomers to the discipline continue to be taught that anti-prescriptivism is the natural corollary of a scientific approach to language. This thesis suggests that the way out of these difficulties is to rethink the meaning of ' theory' in linguistics. If we take the reflexivity of language seriously, building on M.A.K. Halliday's notion of 'linguistics as metaphor', we are reminded that a linguistic theory is made of language. Metalanguage must use the experiential and interpersonal meaning-making resources of everyday language. It follows that a linguistic theory cannot escape being evaluative, because evaluation is an inherent part of interpersonal meaning. If we fail to notice our own metalinguistic evaluation, this is because language disguises its evaluative meanings, or perhaps we are just not used to thinking of them as part of the grammar. To achieve clarity about the involvement of value in language, we need to turn our metalanguage back on itself - 'using the grammar to think with about the grammar' . Some ways of doing this are demonstrated here, turning the resources of systemic functional linguistics on linguists' own language. The circularity of this process should be seen not as a drawback but as a salutary reminder that linguistics is an interpretive rather than a discovery process. This knowledge should help us revalue language and make a place for evaluation in linguistic theory, paving the way for a socially responsible and productive linguistics.

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17

Ismail, Muhammad A. "Language planning in Oman : evaluating linguistic and sociolinguistic fallacies". Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1102.

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English is increasingly being chosen as the medium of education at the tertiary level in education in the Arabian Gulf. In Oman a decision was taken to switch the medium of education in all colleges of applied sciences from Arabic to English. To assist students with the switch the Ministry of Higher Education requested all colleges to establish foundation years with the focus on teaching English. This study is an analysis of that decision from both macro language planning and a micro sociolinguistic perspectives. Three contentions were used to measure the efficacy of the practices in the College of Applied Sciences in Salalah, Oman. These were the native speaker fallacy, the L2 fallacy and the English medium fallacy. The study adopted a case study framework and analysed each of the preceding fallacies with a view to establishing their individual and collective veracity. Data collected included 370 student questionnaires, 15 questionnaires distributed to native speaker teachers and 10 to non-native speaker teachers. There were also interviews with leading stakeholders involved at the College level. The results of the study suggest that of the three fallacies, the native speaker fallacy was not seen to be in evidence at the college whilst the other two were. Amalgamating the findings leads to the conclusion that there are a complex array of factors involved in a decision to switch the medium of instruction from Arabic to English and the establishment of an English foundation programme to facilitate this decision. The results do not corroborate a view of reality that posits that external forces are responsible for enforcing an imperialistic agenda. What the findings of the V study do support is the need for research based decision making, to avoid situations where perspectives devoid of academic merit become the norm.

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18

Lei, Chong Wun. "A functionalist evaluation of the English translation of the preface for the Witness the Qing Empire exhibition". Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2554097.

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Sveen, Hanna Andersdotter. ""Honourable" or "Highly-sexed" : Adjectival Descriptions of Male and Female Characters in Victorian and Contemporary Children's Fiction". Doctoral thesis, Uppsala University, Department of English, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6247.

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This corpus-based study examines adjectives and adjectival expressions used to describe characters in British children’s fiction. The focus is on diachronic variation, by comparing Victorian (19th-century) and contemporary (late 20th-century) children’s fiction, and on gender variation, by comparing the descriptions of female and male characters. I adopt a qualitative as well as a quantitative approach, and consider factors such as lexical diversity, adjectival density, collocation patterns, evaluative meaning, syntactic function and distribution across semantic domains. Most findings are related to a dichotomy set up between an idealistic and a realistic portrayal of characters. The study shows that an idealistic portrayal of characters is typical of the Victorian material and a realistic portrayal of characters typical of the contemporary material. Further, gender differences are much more pronounced, and reflect traditional gender role patterns more in the Victorian material than in the contemporary material. For instance, a pleasant appearance is typically described for Victorian female characters and social position for Victorian male characters. Moreover, descriptions of mental properties of Victorian female characters are conspicuously rare. Such gendered patterns are less distinct in the contemporary material, although appearance is still more extensively described for female than male characters. As regards how the qualities are attributed to characters, the descriptions of Victorian female characters were found to be the most formulaic compared to the descriptions of Victorian male, contemporary female and contemporary male characters.

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20

Kong, Pak-hin Anthony. "A Cantonese linguistic communication measure for evaluating aphasic narrative production". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37868901.

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Kong, Pak-hin Anthony y 江柏軒. "A Cantonese linguistic communication measure for evaluating aphasic narrative production". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37868901.

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22

Toefy, Tracy. "Accent discrimination, linguistic capital and the evaluation of strategic opportunities". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/80525.

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This research reports on the role of linguistic capital in the evaluation of strategic opportunities for an organisation. Linguistic capital can function as a signal of human and social capital. Using Experimental Vignette Methodology (EVM), 152 respondents were exposed to one of three scenario treatments in which they viewed a Voice-over-PowerPoint video presentation of a corporate entrepreneurship expansion opportunity. The treatments differed only in the accent of the presenters, namely a White, Black and Crossover accent. Respondents evaluated the presentation, the presenter and the opportunity. No difference was found in the respondents’ evaluation of the three presenters, contrary to the hypothesised expectations. While these results suggest that economically active South Africans are free of discriminatory bias with respect to accent, the prevalence of accent discrimination globally, and workplace discrimination generally, suggests that this form of discrimination warrants further investigation.
Mini Dissertation (MPhil)--University of Pretoria, 2020.
Gordon Institute of Business Science (GIBS)
MPhil
Unrestricted

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23

Kasper, Ann Marie. "A Linguistic Evaluation of the Somali Women's Self Sufficiency Project". PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/738.

