Thèses sur le sujet « Modern South Arabian language »
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1
Castagna, Giuliano. « A sketch of the Kuria Muria language variety and other aspects of Modern South Arabian ». Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22573/.
Texte intégralRésumé :
This thesis discusses a number of open questions and explores various understudied and unstudied aspects of Modern South Arabian (MSA) linguistics and MSA studies at large. Namely, it contains an extensive literature review which offers a summary of the most significant works in the field, a discussion about the internal sub-grouping and the internal cohesion of Modern South Arabian within Semitic, a grammatical sketch of the Jibbali/Shehret variety spoken on al-Ḥallāniyya island in the Kuria Muria Archipelago: this description focuses on the differences between this and the better-studied mainland varieties. The syntax section, however, takes into account not only the insular variety, but also central and eastern Jibbali/Shehret, in order to present a clearer picture of the syntactic features of this language. In the chapter that follows, a discussion about the lexical interferences of Arabic and Austronesian in Modern South Arabian is presented. Furthermore, the thesis contains three appendices: the first one is a description of the Dhofar inscriptions, re-labelled South-eastern Arabian inscriptions in view of new findings in the Yemeni governorate of Mahra and the examination of epigraphic evidence from Soqotra. The second appendix contains a number of texts in Kuria Muria Jibbali/Shehret, ranging from a selection of Miranda Morris's recordings from the 1980s to recordings proceeding from personal fieldwork made in 2017, with interlinear morpheme glossing. Finally, the third appendix contains a glossary of the above-mentioned Jibbali/Shehret variety. It is argued that Modern South Arabian studies are overall still in an incipient phase, and a research agenda is set up and proposed.
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Manoubi, Ali. « Le hobyot : description grammaticale d’une langue sudarabique moderne ». Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL139.
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Le hobyot, langue sémitique parlée par un nombre très restreint de locuteurs dans l’est du Yémen et dans le sud du Sultanat d’Oman, est classé par l’Unesco comme langue « sérieusement en danger ». Menacé d’extinction à court terme, le hobyot a, hélas, été très peu décrit jusqu’à présent. On manque d’une description linguistique complète et de documents sonores. C’est l’objet de ce travail que de fournir une telle descriptionHobyot is a Semitic language with a very limited number of speakers in the east of Yemen and the south of the Sultanate of Oman and classified by UNESCO as a "seriously endangered" language. Despite some previous studies, no full linguistic description, including sound files exists - as of yet. It is the goal of this study to close this gap and offer a comprehensive account of Hobyot
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Lee, Dongmyung. « The loanword tonology of South Kyungsang Korean ». [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344584.
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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2009.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0551. Adviser: Stuart Davis.
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Lindner, Tamara. « Attitudes toward Cajun French and international French in South Louisiana a study of high school students / ». [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344586.
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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2008.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0553. Advisers: Albert Valdman; Kevin J. Rottet.
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Klapwijk, Nanda Maria. « A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa ». Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2618.
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Thesis (MPhil (Modern Foreign Languages))--Stellenbosch University, 2008.It is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3). This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.
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Coetzee, Renee Wilma. « Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2729.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009.The evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
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Wedderburn, Michael Roderick. « Living in the Shadow of death : purging the unconscious for the creation of a personal visual language ». Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13250.
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This visual arts based research explores the autonomous process of mark-making from the unconscious for the sake of expressing inner turmoil that comes with ‘Living in the Shadow of Death series’ (2014). The manner by which emotions are, in a sense, naturally released in automatic drawing and painting underpin the basis of this research as part of the development of an expressive visual language. ‘Living in the Shadow of Death’ is definitively concerned with how an emotional predisposition, a severe case of unconscious aggression due to struggles with the illness of Marfan Syndrome comes to the surface naturally and is expressed visually. Essentially, this research aims to answer the main research question: How might the act of drawing convey the power and complexity of emotion through the exploration of autonomous mark-making with unconventional tools, mediums and methodologies? This research inquiry rests upon three important benefactors and influences: Illness, anatomy and unconventional tools. What is discussed is an interdisciplinary regime of theoretical and practical research into Surrealist Automatism and a progressive development of this methodology formed from the perspective and approach of a Marfan Syndrome sufferer. The research includes an analysis of Automatism in the works and practice of artists Roberto Matta, Joan Miro and Andre Masson and their influence on the working methods of Jackson Pollock. To this end, the contribution made by Jungian therapy to Pollock’s Action Painting technique and experimentation with unconventional methodologies is explored. Furthermore, the practice-led analysis and documentation of information gained on Surrealist Automatism aided development of working procedures and how this guided the creation of a body of works entitled ‘Living in the Shadow of Death’ is discussed. Ultimately, the content of this research expands the discourse on what constitutes drawing tools, media and format, and how suffering from Marfan Syndrome extended and amplified the expressive potential of Surrealist Automatism and Action Painting exemplified in the development of an innovative methodology known as ‘Anatomical Automatism’.