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This thesis evaluated a program of the Lutheran Community Services of Oregon, an English as a Second Language training program for Somali refugee women. This study examined the English test results and questionnaires of 28 pairs of Somali women and North American volunteers involved in tutoring. The evaluation included communicating with the Somali women, North American tutors, and Lutheran Community Services staff. The researcher created a literacy test, piloted it, and created questionnaires with the assistance of the staff. Before the tutoring began, the researcher created a needs assessment for the Somali participants and visited each Somali woman's home with a Somali interpreter to administer the initial student questionnaire, B.E.S.T. Test, Written Form Test, and needs assessment. The researcher administrated the initial questionnaire to the tutors. Next, the researcher observed the literacy and cultural trainings for the tutors and observed three pairs of tutors and students during tutoring sessions at the students' homes. The researcher attended an informal party for tutors and staff during the middle of the program and administrated the mid-term questionnaire at the party and over the phone. The evaluator discussed the program with the staff every couple months. The final step was going to each Somali woman's home to conduct the final student questionnaire, B.E.S.T. Test, Written Form Test. The final tutor questionnaire was completed over the phone. The researcher and Lutheran Community Services staff presented the findings at the 2000 Oregon Teachers of English to Speakers of Other Languages (ORTESOL) Conference. Some of the more significant findings about creating effective programs are that programs for pre-literate refugees should use quantitative and qualitative methods of evaluation and should offer a non-threatening atmosphere for pre-literate adult refugees. Arranging for students to study in their own homes with tutors has positive as well as negative points. The views and languages all of the stakeholders during an evaluation should be considered. It is recommended that programs make materials specifically for their participants, create and offer literacy training specifically made to help tutors teach the targeted populations, and include cultural training for the students and tutors.

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24

Berkson, Jacob. "Truth as an evaluative, semantic property : a defence of the linguistic priority thesis". Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54155/.

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Thinking and using a language are two different but similar activities. Thinking about thinking and thinking about language use have been two major strands in the history of philosophy. One of the principal similarities is that they are both rational activities. As a result, the ability to think and the ability to use a language require being able to recognise and respond to reasons. However, there is a further feature of these activities: we humans are able to have explicit knowledge of how those activities work and what is done by performances in those activities. Thus, theorists face at least two constraints: 1. An account of a rational activity must be compatible with the possibility of agents engaging in that activity. 2. Having described an activity, it must be possible to have knowledge of an activity which is correctly described like that. There are a variety of accounts of how thinking works and how using a language works, and further variation in accounts of what is involved in explicit understanding of particular performances. These accounts can be distinguished by their views of the nature of the reasons that govern performances in that activity and by their views of the way a description of the activity relates to the way the activity proceeds. I argue that any description of thinking or language use requires showing how the truth conditions of thoughts/sentences are determined, and how the truth values of thoughts/sentences affects the way the activity proceeds. I then argue that in order to have explicit knowledge of what we do, truth has to be a substantial evaluative property of uses of language, and furthermore a truth conditional theory of meaning has to be taken as the description of the rationality of using a language. The big result is that, because in understanding language we understand truth, the philosophy of language is first philosophy.

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25

Dellagnelo, Adriana de Carvalho Kuerten. "Self-evaluative reports". Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/84946.

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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.
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O presente estudo enfoca uma investigação discursiva quanto à reflexão de professores. Os sujeitos são quatro alunos do Curso de Letras da Universidade Federal de Santa Catarina, cursando a disciplina de 'Prática de Ensino', para a qual eles produzem avaliações crítico-descritivas de suas aulas. Nenhum dos sujeitos participantes do estudo tinha experiência prévia como professor(a) antes de ingressar nessa disciplina. O interesse principal desse estudo é investigar, através das práticas discursivas dos(as) estagiários(as), as percepções, os valores e as crenças que eles parecem ter com relação ao processo de ensino-aprendizagem de uma língua estrangeira e o tipo de conhecimento que mais influencia sua prática de sala de aula. Para perseguir o propósito desse estudo, são examinadas as representações de realidade dos(as) estagiários(as) - focalizando os papéis que eles(as) assumem como seus e como de seus(suas) alunos(as) - e as relações sociais que emergem de seus textos - focalizando na discussão de princípios relacionados ao ensino de língua estrangeira - sob a perspectiva da análise crítica do discurso (Fairclough, 1992) e da lingüística sistêmica (Halliday, 1994). Os resultados obtidos através da análise dos significados ideacionais e interpessoais indicam que os(as) estagiários(as), alguns mais do que outros, se vêem como participantes sociais dominantes e com mais poder do que os(as) alunos(as) e cujos papéis são mais ativos e centrais para o desenvolvimento das aulas. Ao abordar princípios relacionados ao ensino de língua estrangeira, os estagiários tendem a modalizar seu discurso, sinalizando intertextualidade (Bakhtin, 1981) entre os seus textos e e os do(a) seu(sua) supervisor(a) e/ou incertezas com relação aos conhecimentos teóricos que eles dizem ter. Por mais difícil que seja fazer uma distinção entre conhecimento teórico e experiencial, as interpretações levantadas corroboram a literatura na área de educação de professores (Bailey et al, 1996; Freeman, 1996a; Freeman, 1996b; Freeman & Johnson, 1998; Flowerdew, 1998) ao sugerir que professores(as)-estagiários(as) tendem a ser influenciados(as) pelo conhecimento experiencial a um grau mais elevado, reiterando, também, a afirmação de que o discurso tanto é constituído como também constitui práticas sociais (Fairclough, 1989; Kress, 1989).

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26

Gow, Francie. "Metrics for evaluating translation memory software". Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26375.

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Translation memory (TM) tools help human translators recycle portions of their previous work by storing previously translated material. In conventional TM tools, the aligned texts are divided into sentence-level source and target translation units for storage in the database. Each sentence of a new source text is compared with the units stored in the database, and the tool proposes matches that are exact or similar. This is referred to as a sentence-based approach to search and retrieval. A different and more recently developed approach involves storing full source- and target-text pairs (known as bitexts) in the database and identifying identical character strings of any length. This is referred to as a character-string-within-a-bitext (CSB)-based approach to search and retrieval. Because the second approach is more recent, traditional techniques for evaluating TM tools do not take into account this fundamental difference. Therefore, the goal of this thesis is to design and develop a new evaluation methodology that can be used to compare the two approaches to search and retrieval fairly and systematically, first by defining "usefulness" as a measurable attribute, then by measuring the usefulness of the output of each approach in an identical translation context. (Abstract shortened by UMI.)

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27

Keuleers, Emmanuel, Marc Brysbaert y Boris New. "An evaluation of the Google Books ngrams for psycholinguistic research". Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6233/.

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Scarlett, Elizabeth A. "An evaluation of a rule-based parser of English sentences". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ58501.pdf.

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Schultheiss, Corinna, Holger Nahrstaedt, Thomas Schauer y Rainer O. Seidl. "Evaluation eines Bioimpedanz-EMG-Messsystems zur Schluckerkennung während der pharyngealen Schluckphase". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6860/.

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Barbosa, Kédma Keila Gonçalves. "Estudo da relação entre a sociolinguística e a sala de aula: um embate no ensino da língua materna". Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/2195.

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The present study has the objective of developing a critical view that allows the recognition of the real Portuguese language teaching condition with impartiality and lucidity inside state public school system. This research has tried to reflect minuciously the relation of the sociolinguistic with the pedagogic practice and trying to recognize inside the documents that establish and parametrize the primary education second cycle, what is the curricular direction, the didact resources, the application and evaluation of the teaching-learning process of the mother language, valuing the different situations of use and reflections about the language this way, arguing how it works (or not) the language learning inside schools; not only related to its expression in the cultured language, but also to the possible intentionalities, variations and identities that the language can furnish while it is an comunication instrument and social recognition. For these reasons it became necessary to explore the sociolinguistic space and contribution in classes which base is the conception of language as interaction between man in society (sociointeractionist) in which it implies the capacity of the social subjects to take part in or also construct renewed grammatical knowledge, resulting in actions that refute the discrimination and the linguistic prejudice. Therefore it is necessary to the mother language teacher to have a great linguistic formation. As it is common to see many teachers misconceptions that deals with college teaching, descontextualized or that think about the Portuguese discipline as something apart and normative, without mentioning those who does not fully comprehend certain perspectives, ignore your important role in developing habilities and skills turned to the language analysis, as well as its intervention at correction and the reflections about writing and speaking.
O presente estudo tem o objetivo de desenvolver um olhar crítico que permita reconhecer com imparcialidade e lucidez a realidade do ensino da Língua Portuguesa no contexto da rede pública estadual. Procurou-se fazer, por meio desta pesquisa científica, uma reflexão pormenorizada sobre a relação da sociolinguística com a prática pedagógica e, buscando reconhecer nos documentos que estabelecem e parametrizam o Ensino Fundamental-Ciclo II, qual o direcionamento curricular, os recursos didáticos, a aplicação e a avaliação do processo ensino-aprendizagem da língua materna, valorizando as diferentes situações de uso e refletindo sobre a linguagem. Nesse sentido, questionou-se como se dá (ou não) a aprendizagem da língua no âmbito escolar; não somente quanto a sua expressão de acordo com a norma-padrão, mas também das possíveis intencionalidades, variações e identidades que a linguagem pode fornecer enquanto instrumento de comunicação e reconhecimento social. Por essas razões é que se fez necessário explorar o espaço e as contribuições da sociolinguística nas aulas cuja base seja a formação de concepções da linguagem como interação entre sujeitos em sociedade (sociointeracionista) na qual implica a capacidade dos sujeitos sociais de participar ou também construir conhecimentos gramaticais renovados, resultando em ações que refutem a discriminação e o preconceito linguístico. Para tanto, é necessário ao professor de língua materna possuir uma boa formação linguística, visto que, ainda é comum ver muitos equívocos da parte de docentes que lidam com o ensino de forma superficial, descontextualizada ou que pensam na disciplina de Língua Portuguesa como algo isolado e normativo; sem contar os que, por não compreenderem totalmente certas perspectivas, ignoram seu importante papel no desenvolvimento de habilidades e competências voltadas à análise da linguagem, bem como, sua intervenção no momento da correção e das reflexões acerca da escrita e da fala.

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Alencar, Leila Cristina Gomes. "Relatórios avaliativos nas séries iniciais e a abordagem sociorretórica: gênero como ação social". Universidade Católica de Pernambuco, 2017. http://tede2.unicap.br:8080/handle/tede/961.