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Mineur, Tanya Renee. « Die Rolle der Mehrsprachigkeit bei der Identitatsbildung von deutschsprachigen Migranten in Sudafrika ». Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80367.
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Thesis (MA)--Stellenbosch University, 2013.The purpose of this paper is to examine the role that multilingualism plays in the identity formation of German-speaking emigrants in South Africa. In the era of globalization society multilingualism has gained greater value, to such an extent that multilingualism can be seen as the norm, whereas monolingualism is the exception. The importance of multilingualism and its effect on an individual‟s social and language identity has been debated by leading German academics such as Esser, Dirim and Krumm. In the South African context multilingualism is part of daily life, therefore it is not questioned how this multicultural world influences the way South Africans see themselves and interact with the world around them. Here the question comes to mind in what way this language-cultural diversity effects the identity formation of emigrants, who speak a language that is not part of the 11 official languages of South Africa. Therefore it is important to determine in what way the language and the social environment influence the development of their individual and social identities as well as determine in what way they contribute to the active integration into the community. With the help of different theories as well as through an empirical study of German immigrants in South Africa this paper will focus on their social and language identity and what effect, if any, multilingualism has on their identity formation. The paper attempts to explain theoretically the connection between language and identity and then through empirical research demonstrate the influence of language on identity and integration.
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Bezuidenhout, Marianne M. « An investigation into the effect of mobile poetry-based instruction on the literacy levels of Grade 8 English first additional language learners within the South African rural context : a case study ». Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80361.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study is an addition to the growing body of research on the relevance of mobile assisted learning (MALL) or m-learning. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of literacy as a liberating skill, as well as the groundbreaking impact and potential of mobile technologies to enhance literacy levels in developing countries. The ubiquity of mobile devices worldwide, and specifically in South Africa, coupled with the educational needs arising from overcrowded classrooms, and a dearth of resources and textbooks in rural South Africa, led to the conception of this study. The objective was to ascertain the viability of incorporating web- and mobile technology based instruction to enhance the English literacy levels of Grade 8 (Senior Phase) students within the South African rural context. The study showed that there was a significant improvement in the participants’ reading comprehension, visual comprehension and writing skills. The encouraging results of this study indicate that web-based mobile instruction can indeed improve the literacy levels of learners from remote and disadvantaged communities. The implications of these findings for literacy development and emerging literacy development in rural communities are discussed in the final chapter of this thesis.
AFRIKAANSE OPSOMMING: Hierdie studie lewer ‘n bydrae tot die groeiende navorsingsliggaam oor die invloed en moontlikhede van web-en mobiele tegnologiegebaseerde instruksie op die Engelse geletterdheidsvlak van Graad 8 (Seniorfase) leerders in die Suid-Afrikaanse landelike konteks. Die teoretiese basis van die studie word aangevul deur die praktiese toepassing daarvan. Die toenemende beskikbaarheid van mobiele en sellulêre toestelle wêreldwyd en spesifiek in Suid-Afrika, tesame met die opvoedkundige behoeftes wat ontstaan as ‘n uitvloeisel van oorvol klaskamers en die gebrek aan opvoedkundige hulpbronne en veral handboeke in landelike Suid- Afrika, het aan hierdie studie gestalte gegee. Die belangrikheid van geletterdheid as ‘n bemagtigingsvaardigheid, en die baanbrekersimpak en potensiaal van mobiele tegnologie om die geletterdheidsvlak van mense in Afrika en spesifiek Suid-Afrika te verbeter, word bespreek. Hierdie studie het bewys dat daar ‘n beduidende verbetering in die begriplees-, visuele begriplees- en skryfvaardighede van die deelnemers teweeggebring is. Die inspirerende uitslae van hierdie studie dui aan dat web-gebaseerde, mobiele instruksie en intervensie beslis die geletterdheidsvlak van leerders kan verbeter wat hulle in afgeleë, landelike of benadeelde gemeenskappe of omstandighede bevind. Die omvang en implikasies wat hierdie bevindinge vir geletterdheidsontwikkeling –en verbetering, asook vir ontluikende geletterdheidsonderrig inhou, word in die slothoofstuk van hierdie tesis bespreek.