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This investigation is intended to contribute to the rhetoric studies of genre found in the specific professional context, that is, in written records aimed at the development evaluation of learning in the starting years of basic education. The specific objectives aim not only to show aspects of the rhetorical situation of production, reception, and circulation of genre in focus, but also to examine typical patterns and variations within the same genre. The theoretical foundations that guide the study are found in socio-rhetoric, according to theoreticians such as Charles Bazerman (2011, 2015), Carolyn Miller (2012), Bawarshi and Reiff (2013), and Bezerra (2011, 2012, 2017), among others. The presupposed theoreticians referred to are bound up around similarities regarding response to a wider concept of genre as social action. The corpus that supports the analysis consists of two reports on the development of learning (pedagogic assessment documentation) in relation to the last year of children education and the first year of elementary school. The analyses are backed up by heuristic genre analysis presented by Bawarshi, Reiff and Amy Devitt (2004), found in Scenes of Writing: Strategies for Composing with Genres. As for results, records are made around the production and use of the genre; the description of patterns and variations that are typical of the genre, without overlooking the intergeneric relationship. At this stage, it is worth mentioning the interrelationship between genre and context by means of shared cues and the concept of sets of genre. In this scenario, we must highlight the interactive processes, the discursive flow typified in the relationship between the individual and the collective, the coherence between the records and the objectives of the genre, the attempt at attracting and engaging those who read by those who write, with a focus on the objective to be reached, among other propositions systematized by the analysis. The studies reveal, among other propositions, that the choice of what should be recorded is typified by the context of production and use, that is, the acts of writing as product and process in social action in professionally located. In short, the studies and systematizations applied show potential to broaden the research field of professional writing – specifically - related to the writing of basic education teachers, documented in a learning development and evaluation report.
Esta investigação pretende contribuir com os estudos retóricos de gêneros situados no contexto profissional específico, ou seja, em registros escritos destinados à avaliação do desenvolvimento das aprendizagens nas séries iniciais da educação básica. Os objetivos específicos visam não só a indicar aspectos sobre a situação retórica de produção, de recepção e de circulação do gênero e do conjunto do gênero em foco, bem como a examinar padrões típicos e variações dentro do mesmo gênero. A fundamentação teórica que baliza o estudo se localiza na sociorretórica segundo as proposições de teóricos como Charles Bazerman (2011, 2015), Carolyn Miller (2012), Bawarshi e Reiff (2013) e Bezerra (2011, 2012, 2017), entre outros. Os pressupostos teóricos referidos se entrelaçam por meio de similaridades a responder ao conceito mais amplo de gênero como ação social. O corpus a respaldar a análise é composto de dois relatórios de desenvolvimento das aprendizagens (documentação pedagógica avaliativa) referentes ao último ano da educação infantil e ao primeiro ano do ensino fundamental. As análises estão respaldadas na heurística de análise de gêneros apresentada por Bawarshi, Reiff e Amy Devitt (2004), localizada no Scenes of Writing: Strategies for Composing with Genres. Quanto aos resultados, inscrevem-se em torno da identificação do cenário de produção; da descrição da situação de produção e uso do gênero; da descrição de padrões e de variações característicos do gênero, sem se perder de vista a relação intergenérica. Nesse ponto, ressalta-se a interrelação entre gênero e contexto por meio de pistas compartilhadas e do conceito de conjunto de gêneros. Em tal cenário, destacam-se os processos interativos, o fluxo discursivo tipificado na relação entre o individual e o coletivo, a coerência dos registros com os objetivos do gênero, a tentativa de atratividade ao engajamento de quem lê por aquele que escreve com foco no objetivo a alcançar, entre outras proposições sistematizadas pela análise. Os resultados revelam, entre outras proposições, que as escolhas sobre o que registrar se apresentam tipificadas pelo contexto de produção e de uso, isto é, os atos de escrita como produto e processo em ação social profissionalmente localizada. Em suma, os estudos e as sistematizações aplicadas indicam possibilidade a ampliar o campo de pesquisa acerca da escrita profissional, especificamente, relacionada à escrita de professoras na educação básica, registrada em relatório avaliativo do desenvolvimento das aprendizagens.

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32

Hunston, Susan. "Evaluation in experimental research articles". Thesis, University of Birmingham, 1989. http://etheses.bham.ac.uk//id/eprint/912/.

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This thesis examines evaluation in experimental research articles in terms of the meanings made and their contribution to the organisation of the articles. After an introduction to the phenomenon of evaluation in Chapter 1, Chapter 2 surveys recent work concerning the process of scientific discovery and the writing of research articles. Chapter 3 returns to evaluation and its place in various theories of discourse, mainly those of Sinclair and of Halliday. The model of evaluation proposed in this thesis is set out in the next three chapters, dealing in turn with the Status, Value and Relevance functions of evaluation. Status is the function of evaluation which bestows entity, assessing along a certain-uncertain parameter. Value bestows quality and assesses along a good-bad parameter. Evaluation of Relevance is meta-discoursal and marks significance. Relevance Markers are identified, which progressively chunk and organise the text. Comparisons between texts analysed for Status, Value and Relevance demonstrate a movement towards the theoretical and an increase in complexity of argument as the sub-discipline under discussion progresses. Chapter 7 investigates the contribution of evaluation towards text structure and notes a number of ways in which discourse units in experimental research articles may be organised. The concluding chapter, Chapter 8, discusses some of the practical and theoretical implications of the work described in the thesis. The Appendix contains the research articles which comprise the corpus.

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33

Teraoka, Rie. "Developing a Curriculum Evaluation Model for the English Language Center at Brigham Young University". Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3481.pdf.

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Ruesga, G. Alberto (Glauco Alberto). "What can be meant--evaluating a skeptical argument by Donald Davidson". Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/14142.

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Boston, Marisa Ferrara, John Hale, Reinhold Kliegl, Umesh Patil y Shravan Vasishth. "Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus". Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2011/5713/.

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The surprisal of a word on a probabilistic grammar constitutes a promising complexity metric for human sentence comprehension difficulty. Using two different grammar types, surprisal is shown to have an effect on fixation durations and regression probabilities in a sample of German readers’ eye movements, the Potsdam Sentence Corpus. A linear mixed-effects model was used to quantify the effect of surprisal while taking into account unigram and bigram frequency, word length, and empirically-derived word predictability; the so-called “early” and “late” measures of processing difficulty both showed an effect of surprisal. Surprisal is also shown to have a small but statistically non-significant effect on empirically-derived predictability itself. This work thus demonstrates the importance of including parsing costs as a predictor of comprehension difficulty in models of reading, and suggests that a simple identification of syntactic parsing costs with early measures and late measures with durations of post-syntactic events may be difficult to uphold.

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Oliveira, Ailza de Freitas. "Avaliação da linguagem escrita nas práticas de letramentos do programa mais educação". Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/7620.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work aims to seek first to contribute with sociointeractionists reflections on languages with a focus on evaluation of written language and literacies. Investigating the presence of writing in the practices of literacies More Education Program in the city of João Pessoa , through the research instruments (questionnaires and observation) of Literacy, part of macro field Monitoring Pedagogical at the Municipal School of Seráfico Nobrega workshop language. As a theoretical contribution in relation to sociointeractionists aspect of language and writing, specifically, language research was supported in positions that link the individual and collective at the same time, with micro and macro social linguistic constraints. Regarding literacies, agree, throughout the work, with the statements defending the degrees of literacies. Regarding evaluation, researched in line with the positions of the review promotes organizational learning and assists in improving the developed actions, acting as a participant in the planning. Completed the survey and analyzed the data collected , our considerations indicate that the evaluation of written language practices of literacies in SMEs , aims to understand the assessment , languages , writing, language, literacies and planning are viewed as procedural acts . Thus, the process, is the word which houses the proper posture in the activities that we research.
Este trabalho tem como objetivo primeiro buscar contribuir com as reflexões sociointeracionistas acerca das linguagens com foco na avaliação da linguagem escrita e nos letramentos. Investigando a presença da linguagem escrita nas praticas de letramentos do Programa Mais Educação no município de João Pessoa, por intermédio dos instrumentos de investigação (questionários e observação) da oficina de Letramento, integrante do macrocampo de Acompanhamento Pedagógico na Escola Municipal Seráfico da Nóbrega. Como aporte teórico em relação ao aspecto sociointeracionista das linguagens e da linguagem escrita, especificamente, a pesquisa foi respaldada em posições que nos apontam ao mesmo tempo individuais e coletivos, com condicionantes linguísticos micros e macro sociais. Em relação aos letramentos, concordamos, ao longo do trabalho, com as afirmativas que defendem os graus de letramentos. No tocante a Avaliação, pesquisamos em sintonia com as posições de que a avaliação promove aprendizagem organizacional e auxilia na melhoria das ações desenvolvidas, atuando como partícipe do planejamento. Concluída a pesquisa e analisados os dados coletados, nossas considerações indicam que a avaliação da linguagem escrita nas práticas de letramentos no PME, aponta para compreendermos que a avaliação, as linguagens, a linguagem escrita, os letramentos e o planejamento são vistos como atos processuais. Assim, processo, é a palavra que abriga a postura adequada nas atividades que pesquisamos.

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37

Fournier, Christopher. "Evaluating Text Segmentation". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24064.

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This thesis investigates the evaluation of automatic and manual text segmentation. Text segmentation is the process of placing boundaries within text to create segments according to some task-dependent criterion. An example of text segmentation is topical segmentation, which aims to segment a text according to the subjective definition of what constitutes a topic. A number of automatic segmenters have been created to perform this task, and the question that this thesis answers is how to select the best automatic segmenter for such a task. This requires choosing an appropriate segmentation evaluation metric, confirming the reliability of a manual solution, and then finally employing an evaluation methodology that can select the automatic segmenter that best approximates human performance. A variety of comparison methods and metrics exist for comparing segmentations (e.g., WindowDiff, Pk), and all save a few are able to award partial credit for nearly missing a boundary. Those comparison methods that can award partial credit unfortunately lack consistency, symmetricity, intuition, and a host of other desirable qualities. This work proposes a new comparison method named boundary similarity (B) which is based upon a new minimal boundary edit distance to compare two segmentations. Near misses are frequent, even among manual segmenters (as is exemplified by the low inter-coder agreement reported by many segmentation studies). This work adapts some inter-coder agreement coefficients to award partial credit for near misses using the new metric proposed herein, B. The methodologies employed by many works introducing automatic segmenters evaluate them simply in terms of a comparison of their output to one manual segmentation of a text, and often only by presenting nothing other than a series of mean performance values (along with no standard deviation, standard error, or little if any statistical hypothesis testing). This work asserts that one segmentation of a text cannot constitute a “true” segmentation; specifically, one manual segmentation is simply one sample of the population of all possible segmentations of a text and of that subset of desirable segmentations. This work further asserts that an adapted inter-coder agreement statistics proposed herein should be used to determine the reproducibility and reliability of a coding scheme and set of manual codings, and then statistical hypothesis testing using the specific comparison methods and methodologies demonstrated herein should be used to select the best automatic segmenter. This work proposes new segmentation evaluation metrics, adapted inter-coder agreement coefficients, and methodologies. Most important, this work experimentally compares the state-or-the-art comparison methods to those proposed herein upon artificial data that simulates a variety of scenarios and chooses the best one (B). The ability of adapted inter-coder agreement coefficients, based upon B, to discern between various levels of agreement in artificial and natural data sets is then demonstrated. Finally, a contextual evaluation of three automatic segmenters is performed using the state-of-the art comparison methods and B using the methodology proposed herein to demonstrate the benefits and versatility of B as opposed to its counterparts.