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Re, Nicole M. « Le Renouveau d'une langue régionale : Une Analyse du mouvement occitan moderne dans le sud de la France, or The Revival of a Regional Language : An Analysis of the Modern Occitan Movement in the South of France ». Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1276635478.
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Rayneard, Max James Anthony. « Performing Literariness : Literature in the Event in South Africa and the United States ». Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12083.
Texte intégralRésumé :
x, 208 p.In this dissertation "literariness" is defined not merely as a quality of form by which texts are evaluated as literary, but as an immanent and critical sensibility by which reading, writing, speaking, learning, and teaching subjects within the literary humanities engage language in its immediate aesthetic (and thus also historical and ethical) aspect. This reorientation seeks to address the literary academy's overwhelming archival focus, which risks eliding literary endeavor as an embodied undertaking that inevitably reflects the historical contingency of its enactment. Literary endeavor in higher education is thus understood as a performance by which subjects enact not only the effect of literary texts upon themselves but also the contingencies of their socio-economic, national, cultural, and personal contexts. Subjects' responses to literature are seen as implicit identity claims that, inevitably constituted of biases, can be evaluated through the lens of post-positivist realism in terms of their ethical and pragmatic usefulness. Framing this reoriented literariness in terms of its enactment in higher education literature classrooms, this dissertation addresses its pedagogical, methodological, and personal implications. The events of the South African Truth and Reconciliation Commission (TRC) and the literature arising from it serve as a pivotal case study. The TRC Hearings, publically broadcast and pervasive in the national discourse of the time, enacted a scenario in which South Africans confronted the implications for personal and national identities of apartheid's racial abuses. The dissertation demonstrates through close reading and anecdotal evidence how J.M. Coetzee's Disgrace and Antjie Krog's Country of My Skull formally reactivate this scenario in the subject in the event of reading, while surveys of critical responses to these texts show how readers often resisted the texts' destabilizing effects. A critical account of the process that resulted in Telling, Eugene - a stage production in which U.S. military veterans tell their stories to their civilian communities - analyzes the idea of literariness in the U.S. and assesses its potential for socially engaged literary praxis.
Committee in charge: Linda Kintz, Chairperson; Suzanne Clark, Member; Michael Hames-Garcia, Member; John Schmor, Outside Member
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Cebula, Sharon. « Basic Life Skills : Essays and Profiles on Immigration in Akron, Ohio ». University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.
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Lysaght, Veronica L. Lysaght. « Knotted Numbers, Mnemonics, and Narratives : Khipu Scholarship and the Search for the “Khipu Code” throughout the Twentieth and Twenty First Century ». University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470331576.
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Skoupra, Aikaterini. « The teaching of modern Greek in South African secondary schools ». Thesis, 2014. http://hdl.handle.net/10210/12523.
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M.A. (Greek)In the current research our interest lies in the teaching of Modern Greek in South African secondary schools. That is why we initially researched the South African and the Greek educational policies. In the first chapter we explored the social background on which contemporary South African educational policy is founded. In the Post–Apartheid society of this country, schools did not consist of students speaking the same language. As a result, one of the South African educational policy pursuits was the recognition and enhancement of multilingualism. This resulted from the social orientation towards respect of one’s right to be different. Within this framework, teaching Greek in the South African educational system as a second additional language, was established. This fact upgraded the position of the Greek language placing it amongst the South African educational subjects and offering to high school students a powerful motif to learn it, especially the ones of Greek origin. To the teaching of Greek in South Africa special consideration was given by both the Greek communities and the Greek government. This is the reason why we studied the Greek educational policy for the Greeks of the diaspora and why we examined the way in which this policy influences the teaching of the Greek language, in chapter two. Thus, we understood that the basic principles and the values promoted through the legislation of both countries, Greece and South Africa, as far as their teaching policies are concerned, coincide in showing respect to the human being. The right to be different is also a common value in both Greek and South African educational policies. Furthermore, there is no difference of methods to be followed, as far as the teaching of languages is concerned. Later though, analyzing the most recent Greek legislation on the diaspora education, we have noticed changes on the support of educational units. Thus, in fact, while the regulations regarding the support, both in equipment and by sending teacher to the diaspora, are maintained as far as South Africa is concerned, the support from the Greek government to the communities as such for the teaching of Greek became more limited.
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Maimela, Matodzi Dorin. « Vhuvha na ndeme ya mapfanisi kha luambo lwa tshivenda ». Thesis, 2012. http://hdl.handle.net/10386/2294.
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Ntsoane, Mogodi. « Multilingualism : paving the way for mother-tongue education policy in Limpopo Province Schools ». Thesis, 2018. http://hdl.handle.net/10386/2309.
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