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38

Doppelbauer, Lea, Jenny Dralle, Patricia Purat, Dorothea Webersinke, Jeannine Schwytay y Nicole Stadie. "Evaluation einer sprachtherapeutischen Intervention zum Erwerb des Genus (Kruse, 2010) bei einem Kind mit SES". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6857/.

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Pederson, Mark John. "Usability evaluation of grammar formalisms for free word order natural language processing /". [St. Lucia, Qld], 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16187.pdf.

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40

Larsson, Patrik. "Classification into Readability Levels : Implementation and Evaluation". Thesis, Uppsala University, Department of Linguistics and Philology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7132.

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The use for a readability classification model is mainly as an integrated part of an information retrieval system. By matching the user's demands of readability to the documents with the corresponding readability, the classification model can further improve the results of, for example, a search engine. This thesis presents a new solution for classification into readability levels for Swedish. The results from the thesis are a number of classification models. The models were induced by training a Support Vector Machines classifier on features that are established by previous research as good measurements of readability. The features were extracted from a corpus annotated with three readability levels. Natural Language Processing tools for tagging and parsing were used to analyze the corpus and enable the extraction of the features from the corpus. Empirical testings of different feature combinations were performed to optimize the classification model. The classification models render a good and stable classification. The best model obtained a precision score of 90.21\% and a recall score of 89.56\% on the test-set, which is equal to a F-score of 89.88.

Uppsatsen beskriver utvecklandet av en klassificeringsmodell för Svenska texter beroende på dess läsbarhet. Användningsområdet för en läsbaretsklassificeringsmodell är främst inom informationssökningssystem. Modellen kan öka träffsäkerheten på de dokument som anses relevanta av en sökmotor genom att matcha användarens krav på läsbarhet med de indexerade dokumentens läsbarhet. Resultatet av uppsatsen är ett antal modeller för klassificering av text beroende på läsbarhet. Modellerna har tagits fram genom att träna upp en Support Vector Machines klassificerare, på ett antal särdrag som av tidigare forskning har fastslagits vara goda mått på läsbarhet. Särdragen extraherades från en korpus som är annoterad med tre läsbarhetsnivåer. Språkteknologiska verktyg för taggning och parsning användes för att möjliggöra extraktionen av särdragen. Särdragen utvärderades empiriskt i olika särdragskombinationer för att optimera modellerna. Modellerna testades och utvärderades med goda resultat. Den bästa modellen hade en precision på 90,21 och en recall på 89,56, detta ger en F-score som är 89,88. Uppsatsen presenterar förslag på vidareutveckling samt potentiella användningsområden.

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41

Batchkarov, Miroslav Manov. "Evaluating distributional models of compositional semantics". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61062/.

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Distributional models (DMs) are a family of unsupervised algorithms that represent the meaning of words as vectors. They have been shown to capture interesting aspects of semantics. Recent work has sought to compose word vectors in order to model phrases and sentences. The most commonly used measure of a compositional DM's performance to date has been the degree to which it agrees with human-provided phrase similarity scores. The contributions of this thesis are three-fold. First, I argue that existing intrinsic evaluations are unreliable as they make use of small and subjective gold-standard data sets and assume a notion of similarity that is independent of a particular application. Therefore, they do not necessarily measure how well a model performs in practice. I study four commonly used intrinsic datasets and demonstrate that all of them exhibit undesirable properties. Second, I propose a novel framework within which to compare word- or phrase-level DMs in terms of their ability to support document classification. My approach couples a classifier to a DM and provides a setting where classification performance is sensitive to the quality of the DM. Third, I present an empirical evaluation of several methods for building word representations and composing them within my framework. I find that the determining factor in building word representations is data quality rather than quantity; in some cases only a small amount of unlabelled data is required to reach peak performance. Neural algorithms for building single-word representations perform better than counting-based ones regardless of what composition is used, but simple composition algorithms can outperform more sophisticated competitors. Finally, I introduce a new algorithm for improving the quality of distributional thesauri using information from repeated runs of the same non deterministic algorithm.

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42

Kwan, Yu Hang. "Assessing pre-service teaching practicum: a corpus-assisted discourse analysis of field experience supervision forms". HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/117.

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This study analyses the moves, linguistic realisations and mitigation devices of four teaching practicum supervisors' cmmnents written to eighteen supervisees on fifty- four standard field experience supervision forms. Broadly speaking, the results reveal that the supervisors use evaluative adjectives, modality markers and imperatives to give praise and acknowledge good practice, identify weaknesses, and suggest improvements in relation to teaching and managing learning. As the supervision exercise can be face-threatening, the supervisors demonstrate sensitivity to redress their negative comments through such mitigation strategies as hedging, praise-criticism pairs, rhetorical questions and personal attributions, although the strengths of such devices may vary according to contextual issues. These findings enable readers to understand how the pragma-linguistic resources realise two global communicative purposes, i.e., "Assessment of Learning" and "Assessment for Learning".

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Steeby, Laura Kathleen. "An Evaluation of Brigham Young University's Local TESOL Internship Program". BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1019.

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An evaluation of BYU's Local TESOL Minor Internship program shows the strengths and weaknesses of this academic internship program. Students are required to complete 150 hours of TESOL-related work outside of their courses. The interns volunteer in different English-teaching programs in the area. Internship hours include the time in the classroom, preparation, materials development, as well as the time in the Linguistics 496R course. The interns are required to have most of their minor classes finished before they complete their internship so that their internship can be a capstone to and an application of what they have learned thus far. This MA evaluation project reports findings of a formal program evaluation of BYU's Local TESOL Internship program, which has been in place for four years. It specifically looks at how effective the internships are by addressing the program's criteria which are: The internship enhances the student's education, reflects what the students have been taught in their TESOL minor classes, helps the interns become more confident teachers, helps the interns feel more prepared to teach ESL, and creates ties with the community. The paper presents quantitative data collected from surveys of past and present interns as well as program administrators. It also presents qualitative data from the same surveys as well as from summary papers in which the interns have discussed their internship experience. The evaluation also offers suggestions and recommendations for the program, as well as future research recommendations.

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Ripplinger, Lydia. "Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3113.

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This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young University (BYU). The majority of changes implemented and evaluated in this study were suggested by Marisa Ontiveros in her 2010 MA thesis, An Evaluation of the Learning Outcomes and Curricular Organization of the Brigham Young University Undergraduate TESOL Internships Course. The present report summarizes relevant literature that led to the current project, including a discussion of the importance of internships in general, information regarding the significance of TESOL internships, and a summary of the BYU TESOL internship program, with descriptions of past studies that have focused on it. Specific curricular changes central to this study are then outlined, which consist of the implementation of new learning outcomes, the alteration of internship prerequisites, the addition and alteration of several course components, and the requirement that international interns participate in internship class sessions. Methods employed to implement and evaluate these changes are also discussed. Evaluation results are summarized, and implications and suggestions for future work are detailed.

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45

Fornasiero, Elena <1991&gt. "Description and analysis of evaluative constructions in Italian Sign Language (LIS)". Doctoral thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/17813.

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This dissertation offers a detailed description of the display of evaluative features in LIS. The analysis of naturalistic and elicited data shows that LIS exploits simultaneous and sequential strategies. A morphophonological analysis reveals that: LIS is endowed with dedicated non-manual markers for each feature; these markers are evaluative bound morphemes; phonological and semantic constraints motivate the alternation between sequential and simultaneous strategies. The combination of three different theoretical approaches was crucial to gain a complete picture of the phenomenon. From a generative perspective, the results support the universality of evaluative features and that the syntactic engine deriving evaluative constructions in spoken languages is active in LIS as well; typologically, evaluative constructions in LIS respect the generalisations defined for spoken languages, despite the different modality employed; from a cognitive point of view, data show that LIS can exploit its articulators to visually encode concepts that remain abstract in spoken languages. Questa tesi offre una descrizione dettagliata della realizzazione dei tratti valutativi in LIS. L’analisi di dati spontanei ed elicitati mostra che la LIS impiega strategie di valutazione simultanea e sequenziale. L’ analisi morfofonologica rivela che: ogni tratto è espresso da componenti non manuali dedicate; tali marcatori sono morfemi legati valutativi; restrizioni fonologiche e semantiche motivano l’alternanza tra strategie sequenziali e simultanee. La combinazione di approcci teorici diversi ha permesso di delineare un quadro completo del fenomeno. In ottica generativista, i risultati mostrano l’universalità dei tratti valutativi, e che la forza sintattica che deriva le costruzioni valutative nelle lingue vocali è cruciale anche in LIS; in ottica tipologica, le costruzioni valutative rispettano le generalizzazioni definite per le lingue vocali, nonostante la diversa modalità impiegata; in ottica cognitivista, i dati mostrano come la LIS faccia uso degli articolatori a disposizione per rendere visibili tratti che nelle lingue vocali rimangono astratti.

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46

Muirden, Mark. "A critical evaluation of linguistic minorities from a postmodern perspective : the case of Welsh". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/361349/.

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My aim in this thesis is to consider language policy and minority languages from the viewpoint of postmodernism – a theoretical framework that has much to offer beyond mere explanation and support for the concepts of diversity and pluralism. I argue there is a shortage of texts that interrogate language policy from a postmodern perspective – notwithstanding the contributions of a relatively small group of linguists including Pennycook (2000, 2006), Wright (2000, 2004), Cameron (1995) and Edwards (1985-2003). Thus, I combine some arguments from the domain of postmodernism articulated by theorists such as Foucault (1980), Lyotard (1997), and Connor (2004) with other arguments from the fields of language policy, language ideology and minority language rights formulated by theorists such as Phillipson (1993, 2003), Crystal (2000, 2003). In the first chapter I consider how language policy and planning has developed as a subject of academic inquiry since World War II. In the second chapter I focus on a primary objective for language policymakers, namely minority language maintenance. I conclude that characteristics and trends associated with postmodernism are neither wholly supportive nor wholly unsupportive of minority language maintenance. In the third chapter, I concentrate on the minority language Welsh, tentatively concluding that a truly bilingual Wales is not achievable. In this fourth chapter, I analyse findings from my ethnographic research into Welsh language usage in Newport. I tentatively conclude once more that the Welsh Assembly Government’s bilingual objective is unachievable. Finally, I argue that postmodernism is a useful theoretical perspective for academics in the field of language policy and planning.

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47

Ziegler, Nathan E. "Task Based Assessment: Evaluating Communication in the Real World". University of Toledo / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1192757581.

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48

Huth, Petra Alexandra. "Can gender-fairness be established in language? : an evaluation of the acceptance of language change in a German speech community". Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1765.

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In 1980, the first German proposals for gender-fairness in language were published in Germany. They suggested many gender-fair alternatives to items such as the generic masculine, which were believed to convey androcentric or sexist meanings. Since then critics of androcentrism in the German language, together with subsequent antidiscrimination legislation, have instigated several linguistic changes that aim at an equal treatment and representation of the two genders. This ongoing reform of German is, however, primarily noticeable in the official, and especially the written, form of German; there are effective laws that ensure the use of non-discriminatory items in this domain. In private language, on the other hand - both spoken and written - there appears to be less readiness to use gender-fair terms. However, until now there has been little empirical research that investigates the extent to which people are willing to speak and write gender-fair language in their everyday private lives. Thus, there is little knowledge of whether speakers of German are aware of any sexism in their language, whether they agree with the criticisms that have been made of the androcentric aspects of their language, or whether they approve of the many gender-fair innovations. The present case study, using a triangulation approach, investigates these questions. The research is conducted in a local speech community in North-Rhine Westphalia. It focuses on the inhabitants of this community as a source of information. More generally, the study emphasises the strong but often neglected relationship between two fields of study within sociolinguistics that are often kept separate: 'Language and Gender'and 'Language Planning'.

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49

Gambino, Michele. "Italian Evaluative Morphology: a syntactic approach". Doctoral thesis, Università degli studi di Padova, 2010. http://hdl.handle.net/11577/3427072.

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The aim of this dissertation is to provide a satisfactory description and an adequate syntactic analysis of several phenomena pertaining to evaluative morphology in Italian. The issues discussed include the basic semantic properties of evaluative morphemes, their distribuition across and within lexical categories, their functional status and their interaction with other relevant morphosyntactic features. The hypothesis that the different aspects of the meaning of evaluative morphology – despite their apparent variety and inconsistency – can actually be reduced to very general semantic notions is connected to the intuition that at least some the abstract structuring principles of reference are the same across categories. From a syntactic point of view, the identification of parallel functional schemes in the extended projections of lexical categories leads us to confirm once again that syntactic structures, in spite of their internal complexity, can be accounted for by means of structural maps.
L’obiettivo di questa tesi è di fornire una descrizione esaustiva e un’adeguata analisi sintattica per numerosi fenomeni che pertengono alla morfologia valutativa della lingua italiana. I temi discussi includono le proprietà semantiche fondamentali dei morfemi valutativi, la loro distribuzione a livello inter-categoriale e intra-categoriale, il loro statuto funzionale e la loro interazione con altri tratti morfosintattici rilevanti. L’ipotesi che i diversi aspetti del significato della morfologia valutativa - nonostante l’apparente variabilità e incoerenza – possano essere in realtà ridotti a nozioni semantiche generali è connessa all’idea che almeno un certo numero di principi astratti del riferimento siano comuni alle diverse categorie lessicali. Da un punto di vista sintattico, il riconoscimento di schemi funzionali paralleli all’interno delle proiezioni estese delle categorie lessicali ci porta ancora una volta a ribadire che le strutture sintattiche, nonostante la loro complessità interna, possano essere spiegate attraverso mappe strutturali.

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50

Ng, Dominick. "Evaluating Parsers with Dependency Constraints". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14550.

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Many syntactic parsers now score over 90% on English in-domain evaluation, but the remaining errors have been challenging to address and difficult to quantify. Standard parsing metrics provide a consistent basis for comparison between parsers, but do not illuminate what errors remain to be addressed. This thesis develops a constraint-based evaluation for dependency and Combinatory Categorial Grammar (CCG) parsers to address this deficiency. We examine the constrained and cascading impact, representing the direct and indirect effects of errors on parsing accuracy. This identifies errors that are the underlying source of problems in parses, compared to those which are a consequence of those problems. Kummerfeld et al. (2012) propose a static post-parsing analysis to categorise groups of errors into abstract classes, but this cannot account for cascading changes resulting from repairing errors, or limitations which may prevent the parser from applying a repair. In contrast, our technique is based on enforcing the presence of certain dependencies during parsing, whilst allowing the parser to choose the remainder of the analysis according to its grammar and model. We draw constraints for this process from gold-standard annotated corpora, grouping them into abstract error classes such as NP attachment, PP attachment, and clause attachment. By applying constraints from each error class in turn, we can examine how parsers respond when forced to correctly analyse each class. We show how to apply dependency constraints in three parsers: the graph-based MSTParser (McDonald and Pereira, 2006) and the transition-based ZPar (Zhang and Clark, 2011b) dependency parsers, and the C&C CCG parser (Clark and Curran, 2007b). Each is widely-used and influential in the field, and each generates some form of predicate-argument dependencies. We compare the parsers, identifying common sources of error, and differences in the distribution of errors between constrained and cascaded impact. Our work allows us to contrast the implementations of each parser, and how they respond to constraint application. Using our analysis, we experiment with new features for dependency parsing, which encode the frequency of proposed arcs in large-scale corpora derived from scanned books. These features are inspired by and extend on the work of Bansal and Klein (2011). We target these features at the most notable errors, and show how they address some, but not all of the difficult attachments across newswire and web text. CCG parsing is particularly challenging, as different derivations do not always generate different dependencies. We develop dependency hashing to address semantically redundant parses in n-best CCG parsing, and demonstrate its necessity and effectiveness. Dependency hashing substantially improves the diversity of n-best CCG parses, and improves a CCG reranker when used for creating training and test data. We show the intricacies of applying constraints to C&C, and describe instances where applying constraints causes the parser to produce a worse analysis. These results illustrate how algorithms which are relatively straightforward for constituency and dependency parsers are non-trivial to implement in CCG. This work has explored dependencies as constraints in dependency and CCG parsing. We have shown how dependency hashing can efficiently eliminate semantically redundant CCG n-best parses, and presented a new evaluation framework based on enforcing the presence of dependencies in the output of the parser. By otherwise allowing the parser to proceed as it would have, we avoid the assumptions inherent in other work. We hope this work will provide insights into the remaining errors in parsing, and target efforts to address those errors, creating better syntactic analysis for downstream applications.

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Tesis sobre el tema "Evaluative (Linguistics)"

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